b.e.s.t. training module 3: managing the learning environment

B.E.S.T. Training

Module 3:

Managing the Learning Environment

Desired Outcome: Module 3

To create a learning environment that ensures student learning; we will understand the importance of

• Building positive relationships• Organizing time, materials, and learning space• Utilizing procedures

In Modules 1 and 2 we learned…

• Research based attributes of a Catalyst Teacher

• Learning Cycle and Styles

Are classroom managers made or

born?

“Been There Done That” Activity

• Had a kid sharpen a pencil while you are giving directions?

• Had a kid ask, “What are we doing” right after you have gone over directions?

“Been There Done That” Activity

• Misplaced materials for a learning activity and had to search frantically while your students watch you run around the room stalling for time?

• Had a student “text” during your amazing lesson?

“Been There Done That” Activity

• Had a kid ask, “Can I go to the bathroom?” in the middle of a lesson?

• Had a kid let an explosive fart right before you make the key point of your lesson?

• Have you ever gotten the email from the office asking, “Where’s your attendance?

“Been There Done That” Activity

If you said “Been There Done That” to any of these statements, this

module is for YOU!

Learning Agreement

• Listen Respectfully

• Silence Phones

• Participate Actively

• Be Engaged

Agenda

Key Concepts: Circle Map

Relationships

Concept framefor key concepts

Circle forjotting downimportant information

Frame of referenceFor listing resources

RELATIONSHIPS

To create a learning environment that ensures student learning; we will understand the importance of

•Building positive relationships

•Organizing time, materials, and learning space

•Utilizing procedures

Think-Pair-Share Activity

Think about a teacher you vividly remember.

What characteristics did that teacher have that make you

remember them so clearly even to this day?

“The greatest hunger of the human soul is to be

understood.”

- Stephen Covey

RELATIONSHIPS

• Key Concept: Relationships are the key to a positive learning environment that ensures student learning.

Key Concepts: Circle Map

Relationships

Circle forjotting downimportant information

Frame of referenceFor listing resources

Relationships are the key to a positive learning environment that ensures

student learning.

RELATIONSHIPS

Seven “Deadly” or Disconnecting Habits1. Criticizing 2. Blaming3. Complaining4. Nagging5. Threatening6. Punishing7. Bribing to reward or control

Bribing to Reward or Control

“The carrot and stick are pervasive and persuasive motivators; however, treat your people like donkeys, and they will act like donkeys.”

RELATIONSHIPS

Seven “Caring” or Connecting Habits

1. Supporting2. Encouraging3. Listening4. Accepting5. Trusting6. Respecting7. Negotiating difference

Keys to SuccessfulTeacher/Student Relationships

1. Know something about each student

– Interest surveys– Visual representations of interest– Ask thoughtful and caring questions

Keys to SuccessfulTeacher/Student Relationships

2. Enhance student self-concept

- Provide positive feedback

- Eye contact, smile, listen

- One sentence interventions

Strategy: One Sentence Intervention

• Notice positive and specific attributes of a student

• Mention them in private

• Use interventions two or three times a week with a student, noticing different things

Keys to SuccessfulTeacher/Student Relationships

3. Bring student interests into the content and personalize learning activities.

- Allowing choice in process or product - Choosing text based on interests - Using metaphors that relate to their age and interests

Keys to SuccessfulTeacher/Student Relationships

4. Use humor when appropriate

- Don’t take yourself too seriously

- Avoid sarcasm

- Jokes, quotes, and cartoons

Keys to SuccessfulTeacher/Student Relationships

5. Be consistent with consequences

- Deliver logical consequences with

empathy

- Maintain a sense of emotional objectivity

- Project a cool, professional exterior

Keys to SuccessfulTeacher/Student Relationships

6. Engage in behaviors that create a climate of care

-Appear interested-Acknowledge students’ feelings-Neutralize arguments

-Empower students to solve problems

Empowering Students to Solve Their Own Problems

• Connect with empathy

“That has to be hard.”

