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2014-15 No Nonsense Nurturing Professional Development Unit. Lesley Carroll Gilpin Montessori. During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why?.
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2014-15No Nonsense NurturingProfessional Development Unit Lesley Carroll Gilpin Montessori
During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why? This is my second year working with NNN in my classroom. This year has allowed me to become more comfortable with the strategies I learned last year. I have continued to use the hierarchy of consequences with my students, although there have been slight alterations to the hierarchy it has remained a stable and visible reminder of the consequences in the class. Students also still earn class points for being 100%, but now I have added to that by having the students earn points for other attributes we want our students to express. Students earn points for integrity and perseverance. They still are able to vote on their reward, based on the perimeters agreed upon in class (it needs to be something free and if it costs money there is a good education reason why). I also extended the reward system to help class behaviors in specials, but that has not appeared to work as well as the in class reward system. I have also found the best buy in for behavior has been class rewards for positive behavior (100%). I think this works because they know what points they can earn for the class independently (i.e.. 100%, integrity, and perseverance) and it allows them to be creative when coming up with a class reward. In general I think the practice and consistency with the system has provided the best support from the system. In a Montessori room the kids that stay in my room from 1st – 3rd will have the repetition of the NNN system and understand the consequences.
How did I apply the PDU strategies in my classroom/practice? (examples) Who did I collaborate with during the PDU? Discuss the ways you collaborated while implementing the PDU strategies. • I applied the NNN strategies in my room by using a class reward system, a hierarchy, a chart to monitor verbal reminders/consequences, I had times to have restorative conversations with students, I also talked with students and brainstormed solutions to repetitive issues in class and how to solve the problem (student buy in), as well as I tried to collaborate with specials teachers to let them know my students can earn something through their positive behavior in specials.
What did I learn to do differently as a result of the PDU and strategy implementation in my classroom or in my practice? • I made sure that I was finding ways to develop stronger relationships with my students and especially students who needed the additional support. • I worked with my students who needed the most support in creating behavior plans and incentives that would help the student be successful and if the motivation was extrinsic we made sure it was something that was not monetary/material. (ie. Students were able to work in other classrooms for good behavior, they were able to help with running errands around the school, etc.) • I found that melding the things I learned from NNN and the things I learned during my AMS Conference this year really helped create stronger relationships with many students and helped support my interactions with students. (ie. 4 to 1 ratio, eating lunch, etc.)
Why is this PDU action research process important to my students learning and to my growth as a professional? • If I am not able to create relationships with my students I am not able to get the buy in to follow my directions and the create the learning environment that benefits my students. • When my students know I care about them as people and care about their learning they will strive and take chances. It also help create an environment where learning can occur, since all students are being held accountable.
PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? • Since this is the second year I have done this PDU, I have seen how much more second nature NNN has become in my room. Students understand what it means and are responsive to the MVP and other aspects of NNN. • During the beginning of the year I did make more phone calls but as the year progressed most of the phone calls stopped and working with some students to create behavior contracts helped support many of my students.
How will I apply my new learning in the future to further my practice? What are my next steps? • I will continue to use NNN in the classroom, I can see how precise directions are student focused and supportive of my students in the classroom. I feel that what I learned from going to Beyond the Hierarchy NNN class in the fall and the workshops I attended really drive home the point that without building a relationship with all students, a strong learning environment will be a challenge to create. • Next steps will be to find a way to support my students throughout the school in regards to following NNN from other teachers or how to follow rules and expectations from all staff.
PDU Artifact #1 • Home Visits: I found one home visit to be especially helpful in working with a student. He has now asked me to come to his house again several times now and refers to this experience when talking with other students. It has helped me help him push through when he gets upset in the classroom. • I feel that if I had done more home visits the majority of them would sound and help in the classroom the same way.
PDU Artifact #2 • I found that the AMS Conference workshops I went to supported NNN and nurtured my Montessori soul. • The following slides are from my presentation to the staff at Gilpin regarding what I took away and implemented from the AMS Conference
Disrupting Unhealthy Patterns of Child and Teacher Behavior • Three steps: • Look to environment • Look to self • Look to the child If behavior is not what you want they don’t know. NNN correlations Children who need the most love show it in the most unloving ways
Disrupting Unhealthy Patterns of Child and Teacher Behavior • Change self to change child • Talk to them about anything other than behavior • 4 to 1 ratio • Input seeking • Start each day fresh • Just have lunch
Disrupting Unhealthy Patterns of Child and Teacher Behavior • Interventions • Give responsibility • Respond unexpectedly • Ask and support • What would you do if you did know?
PDU Artifact #3 • In working with Leah and Mindy in real time coaching this year I have made changes to my rewards system. • I think that it has many merits and supports my students and creates a positive classroom culture. • I think that it is in need of tweaks and will be a stronger system in the future. • My hierarchy has stayed the same but MVP prompts changed to include academic behavioral expectations.
Exit Ticket • What support(s) do you need to further your professional growth in future PDUs? It is always helpful to get help in how to support the 20% of students NNN doesn’t work for. Training. • 2 things that you took away from the PDU this year Importance of building relationships You can’t get buy in for behavior if everything is always negative and a consequence (ie. Need for classroom reward system) • 1 piece of constructive criticism I think that again help and support in how to reach the 20% that NNN doesn’t work on will motivate many at my school to learn about NNN. That is what I thought Beyond the Hierarchy was going to be about.
