mentoring new teachers in improving classroom management
DESCRIPTION
Mentoring New Teachers in Improving Classroom Management. Establishing the Learning Environment. February 26, 2013. Matt Katz, Stacy Sniegowski. “Effective teaching and learning cannot take place in a poorly managed classroom.”. -Robert Marzano. Give One, Get One. CONNECTOR - PowerPoint PPT PresentationTRANSCRIPT
Mentoring New Teachers in Improving Classroom
ManagementEstablishing the Learning Environment
February 26, 2013Matt Katz, Stacy Sniegowski
Copyright © 2013 New Teacher Center. All Rights Reserved.
“Effective teaching and learning cannot take place in a poorly managed classroom.”
-Robert Marzano
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Give One, Get OneCONNECTOR
• Write three successes you’ve had in mentoring for classroom management on page 1
• Stand up and exchange one success with someone from a different table
• Continue to exchange until time is up• Be prepared to share
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OutcomesBY THE END OF THIS SESSION, YOU WILL BE ABLE TO:
• Apply a strategic framework for teaching
• Plan for a narrow focus
• Address mentoring for mindsets
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Agenda
• Connector• Welcome and Overview• Apply a Framework – Here’s What, So What, Now
What?• Narrow Focus – Partner Brainstorm• Mentoring for Mindsets – Problem Posed, Problem
Solved• Closure
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Apply a FrameworkSECTION ONE
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Apply a FrameworkA FRAMEWORK SUPPORTS CONVERSATIONS AMONG MENTORS AND NEW TEACHERS
• Offers common language
• Objective
• Connects mentoring to teacher growth
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Apply a Framework: Table Talk
• What points resonate with you? • What questions do you have? • What concerns do you have around applying a
framework?• Be prepared to share
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Apply a Framework: Chicago
ACTION STEPS• Deep dive into the
components
• Integrated language into mentoring conversations
• Collected and shared strategies
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Apply a Framework
• With an elbow partner, or your team table, complete the chart on page 3
Here’s What So What? Now What?A new teacher is struggling with many aspects of classroom management.
The mentor and new teacher use a framework as an objective guide to identify specific areas of growth within a component.
The mentor and new teacher are able to implement and practice strategies aligned with new teacher’s need.
Your Example
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Narrow FocusSECTION TWO
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Narrow FocusBY KEEPING A NARROW FOCUS, MENTORS CAN PROMOTE FOLLOW-THROUGH OF CONCRETE CLASSROOM CHANGES
• Prevents overwhelming
• Supports purposeful action plans
• Provides foundation for instruction
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Narrow Focus: Table Talk
• What points resonate with you? • What questions do you have? • What concerns do you have around selecting a
narrow focus? • Be prepared to share
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow Focus: Chicago
ACTION STEPS• Limited choices
• Gave ownership of learning
• Prioritized and implemented concrete strategies
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Narrow Focus: Chicago
MENTOR MODULES• Provided specific
strategies
• Promoted independent practice
• Contributed to teacher accountability
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Narrow Focus: Applying the IdeaNARROW FOCUS
• Turn to page 5• What are the challenges your new teacher has?• What are two ways that you might narrow the
focus?• What are your next steps as a mentor?
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Mentoring for MindsetsSECTION THREE
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Mentoring for MindsetsWHEN BELIEFS, NOT SKILLS, ARE IN THE WAY OF TEACHER GROWTH, MENTORING FOR MINDSETS SUPPORTS TEACHER PRACTICE
• Challenges assumptions
• Builds reflective teaching practice
• Opens the door
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Mentoring for MindsetsPROBLEM POSED, PROBLEM SOLVED
• Turn to page 7 • Person A shares a mindset challenge (1 min)• Persons B and C discuss questions to unpack (2 min)• Repeat with Persons B and C sharing a mindset
challenge (6 min)
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Reflection3-2-1 PROTOCOL
• 3 ideas I will take away from this session• 2 next steps I can take to implement new ideas• 1 conversation I cannot wait to have
Thank youFor More Information
Matt KatzStacy Sniegowski
[email protected] [email protected]
www.newteachercenter.org