Welcome to

Thanks forbeing on time

and for being prepared.

dimensions: broad descriptions of the sections of the rubric

elements: explanations of the various sections of the dimensions

indicators: explains elements in more detail while outlining the differences between the ratings

ratings: distinguished, proficient, professional support needed, unsatisfactory

1. How many dimensions are there?2. How many of the dimensions are

observable?3. What are the observable dimensions?4. Which dimension has the most elements?5. Which element has the most indicators?6. How many rating categories are there?7. Compare and contrast the

“distinguished” and “professional” rankings for Dimension 1, Element 1.

1. 72. 43. #’s 2, 3,4, & 64. #7 (1o elements)5. 2.1, 4.1, and 5.4 (all have 5 indicators)6. 4

By the end of today’s sessions, participants will have a better understanding of the importance of building relationships with students and parents, the value of organizing the learning environment, and the benefits of empowering students in the classroom.

8:00-8:30 Opening/sign in/preview 8:30-10:10 1st session 10:10-10:20 break 10:20-Noon 2nd session Noon-1:00 lunch 1:00-2:00 3rd session 2:00-2:10 break 2:10-2:50 3rd session (cont.) 2:50- wrap up/paperwork

“Building Relationships with Students and with Parents” – John Hays

“Empowering Students” – Jenifer Born

“Organizing the Learning Environment” – Kara Turey

John - #’s 6 & 7

Jenifer - #’s 2, 3, 4, & 5

Kara - #2

Everyone participates No one dominates

Be positive Be responsible for your own

learning Use technology politely

Workshop follow-up sheets must be completed today.

Electronic Opinion Survey (EOS)Credit for the workshop

will not be given/displayed until the EOS is completed.

Week of Oct. 29, 2012-Nov. 2, 2012

1. PD training attended; pertaining to PGP2. Delivery method of the training

3. How new learning is implemented4. Process used to evaluate student learning

All power point presentations and links to sites will be posted on our website.

http://humanresources.brevardschools.org/

ProfDev/peermentors/default.aspx

Building Relationships with

Students and withParents”

John Hays-presenter/facilitator

Take out your partial song lyric.

Get up and find the “rest of your song”by talking with other participants

Stand together and….wait

The best is yet to come!

Index Card: write down three things you learned about members of your

singing group.

Potential leadersPeople who appear shyPotential class clowns

Folks who “thrive on movement”Task oriented people

“…teachers’ actions in their classrooms have twice as much

impact on student achievement as assessment policies, community

involvement or staff collegiality…”(Marzano & Marzano, 2003)

During middle school years“…students may be more likely to

experience declines in academic motivation and self-esteem.”

(Anderman, Maehr, & Midgley, 1999)

“…these declines can be linked … particularly to teacher-student

relationships.”(Furrer & Skinner, 2003)

“Teacher-student relationships should not be left to chance or dictated by the

personalities of those involved. Instead,

by using strategies supported by research, teachers can influence the

dynamics of their classroom and build strong teacher-student relationships that will support student learning.”

(Marzano, 2003)

Robert & Jana Marzano –100 studies

“the quality of teacher-student relationships is the keystone for all other

aspects of classroom management.On average, teachers who had high-quality relationships with their students

had31 % fewer discipline problems…”

H. Richard Milner, IV“At its root, building relationships is about meeting students where they are, attempting to understand them,

and developing connections with them.”

“…it requires that teachers are willing to find the good and worth in students…”

“…teachers may have to refocus and sharpen their lenses for thinking

about students…”

“Am I prepared to recognize talent, potential talent, intellect, skill,

excellence, and ability when they emerge…”

Interview studentsAssignments based on student

experiences and interests“Rap” sessions

Extra-curricular activity visitsFamiliarity with student’s community

“takes time and planning”

Harvard Education NewsletterVol. 27, Number 1

Jan./Feb., 2011

H. Richard Milner, IV

Safety and SecuritySelf-Worth

Sense of BelongingSense of DirectionSense of Purpose

STOP demeaning comments.

SarcasmNegative Tone

Negative Body language*Inconsistency

FavoritismPut-Downs

Teacher OutburstsPublic Reprimands

*UnfairnessApathy

Inflexibility*Lack of humor

1. What grade or subject do you teach?2. When it comes to college sports, what is

your favorite team? 3. What authors do you enjoy?4. What is the name of one of your favorite

songs?5. What is your favorite color?

