1. Responsive Management
Pro-Active Teacher Moves: Teaching Smarter not Harder
Program for Standard English Learners
Academic English Mastery Program
(0 minute)
Welcome
Today’s first module we will focus on Responsive Management which is one of the five CLR instructional practices.

2. Five CLR Pedagogical Areas
Expanding Academic Vocabulary (Responsive Vocabulary)
Increasing Student Engagement, Decreasing Classroom Management Challenges
(Responsive Management)
Using all types of Texts Culturally and Linguistically (Responsive Literacy)
Infusing Situational Appropriateness with Language and Behavior
(Responsive Language)
(2 minutes)
5 CLR Pedagogical Areas
Say: While there are a variety of ways to operationalize CLR, we currently use the framework developed by Dr. Sharroky Hollie in order to put CLR into practice. The 5 areas are especially useful because teachers engage with these 5 areas across the curriculum and throughout the day. By focusing on these five areas we can ensure that teachers are making critical and positive connections to their students on a consistent basis. When looking at instruction from the what and the how perspective, there are five general areas that we have identified where CLR can have immediate impact, by increasing student motivation and engagement.
[Animation]
Creating an Inviting Learning Environment for Student Success (Responsive Environment)

3. Classroom Management 101 (<1 minute) Cartoons
Please read the following two cartoons just to focus our thinking around our topic today. Provide a moment of sience. If time permits allow participants to turn and talk and discuss how this to your work with students.

4. How might you prevent this?
(<1 minute)
Preventive
Today we are sharing tools and strategies to prevent this transformation from happening; at least not before June!

5. Objectives Define Culturally Responsive Classroom Management
Build capacity around the Three Rs
and Effective Classroom
Management
Explore the purposeful use of
Attention Signals and Protocols
(1 minute)
Objectives
Say: Here are our learning/outcomes objectives for today. Invite participants to read silently. You may entertain a righteous hand or talking stick.

6. Research Says…
Impact of Teacher Effectiveness on Student Achievement, Classroom Management That Works, Marzano (2003)
Effective classroom management is the foundation upon which effective instructional strategies and good classroom curriculum design are built. (Marzano 2003)
(1 minute)
Say: According to Robert Marzano, there is a positive impact between teacher effectiveness and student achievement. There is a direct correlation between the two. Therefore, as teachers we have to identify ways in means in which we can be more effective in the classroom and one to be more effective is through the implementation of responsive classroom management.

7. Standards Connections
“To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.”
Common Core Standards Book, College and Career Readiness Anchor Standards for Speaking and Listening, page 20
(1 minute)
CCSS
Say: With the full implementation of the California Content Standards, it clearly calls for students to have opportunities to take part in rich, structured conversations as a whole class, small group and with a partner. What structures do you have in place that support this demand of CCSS? Responsive management supports and strongly encourages these practices.

8. What is Culturally Responsive Classroom Management?

9. Numbered Heads Think- Ink:
“What do you think culturally responsive classroom management looks like?”
At the signal do a whip around to share responses
Be prepared to share one characteristic as a table group
(5 minutes)
Objectives
Say: Working as a table group, establish where the participants are in terms of what they think culturally responsive managed class looks like.
Use a protocol to call on a few groups to share out (pick a stick, roll ‘em)

10. CLR
REVIEW
“CLR is the validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society (Hollie, p. 23).”
(1 minute)
Say: What is CLR? Dr. Hollie provides a very practical definition of CLR. CLR can be defined as…

11. (1 minute)
Say: Each individual consist of several rings of culture. We work from the ethnic culture towards inclusivity of all the other rings that constitute who we are. Our classroom management must attend to as many rings as possible in order to be responsive.

12. Create Instructional Range
Traditional
Responsive
Culturally Responsive
REVIEW
(1 minute)
Say: Our goal should be to create an instructional range which goes from traditional, responsive, to culturally responsive. This module does not suggest that you abandon all traditional aspects of your classroom setting. However, it is encouraged that your classroom management taps times to be responsive and culturally responsive juxtaposed to traditional practices.

13. The Big Picture
“The objective of Cultural and Linguistic Responsiveness (CLR) is to increase student engagement and decrease management issues with responsive strategies and activities (Hollie, p. 23).”
(1.5 minutes)
Say: So what is the big picture? The overall purpose of Responsive management is to increase student engagement and decrease management issues. Just imagine all the time that could be redirected to instruction if we do not have to spend so much our limited time during class dealing with discipline issues.

