“All learning has an emotional base.”
Plato
1
The Office of Talent Development
Framework for Teaching
Domain 2
Classroom Environment
Office of Talent Development
April 9, 2013
2
The Office of Talent Development
Outcomes

Review Components in Domain 2

Increase teacher capacity by understanding, sharing,
and discussing strategies for the importance of
establishing a culture for learning and managing student
behavior
Examine some classroom management strategies in
order to implement effective preventions and
interventions strategies for misbehavior.


3
Collaborate with Colleagues
The Office of Talent Development
Agenda
PART I
What Kind of Fruit are You?
PART II
Taking a Deeper Look at Domain II
What are the Implications?
PART III
Conga Line Questions
PART IV
A.A.R. (After Action Review)
Exit Ticket
4
The Office of Talent Development
Revisit the NORMS
5
The Office of Talent Development
P.E.M.D.A.S.
Participate fully, put phones on vibrate
Exchange Ideas
Make an Effort to Listen
Dialogue equally, do your best
Ask Questions, Attention to Attitude
Share your insight and support each other,
6
self monitor, self reflect
sidebar conversations
The Office of Talent Development
P.E.M.D.A.S.
Expectation
Please Engage in Meaningful
Discussion with Active
Self reflection!
7
The Office of Talent Development
PART I
•What Kind of Fruit are You?
8
The Office of Talent Development
What learning is natural to you?
9
What Kind of Fruit Are You?
Directions:
– Read across each row
and place a 4 in the
blank that best
describes you.
– Now place a 3 in the
blank for the second
word that best
describes you.
– Do the same for the
final words using a 2
and a 1.
10
Fruit, report to your corners
11
Are there any melons?
• Natural abilities…
• Learn best when…
• May have trouble…
• Expand their styles…
12
Are there any melons?
Natural abilities includes:
• Debating points of view
• Finding solutions
• Analyzing ideas
• Determining value or importance
Melons learn best when they:
• Have access to resources
• Can work independently
• Are respected for intellectual ability
• Follow traditional methods
Melons may have trouble:
• Working in groups
• Being criticized
• Convincing others diplomatically
To expand their styles Melons need to:
• Except imperfection
• Consider all alternatives
• Consider others feelings
13
Are there any Bananas?
• Natural abilities…
• Learn best when…
• May have trouble…
• Expand their styles…
14
Are there any Bananas?
Natural abilities include:
• Planning
• Fact-finding
• Organizing
• Following directions
Bananas learn best when they:
• Have an orderly environment
• Have specific outcomes
• Can trust others to do their part
• Have predictable situations
Bananas may have trouble:
• Understanding feelings
• Dealing with oppositions
• Answering “what if” questions
To expand their styles, Bananas need to:
• Express their own feelings more
• Get explanations of others views
• Be less rigid
15
Who are my oranges?
• Natural abilities…
• Learn best when…
• May have trouble…
• Expand their styles…
16
Who are my oranges?
Natural abilities includes:
• Experimenting
• Being Independent
• Being curious
• Creating different approaches
• Creating change
Oranges learn best when they:
• Can use trial and error
• Produce real products
• Can compete
• Are self-directed
Oranges may have trouble:
• Meeting the limits
• Following a lecture
• Having few options or choices
To expand their styles, Oranges need to:
• Delegate responsibilities
• Be more excepting of others’ ideas
17
Last but not least the grapes
• Natural abilities…
• Learn best when…
• May have trouble…
• Expand their styles…
18
Last but not least the grapes
Natural abilities includes:
• Being reflective
• Being sensitive
• Being flexible
• Being creative
• Preference for working in groups
Grapes learn best when they:
• Can work and share with others
• Balance work with play
• Can communicate
• Are noncompetitive
Grapes may have trouble:
• Giving exact answers
• Focusing on one thing at a time
• Organizing
To expand their styles, Grapes need to:
• Pay more attention
• Not rush into things
• Be less emotional when making some decisions
19
Establishing a Culture
20

How do you establish a culture to support those
learners that are not like you?

