1. Classroom Dynamics: Relationships for Learning
<<Introductions – introduce yourself, suggestions for participants to introduce themselves… introduce yourself to someone who has the same eye colour, who has a birthday near yours, find someone who’s first or last name initials as yours.
<<As strategies are used within the session, highlight and create a strategy wall if you wish.>>

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 relationships for learning 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 including 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 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 be able to make connections between careful planning for building relationships for learning and the development of positive and powerful learning environments.

4. Agenda Establishing Norms
What is Classroom Dynamics? Why it is Important?
The Importance of Building a Community of Learners
Classroom Dynamics Checklists and Examples
Practices to Foster Mathematical Well-Being
Possible Actions
Exit Ticket
Our Agenda highlights 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 Minds On activities will 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 Relationships is important.

6. Establishing Norms What norms could 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.
Norms are setting conditions for learning. For example, in the classroom raising your hand is used for when asking or wishing to answer a question.
For our session, use the sticky notes to identify working norms that you would like us to have. In 5 minutes, we ask that at your table take turns to share your responses and pile up those that are the same or similar.
<<Whole group share until all ideas are identified. Use chart paper or concept mapping software (e.g., Mindomo, a ministry licensed online graphic organizer to collect and post the shared norms.>>
A similar activity can be used to establish classroom norms.
Students may make a poster that captures norms for collaborative group work for future reference and adjust as needed.
Success criteria, similarly, evolves over time as well.

7. 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.

8. Components of Classroom Dynamics
Three components of Classroom Dynamics are: Classroom Management, Classroom Set-Up and Relationships for Learning.

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

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

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

12. 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 relationships for learning.

13. Action The Action activities will:
Introduce new learning or extend/reinforce prior learning on Relationships;
Provide opportunities for practice and application of how to build relationships within classrooms.

14. R Give-One Get-One Mix and Mingle - give an idea and get an idea
Reflect and write down:
Why is it important to build community in your classroom?
Mix and Mingle - give an idea
and get an idea R
<<Using the strategy of Give-One and Get-One, ask participants to spend 2-3 minutes to jot on BLM1 then ask them to circulate in the room meeting up with a partner giving one idea to the partner and then get one idea from a partner. Continue mingling for the time period. After, at the table have participants identify common ideas, and share one that resonated with them.>>

15. In a community of learners, students…
See themselves reflected in the learning
Are engaged in learning
Show respect
Feel safe
Take risks
Actively listen and observe
Work cooperatively
Support each other
Challenge each other
Share responsibility for learning
Some of the items that are mentioned on this slide are ones that may have come up in your Give-One Get-One activity.
We are now going to take a look at a video of a classroom. While we are watching the video see if you can identify any of these practices.
<<Direct them to use check off the list on BLM1 while viewing the video>>
Show the KPR Port Hope Grade 9 Applied video.
<<The video is linked to the picture on the slide. >>
<<Stop the video at 6:10. >>
<<Alternate video Grade 7/8 class see slide 1 from additional slides>>
<<Have participants share at their table what they noticed from the video>>

16. Classroom Interactions
What interactions did you notice between…
student-to-student?
teacher-student?
student-to-teacher?
Take a moment to reflect on what you may have noticed about each type of interaction.
What did you notice about student-to-student interactions?
What did you notice about teacher-student interactions?
What did you notice about student-to-teacher interactions?
<<pause>>
Now, discuss with others at your table.
<<As a whole group ask each group to share one comment about the interactions and practices without repeating another group’s comments>>
<graphic comes from the Learning Exchange website

17. Read and Reflect C
Kugler et al. (2008) stress the importance of student input and of students seeing their lives represented within the classroom – a place where students’ “ideas, opinions, perspectives, wants and needs are the basis for all that happens in the building.” A Guide To Reflective Practice for Core French Teachers; EduGAINS
Please read and reflect on the following quote.

