B.E.S.T. Training

1. B.E.S.T. Training Module 3: Managing the Learning Environment

2. Desired Outcome: Module 3 To create a learning environment that ensures student learning; we will understand the importance of • Building positive relationships • Organizing time, materials, and learning space • Utilizing procedures

3. In Modules 1 and 2 we learned… • Research based attributes of a Catalyst Teacher • Learning Cycle and Styles

4. Are classroom managers made or born?

5. “Been There Done That” Activity • Had a kid sharpen a pencil while you are giving directions? • Had a kid ask, “What are we doing” right after you have gone over directions?

6. “Been There Done That” Activity • Misplaced materials for a learning activity and had to search frantically while your students watch you run around the room stalling for time? • Had a student “text” during your amazing lesson?

7. “Been There Done That” Activity • Had a kid ask, “Can I go to the bathroom?” in the middle of a lesson? • Had a kid let an explosive fart right before you make the key point of your lesson? • Have you ever gotten the email from the office asking, “Where’s your attendance?

8. “Been There Done That” Activity If you said “Been There Done That” to any of these statements, this module is for YOU!

9. Learning Agreement • Listen Respectfully • Silence Phones • Participate Actively • Be Engaged

10. Agenda

11. Frame of reference For listing resources Key Concepts: Circle Map Concept frame for key concepts Relationships Circle for jotting down important information

12. RELATIONSHIPS To create a learning environment that ensures student learning; we will understand the importance of Building positive relationships Organizing time, materials, and learning space Utilizing procedures

13. Think-Pair-Share Activity Think about a teacher you vividly remember. What characteristics did that teacher have that make you remember them so clearly even to this day?

14. “The greatest hunger of the human soul is to be understood.” - Stephen Covey

15. RELATIONSHIPS • Key Concept: Relationships are the key to a positive learning environment that ensures student learning.

16. Key Concepts: Circle Map Relationships are the key to a positive learning environment that ensures student learning. Frame of reference For listing resources Relationships Circle for jotting down important information

17. RELATIONSHIPS Seven “Deadly” or Disconnecting Habits 1. Criticizing 2. Blaming 3. Complaining 4. Nagging 5. Threatening 6. Punishing 7. Bribing to reward or control

18. Bribing to Reward or Control “The carrot and stick are pervasive and persuasive motivators; however, treat your people like donkeys, and they will act like donkeys.”

19. RELATIONSHIPS Seven “Caring” or Connecting Habits 1. Supporting 2. Encouraging 3. Listening 4. Accepting 5. Trusting 6. Respecting 7. Negotiating difference

20. Keys to SuccessfulTeacher/Student Relationships • Know something about each student • Interest surveys • Visual representations of interest • Ask thoughtful and caring questions

21. Keys to SuccessfulTeacher/Student Relationships 2. Enhance student self-concept - Provide positive feedback - Eye contact, smile, listen - One sentence interventions

22. Strategy: One Sentence Intervention • Notice positive and specific attributes of a student • Mention them in private • Use interventions two or three times a week with a student, noticing different things

23. Keys to SuccessfulTeacher/Student Relationships 3. Bring student interests into the content and personalize learning activities. - Allowing choice in process or product - Choosing text based on interests - Using metaphors that relate to their age and interests

24. Keys to SuccessfulTeacher/Student Relationships 4. Use humor when appropriate - Don’t take yourself too seriously - Avoid sarcasm - Jokes, quotes, and cartoons

25. Keys to SuccessfulTeacher/Student Relationships 5. Be consistent with consequences - Deliver logical consequences with empathy - Maintain a sense of emotional objectivity - Project a cool, professional exterior

26. Keys to SuccessfulTeacher/Student Relationships 6. Engage in behaviors that create a climate of care -Appear interested -Acknowledge students’ feelings -Neutralize arguments -Empower students to solve problems

27. Empowering Students to Solve Their Own Problems • Connect with empathy “That has to be hard.” • Give the problem back to the child in a caring way “What are you going to do?” “How are you going to handle that?”

28. Empowering Students to Solve Their Own Problems • Ask before sharing suggestions “Would you like me to share some ideas I’ve seen other kids try?” • Help student evaluate the potential consequences of their plan “How would that work for you?”

29. Empowering Students to Solve Their Own Problems • Allow the student ownership of solving the problem “Good luck with this. Let me know how it works out.”

30. Student/Student Relationships • Model/Rehearse/Reinforce Social Skills • Teach problem solving strategies • Provide a safe place and time for students to solve problems • Peer mediation • Utilize Guidance Counselor/Administration if necessary

31. Teacher/Family Relationships Promote family involvement: • Provide volunteer opportunities • Guest speaking • Mentoring • Tutoring • Family nights

32. Teacher/Family Relationships Communicate Regularly! • Keep Communication Log • Phone Calls, E-mails, Edline, Website • Conferences • Always start and end with a positive. • Treat parents as equal partners in student education • Listen, listen, listen

33. Teacher/Family Relationships Dealing with Conflict • Avoid contacting a parent when you are in an emotional state • Make sure your body language and tone of voice conveys you are listening and concerned • Ask for their support in making a plan

34. Teacher/Colleague/AdministrationRelationships Strive to build relationships with your colleagues that are: • Professional • Collegial • Ethical • Positive

35. ACTIVITY: IF…THEN Poster • In your small group, read and discuss the scenario card • Think about a strategy you could use in the situation that would address the problem in a way that maintains a positive relationship with the person • Create a visual to share your situation and the strategy you chose.

36. PROCESS: Share • What is the scenario? • What strategy did your group choose? • Does this strategy address the situation? • Does it maintain a positive relationship and caring classroom environment? • Can I see myself trying this in my class?

37. Key Concepts: Relationships Relationships are the key to a positive learning environment that ensures student learning. Classroom Management That Works: Research Based Strategies for every Teacher Marzano Teaching with Love and Logic Fay & Funk Relationships Your notes Choice Theory in the Classroom William Glasser

38. B.E.S.T. Training Module 3: Managing the Learning Environment Organization

39. ORGANIZATION To create a learning environment that ensures student learning; we will understand the importance of Building positive relationships Organizing time, materials, and learning space Utilizing procedures

40. Key Concepts: Organization Classroom Management That Works: Research Based Strategies for every Teacher Marzano Classroom Management Simplified Margeret Breaux Organization Your notes The First Days of School Harry Wong

41. Which space would be more conducive to producing quality work?

44. What are Your Expectations for a Quality Restaurant?

45. Think/Pair/Share “An organized environment is a breeding ground for learning.” – Elizabeth Breaux

46. When organizing your classroom consider the following: • Can you easily see all students? • Can students easily see all presentations and demonstrations? • Are frequently used materials easily accessible? • Are traffic areas clear and easy to access? • Do I have close proximity to my students?

47. Is it easy to organize students into pairs, triads, or small groups for cooperative learning? • Is there an area for small group instruction? • Is there a recovery place for students who need a quiet area to calm down? • Are my resources/materials organized to maximize student learning?

48. Are students involved with class jobs and responsibilities for maintaining organization of classroom? • Does the room’s layout present any safety issues? • Is there easy access to sub folders, clinic passes, referrals? • Does my room provide unnecessary distractions? • Have I met with any teacher who will be using the classroom (roaming teachers, guest teachers) to provide necessary support?

49. Have you taken your organizational skills into the 21st Century?