You have 10 minutes to discuss, brainstorm and chart
how you can support those student learners that are
not like you.
PART II
•Taking a Deeper Look at
Domain II
•What are the Implications?
21
The Office of Talent Development
2b. Establishing a Culture for Learning
What is your definition for
a “culture for learning?”
The culture for learning
refers to the
atmosphere and energy
level in a classroom,
where students are
engaged in important
work.
22
1 minute
Quick Write
What are the elements of Establishing a
Culture for Learning (2b.)?
23

Importance of the Content

Expectations for Learning and
Achievement

Student Pride in Work
Domain 2: The Classroom Environment
Component 2b: Establishing a Culture for Learning
Elements: Importance of the content, Expectations for learning and achievement, Student pride in work
Element
Unsatisfactory
Basic
Proficient
Distinguished
Importance of the
Content
Teacher or students convey a
negative attitude toward the
content, suggesting that it is
not important or has been
mandated by others.
Teacher communicates
importance of the work but
with little conviction and
only minimal apparent buyin by the students.
Teacher conveys genuine
enthusiasm for the content,
and students demonstrate
consistent commitment to
its value.
Students demonstrate
through their active
participation, curiosity,
and taking initiative that
they value the content’s
importance.
Expectations for
Learning and
Achievement
Instructional outcomes,
activities and assignments,
and classroom interactions
convey low expectations for
at least some students.
Instructional outcomes,
activities and assignments,
and classroom interactions
convey only modest
expectations for student
learning and achievement.
Instructional outcomes,
activities and assignments,
and classroom interactions
convey high expectations
for most students.
Instructional outcomes,
activities and assignments,
and classroom interactions
convey high expectations
for all students. Students
appear to have internalized
these expectations.
Student Pride in
Work
Students demonstrate little
or no pride in their work.
They seem to be motivated
by the desire to complete a
task rather than to do highquality work.
Students minimally accept
the responsibility to “do
good work” but invest little
of their energy into its
quality.
Students accept the
teacher’s insistence on
work of high quality and
demonstrate pride in that
work.
Students demonstrate
attention to detail and take
obvious pride in their work
initiating improvements in
it by, for example, revising
drafts on their own, or
helping peers.
24
PART III
•Conga Line
25
The Office of Talent Development
Conga Line Questions
1.
2.
3.
26
What are the implications of classroom
environment?
How do you convey to the students the
sense that the work they are learning in the
classroom is important?
What strategies do you use to cultivate and
reinforce student curiosity?
2b. Establishing a Culture for Learning
The culture for
learning refers to
the atmosphere
and energy level in
a classroom, where
students are
engaged in
important work.
27
2d. Managing Student Behavior
28

Think about the last few weeks of school.

List one classroom management strategy that has
worked well for you and one classroom management
strategy that did not work. Share with a partner your
strategies and the reasons why they worked or did not
work.
What is Classroom Management?
Classroom management refers to the practices
and procedures used by a teacher to ensure
that teacher instruction and student learning
will take place.
In other words, what actions or strategies are
you using to maintain order in the
classroom?
29
Why is classroom management
important?
According to 50 years of research, it is the
number one factor governing student
learning.
30
The Effective Teacher has a
Well-Managed Classroom!
What Does Effective Classroom Management Look Like?
What Does Effective Classroom Management Sound Like
What Does Effective Classroom Management Feel Like?
The Characteristics of a
Well-Managed Classroom
1.
2.
3.
4.
Students are deeply engaged in
their work.
Students know what is expected
of them and they are successful.
Time is spent on task, with little
confusion, or disruptions.
The climate is positive,
cooperative, and work-oriented.
How Can A Teacher Become an
Effective Manager?
2d Managing Student Behavior
Element
Expectations
Unsatisfactory
No standards of
conduct appear to have
been established, or
students are confused
as to what the
standards are.
Student behavior is not
Monitoring of Student monitored, and teacher
Behavior
is unaware of what the
students are doing.
Response to Student
Misbehavior
34
Teacher does not
respond to
misbehavior, or the
response is
inconsistent, overly
repressive, or does not
respect the student’s
dignity.
Basic
Standards of conduct
appear to have been
established, and most
students seem to
understand them.
Proficient
Distinguished
Standards of conduct
are clear to all
students.
Standards of conduct
are clear to all students
and appear to have
been developed with
student participation.
Teacher is generally
aware of student
behavior but may miss
the activities of some
students.
Teacher is alert to
student behavior at all
times.
Monitoring by teacher
is subtle and
preventive. Students
monitor their own and
their peers’ behavior,
correcting one another
respectfully.
Teacher attempts to
respond to student
misbehavior but with
uneven results, or
infractions of the rules
are minor.
Teacher response to
misbehavior is
appropriate and
successful and
respects the student’s
dignity, or student
behavior is generally
appropriate.
Teacher response to
misbehavior is highly
effective and sensitive
to students’ individual
needs, or student
behavior is entirely
appropriate.
The number one problem in the classroom is not
discipline; it is the lack of procedures and routines”.
Harry Wong
Misbehavior often results because students have not been
taught procedures and routines.
Procedures and Routines