• Give the problem back to the child in a caring way

“What are you going to do?”

“How are you going to handle that?”

Empowering Students to Solve Their Own Problems

• Ask before sharing suggestions

“Would you like me to share some ideas I’ve seen other kids try?”

• Help student evaluate the potential consequences of their plan

“How would that work for you?”

Empowering Students to Solve Their Own Problems

• Allow the student ownership of solving the problem

“Good luck with this. Let me know how it works out.”

Student/Student Relationships

• Model/Rehearse/Reinforce Social Skills

• Teach problem solving strategies

• Provide a safe place and time for students to solve problems

• Peer mediation

• Utilize Guidance Counselor/Administration if necessary

Teacher/Family Relationships

Promote family involvement:

• Provide volunteer opportunities

• Guest speaking

• Mentoring

• Tutoring

• Family nights

Teacher/Family Relationships

Communicate Regularly!

• Keep Communication Log• Phone Calls, E-mails, Edline, Website• Conferences• Always start and end with a positive.• Treat parents as equal partners in student education• Listen, listen, listen

Teacher/Family Relationships

Dealing with Conflict

• Avoid contacting a parent when you are in an emotional state

• Make sure your body language and tone of voice conveys you are listening and concerned

• Ask for their support in making a plan

Teacher/Colleague/AdministrationRelationships

Strive to build relationships with your colleagues that are:

• Professional

• Collegial

• Ethical

• Positive

ACTIVITY: IF…THEN Poster

• In your small group, read and discuss the scenario card

• Think about a strategy you could use in the situation that would address the problem in a way that maintains a positive relationship with the person

• Create a visual to share your situation and the strategy you chose.

PROCESS: Share

• What is the scenario?

• What strategy did your group choose?

• Does this strategy address the situation?

• Does it maintain a positive relationship and caring classroom environment?

• Can I see myself trying this in my class?

Key Concepts: Relationships

Relationships

Relationships are the key to a positive learning environment that ensures student learning.

Teaching with Love and LogicFay & Funk

Choice Theory in the ClassroomWilliam Glasser

Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano

Your notes

B.E.S.T. Training

Module 3:

Managing the Learning Environment

Organization

ORGANIZATIONTo create a learning environment that ensures student learning; we will understand the importance of

•Building positive relationships

•Organizing time, materials, and learning space

•Utilizing procedures

Key Concepts: Organization

Organization

Classroom ManagementSimplifiedMargeret Breaux

The First Days of SchoolHarry Wong

Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano

Your notes

Which space would be more conducive to

producing quality work?

What are Your Expectations

for a

Quality Restaurant?

Think/Pair/Share

“An organized environment is a breeding ground for learning.” – Elizabeth Breaux

When organizing your classroom consider the following:

• Can you easily see all students?

• Can students easily see all presentations and demonstrations?

• Are frequently used materials easily accessible?

• Are traffic areas clear and easy to access?

• Do I have close proximity to my students?

• Is it easy to organize students into pairs, triads, or small groups for cooperative learning?

• Is there an area for small group instruction?

• Is there a recovery place for students who need a quiet area to calm down?

• Are my resources/materials organized to maximize student learning?

• Are students involved with class jobs and responsibilities for maintaining organization of classroom?

• Does the room’s layout present any safety issues?

• Is there easy access to sub folders, clinic passes, referrals?

• Does my room provide unnecessary distractions?

• Have I met with any teacher who will be using the classroom (roaming teachers, guest teachers) to provide necessary support?

Have you taken your organizational skills into the

21st Century?

Traditional Method 21st Century Method 21st Century Tip

Attendance in grade book

AS 400/ CrossPointe Plan a “bell” activity for students to allow time to quickly take attendance

Filing Cabinet Digital Filing Set up files for units of study, parent letters, beginning of the year activities, etc. and save to the server

Letters, Notes in Planners, Phone Calls

E-Mail Check your email before, planning, after school. Respond promptly Set up folders on the server to organize and save emails.Remember all school emails are public records-be positive and professional.

