Classroom Culture and Management for Secondary Educators Welcome! - - PowerPoint PPT Presentation

Classroom Culture and Management for Secondary Educators

Welcome!

On the index card, please provide a word, phrase, or image that best represents or describes you. Do not include your name.

Introductions

Marissa Brown - Instructional Coach, ESUHSD Juliana Tapper - Math TOSA, ESUHSD

Quick Write

Reflect on the questions regarding classroom culture and management Respond to each questions to the best of your knowledge Share your responses with your table team and then Find

• ne thing you all have in

common to share with the whole group

Outcomes

Teachers will walk away with...

• Experiential Outcomes:

○ An understanding of what classroom culture is and why it matters

• Rational Outcomes:

○ Tools to develop safe, trusting, well managed classrooms ○ Structures to build students' motivation and help them take responsibility for their performance

Agenda

Opening - Quick Write Classroom Culture Classroom culture and why it matters Strategies to build and maintain classroom culture Classroom Management Classroom management and why it matters Classroom management tools and strategies Share Best Practices Closing - Resource Packet

Classroom Culture

Quick Write Debrief: In your opinion, what is classroom culture?

What is Classroom Culture

All my thinking about classroom management neglected

• ne important thing: classroom culture. I was so concerned

with keeping my class under control that I forgot to spend time developing a positive classroom culture. Students don’t remember everything we teach, but they do remember how

• ur classrooms feel. They remember feeling supported to

take risks, being comforted when they felt sad, and being lifted up by their peers. So while management is absolutely important, it’s only one piece of the puzzle. Teaching Channel Article

What is Classroom Culture

Truly remarkable outcomes are possible in a classroom where trust, respect, and caring relationships flourish. But creating such an environment is a tremendous challenge. Capturing Kids Hearts

4 Corners Strategy After reading the posted statement, walk to the corner of the room that contains your response to the statement:

Strongly Agree Agree Disagree Strongly Disagree

In general, I enjoy cooking

I’ve done some classroom culture building activities in my classroom this year

In my opinion, classroom culture activities are only useful/appropriate during the first few weeks of school

Activity Debrief: 4 Corners Strategy

How might you use this ‘4 corners strategy’ to… build a sense of classroom culture? encourage student engagement with content?

Examples of Classroom Culture Prompts

Likes and Dislikes Justin Bieber is one of my favorite artists In general, I like science Academic Goals I want to go to a 4 year college or university straight out

• f high school

I want to try harder than I have in the past in math class this year Building Trust

Examples of Content Prompts

As an anticipation guide I can name all the steps to graph a polynomial function I can provide a plot summary of the homework reading For questions with more than one answer I can recall and recite verbatim at least 5 of the 10 Bill of Rights Any Others Examples?

More Classroom Culture Building Activities

A collection of other ideas can be shared with participants who are interested.

Classroom Culture Processing Time Take this time to reflect on the information and resources provided to you thus far. Write down any comments, questions, or concerns related to classroom culture on the back of your quick write.

Classroom Management

Discussion

In your opinion what is classroom management? Does classroom management change based on… the subject/course level you are teaching? the time of day in which you are teaching?

Classroom Management Ideas

Communicating Expectations: CHAMPs Strategy

C - Conversation Level H - Help A - Activity M - Movement P - Participation

C: Conversation Level

Do you want students talking? How loud do you want students talking? Who do you want them talking to? Ex: C: Level 0 C: Speaking quietly with a partner C: Presentation voice

H: Help

What should students do if they need help? Ask you? Ask their classmates? Ex H: Ask 3 before me H: Raise your hand quietly and wait for teacher

A: Activity

What do you want them doing? Which problems? For how long? Ex A: Working on # 4-7 for 5 minutes A: Reading and annotating the passage A: Talking through discussion questions with your team

M: Movement

Do you want them to get up? To do what? Ex M: Walk directly to the corner with your answer M: Raise your hand before getting up M: Team captain gets team supplies

P: Participation

How do they earn participation credit? How will they know they’re meeting your expectations? Ex P: Finishing 3 problems for full credit P: Finish summary with team for full credit

CHAMPs Debrief

What are classroom situations in which you would need to communicate your expectations to your students?

Ex: CHAMPs for 4 Corners Strategy C: Quietly sharing with elbow partner when asked to discuss H: Come to teacher A: Reading statement on board and walking to the corner of

the room that describes your answer

M: Walking silently and directly to corner that describes

your answer or to teacher for clarification

P: Sharing at least once with class

Ex: CHAMPs for Team Work C: Level 2 with team members only H: Ask 3 before me A: Finish problems 2 and 3 in 5 minutes M: Raise your hand before getting up P: Raise your hand for a stamp when finished with

problems 2 and 3

Teach Like A Champion: Cold Call

Has anyone heard of or used the ‘Cold Call’ strategy?

Teach Like A Champion: Cold Call

Process Ask a question Call on one student to answer not asking for or calling on volunteers Purpose If students see you frequently and reliably calling on classmates who don’t have their hands raised, they will come to expect it and prepare for it.

Teach Like A Champion: Cold Call Benefits: Check for understanding Decrease wait time Distribute participation across the room Equitable when used with a randomized system

Teach Like A Champion: Cold Call Delivery Strategies / Randomized Systems Index cards Popsicle sticks Poker chips Seat #, Team # Randomizer App

Index cards

Seat #s and Team#s

Video

Cold Call Debrief What stood out to you about this strategy? Was anything new or interesting to you?

Reflective Class Management Checklist

Reflective Class Management Checklist Followed directions the first time Were on time and seated when the bell rang Were respectful to teacher and classmates Followed all class policies Were resilient and purposeful

At the end of each period, the teacher asks students to reflect

• n and decide whether, as a class, they:

Reflective Class Management Checklist

The points earned get totalled up each day and result in a class reward (chosen with input from students) Ex: 15 points = 5 min free time 25 points = 25 extra credit points 50 points = Candy 75 points = Hot cheetos 100 points = Pizza

Classroom Management Processing Time Take this time to reflect on the information and resources provided to you thus far. Write down any comments, questions, or concerns related to classroom management on the back of your quick write.

Stand Up-Hand Up-Pair Up

• 1. All participants stand up and put their hands up
• 2. Participants high 5 a partner, put their hands down, and

stand together

• 3. Participants decide who will speak first
• 4. Participants share their response to the prompt one at a

time within the identified time

• 5. Repeat when prompted by facilitator

Ex: CHAMPs for Stand Up-Hand Up-Pair Up C: Quietly sharing with partner when asked to discuss H: Raise hand A: Partners discuss the following prompt: What is one

strategy or idea you heard today that you would like to try in

• ur classroom?

M: When prompted, raise hand and walk directly to new

partner

P: Discuss with 2 different people within the given time

DEBRIEF Stand Up-Hand Up-Pair Up

Would any partners like to share the strategies and ideas from your discussion?

Review of Outcomes & Evaluation

Teachers will walk away with...

• Experiential Outcomes:

○ An understanding of what classroom culture is and why it matters

• Rational Outcomes:

○ Tools to develop safe, trusting, well managed classrooms ○ Structures to build students' motivation and help them take responsibility for their performance ○ Suggestions about how to break up instructional time in a block period without losing control of the classroom

Thank You!

Marissa - BrownM@esuhsd.org Juliana - TapperJ@esuhsd.org