Presentation on theme: "How Do School Leaders Assess the Physical and Social/Emotional Learning Environment of the Classroom? NSIP National Conference February 2013."— Presentation transcript:
How Do School Leaders Assess the Physical and Social/Emotional Learning Environment of the Classroom? NSIP National Conference February 2013
Introductions Presenters: Brenda Maynard – email@example.com Orin Simmerman – firstname.lastname@example.org Debbie Daniels – email@example.com
In this session we will: observe a variety of classroom settings; explore vocabulary, tools and understandings to assess the physical and social/emotional environment of classrooms and their impact on student and teacher performance, and understand how school leaders can use these resources and information to assess teaching and learning and provide feedback to teachers.
Essential Question: Turn to your neighbor and discuss. Share Out Does the physical and social-emotional environment of a classroom impact student and teacher performance?
So how do we measure the environment’s impact on teacher and student performance?
Videos Observe the video clips and Individually write on post-it notes as many positive and/or negative characteristics that describe the classrooms' physical or social/emotional environment. Video Links: Crazy Science Teacher https://www.youtube.com/watc h?v=4yHaYFiNv_8 Daily 5 Kindergarten http://www.youtube.com/watch? v=9B6NBWYR6zA
Activity In your group, discuss and collapse your descriptors and place them on the T-Chart under appropriate category. Post your chart.
Physical and Social/Emotional Characteristics Positive Negative Physical EnvironmentSocial/Emotional Environment
Gallery Walk Conduct a gallery walk and take note of all the descriptors that are posted. What do you notice about the descriptors? What did you learn about observing the physical and social/emotional environment of the classroom?
Learning Centered Schools Rutherford Learning Group Mike Rutherford, President and National Presenter Six Big Ideas and 13 Principles Supported by neuroscientific research Developed as a result of his work on conducting Instructional Practices Assessments (Instructional Rounds). Initially used all of these descriptors and the work evolved
History Behind This Work Work with developing tools and resources for principals to use in supporting and providing feedback to teachers on improving teaching and learning Focus on Learning Environment Too many descriptors to manage and measure to show growth Realized we needed to narrow the focus What is it about the classroom environment that impacts teacher and student performance?
Classroom Environment Enriched environments over time increase the brain’s ability to connect, communicate internally and to learn Impoverished environments have the opposite effect – they shrink the brain’s ability to connect and communicate and limit learning potential
Physical Interactive Welcoming Print Rich Comfortable Hands on Small groups Bright Colorful Organized Student work displayed Physical Cluttered Disorganized Bland Seats in rows Commercial wall postings Permanent bulletin boards Crowded Smells ENRICHED PHYSICAL ENVIRONMENTS Enriched Impoverished The ability of the teacher to shape the physical and social environment of the classroom to enhance learning. MYTH: Most of what is learned in the classroom comes from the curriculum. Truth: Most learning in a typical classroom comes from the environment. Mike Rutherford, Creating the Learning Centered School
14 Learning centered teachers seek to create an enriched physical environment. Physical Classroom Environment Sends a message Attractive Engaging Changing
Enriched Physical Environment – Attractive - sight, inviting, inquisitive, friendly, greenery(alive), lights and rugs (homey), – Engaging – something to do and do with, sounds, smells, bathtub (reading is special), live bunny (safe place), touch – Changing - varied, changes every week or unit to support the current learning, mood settings Impoverished Physical Environment – Unattractive – cluttered, bare, commercial/not student centered – Non-engaging – not content focused, teacher centered – Unchanging – permanent bulletin boards, no student work posted
Social/Emotional Student Centered Risk free Non-threatening High Expectations Friendly Respectful Valued Supportive Cooperative Smooth transitions Creative Collabortive Social/Emotional Tense Favorite students No rituals Threatening Low expectations Screaming Rude Confusion Stressful Competitive Intimidation ENRICHED SOCIAL/EMOTIONAL ENVIRONMENTS Enriched Impoverished The ability of the teacher to shape the physical and social environment of the classroom to enhance learning. MYTH: Most of what is learned in the classroom comes from the curriculum. Truth: Most learning in a typical classroom comes from the environment. Mike Rutherford, Creating the Learning Centered School
