1. Classroom Dynamics: Classroom Management in the Mathematics Classroom
Welcome….
<< thank everyone for coming, introduce yourself>>

2. Opportunities to… Pause & Reflect See Examples Make Connections
Throughout this professional learning a “Pause & Reflect” icon will be shown to invite individual response or conversation with colleagues.
A “See Examples” icon will show when a short video, picture, or a document is available exemplifying the current idea under consideration.
A “Make Connections” icon will be shown when there is a web link to a resource that supports or is related to the current idea under consideration.

3. Learning Focus
Deepen understanding of the importance of Classroom Dynamics
Reflect on classroom management through the use of the Classroom Dynamics materials
Plan for a positive learning environment
As you use this material, take time to reflect individually and, if possible, share your thinking with a colleague.
Many educators recognize the benefits of paying explicit attention to classroom dynamics within their planning for effective learning opportunities. You are invited to think about your current practice, explore some resources and make plans that will enhance the learning opportunities for your students and increase your own job satisfaction.
You will have an opportunity to deepen your awareness of the benefits of proactive, explicit attention to planning for a positive learning environment
We will examine some of the available classroom dynamics materials, noting content, format and intent.
You will make connections between careful planning for classroom management and the development of positive and powerful learning environments.
<<Norms for this workshop will be co-constructed with participants in later slides. >>

4. Agenda Establishing Norms Current Practice Reflection
What is Classroom Dynamics? Why is it Important?
Classroom Management Strategies
Four Corners and Placemat Activity - Dilemmas
Checklists – Classroom Examples
Reflection – Making a Plan
Resources
Our Agenda highlights the activities and big ideas we will emphasize during this session. Agendas are different than goals and they are essential for some learners. For some learners the agenda provides the comfort of knowing what they will be doing, and allows them to attend to what’s going on.

5. Minds On
Just as classroom teachers use 3 part lesson structure for their student’s learning experience, we will use the same format in this session.
The Mind’s On activities help to:
Establish a positive learning environment
Connect to prior learning and/or experiences
Activate (or build) prior learning
Develop interpersonal learning, collaborative skills
Set the context for our learning- Why paying attention to Classroom Management is important.

6. Establishing Norms What norms should guide us in this session?
Individually write one norm per sticky note
In your table group share and pile up the ones that are the same/similar
Whole group- share one idea/table until all ideas are shared.
<<Use this opportunity to demonstrate the shared development of norms.>>
In our session we’ll only take a only few minutes to develop our norms, but in a classroom you will take longer since you would be establishing classroom norms. Norms are non-negotiable but fluid because in a classroom you may have a need to renegotiate/revisit some of the norms during the year.
<<You may wish to provide a short list of norms at the table and ask participants to select the ones they are comfortable with and add others that they would like; call on tables one at a time to provide a norm to create a non-negotiable list that is agreed on. See The Third Teacher p3 for a list of possible norms at
<<Post it pile up or sticky note sort >>

7. Explicitly Plan for Positive Classroom Dynamics
Powerful learning
Well-designed learning trajectories, effective questioning, …
Carefully-planned Classroom Dynamics
Establishing a desirable learning environment is a complex task requiring attention to many factors.
Explicit, intentional planning for effective classroom dynamics sets conditions for powerful learning. A positive, “good for all” learning environment does not happen by accident.
Many decisions must be made by a thoughtful professional educator during planning for instruction and these decisions are inextricably linked with planning for classroom dynamics.
Attention to classroom dynamics supports, but does not replace, development of mathematics knowledge for teaching and a variety of pedagogical strategies and skills.
Appropriately-challenging differentiated materials, opportunities to question, justify, and think, as well as clear expectations are necessary considerations for instructional planning.
Careful attention to planning for classroom dynamics can avoid predictable distractions for learning and can ”set the stage” for an atmosphere where curiosity is fostered and learning is celebrated.
<<Graphics are from Art Explosion : Disc 7: People: Silhouettes: Catching; Exciting; Investigating; Seeing in Perspective>>

8. Do I see: Is my classroom:
Reflect on your current practice using the questionnaire provided
<<Provide 2 minutes for participants to respond to the Do I See? Is my classroom: (BLM1_Differentiated Instruction Educator's Guide (2016)_Creating_an Environment). >>
We will return to this reflection later in the session.
<<Taken from page 37>>

9. What is Classroom Dynamics?
As we learn about the ways students learn best we can encourage powerful learning by providing encouraging, supportive environments.
Classroom Dynamics is defined as the process of establishing and maintaining conditions that allow students to engage in powerful learning. Note the that this requires deliberate and purposeful planning, actions and responses.