14. Individual Interventions
Intensive social skills training
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
Alternatives to suspension and expulsion
Community and service learning
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Adapted from:
Sprague & Walker, 2004
Selected
(At-risk Students)
Classroom & Small
Group Strategies
(10-20% of students)
Intensive social skills training
Self-management programs
Parent training and collaboration
School based adult mentors
Increased academic support and practice
Alternatives to out-of-school suspension
Community and service learning
(> 1 minute)
Say: When considering the tiers of intervention that we can provide to our students our focus on CLR provides a system of support to 75-85% of our students. When we are strategic and intentional we can significantly diminish off-task behaviors and student disengagement.
Effective academic support
Social skills training
Positive, proactive discipline
Teaching school behavior expectations
Active supervision and monitoring
Positive reinforcement systems
Firm, fair, and corrective discipline
Effective classroom management
Community and service learning
Universal
(All Students)
School-wide,
Culturally Relevant
Systems of Support
(75-85% of students)

15. Validate Affirm Build & Bridge
Validate: Making legitimate that which the institution (academia) and mainstream media have made illegitimate culturally and linguistically
Affirm: Making positive that
which the institution (academia)
and mainstream media have made
negative culturally and linguistically
Build: Creating the connections between the home culture/language and the school culture/language through instruction (teaching necessary skills) for success in school and the broader social context
Bridge: Creating opportunities for situational appropriateness or utilizing appropriate cultural or linguistic behaviors
(1 minute)
HAND OUT
Say: When we focus on responsive classroom management we are validating and affirming the various rings of culture that our students represent in order to build and bridge to improve student achievement.

16. Responsive Classroom Management Validates and Affirms
Effective Attention Signals
Participation and Discussion Protocols
Infusion of movement
Extended Collaboration Opportunities
(1 minute)
Say: Responsive classroom management validates and affirms through use of effective attention signals, protocols that address participation and discussion, infusion of movement, and extended collaboration opportunities.

17. The Three Ps and Rs for Effective Classroom Management

18. Culturally Responsive
Management
Teachers who are intent on incorporating CLR into their classroom management system should subscribe to the Three Ps.
Positive
Proactive
(1 minute)
Say: An effective teacher brings the following three Ps to the classroom with them.
Positive = showing love to students and presenting a positive vibe and energy
Proactive = Being ahead of the game
Preventive = Choosing his or her battles
Preventive

19. Culturally Responsive Find out what it means to me!
Management
CLR does not replace ineffective classroom management.
Find out what it means to me!
RAPPORT
RELATIONSHIP
(2 minutes)
Say: However, what must be cultivated in the classroom are the three R”s
RAPPORT = a connection between the teacher and the student that leads to an understanding based on concern and care for one another.
RELATIONSHIP = building relationships that lead to trust
RESPECT = mutual respect between the students and the teacher
RESPECT

20. (1 minute)
Say: This illustrates the importance of knowing our students.

21. Rally Table What do you do to build rapport, relationship and respect?
Determine who will be Partner A for Awesome and Partner B for Brilliant
Individually respond to the prompt
At the call of time please switch papers with your partner and respond to your partner’s response
Continue until time is called
Shhhhhh…no talking!
What do you do to build rapport,
relationship and respect?
What evidence do you have that your management style supports the Three Rs?
(4 minutes)
Say: Invite participants to read silently.
Fold paper in half, respond to both prompts. We will utilize a revised Kagan structure called Rally Table.
Use a protocol to share out (raise a righteous hand, pick a stick)
Each participant will take turns passing their response to the prompt, building upon the response making a contribution until time is called.

22. Three Rs in Action! My Theme Song: Song Title: Uptown Funk
 Lyrics That Most Represent you:
“Don’t believe me just watch”
 Artist: Mark Ronson feat. Bruno
Mars
 Explanation: Actions speak louder
than words
(5 minutes)
Say: We will now engage in a student survey with a twist. This is just one of many ways in which you can cultivate the three Rs in your classroom. Focus your attention on the bottom half of the survey. Fill it out for yourself. I will model how one might respond.
HAND OUT

23. Integration of Technology
bit.ly/MYANTHEM
(5 minutes)
Say: We will now integrate some technology. Please access the bit.ly and add your song selection on the padlet. This is a great way to be responsive to some of the rings of culture that may be represented in your classroom.

