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Environment

Environment. Vocabulary. Effective learning environment Classroom Management Classroom Procedures. Vocabulary Strategy – Circle Maps. Classroom Management. Essential Questions:. How can I establish an effective learning environment in my classroom?

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Environment

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  1. Environment

  2. Vocabulary • Effective learning environment • Classroom Management • Classroom Procedures

  3. Vocabulary Strategy – Circle Maps Classroom Management

  4. Essential Questions: • How can I establish an effective learning environment in my classroom? • Why is classroom management important to my success as a teacher? • What are some of the rules and procedures that I need to have ready for the first day of school and how do I teach them to my students? • What role does planning have in the environment of my classroom?

  5. What is an effective learning environment? • Center activity

  6. So ….. How do I design an effective learning environment?

  7. What does research say about classroom management?

  8. Hattie

  9. A review of research connecting learning environment and student achievement emphasizes a number of key dimensions: • Classroom Management & Structure • Positive Classroom Climate • Classroom Talk

  10. Classroom Management & Structure • Identifying and communicating desirable behavior • Consistently applying rules and procedures • Monitoring student behavior • Taking preventative rather than reactive management actions • Pacing class activities and transitioning between tasks smoothly • Keeping students on task • Making learning meaningful

  11. Structure • Teachers who emphasize structure in the classroom are more effective than those who do not. What is structure? • Physically orienting the classroom for instruction • Preparing and organizing materials • Framing lessons in a coherent and logical manner

  12. Management • Good management is proactive rather than reactive. • Teachers create well-managed classrooms by identifying and teaching desirable behaviors to students.

  13. Video: New Teacher Survival Guide – Classroom Management Questions to consider: • How do the students respond when the teacher redirects them with a whisper? • Do you see a difference when she uses positive narration? • The teacher uses 7 management tips to change her classroom. Note the strategies and enter them in your strategy log.

  14. Big Ideas • Get with your Square partner. • Each pair will be assigned a classroom management article. • Read the article and pick out the “Big Ideas” – words/phrases for the article. • Write the Big Ideas on bulletin board paper.

  15. Big Ideas, cont. • Rotate to a new article. Read the new article. • Add Big Ideas to the chart. • Rotate to a new article. Read the article. • Add Big Ideas to the chart and/or add suggestions for specific classroom applications. • Rotate to a new article. Read the article. • Add ideas/specific classroom applications to chart.

  16. Big Ideas, Cont. • Bring all charts together. • What patterns do you see across the charts? • Are there any outlier ideas? • What are some ways that you could use these ideas in your classroom? • What implications do these ideas have for your classroom? • Document strategy in Strategy Log.

  17. Positive Classroom Climate • Cooperation among teachers and students • Common interest and values • Pursuit of common goals • Clear academic focus • Well-organized and well-planned lessons • Explicit learning objectives • Appropriate level of task difficulty for students • Appropriate instructional pace

  18. Positive Classroom Climate • Error (i.e. risk-taking) is welcomed • Student questioning is high • Engagement is the norm Teachers who make the effort to engage in positive interactions with students make a difference in the academic and social development of their students.

  19. Tips for Creating a Safe Learning Environment • Have Non-Negotiables • Remain calm at all times • Take every opportunity to model kindness • Circulate • Follow through with consequences • Smile often • Use every opportunity to model patience

  20. Keep the vibes good • Sit with your students

  21. Classroom Talk • Respectful, supportive, and productive • Modeled by teachers • Practiced by students

  22. Classroom Talk: • Interaction between teacher and students • Authority is distributed rather than centralized • Talk between teacher and student is personalized and personal

  23. Ticket out the Door (TOD) • Why is classroom management important to my success as a teacher? Document strategy in Strategy Log.

  24. Room Arrangement & Organization of Classroom Think – Pair – Share • What does room arrangement and organization of the classroom have to do with classroom management?

  25. Room Arrangement • Consistent with instructional goals and activities • Teacher-led vs small groups • Mix of both? • High traffic areas free of congestion • Students easily seen by teacher • Frequently used materials/supplies easily accessible • Students easily see board

  26. Assignment Part 3:

  27. Rules & Procedures • What are some of the rules/procedures that I need to have ready for the first day of school and how do I teach them to my students? Numbered Heads – • What is the difference between rules and procedures? • Document strategy in Strategy Log.

  28. Why are rules & procedures necessary? • Rules identify general expectations or standards – best when positively stated (“You may talk when given permission.”) • Procedures communicate expectations for behavior – apply to a specific activity (sharpening pencils during class) • Question for discussion: Why does an effective classroom need both?

  29. Planning classroom rules, rewards, and consequences • Identify school rules and procedures/consequences • Develop 3 – 5 rules • Bring all needed materials to class. • Be in your seat and ready to work when the bell rings. • Respect and be polite to all people. • Respect other people’s property. • Obey all school rules

  30. General Procedures Beginning of period: • Attendance – don’t involve students • Absent students • Tardy students • What to do when come in door During period: • Pencil sharpening • Passing out papers • Passing in papers • What to do if have to leave room End of period: • When to pack up? • How to clean up materials?

  31. Procedures during seatwork and instruction • Student participation (raise hand?, wait to be called on?, etc) • Seatwork • Talking among students • How to get help • What to do if finish early

  32. Procedures for group work • Distribution of materials • Getting students into groups • Participation expectations Miscellaneous • How to get students’ attention • What to do during announcement/someone at door • What to do for fire, tornado drill

  33. Sample Procedures: • Lining up:Stand up quietly; push in your chair; take all necessary items; line up without touching others or talking; face the front of the line; watch where you are going. • Obtaining help with assignments:Quietly ask the students at your table for help with directions if you need it; if you are working alone, raise your hand to get help from me; if you are working with a group, ask them for help in understanding how you do the assignment. • Handing in finished work/homework:Make sure your name is on your paper; place your paper upside down in the "finished work" or "homework" basket.

  34. Teaching Procedures to Students • “The Well-Managed Classroom” • p. 6

  35. Assignment Parts 1 and 2:

  36. Apply what you have learned • 4 Groups • Read your assigned scenario. • Problem-solve/brainstorm a list of possible solutions. Record your solutions on the chart paper. • Share Suggested Solutions – How are these similar to your ideas? How are they different?

  37. “Teach Like A Champion” Chapter 6: Setting and Maintaining High Behavioral Expectations Groups of 4 (Home group) • In your group, count off • 1’s: 100% Strategy • 2’s: Strong Voice Strategy • 3’s: What to Do & Do it Again Strategies • 4’s: Sweat the Details, Threshold, & No Warning Strategies

  38. In your Expert Group: • Read your strategy(ies). • Discuss the strategy with your group – make sure everyone has an understanding of the strategy(ies). • Be prepared to teach your home group the strategy(ies).

  39. In your Home Group: • Assign a timekeeper. • Each person has 4 minutes to teach their strategy to group. • Jigsaw – Document strategy in Strategy Log

  40. In your Reflection Log: • Complete the Reflection and Practice activities.

  41. What role does planning have in the environment of my classroom?

  42. Teacher Brochure Assignment: • You will create a brochure to introduce yourself to your students and their families. You may include whatever information you would like about yourself, expectations, rules, etc. The purpose of this assignment is to provide an opportunity for your student and parents to begin to get to know you. • Due Date: Must be emailed to supervisor, administrator, and mentor by one week prior to school starting for review and approval. The brochure is to be sent home with your students the first day of school.

  43. Questions?????

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