10. Components of Classroom Dynamics
The three components of Classroom Dynamics is Classroom Management, Classroom Set-Up and Relationships for Learning.

11. Classroom Dynamics: Classroom Management
Classroom management is the organization, protocols, policies and routines.

12. Classroom Dynamics: Set-Up
Classroom set-up refers to the physical arrangement of furniture and resources to optimize learning.

13. Classroom Dynamics: Relationships
The development of relationships for learning is about establishing positive interactions between teacher and students, and students with their peers.

14. Classroom Dynamics Overview
This Overview document on the screen is from the Classroom Dynamics area of the Supporting Classroom Practices section of the EduGAINS website. In this session <<CLICK>> we are focusing on classroom management.

15. Why Classroom Dynamics?
Attention to classroom dynamics is important…
creates powerful learning environments where students feel capable and valued
encourages development of environments where fearless speaking and listening occur
<<“Attention to classroom dynamics” read or paraphrase the two bullets>>
There is research evidence that children learn best if two conditions are in place
They see value in the material/information [It’s worth doing]
They believe that they personally are capable [I probably could…]
Interestingly, these two criteria are often present when teachers begin to consider classroom dynamics.

16. Action Action activities will:
Introduce new learning or extend/reinforce prior learning on Classroom Management;
Provide opportunities for practice and application of classroom management techniques and strategies.

17. Attention to Classroom Management…
with careful planning for classroom management, efforts to pose effective questions and encourage productive math-talk will be more successful
without specific planning for classroom management, significant efforts to increase learning may achieve less than anticipated results
Teachers recognize the benefits for their students and themselves if a positive, effective learning environment is in place and they recognize their own ability and responsibility to make decisions that will optimize that environment.
When one small change can produce positive results, it encourages renewed effort.
A spin-off that has been noticed is that when colleagues become comfortable sharing ideas about classroom management, the topics can evolve to include mathematics content, assessment and evaluation, content knowledge for teaching, use of technology, and a variety of other topics of mutual interest.

18. Classroom Management Strategies:
Individual:
Think of a time when your classroom functioned well.
What strategy or strategies did you have in place to create a positive learning environment?
Turn and Talk
First, individually reflect for a minute of a time when your classroom functioned well. Think about what strategy or strategies that you had in place that help to create a positive learning environment. After you have spent time reflecting, turn and share with the person beside you.
<<pause>>
<<Whole Group>> Are there experiences or strategies that you shared that might contribute to effective classroom management?

19. Dilemma Activity – Four Corners
Corner 1 - Planning to use digital and concrete tools
Corner 2 - Students who struggle with appropriate behavior
Corner 3 - Collecting evidence of learning
Corner 4 -Students who have missed all or part of a class
There must be at least one person from your table at each corner.
<<Corner Numbers with dilemma topics BLM 2 need to be posted.
Ask participants to think for a minute and pick a dilemma topic (Corner 1: Planning to use digital & concrete tools, Corner 2: Students who struggle with appropriate behaviour, Corner 3: Collecting evidence of learning, and Corner 4: Supporting students who have missed part or all of a class) they’d like to discuss. Have participants go to a dilemma corner so that there is at least one member of the home table going to each corner.>>
While at the corner: share copies of the dilemmas to read and discuss. You are asked to suggest strategies that might address the dilemmas. After brainstorming, each group will pull out the checklist questions from the envelop to consider whether or not prior attention to these questions might have helped help to provide a classroom environment where those dilemmas might be less likely to happen. Are there other questions you would add to help with proactive planning?
<<While the Corner groups are brainstorming, put one placemat at each table for participants to record their corner discussion. Provide each participant with a copy of the Classroom Dynamic Start-up Checklist and the Ongoing Checklist to support their discussion.>>