24. More than just a survey…
Create class playlists to play during musical shares or during transitions between activities
Make references to students’ favorite shows when discussing character and
conflict
Present lyrics as examples of figurative language, use for call and response
(1 minute)
Say:This is more than just a survey. A teacher can take the information collected from the survey to impact the instruction. What other ways might a teacher use the data collected from the survey.

25. (1 minute)
Say: At the end of the day it is important to consider this quote.

26. “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou
(1 minute)
Say: At the end of the day it is important to consider this quote.

27. Use of Attention Signals & Protocols
(1 minute)
0bjectives
Say: Now lets look at using attention signals and protocols for management and to increase engagement and participation.

28. What are Attention Signals?
An attention signal is an agreed upon verbal or non-verbal cue used to bring back students to focus when they are engaged.
To clarify directions
To transition during the lesson
To bring the lesson to a close
(1 minute)
Say: Read the slide and have participants look at the list of protocols in their handouts. Note the list is just a sampling of protocols, you can use what you get from students in the survey to add to this list. The most important thing is to select signals and then teach and consistently use them.

29. Protocols for Engagement
Explicit, structured norms for participating in whole group discussions
Decreases cultural misunderstandings and validates a variety of cultural behaviors and practices
Communicates high expectations for participation and accountability
Opportunities to practice situational appropriateness
( 1 minute)
Use pick a stick to randomly select participants to read the bulleted points.

30. Purposeful use of Protocols
Handout
HAND OUT

31. (>1 minute)
Say: Have you ever had a student who does this?

32. Do Your Students…
need to go to the bathroom about 10 minutes into your lesson?
find the need to repeatedly sharpen their pencils?
find any reason to get up and move to see their friends?
look like they could fall asleep during your class?
If you answered YES to one or more of these questions you might want to consider…
(1 minute)
Say: Do your students…

33. Movement with Instructional Purpose
Tea Party
Give One Get One
Walk & Talk
Find Someone Who...
Musical Shares
Stand Up/Hand Up/Pair Up
Corners
Quiz Quiz Trade
(>1 minute)
Say: How can one infuse movement in their instruction?

34. Cultural Learning Behaviors
(1 minute) HANDOUT
Say: There are some behaviors that are considered cultural learning behaviors. Take a moment to peruse the document. What stands outs to you?
HAND OUT

35. Video Example
As you watch the video of a responsive classroom, take notes of your observations on the graphic organizer provided.
Remember the video is edited for the sake of time.
Teacher Moves
Student Moves
(5 minutes)
Say: We are now going to view an example of a classroom which is utilizing a lot of these protocols. Although it is an elementary classroom, how might you modify some of these protocols for secondary.
HAND OUT

36. Protocols in Action
Watch video.

37. Get Started!
Identify 3-4 new protocols that you will use on a consistent basis
Post explanations of the Participation and Discussion Protocols in a prominent area
Introduce and teach the protocols with low-content, high-interest activities that focus on the structures of the protocols
(1 minute)
Say: Here are some suggested tips for getting started.

38. Vignettes

39. Discussion Question
At your table group, please discuss the following question regarding your vignette.
Which strategies might assist the teacher with increasing student engagement and decreasing management issues?
(8 minutes)
Distribute vignettes one per group/table. Participants will consider both preventive ways (to avoid what occurs in the situation) and next steps for the teacher. (Please see attached pdf of vignettes)
Say: Read slide. Determine time to work independently
Allow groups to share out- preferably with each vignette

40. Reflection

41. Which strategies can I use?
Let’s Recap…
Which strategies can I use?
What will be my next steps?
(1 minute)
Say: What might be your next steps when you return to your school/classroom?

42. Plan Deliver Reflect Cycle
Act Do
(1 minute)
Say: Remember that use of these protocols and attention signals are strategic- they need to be a part of a plan and are not effective off the cuff
Check

43. Start CLR Now!
Be determined and prepared to go responsive when necessary
Start with 3 attention signals and 3 movement activities that go across the instructional range
Build a community of acceptance, respect of diversity (ALL), and tolerance with meaningful activities, rituals, and infusion into your daily instruction
(1 minute)
Say: No better time than is now! Start when you return back to your classroom.

44. Resources
(1 minute)
Say: Here are just a few resources that were used to develop this module and may be a point of interest to obtain additional infromation.

45. (1 minute)
Say: One thought I would like to leave you all with. I’m available for questions , comments and concerns. Thank you!