18. Classroom Dynamics Start-up Checklist
The Start-up Checklist is designed for teachers to get ready for the beginning of the school year or term. Take a moment to read the reflection questions in the start-up checklist for relationships for learning. This is not an exhaustive list.
These checklist can be found on the EduGAINS website under Classroom Dynamics.
We are going to take a look at one of the questions from this checklist. How will protocols for classroom behaviour be developed?

19. How will protocols for classroom behaviour be developed?
How does the process of creating norms collaboratively help to build relationships in your classroom?
If we want to build a classroom that promotes a community where students’ “ideas, opinions, perspectives, wants and needs are the basis for all that happens”, we need to develop classroom routines together with our students. Norms are behaviours we expect when we are interacting with each other.
<< See ‘The Third Teacher’ page 3 as a sample list of norms.
The picture on the slide is a sample of a class set of norms students created for their grade 10 classroom.
Take a moment to discuss at your table ‘How does the process of creating norms collaboratively help to build relationships in your classroom?

20. Importance of Learning Environment
“When students have a sense of belonging and safety within a community of learners, they are empowered to take risks and explore new ideas. This happens best within a collaboratively established structure. Students are invited to think about and co-create norms for how they interact with each other.” Capacity Building Series: The Third Teacher C
<<
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.
The goal to engage students in the development of classroom norms is to foster an environment where students view learning as their own. The norms should emphasize the building of relationships. and strive to work collaboratively to a deeper understanding. Establishing a classroom culture where student thinking is visible and valued will help achieve that goal. Maintaining and fostering high expectations for students’ involvement in their learning is crucial.

21. Classroom Dynamics Ongoing Checklist
The ongoing Checklist is designed for reflection on how your classroom dynamics is working in your classroom.
Take a moment to read these reflection questions.
<<after a moment>>
We are going to take a look at the question “How do I show my students that I respect and value them?”

22. How do I show my students that I respect and value them?
“In my class (Math/Science), I use a “Getting to Know You” activity at the beginning of the year to allow the students to tell me a little about themselves. I try to use what I learn from this activity to identify areas of concern, strengths and weaknesses and likes/dislikes.” -Teacher
This quote is from a secondary teacher who has shared a strategy with us.
<<click>>
How does knowing the learner allow teachers to build relationships?
<<Think/Ink/Share>>
Take a moment to individually jot ideas.
Share your thoughts with an elbow partner.
Share at your table.
<<Facilitators can invite people to share insights with the whole group. >>
How does knowing the learner allow teachers to build relationships?

23. How do you get to know the learners in your classroom?
Knowing their story
Student interests
Learning preferences
Tracking data
<<Place 4 pieces of chart paper with markers at different tables around the room. >>
These are four considerations that teachers need to pay attention to in order to get to know the learners in their classroom.
<<Tell participants to choose one of the four considerations. Identify where participants should move to work on each consideration. Each group generates a list of ideas/strategies
to gather data for their criteria. >>
<<Ask participants to group themselves into groups of four. Assign roles of Recorder, Encourager/Timer, Reporter, Manager for each group using criteria such as:
Have the tallest person at your table stand. Once one person per table is standing inform them that they are the Recorder
Have the person who drove the furthest to get here stand up. Once one person per group is standing inform them that they are Encourager/Timer
Have the person whose birthday is next stand up. Once one person per group is standing inform them that they are the Reporter
Have the person with the longest socks stand up. Once one person per group is standing inform them that they are the Manager >>
<<Groups have 10 minutes to work on their list then post their completed work for a Gallery Walk. >>
<<Considerations are adapted from pages 14 to 26 of the Differentiated Instruction Educator’s Guide (2016)
<<e.g. for consideration #1: “I wish my teacher knew… “ >>

24. R Gallery Walk & Reflect
Record ideas/strategies that you are going to use right away
Record ideas/strategies that you would like to learn more about R
<<Participants will spend 5 minutes in silent reflection while visiting the other three group’s summaries. >>
<<MINGLE TO MUSIC 5 minutes of soothing music may be used to signal the beginning and end of this reflection activity. >>