Kevin likes following the University of Alabama football team. In football, each touchdown and extra point is worth 7pts. If, during a game, the U of A football team scores all of its 42 points by scoring touchdowns and extra points, how many times did they score?

Frieda spent the summer on St. Croix. She enjoyed it very much. Write three sentences that might describe how Frieda felt on the day she had to leave St. Croix.

Teacher says, “John’s favorite color is blue.Please, look at the other students in this class. How many of them are wearing something blue today?”

…the name of a teacher who had apositive impact on you.

Can you remember a certain moment when they demonstrated that you were not just

a “nameless face”?

Interest Surveys “All About Me” posters/newspaper format

“Student of the Week” displaysConferencing/setting student goals

Make a “family tree”Draw a map of your neighborhood

Design a t-shirt

On the other side of your index card:Write down, in detail, a

tool/strategy/activitythat you will utilize in your classroom

to enhance relationship building between you and your students.

What are some of the things that will indicate that this renewed focus on

relationship building has had a positive impact?

The essence of thoughtful communication is that you make sure the other person knows you

value them and can empathize with their needs.

You couple that with a fair and non-judgmental description of the issue you are trying to

resolve.

By starting and ending your communication with two pieces of “bread” (statements that

underline your regard and goodwill for the other person),you increase the likelihood that the other person will digest the filling (possible

resolution of the issue).

Bread: Dave, I loved the ideas behind your story.

Filling: I had to go back a few times to re-read parts of it, in order to make sense of the story.

Bread: Some readers might not have the patience to do that. You’ll notice I made a few suggestions in the paper. See what you think of my ideas; do they allow you to tell your story while at the same time making it easier to read?

Bread: Juan, I want to work something out with you.

Filling: I noticed you were out of your seat a few times today. Usually, you stay in your seat so I was wondering if something was wrong.

Bread: No? You just wanted to talk with your friend on the other side of the room. Ok, I get that. However, during this activity, we all need to stay in our seats so that everyone has an opportunity to learn and to succeed. What can you do next time to communicate with your friend and still follow our classroom rules?

“Influence of Parent Teacher Relationships on

Engagement and Achievement”, 2007(Jan Hughes & Ol-man Kwck)

Southeast and central Texas443 students/families

1 urban school, 2 rural schools

“Positive relations with teachers in the classroom and between home and school appear to be less common for low-income

and racial minority children than for higher income white students.”

“Similarly, minority and low-income parents engage in fewer school involvement

activities.”

“Teachers and principals tend to attribute lower levels of parent involvement to

a lack of motivation,a lack of concern,

a lack of value placed on education.”

This same study found that while teachers felt parent involvement in some groups was low, those same parents felt they

were adequately or very involved in their child’s school.

Additional studies show that low income, ethnic households put a high value on

educationcomparable to or higher than other groups.

(Chavkin & Williams, 1993)

The study also found that “parent’s beliefs about appropriate parenting practices and

ways to interact with the school vary according to ethnic identity and social

class.”

Why do you think we have these diverse perceptions and different beliefs?

Why do these differences “raise their heads” in the educational setting?

What can we do about it?

Bread: I’m really glad you were able to come in today, Mrs. Hays. I am enjoying getting to know your son, John.

Filling: I need some insight from you about the best way to work with John. He has a wonderful, outgoing personality, and most of the time adds a lot to our class, but there are times when he gets a little too wound up and it is hard to keep him focused.

Bread: If we can help John to time his talking a little better, it will keep him from getting a lot of correction from teachers and he can still keep his friends entertained.

Do you think this Goodwill Sandwich resolved the issue of John’s talking at inappropriate times?

Talk about the fine line between facing an issue respectfully and “dancing around” the

problem.

Newsletters (bi-monthly/monthly)Phone calls (positive and “not so positive”)

NotesConferences

Extra-curricular activitiesVisiting the neighborhood

What else?

Stay cool, calm, and on centerGive the other person some space

Listen to the other personSet your limits with non-blaming statements

Lighten things upAdmit your part

IcebreakerSharing research about Teacher-student

relationshipsWays to get to know your students

Study about Parent-Teacher relationshipsWays to communicate with parents

What else?

This is the link to the District Peer Mentor website:

http://humanresources.brevardschools.org/ProfDev/peermentors/default.aspx

Thank youfor teaching!

Celebrate those who cross your path.

(Your next session is entitled“Empowering Students”)