20. Dilemma Activity - Placemat
At your table you will find an 11 X 17 placemat. You will also find the Classroom Dynamics Checklists: Start up and Ongoing to use during the debrief since each corner only saw a few of these prompts that pertained to their corner. Please notice that on the placemat are the dilemmas that were discussed in the four corners activities, one set per corner. Use the placemat to share highlights of the discussion, (4 minutes per corner). When you have shared each of the corner discussions determine your top three “take-aways” from this activity and record them in the centre box.
A placemat is a cooperative learning strategy which allows for participants to think about, record, and share ideas in groups. Each group member writes ideas in a space around the centre of a large piece of paper. Afterwards, the group compares what each member has written, and commonalities are compiled in the centre of the paper. In our case, we are noting the top 3 “take-aways” in our centre space.

21. Classroom Dynamics Start-up Checklist
You probably have noticed that the questions that you were asked to think about during the four corners discussion were selected from the Classroom Dynamics for Powerful Learning Checklists. The Start-up Checklist is designed for teachers to get ready for the beginning of the school year or term. Recall the graphic organizer from earlier in the session that Classroom Dynamics has three different components.
CLICK
For this session our focus is Classroom Management
These checklist can be found on the eduGAINS website under Classroom Dynamics

22. How Will I Enable Students Who Are Absent to Access Lesson Materials?
What it may look like.
The following is an example from a secondary teacher who shared a strategy for how they support students with accessing materials that were shared when they were absent.
This teacher shares...
“One idea is to have an area at the back of the classroom for student hand-in and pick-up. If a student is away, they check the black bin (photo on right) and pick up a handout that has their name on it. When a student is absent, their name is placed on a copy of any handouts and these are stored in the appropriate slot in the bin. Assignments could be linked to teacher websites for easy access. The wire basket is used for student hand-ins. In addition there is a hole punch, stapler and tape available for students if needed. These materials are positioned away from the front of the classroom to help with traffic flow.”
One classroom routine for teachers is to take attendance. A strategy to do this and to engage students is to post an interesting question on an interactive white board or virtual space. As students finish the question they move their name over to the completed task area. Names left unmoved represent students not in attendance. This activity saves time, engages learners, and provides a non- threatening opportunity for students to become more comfortable with the technology.
The emphasis on avoiding or minimizing obstacles to productive learning environments by thoughtful, creative planning is a critical idea when addressing classroom dynamics.

23. Classroom Dynamics Ongoing Checklist
The ongoing Checklist is designed for reflection about how your classroom management is working.
CLICK

24. What Strategies Am I Modelling to Help My Students Develop Metacognitive Skills?
One of the questions from the Ongoing Checklist is what strategies am I modelling to help my students develop metacognitive skills. This handout has been shared with us from an educator from YRDSB. The teacher has the students complete this self evaluation part way into the semester and then again towards the end of the semester. Upon reflection the teacher is able to strategize with the student areas of concern.

25. Share a Strategy
Pick a question under either of the Classroom Management Checklists
Share a strategy
Your turn. Take a look at either of the checklists and pick a question. At your table share a classroom management strategy that you have used.

26. Consolidation The Consolidation will provide opportunities for:
Awareness of additional resources;
Reflection;
Consider follow-up and next steps.

27. Consider Your Current Practice
Recognize the management practices you currently have in place to establish a positive learning environment
Identify the elements that you have not yet considered
Decide what additional management strategies you can make to create more opportunities for powerful learning
Use this Reflection document to record your thinking as you consider your current practice and any changes you might consider.
This is an individual reflection but if you are comfortable to share ideas with a colleague you will recognize the benefits from collective wisdom and the power of building on the ideas of others.
This document is found on EduGAINS:

28. Considering Actions… Easy Possible Challenging
In the next slide you will be asked to consider six actions and rate them as easy to implement, possibly worth the effort, or challenging to implement in your own situation. Remember what might be possible to you may be challenging for me so you need to consider only your own practice. You will also be asked to consider the possible benefit of implementing these strategies.
<<Distribute Considering Specific Actions BLM 5>>

