Environment

VocabularyEffective learning environmentClassroom ManagementClassroom Procedures

Vocabulary Strategy – Circle Maps

ClassroomManagement

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?

What is an effective learning environment?Center activity

So ….. How do I design an effective learning environment?Defining Characteristics FocusPhysical arrangement of the classroom

The teacher develops functional floor plans with teacher and student work areas and furniture/materials placement for optimal benefit.

Discipline and routines The teacher establishes classroom rules and procedures early on in the school year.

Engagement of students The teacher uses effective questioning, smooth transitions, and challenging but interesting activities to increase student engagement in learning and student accountability.

Maximizing instructional time

The teacher protects instruction from disruption and makes the most out of every instructional moment.

Defining Characteristics FocusCommunication of high expectations

The teacher assumes responsibility for student learning, sets high (but reasonable) expectations for all students, and supports students in achieving them.

Care and respect The teacher establishes rapport and trustworthiness with students by being fair, caring, respectful, and enthusiastic.

What does research say about classroom management?

Hattie

A review of research connecting learning environment and student achievement emphasizes a number of key dimensions:

◦Classroom Management & Structure◦Positive Classroom Climate◦Classroom Talk

Classroom Management & StructureIdentifying and communicating desirable

behaviorConsistently applying rules and proceduresMonitoring student behaviorTaking preventative rather than reactive

management actionsPacing class activities and transitioning

between tasks smoothlyKeeping students on taskMaking learning meaningful

StructureTeachers who emphasize structure in the

classroom are more effective than those who do not.

What is structure?Physically orienting the classroom for

instructionPreparing and organizing materialsFraming lessons in a coherent and logical

manner

Management1. Good management is proactive

rather than reactive.2. Teachers create well-managed

classrooms by identifying and teaching desirable behaviors to students.

Video: New Teacher Survival Guide – Classroom ManagementQuestions to consider:1. How do the students respond when the

teacher redirects them with a whisper?2. Do you see a difference when she uses

positive narration?3. The teacher uses 7 management tips

to change her classroom. Note the strategies and enter them in your strategy log.

Big IdeasGet 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.

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.

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.

Positive Classroom ClimateCooperation among teachers and studentsCommon interest and valuesPursuit of common goalsClear academic focusWell-organized and well-planned lessonsExplicit learning objectivesAppropriate level of task difficulty for

studentsAppropriate instructional pace

Positive Classroom ClimateError (i.e. risk-taking) is welcomedStudent questioning is highEngagement 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.

Tips for Creating a Safe Learning EnvironmentHave Non-Negotiables Remain calm at all timesTake every opportunity to model

kindness CirculateFollow through with consequencesSmile oftenUse every opportunity to model

patience

Keep the vibes goodSit with your students

Classroom TalkRespectful, supportive, and productiveModeled by teachersPracticed by students

Classroom Talk:Interaction between teacher and

studentsAuthority is distributed rather than

centralizedTalk between teacher and student is

personalized and personal

Ticket out the Door (TOD)Why is classroom management

important to my success as a teacher?

Document strategy in Strategy Log.

Room Arrangement & Organization of ClassroomThink – Pair – ShareWhat does room arrangement and

organization of the classroom have to do with classroom management?

Room ArrangementConsistent with instructional goals and

activities◦Teacher-led vs small groups◦Mix of both?

High traffic areas free of congestionStudents easily seen by teacherFrequently used materials/supplies

easily accessibleStudents easily see board

Assignment Part 3:

Rules & ProceduresWhat 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.

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?

Planning classroom rules, rewards, and consequencesIdentify school rules and

procedures/consequencesDevelop 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

  2 1Classroom Rules Between 3 - 5 rules

developed.Fewer than 3 rules are developed.

Classroom Consequences Consequences are appropriate and are developed along a continuum.

Consequences are not appropriate. Consequences are not developed along a continuum. Consequences are not feasible.

Classroom Rewards Rewards are appropriate and developed along a continuum.

Rewards are not appropriate. Rewards were not developed along a continuum. Rewards are not feasible.

Description of teaching Description includes how the rules/ consequences/rewards will be taught. Description includes a clear plan for practice over time.

Description does not include how the rules/ consequences/rewards will be taught. Description does not include a clear plan for practice over time.

General ProceduresBeginning of period:Attendance – don’t involve studentsAbsent studentsTardy studentsWhat to do when come in doorDuring period:Pencil sharpeningPassing out papersPassing in papersWhat to do if have to leave roomEnd of period:When to pack up?How to clean up materials?

Procedures during seatwork and instructionStudent participation (raise hand?,

wait to be called on?, etc)Seatwork

◦Talking among students◦How to get help◦What to do if finish early

Procedures for group workDistribution of materialsGetting students into groupsParticipation expectations

MiscellaneousHow to get students’ attentionWhat to do during

announcement/someone at doorWhat to do for fire, tornado drill

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.

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

Assignment Parts 1 and 2:

Apply what you have learned4 GroupsRead 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?

“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% Strategy2’s: Strong Voice Strategy3’s: What to Do & Do it Again Strategies4’s: Sweat the Details, Threshold, & No

Warning Strategies

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).

In your Home Group:Assign a timekeeper.Each person has 4 minutes to teach

their strategy to group.

Jigsaw – Document strategy in Strategy Log

In your Reflection Log:Complete the Reflection and Practice

activities.

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

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.

Questions?????