The Classroom Environment
ETO Coaches’ Academy
June 10-11, 2013
http://sho
1
Common Board Configuration (CBC)
DATE: June 11, 2013
VOCABULARY:
EXIT SLIP:
BELL RINGER:
-Classroom Management
Analyze Pictorial Depiction
-Instructional Framework
-Anchor Charts
-Expectations
•Revisit Essential
Question
BENCHMARK:
Classroom Environment
AGENDA:
What is an effective classroom
environment? –Bell Ringer
3.
OBJECTIVE: Participants will I Do:
identify and discuss all of the
components of an effective
classroom environment.
ESSENTIAL QUESTION:
How does the use of
classroom environment
support student learning?
ORDERof the
•PurposeHIGHER
and Components
QUESTIONS:
classroom
environment
We Do: • How will I ensure that
•Identify instructional
routines
teachers successfully
They Do: incorporate collaborative
strategies
during
group of
•With a partner,
discuss
the purpose
work?
anchor charts
You Do:
Revisit activity from Bell Ringer – How
would you change it?
HOME LEARNING:
Review today’s lesson
and reflect on how
you would implement
these look-fors if you
were a coach next
year.
Objectives
Participants will:
• Identify and discuss all of the components of an effective
classroom environment.
• Evaluate how classroom environment supports student
learning.
3
Essential Questions
 What demonstrates the effective use of the components of
classroom environment, and how do they positively enhance
instruction?
 How does the use of classroom environment support student
learning?
4
5
What do you see?
The Literate Classroom Environment
“A classroom environment rich in language and print . . .
stimulates authentic learning and promotes the concept
of the class as a community of people who are learning
together.”
Dr. J. David Cooper
Classroom Environment Tips
 Managing classroom procedures
 Post CBC and review with students the structure/agenda and content of the lesson
 Gradually implement classroom routines e.g. expectations for entering the
classroom, small group procedures, and all transitions.
 Managing student behavior
 Use a system that is easy to manage and understand – keep it simple
 Review and post PBS system
 Set consequences you can enforce and always follow through ( be firm, fair, and
consistent)
 Organizing materials and furniture
 Make core and supplemental materials accessible to all students
 Plan , organize, and set up small group activities
 Delineate a place for students to work independently and in groups
If something isn’t working, reflect and revise!
F
8
Elements of Classroom Environment
 Environmental print includes current student work with
descriptive and/or corrective feedback, print featuring aspects
of the curriculum under study, student generated word walls,
anchor charts, and labeled areas and items throughout the
classroom e.g. data walls, student grouping charts, exit tickets,
technology, literacy/work stations, and PBS systems.
 Classroom libraries that include a wide variety of genres
representing several cultures and incorporate reading levels on,
above, and below grade level and are organized by genre and
Lexile.
 Classroom organization supports literacy by inviting social
interaction.
Sample
Displayed
Student
Work
10
Sample Anchor Charts
Sample Word Walls
12
Sample Grouping Charts
13
Sample Data Wall
14
Sample PBS Systems
15
Sample Classroom Library
Libraries MUST BE LEVELED
• Lexile
• A.R.
In addition, you may consider grouping by:
• Genre
• Theme
• Author/Illustrator
Sample Exit Ticket
17
Other Print-Rich Elements
Class Jobs
Essential Questions & Goal
Setting for Behavior
Continually Create Class
Norms/Procedures/Rules
Together
18
Literacy learning occurs best in
classrooms where:
 Students find a place for reading, writing, talking, thinking out
loud
 Students are given respectful tasks
 Skills are taught─ but never to the exclusion of creative
activities and spontaneous discussion
 Reading is approached in multiple ways, and literature includes
both whole texts and classics
Leila Christenbury, 2007, p. 293
Who is the Good Teacher?
in Adolescent Literacy: Turning Promise into Practice
19
Transitions
• Transitions are important to
smoothly move from one topic
to another or from one class to
another.
• They allow class time to be
used effectively and with very
little down time.
