Learning Climate

1. Learning Climate

2. Participant Outcomes: • Participants will have a clear understanding of the TIIES rubric descriptors for learning climate. • Participants will have some classroom activity ideas that can be used to enhance learning climate. • Participants will understand the “TIIES” between Kids At Hope and Boys Town with learningclimate.

3. Mirror Mirror on the Wall… • Take a moment and reflect on your current class. Do a quick write about any and all challenges you are experiencing at this point in the year as it relates to learning climate. You may think about specific students or your class as a whole. • We will be referring to this throughout the workshop to help you problem solve and enhance your learning climate. Who’s the naughtiest of them all????

4. The teacher creates and maintains a learning environment that is safe, orderly, and supports the development of students abilities to meet Arizona’s Academic Content standards.

5. The learning climate is effective, safe, functional and productive when students…

6. Students: Demonstrate respect towards their teacher(s) and peers. • Evidence • Demonstration of Boys Town skill steps, consistently follows established rules, procedures and expectations, positive student conversations, students praise one another (Kids at Hope culture) • Activities • Kids at Hope: Pledge • Class celebrations, role plays, class meetings, community circles, connections to literature, team building activities, Planned teaching • Hooway for WodneyWat by Helen Lester , Wilfrid Gordon McDonald Partridge by Mem Fox, Chrysanthemum Kevin Henke, Hooray for You by Marianne Richmond, Any Patricia Polacco books!

7. Students: Students are self disciplined and responsible for completion of classroom learning activities. • Evidence • Appropriate use of Social Skills, code switching, engaged in learning activities, self managing (academic learning and personal well being), organization • Activities • Role plays, development of class rules and procedures, use of management/organizational tools (checklists, menus, agendas), self monitoring/reflection (behavioral/academic)

8. The teacher sustains a learning climate that is functional, productive and …

9. Teachers exhibit respect, warmth and friendliness, positive verbal and nonverbal interactions with students. • Evidence • Use of specific/general praise (4:1), promotes positive student conversations, positive nonverbal interactions (smiles, nods, high 5’s, thumbs up, etc.), appropriate tone of voice, appropriate proximity, pointing out the treasures within students, utilizing ACES, student conferences/check-ins, provides encouragement • Activities • Post and recite the Treasure Hunter’s Pledge, eat lunch with your students, join your students at recess occasionally, display student work, use student interest surveys to get to know your students, community circle discussions, positive phone calls home

10. Teacherdisplays and consistently references classroom and school wide procedures, routines, or expectations for student and academic behavior and attends to disruptions. • Evidence • Rules and procedures are posted, teacher states both academic and behavioral objectives with every learning activity (preventative prompts), positive and negative consequences posted, students can articulate learning objectives, implements and refers to Boys Town life skills (skill posters are up), proactive teaching, corrective teaching, preventative prompts, modeling social skills • Activities • Boys Town Skill teaching, students and teacher collaboratively determine class rules, skits for what is/isn’t, implements reward system (treasure box, positive choice tickets, etc), blended teaching

11. Teachers organizes classroom, time, and materials to maintain an effective learning environment. • Evidence • Daily schedule posted, materials organized and easily accessible for students, room is clean, adhering to campus schedules • Activities • Lesson planning: materials, pacing, early finishers, and transitions. Create student jobs to manage classroom materials

12. Game Time! • Just Like Me…

13. Time to Problem Solve… • Proactive Teaching • Preventative Prompts • Planned Teaching • Blended Teaching • Corrective Teaching • Praise • General • Specific • Effective

14. How do you make a difference in your students’ education? “Children succeed when they are surrounded by adults who believe they can succeed.” Rick Miller Do you believe your students can succeed? “No significant learning occurs without a significant relationship.” Dr. James Comer How are you becoming an ACE to all of your students? “Children don’t care how much you know until they know how much you care.” Theodore Roosevelt How do your students know that you genuinely care about them? “A successful relationship occurs when emotional deposits are made to the student and emotional withdrawals are avoided.” – Stephen Covey How are you building your students up and making them feel valued? “To teach a child you must first reach a child.” – Rick Miller How will you reach EVERY CHILD? NO EXCEPTIONS!

15. Building Class Climate • Make it a priority to build relationships with your students throughout the school year. • Find ways to give out all of your ACES • Utilize your resources: Kids at Hope Treasure chests Well Managed Classroom Teach Like a Champion Tribes Book Kagan Strategies Boystown skill building ideas (A.P’s have on campus) Grade level PLC Coaches/Mentors

16. Practical Application • Log in to My Big Campus and find the group titled BT/ET1 Learning Climate. • Click on the school work tab and complete the Learning Climate Reflection Sheet. • Utilize the discussion tab to share any strategies you have used that have been effective in addressing learning climate concerns in your classroom.