Procedures are how
things are done.
Routines are
procedures that are
practiced and are
done automatically
by students.
What are some procedures that are
addressed in well-managed classroom?







Entering the classroom
Leaving the classroom
Tardy to class
Getting to work immediately
Participating in class discussions
Coming to attention
Passing in papers
Procedures and Routines


Must be taught, rehearsed,
and modeled for the
students
Some procedures must be
taught in the beginning of
the year
How to Teach Procedures

Explain the procedures

Rehearse them with the
students

Reinforce the procedure
Results of the implementation of
effective procedures/routines

Reduction of discipline problems

Increased time on task and fewer disruptions

Order is established and maintained

Automatic desired student behavior without
prompting

Preparation
Room is ready, lesson is ready, and the teacher is ready

Clear student expectations
Students know before lesson begins what they are responsible for
learning

Time on Task
Discipline Plan is established and followed consistently and
assignments are posted every day.

Work-oriented climate
Procedures and routines have been taught and practiced.
Discipline
What is it?
It is about how the student behaves.
Every effective teacher has a discipline plan!
If you do not have a discipline plan, then you
plan to fail. Harry Wong
Discipline
Why do I need a discipline plan?
To create a
 Safe, orderly environment
 Respectful, work-oriented environment
Essential Elements of the
Discipline Plan
 Rules/Expectations
Limit the number.
Make them specific rather than general
Post them.
Send them home to the parents.
Enforce them consistently.
 Consequences
Make sure the consequence is fair.

Rewards
The Four Goals of Misbehavior




Attention-Seeking Behavior
Power-Seeking Behavior
Revenge-Seeking Behavior
Avoidance-of-Failure Behavior
Guidelines for Intervention
1.
2.
3.
4.
5.
Focus on the behavior, not the student.
Take charge of negative emotions.
Avoid escalating the situation.
Discuss misbehavior later.
Allow students to save face.
When the Goal is Attention!
Interventions
Strategy 1: Minimize the Attention
1.Refuse to respond
2.Give the “Eye”
3.Stand close by
4.Use Name Dropping
5.Send a General/Secret Signal
6.Use an “I” message
Attention Seeking Behavior
Strategy 2: Clarify Desired Behavior
“Grandma’s Law”
2.Use “Target-Stop-Do”
1.State
When the Goal is Power!



The Rumbling Stage: Make a Graceful Exit
The Eruption Stage: Use time Out
The Resolution Stage: Set Consequences
Prevention/Intervention Activity

Role-Play
Power Seeking Strategies
Graceful Exits







Acknowledge Student’s
Power
Remove the Audience
Table the Matter
Schedule a conference
Use a Fogging Technique
Agree with the Student
Call the Student’s bluff







Agree with the Student
Change the Subject
State Both Viewpoints
Refuse responsibility
Dodge Irrelevant Issues
Deliver a Closing
Statement
Take teacher time-out
Think about the ideas that
have been presented during
this workshop. What
idea/strategy do you plan to
implement in your
classroom?
PART IV
Shape Up Exit Ticket
A.A.R. After Action Review
53
The Office of School Leadership
Classroom Environment
Let’s Shape it Up
List four things you understood today
about a Classroom Environment.
List one thing you would like to change
or implement a Classroom Environment.
What is one question that is still circling
around in your head?
54
The Office of School Leadership
After Action Review Exit Ticket
55

What went well this year?

What did not go so well?

What have we learned and can do better?
Quote
Do not confine your children to your own
learning, for they were born in another time.
Chinese Proverb
56
The Office of Talent Development