Transitions
• Divide class periods into smaller segments to increase
student engagement.
• Always try to have the next element of the lesson
ready to go to ease transitions.
• Use multiple methods to get students’ attention and
bring everyone back together.
Always Plan More than you Need
• Boredom can lead to
inappropriate behavior
• Good for students who
learn quickly and can
proceed with something
new while you review
with the others.
Always Plan More than you Need
• Always have enrichment
materials handy
• You always need a plan B in
case something comes up.
Be flexible!
Always Plan More than you Need
• Technology Plug
– Differentiation and
enrichment made easier!
– Multiple links to activities at
various skill levels.
Effective Ways to Hand out Resources
• Try to avoid having the entire class getting up just to get a
specific type of supply.
• Setting up stations
• Assigning jobs
• Totes
Multi-Task
• This allows better time management.
• While you are taking roll, kids can pass out papers, turn in
work, finish their assigned task from the previous day, etc.
Multi-Task
• Use each moment of your class time wisely.
• When students are entering the room always have instructions
or activities projected on the board.
• Use those opening minutes!
Pay Attention to Student Cues
• This helps you decide
the pace of the lesson.
• It helps you determine if
students are
overwhelmed or clearly
understanding the
lesson.
• Chunk material and give
time for student
discussion.
Pay Attention to Student Cues
• Check often for student comprehension:
–
–
–
–
White Board Responses
Thumbs up/Down/Middle
Journal Responses
Student Accountable Talk
Be Prepared
• Prepare and organize as
much as you can ahead of
time. Don’t waste class time
constructing something
unless that is the goal
of the activity.
Keep class time “sacred”.
Be Prepared
• Do your best to know your content through and through.
Overwhelming at first!
• Plan as far ahead as possible.
• Find reliable people to learn from!
Practice Rituals
• Go over and Practice your class rituals with your students so
that they know exactly what is expected of them.
• Filling out agendas, taking bathroom breaks, sickness,
absences…
• Routine helps ensure order.
Post a Weekly Schedule
• Helps absentees know what they missed with very
little help from you.
• Provides anticipatory set
• Adds cohesiveness
• Know needed supplies
Post a Weekly Schedule
• Using a class blog or wiki can help facilitate sharing your
schedule with students and families.
MOVIES skits Pair and Share JOKES
graphic organizers Drawing
• Add a variety of learning
experiences: visual, movement,
songs, games, etc. and you will
reach more learning styles
• Intersperse these with
independent or written activities
to assess student learning.
• Students will be more involved in
your teaching, you will have
fewer discipline problems, and
they will have better
understanding of your lessons.
MOVIES skits Pair and Share JOKES
graphic organizers Drawing
• Make learning fun!
– We have one of the greatest jobs in the
world. Enjoy it. Encourage a love of
learning among your students.
Create a Safe Learning Environment
• Establish a caring
relationship with your
students.
• Be clear that your room
is a safe place to take
risks without fear of
embarrassment;
maintain student
dignity.
Create a Safe Learning Environment
• Do team building activities
at the beginning of the year
to give students a sense of
belonging
• Use humor to diffuse tense
situations.
• Let students know that you
aren’t perfect either.
• Mistakes are sometimes the
best way to learn.
Have High Expectations
• Expect students to follow
rules. Nail down rules from
the first day and take time to
“practice” if they “forget”.
• Expect 100% effort even if
something is hard!
Have High Expectations
• Expect effective
communication skills
• Expect students to be
responsible for their own
choices.
• Students will live up to or
down to expectations.
Revisit E.Q.
 What demonstrates the effective use of the components of
classroom environment, and how do they positively enhance
instruction?
 How does the use of classroom environment support student
learning?
 How does the classroom environment support the effective
implementation of the instructional framework?
41
Ice Breaker… What do you see?
Bringing it all Together
 How can an individual assess consistent instruction by
examining one’s classroom environment?
 How will you assist teachers in creating a classroom
environment that supports student learning?
 How will you build capacity among teachers to enhance
instruction and create literacy based classroom environments?