CLASS CLASSROOM ORGANIZATION By Lisa Alonso, MS Center Administrator EUCLID CDC
Transcript
Slide 1
CLASS CLASSROOM ORGANIZATION By Lisa Alonso, MS Center
Administrator EUCLID CDC
Slide 2
CLASS PRE-K CLassroom Assessment Scoring Sytem
Slide 3
WHAT IS CLASS? An observational tool that measures classroom
quality. Research implies that the classroom teacher & child
interactions is primary core for child/student development.
Slide 4
PAST & PRESENT Techniques to improve student achievement by
establishing Smaller classroom size Teachers level of education
& credentials Implementation of various curriculums Although
these are important its what a teacher can do with these techniques
that has been proven will strengthen student achievement.
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CLASS FINDINGS High CLASS Score Greater student behavioral
engagement Stronger reading achievements
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3 CLASS DOMAINS Classroom Organization Instructional Support
Emotional Support
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NATIONAL AVERAGES EMOTIONAL SUPPORT Scored between Moderate to
High quality CLASSROOM ORGANIZATION Scores in Moderate quality
INSTRUCTIONAL SUPPORT Scores in Low quality
WE NEED TO TEACH! If a child doesnt know how to read, we teach.
If a child doesnt know how to swim, we teach. If a child doesnt
know how to multiply, we teach. If a child doesnt know how to
drive, we teach. If a child doesnt know how to behave, wepunish?
.teach? Why cant we find the last sentence as automatically as we
do the others? Tom Herner (NASDA President) Counterpoint 1998, pg.
2
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BIRTH FIVE If a child is given the capacity by the primary
caregiver to form relationships, express emotions, self-regulate,
explore with security, then they are experiencing a healthy
development. Healthy development ability to: Make friends, follow
directions, be empathetic, manage emotions, form relationships.
When there are GAPS in development: Challenging behavior exist
Behaviors have roots and meaning
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BEHAVIOR MANAGEMENT The teachers ability to teach clear
behavioral expectations. Teacher uses effective methods and teach
to prevent and redirect misbehavior. Clear behavior expectations
Proactive Redirection of misbehavior Student Behavior Video
Clip
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CA CSEFEL TEACHING PYRAMID
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BEHAVIOR MANAGEMENT (CLASS) ALIGNED WITH EFFECTIVE WORKPLACE
(TEACHING PYRAMID) CLASS TEACHING PYRAMID CLEAR BEHAVIOR
EXPECTATIONS Classroom working schedule Clear expectations
Consistency Clarity of Rules PROACTIVE Anticipation of problem
behavior or escalation Efficient Redirection REDIRECTION OF
MISBEHAVIOR PDA Attention to the positive Positive Descriptive
Acknowledgement Uses subtle cues to redirect Efficient Redirections
STUDENT BEHAVIOR Frequent compliance Little aggression and
defiance
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PDA POSITIVE DESCRIPTIVE ACKNOWLEDGEMENT Acknowledgement
promotes internal motivation I am a friendly person vs Good job
Acknowledgment helps children develop Self efficacy (confidence in
their ability) Agency (ability to have an impact on the world)
Studies have shown that when teachers talk to children its usually
to give directions or to correct inappropriate behavior. GOAL: To
acknowledge children when they are engaged in appropriate, pro
social behaviors.
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MOVING FROM PRAISE TO ACKNOWLEDGEMENT: PROVIDING CHILDREN WITH
AUTHENTIC SUPPORT 1. Report what you see (Objective narration)
example: You put the blocks away. 2. Connect it with a desired
trait example: You put the blocks away. You are keeping the area
safe. 3. Emphasize the impact it had on others example: You put the
blocks away. Now someone else can build a tower. 4. Ask open
ended-questions example: What did you like best about your tower?
5. Say nothing watch the play Adapted by WestEd CSEFEL Aug 2012
from Hooked on Praise: Quit saying GOOD JOB! by Alfie Kohn.
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RATIO OF NEGATIVE TO POSITIVE Directions & Corrections
Positive OR Neutral TO TO Positive OR Neutral Directions &
Corrections
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ACTIVITY
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PRODUCTIVITY How a teacher manages instructional time and daily
routines. How a teacher provides activities for students so they
all have an opportunity to be involved in the learning activities.
Maximizing learning time Routines Transitions Preparation Video
Clip
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PRODUCTIVITY Maximizing learning time Teacher provides
activities for the children and deals efficiently with disruptions
and managerial tasks. Routines Classroom resembles a well-oiled
machine everyone knows what is expected of them and how to go about
doing it. Transitions Transitions are quick and efficient.
Preparation Teacher is fully prepared for activities and
lessons.
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INSTRUCTIONAL LEARNING FORMATS Ways in which teachers maximize
students interests and engagement. Providing interesting materials
to ensure many learning opportunities. Effective facilitation
Variety of modalities Student interest Clarity of learning
objectives Video clip
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INSTRUCTIONAL LEARNING FORMATS Effective facilitation Teacher
actively facilitates students engagement in activities and lessons
to encourage participation and expanded involvement. Variety of
modalities Teacher uses a variety of modalities including auditory,
visual, and movement and uses a variety of materials to effectively
interest students and gain their participation during activities
and lessons.
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CONTINUED INSTRUCTIONAL LEARNING FORMATS Student interest
Students are consistently interested and involved in activities and
lessons. Clarity of learning objectives Teacher effectively focuses
students attention toward learning objectives and/or purpose of the
lesson. Advanced organizers- Lets look at the pictures before we
read it so we know what it will be about. Summaries- So we just
talked about how farm and zoo animals are different. Reorientation
statements- We are getting a bit off track; lets make sure we are
thinking about the differences between farm and zoo animals-not
what the zoo is.
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WHY CLASS? Research on CLASS has shown throughout the thousands
of PreK through 3 rd grade classrooms visited, when teachers build
strong relationships with their students and have consistent
positive interactions with children: Learning becomes maximized
Academic scores increase Established language skills Better social
adjustments Source: ECLKC, Webcast 2008