25. Knowing the Learner C
“Educators need to understand what they can about the different social, economic, and cultural contexts of their students and how these influence their efforts. It is beneficial to view these differences not as impediments to overcome, but as resources that can enhance learning.”
(Toshalis & Nakkula, 2012)
<<Have participants read the quote from the Capacity Building Series document Student Voice >>

26. Practices to Foster Mathematical Well-being
1. Create Positive and Safe Classroom Environments
2. Provide Rich Mathematical Tasks
3. Create a Math Talk Community
4. Ask Good Questions and Listen to Student Thinking
Read page 1 and your practice # 1, 2, 3, or 4
How do these practices encourage/support/require relationship building?
<<Distribute copies of “What Works? Making Space for Students to Think Mathematically”
<<Participants should be in groups of 4>>
<<NUMBERED HEADS>>
This research article, “Making Space for students to think Mathematically”, identifies four practices that foster mathematical well-being.
In a group of 4 number yourselves 1-4. Everyone will read pg1 then, individually read the section that relates to the practice corresponding to your number.
On BLM2: Placemat jot down notes about how the practice you read encourages, supports or requires relationship building. Then share amongst your table group.
<<Each table shares with the whole group one thing than resonated with the table.>>
<<Possible responses:
#1- Create Positive and Safe Classroom Environments
Promotes engagement in activities, feel comfortable in sharing ideas, promotes growth mindset, encourages students to see themselves as capable learners
Select resources which allow students to share their thinking; support student interactions
#2- Provide Rich Mathematical Tasks
Allow for engagement & differentiation of learning and encourage high quality interaction
Select tasks which have high cognitive demand and multiple entry points & opportunities
#3- Create a Math Talk Community
Students are invited to paraphrase, ask questions, explain their thinking, elaborate on presentation, challenge presenters for correction or alternate approach
Students become sources of mathematical ideas
#4- Ask Good Questions and Listen to Student Thinking
Question Types: Seeking an alternate Method, Posing new challenges, Promoting group interaction, Encouraging sense-making
Shift from evaluative listening to interpretive listening in order to respond and support thinking
promotes group interactions and enriches understanding
Provides opportunities to listen to thinking
Helps to elicit student thinking>> C

27. Consolidation The Consolidation will provide opportunities for:
Awareness of additional resources;
Reflection;
Consider follow-up and next steps;
Feedback by way of exit cards.

28. Possible Actions
Over the course of this session a number of possible actions to support relationships for learning have been shared. Take a moment to rank each of the actions on BLM3 as easy to implement, possibly worth the effort, or difficult to implement in your situation.
Please add others to the list if you like. R

29. Which actions? Effect on Learning Negative Insignificant Positive
Large Positive
Effort
Easy
Students’ Interests
Possible
Norms
Challenging
A grid is one way to assess the relative merits of changes you are considering. 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 might 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 difficult actions 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 a table group discuss which actions you might place in each of the cells.

30. Exit Ticket
Your feedback is important. Please fill out the following Exit Ticket as you reflect on what you have learned today and further learning.

31. Continuing the journey…
Use the ongoing checklists or self-assessment tools to consider your own practice. Identify possible adjustments to improve the powerful learning possibilities for all students.
Work with a colleague(s) and try different setups, strategies and practices. Discuss how the changes support students.
Professional learning is more fun and can be a richer experience if done with a colleague.
That might be someone else in your school, a more formal PLC group within your department, a like-minded friend, a math coach or mentor,….

32. Closing Quote
Classroom environments are organic – they grow as we do. The best of them reflect the hearts and souls of those who inhabit them. ... They’re never really ‘done.’ How could they be, when every day students and teachers learn something new.
D. Miller (2008)
Thank you for participating in this session.
I hope this quote captures our work as educators.