29. Considering Specific Actions
Take a moment to read each specific action and record your response to that action.

30. Considering Effect on Learning
Negative
Insignificant
Positive
Large Positive
Effort
Easy
Learning Skills Assessment
Possible
Collect evidence of learning
Challenging
A grid is one way to assess the relative merits of changes you are considering. Draw a grid for yourself. One axis measures effort required by you, and the other axis measures the effect on student learning or classroom atmosphere. I’ve entered a couple of the actions we’ve just considered as examples although you may think they should be placed in different cells. Always monitor the effort/effect as it may vary from class to class. If we don’t track the effect, we may be wasting our efforts.
Start with some Easy effort/Positive effect changes and don’t expend time and energy on challenging actions or any that promise insignificant effect.
Reflective practitioners constantly assess the current reality in a classroom and carefully make changes that have potential for improving the learning opportunities for all students.
As an extension you may consider other specific actions that are more appropriate for your classroom. To start consider actions that are easy or possible with a positive or large positive effect.

31. Making a Plan …. Try one new way to purposefully group your students
Individual reflection
Incremental, measured changes
Share the ideas – value the differences
Work with a buddy
or a mentor
Use Classroom Dynamics as a focus for shared effort in a department
Brainstorm fun quick ways to accomplish routine tasks. e.g., attendance
Visit other classrooms actually or virtually
So… getting started. A few ideas are provided here but there is no limit on the possible ways to make positive changes. Think “outside the box”!

32. Sharing Classroom Practices Videos
A number of ministry of education products provide support for educators who wish to work on enhancing classroom dynamics. Use the EduGAINS website to explore some possibilities and choose the ones that are helpful to you.
Videos allow you to “visit” a classroom and watch for evidence of powerful learning environments.
This grade 7 and 8 video is under Sharing Classroom Practices Videos. M. J. Hobbs <<
As you view the videos reflect upon or discuss with a colleague:
What Classroom Dynamics were put in place to create an effective learning environment?
<<Suggested Grade 9 video is under Board Stories under the System Leader tab of EduGAINS. Improving Grade 9 EQAO Scores>>

33. Webcast
LNS Webcast- Making Mathematics Accessible for All Students, March 29, 2007
The 2007 webcast, Making Mathematics Accessible for All Students, housed on the LNS, Literacy Numeracy Secretariat, website describes components required for an effective mathematics learning environment.
Webcast-, March 29,
If you choose to view this video –view the segment from 13:05-17:11 and reflect upon or discuss with a colleague:
What does an effective learning environment look and sound like?
What strategies enable significant mathematics learning?

34. Learning Environment Responsive to student’s interests
Makes thinking visible
Fosters engagement
Attends to:
Physical space
Social space
The Capacity Building Series monograph, ‘The Third Teacher’, released in July 2012, highlights the importance of the learning environment in order to equip students in the age of globalization and rapid technological development.
It can either enhance the kind of learning that optimizes our students’ potential to respond creatively and meaningfully to future challenges or detract from it.
A classroom that is functioning successfully is responsive to student’s interests, makes their thinking visible and fosters further thinking and engagement. It attends not only to the physical space but the social space as well.

35. What Works?
Student Interaction in the Math Classroom: Stealing Ideas or Building Understanding
The 2007 LNS Monograph written by Dr. Cathy Bruce describes the learning environment in a Math-Talk Learning community.
Read this monograph and reflect upon or discuss with a colleague:
What conditions can a teacher put in place to address the classroom dynamics in a Math-Talk Learning Community?

36. Now What - Do I see: Is my classroom:
Annotate the questionnaire using the following questions
What will you try?
With whom will you share this?
What excites you about these ideas?
<<Provide 2 minutes for participants to respond to the Do I See? Is my classroom that they filled out earlier in the session. >>

37. Thank-You for Considering Classroom Management
Good classroom management results from well planned lessons and well established routines. A stimulating classroom that engages students through a balanced variety of teaching, learning, and assessment strategies prevents and reduces behaviour problems. Improving classroom management - Developing a positive learning environment
<<This quote comes from Connecting Research to Practice in Mathematics Education Research Synopsis available at