Transformative Classroom Management

2. Transformative Classroom Management Webinar #12 of 12 Creating the 1-Style Classroom Community Virginia Department of Education Office of School Improvement

3. Transformative Classroom Management Series • Series of Twelve Sessions • Facilitator and Participant Guide • Clips of Skills in Practice • Other Resources • Virginia Department of Education Web site

4. VDOE Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers • Offers professional development for Performance Standard 5: Learning Environment

5. Transformative Classroom Management (TCM) Professional Development Series 1. Data Shows Transformative Classroom Practices Increase Achievement • Moving Up the Function Continuum • Understanding the Classroom Environment • Creating Clear Classroom Expectations • Effective Technical Management • Motivation • Creating a Class Social Contract • Facilitating the Social Contract & Implementing Consequences • Instruction – Management Connection • Cooperative Learning • Succeeding with Challenging Students • Creating the 1-Style Classroom

6. Purpose The purpose of the final webinar is the following: Understand the nature of 1-Style classroom and the concept of community Move through a step by step system for creating a 1-Style student-centered classroom

7. Presenter - John Shindler Dr. John Shindler is a Professor of Education at California State University, Los Angeles, and the Director of the Alliance for the Study of School Climate.

8. Today’s Agenda Welcome and Reflections from webinar eleven Understanding the 1-Style Classroom Understanding the nature of a Community Three Phase process for moving to the 1-Style Classroom Reflections and Activities (See TCM Guidebook)

9. Your Experience Does your class (or the ones that you see) create the kinds of outcomes that you want? What kinds of skills, dispositions, and relationships would you like to see that are not occurring currently? Why do your students do what they do? Intrinsic motivation? Care for one another? Clear sense of vision? Does your class/school feel like a community?

10. Teaching Style Matrix – Orientation by Function Level

11. SCAI Classroom Management Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice Self-directed System community Principle Clear expectations belonging Social contract Program rewards praise Grades penalties Personal appeals and challenges Sensory

12. What is a 1-Style Classroom? • Teacher as facilitator/leader • Promotes student self-responsibility • Implicit expectations • Learner-centered instruction • Group functions as a collective • Intrinsic motivation • Psychology of success • Social contract

13. What is Community? • Membership and Shared Identity • Common Purpose and Goals • Communal Bonds • Traditions, Rituals, History

14. Three Stage Process • Stage One -- Foundation • Management Goals -- Clarity and Intention • Community Development Goals -- Safety and Belonging • Stage Two -- Transition • Management Goals -- Shifting Locus of Ownership and Cultivating Intrinsic Motivation • Community Development Goals -- Creating Identity and Group Accomplishment • Stage Three -- Encouragement • Management Goals -- Facilitating Vision and Self-Direction • Community Development Goals -- Fostering a Cause Beyond Self and a Sense of Tribe

15. Stage I – FormationManagement Goals Foundation of the 1-Style classroom is clarity of expectations • Social contract • Your vision • Culture of listening and respect • Operationalize/concretize conceptual expectations • Systems in place for: • Cooperative learning • Conflict resolution • Class meetings

16. Stage I – FormationCommunity Goals Community elements necessary at this first stage of the process • Emotional safety • Student roles and responsibilities • Knowing each other • Commitment to cooperative learning skill development • Social bonds and sense of fairness • Concretize concept of “community”

17. Example of Community ThemesConcept: Listening

18. Caution! • If we maintain any of the dysfunctional practices that signal a movement down the function continuum (webinar two), we will seriously undermine our ability to create community. • Negativity • Shaming, names on the board • Punishments • Bribes • Allowing social Darwinism and oppression • Style 3 or 4 management • Failure Psychology (webinar six)

19. Stage II – TransitionManagement Goals At this second stage our job is to shift the ownership of the class to the students • Empower the students • Technical management shift (webinar five) • Cultivating intrinsic motivation • Vision

20. Technical Management Shift One of the keys to moving across from a 2-Style classroom to a 1-Style classroom is in the area of technical management. • Help students become self-directed, • Help them recognize it when they are, and • Help them recognize the benefits of self-direction over teacher-direction. Make the empowerment process conscious and conspicuous.

21. Promoting Intrinsic Motivation • Avoid all extrinsic motivators – personal praise, rewards, comparisons, emphasis on grades, etc. • Include inquiry, process assessment and self-assessment in your instruction. • Use the lens of “psychology of success” to guide your choices. • Encourage students to take chances, trust themselves, and make mistakes.

22. Vision There is only one person in the class that can provide a sense of vision. You! The 1-Style class does not need someone giving orders, but it does need a clear sense of where it is going – a vision. • Vision comes from: • Listening – you ask questions, and look to hear from all the students about how they feel and what they need. • Articulating – you communicate what you heard with the class, so they know the state of things and what you have decided is the best thing to do, but with an emphasis on the common good.

23. Stage II – Transition Community Goals At this second stage our job in the area of community is to promote a group identity and accomplishment. • Encourage collective accomplishments • Class meetings or tribal councils • Group identity

24. Promoting Group Identity • At this stage the group needs to feel a sense of a positive “WE.” • “In this class…..” mantras • Branding – mottos, nicknames, songs, etc. • Traditions and rituals

25. Stage III - Encouragement • At this stage (which few achieve) we need to help students experience their own individual and group growth. • “Its not what I think – it is what you think” • Origination of new procedures • Help them see their progress • Conceive new growth challenges/horizons

26. Stage III – Encouragement - Community • Encourage a cause beyond oneself • What does the group need from me? • What does the school need from me? • What does the world need from me?

27. Concluding Thoughts • All we can do is work with what we have. • It is not about the destination, but the process. We need to enjoy and gain satisfaction from the process. So avoid comparisons, feeling sorry for yourself, or feeling guilty. Just do your best! • And remember, you will probably see more improvement from what you stop/avoid doing. • Take a long-term view. Have faith in your vision and good ideas, and the basic goodness of your students. • Find others who support you and with whom you can collaborate, and avoid toxic people, places and thinking. • Take on a thankful attitude and it will define your experience.

28. References • Glasser, W (1975) Reality Therapy: A New Approach to Psychiatry. New York: Harper and Row. • Shindler, J. (2010) Transformative Classroom Management. Jossey-Bass. San Francisco, CA