17 Learning centered teachers seek to create an enriched social/emotional environment. Social/Emotional Classroom Environment More collaboration, less competition Unconditional Positive Regard Relaxed Alertness Special Treatment Positive Rituals
Enriched Social-Emotional Environment – Unconditional Positive Regard - student believes they are liked by teacher and students for who they are, not what they wear or what they can do, fun to be here, personal actions that indicate “I like you” – Relaxed Alertness - measure of the anxiety level, students are focused, but not stressed, accountable talk – Special Treatment - degree to which students feel that the classroom is individualized, where their special needs are met, selecting students to be leaders (where all get the opportunity to lead), prizes, coupons, starfish story “make a difference for this one” – Positive Rituals - how teachers intentionally embed social shaping messages into everyday life – being present, being on time, moving in an orderly manner, process for dismissal, waiting your turn – More collaboration, less competition - build classroom climates that are cooperative, collaborative, sharing, team building, communicating (21 st century skills)
Impoverished Social/Emotional Environment Negative energy and disrespectful of others – intimidation and teacher centered Stressful – tense, threatening, no rituals No one feels special – opinions not valued, made fun of, ridiculed Lack of organization – no routines or transition processes All about competition, who is the best? - no collaboration, team building, lacks cooperation
Discuss at your table: What enriched environmental cues should school leaders “look for” when observing classrooms? Brainstorm your responses under the appropriate headings. Share out
Social/Emotional Look Fors Uncondi- tional Positive Regard Relaxed Alertness Special Treat- ment Positive Rituals More Collabora- tion, Less Competi- tion
ENRICHED The ability of the teacher to shape the physical and social environment of the classroom to enhance learning. MYTH: Most of what is learned in the classroom comes from the curriculum. Truth: Most learning in a typical classroom comes from the environment. Mike Rutherford, Creating the Learning Centered School AttractiveEngagingChanging Well-lit and dimly-lit areas in the classroom Student work, artwork and projects displayed Learning stations for individualized instruction Informal furniture arrangements Desk clusters for small groups Circle or u-shaped for whole group Different areas in the classroom for reading, working on projects Desks placed so teacher can make eye contact and reach each student with ease Posters, charts and models that relate to current content are displayed Many resources, print and non-print, related to the content being taught Opportunities for students to move around A comfortable temperature Enriched Physical Environments Enriched physical environments are attractive, engaging, and interactive with students. The physical environment should change every two weeks. “Look Fors” in an Enriched Physical Environment
ENRICHED The ability of the teacher to shape the physical and social environment of the classroom to enhance learning. MYTH: Most of what is learned in the classroom comes from the curriculum. Truth: Most learning in a typical classroom comes from the environment. Mike Rutherford, Creating the Learning Centered School Unconditional Positive Regard Relaxed Alertness Special Treatment Positive Rituals Collaboration Not Competition Teacher greets students personally Consistency in rules and values Teacher uses mistakes as a springboard for learning and risk taking Students selected to be leaders Clearly presented classroom expectations and goals Cooperative learning Projects Teacher acknowledges every student as a contributing member of the class Students engaged in their learning Student choice in how they learn or demonstrate learning Process for dismissal, moving to lunch, taking and distributing papers Students sharing their learning with other students, the class Teacher and students use positive language in their communication with each other Students feel accountable for maintaining the rules, policies, and norms of the group Teacher negotiates rules and routines for students A predictable environment Students working as a team with teacher facilitating Enriched Social/Emotional Environments “Look Fors” in an Enriched Social/Emotional Environment “Emotion is the on-off switch of learning. We don’t talk about it enough as a pedagogical tool. Fear and shame shut it off; hope, enthusiasm, and safety turn it on.” Ed Hallowell
Putting it all together: Observation Focused on Enriched Environments Using the observation instrument record characteristics and evidence that describes the classroom environment. Working with a Science Partner http://www.youtube.com/watch?v=k K4FSFuSGPQ
With a partner, discuss: Essential Question: Considering the elements of an enriched physical and social/emotional environment, what feedback would you provide the teacher to make their physical and social/emotional environment more enriched?