Traditional Method 21st Century Method 21st Century Tip

Calendar Microsoft Outlook Use reminders, to do lists, notes, and invitations

Gradebook Edline Take a workshop or complete a tutorialUse your Technology Specialist as a resourceFollow your school’s policy about the frequency of your updates Provide a print out for students without a computerLet the kids know their grades before posting

How can I optimize my own learning environment to ensure

student learning?

Activity

Design your learning environment to include key

components of an organized class using either:

http://teacher.scholastic.com/tools/class_setup/

or

Materials available at your table

Does your learning environment contain the key components of an organized classroom?

Key Concepts: Organization

Organization

Classroom ManagementSimplifiedMargeret Breaux

The First Days of SchoolHarry Wong

Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano

Your notes

Take time to organize your learning environment to maximize student engagement and learning.

PROCEDURES

To create a learning environment that ensures student learning; we will understand the importance of

•Building positive relationships

•Organizing time, materials, and learning space

•Utilizing procedures

Key Concepts: Procedures

Procedures

Classroom ManagementSimplifiedMargeret Breaux

The First Days of SchoolHarry Wong

Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano

Your notes

Why are clear procedures important?

Can Your Procedure Be Replicated?

Directions:

• Obtain a bag of skill sticks.

• Using only ten sticks create a structure. (Do not let other groups see your structure.)

• Develop and record instructions on how to build your structure on a piece of paper.

Can Your Procedure Be Replicated?

• Exchange your directions with another group.

• Using the other group’s instructions, try to build their structure with the remaining skill sticks in your bag.

• After both groups have finished building the others structure, compare it to the original to see if they are identical.

How many groups were able to produce the original structure?

Do you agree or disagree with the following quote from Harry Wong?

“The #1 problem in the classroom is not discipline. It is the lack of procedures and routines.”

PROCEDURESInvest time in the beginning of the year

teaching students the procedures that will

maximize instructional time. Consistently

practice and reinforce procedures until they

become automatic.• Explain

• Rehearse

• Reinforce

Go Slow to Go Fast

OR…

Go Fast to Go Slow

Top 5 Ways Students Get Your Attention if You Don’t Have a Procedure in Place:

1. Students snap their fingers at the teacher.

2. Students beat on the wall continuously until the teacher gives them their attention.

Procedures and Routines:

3. Students scream at the teacher from across the room

4. Students text/email the teacher from their cell phone

5. Students answer more loudly than others so that teacher can hear their answer above the noise.

Top 5 cont.

Rules and Procedures

Focus Areas

– Beginning of Day/Class (agenda, bell work, attendance, housekeeping)

– Ending of Day/Class (reflection, class meeting, goal setting)

Rules and Procedures

Focus Area cont.

– Use of Materials: Distributing, Collecting, Storage

– Group Work: Moving in and out of groups, expected behaviors (in and out of group)

Rules and Procedures

Focus Area cont.

– Restroom/Water

– Emergency procedures

– Transitions/Interruptions

What Impact do Procedures have on the Learning Environment?

Skill PracticeDevelop a skit to demonstrate a certain

procedure based on the scenario card your

group receives. The skit should show a

class without a procedure in place, and then

the class after the procedure is in place.

or

Discuss the scenario card and record a

procedure that would prevent the problem.

What procedures are in place in your class? Do you see any need

for additional procedures?

Key Concepts: Procedures

Procedures

Classroom ManagementSimplifiedMargeret Breaux

The First Days of SchoolHarry Wong

Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano

Your notes

Explain, rehearse, and reinforce procedures to maximize instructional time

Follow-Up Assignment

Based on your Self-Assessment of

Managing the Learning Environment choose

an area in which you see a need for

improvement.

Complete the tree map follow-up

activity based what you learned in Module 3.