2. Physical Environment

3. Successfully create a classroom that will compliment your learning style and enhance student learning. Identify and apply strategies that will promote fast and smooth transitions in the classroom. Apply strategies that will promote parent communication, including written and verbal communication. Objectives:

4. Arranging a classroom seems simple enough. Assign students to sit in nice neat rows that fill up a classroom. Right?

5. Not so fast!!

6. Factors that influence the “look” of your room: Size and shape of the room

7. Factors that influence the “look” of your room: Size and shape of the room Age and number of students

8. Factors that influence the “look” of your room: Size and shape of room Age and number of students Teaching style

9. Factors that influence the “look” of your room: Size and shape of room Age and number of students Teaching style Available furniture

10. Size and shape of room Age and number of students Teaching style Available furniture Special needs of students Factors that influence the “look” of your room:

11. Size and shape of room Age and number of students Teaching style Available furniture Special needs of students Environmental preferences

12. Factors that influence the “look” of your room: Size and shape of room Age and number of students Teaching style Available furniture Special needs of students Environmental preferences Basic floor plans

13. Size and shape of room Age and number of students Teaching style Available furniture Special needs of students Environmental preferences Basic floor plans Desk arrangement Factors that influence the “look” of your room:

14. Size and shape of room Age and number of students Teaching style Available furniture Special needs of students Environmental preferences Basic floor plans Desk arrangement Storage

15. Consider having a small microwave or refrigerator if you cook with your students. Factors that influence the “look” of your room: Size and shape of room Age and number of students Teaching style Available furniture Special needs of students Environmental preferences Basic floor plans Desk arrangement Storage Safety

16. Transitions Transitions

17. Classroom transitions Transitions to and from out-of-classroom activities Transitions

18. Parents as Partners

19. Positive Personalized Proactive Partnership

20. Parents as Partners Conferences

21. Parents as Partners Conferences Telephone calls

22. Parents as Partners Conferences Telephone calls E-mail

23. Parents as Partners Conferences Telephone calls E-mail School and teacher news letters

24. Parents as Partners Conferences Telephone calls E-mail School and teacher news letters Open house

25. The parent who … is over zealous at open house. You carefully go over your notes and prepare the entire classroom for open house. Everything is in order because of all of your efforts. You feel great because you are prepared. The presentation begins. A mother’s hand goes up and she asks a question about her son. You politely answer it and move on. A minute later, her hand goes up again, only to ask yet another question about her child. Again, you answer it. Pretty soon, you see her hand go up again, again, and again, each time with a question that only relates to her son. What do you do? Getting Along with Grownups #1

26. Take back control of your open house and address the concerns of the parent. You may say something like “I understand your concerns about your son. However, tonight we are pressed for time and have much material to cover. Let’s get together at another time when we both can talk.” Then resume with your open house information. Action Plan #1

27. Getting Along With Grownups #2 The parent who … wants to tell you how to teach. Your student’s mother has scheduled a meeting for this afternoon, but hasn’t given you any idea what she wants to talk about. Your student is doing very well academically and socially, so you don’t have a clue as to the topic. At the appointed time, mom enters your classroom, sits down, and proceeds to tell you that she feels you need to present your class lessons in a different way and that your curriculum could be improved.

28. Action Plan #2 First, listen to the parent. Remain calm and do not become defensive, even if it sounds like the parent is questioning your ability to teach. Explain that you teach state and county mandated material. Offer to show teacher editions of the textbooks, grade level objectives, Sunshine State Standards, and the county web site. Explain how you teach the material with direct instruction, small groups, and etc. Review the homework policy. If these ideas don’t work, ask an administrator to assist you with handling the parent.

29. Getting Along With Grownups #3 The parent who … wants to talk daily. It happens every morning. The students have entered the classroom, the beginning bell is going to ring any second, and there she is at your door! Mrs.Yacker. She is pleasant, but insistent as she catches your eye and smilingly demands your attention. “This will only take a second” - but of course it never does. The topic doesn’t really matter either. It is never urgent. She just wants to talk. Meanwhile, the students are in need of your attention. You need to begin the day. You give her your attention. By the middle of the week, you resent the daily intrusion and realize that you have a problem on your hands. What do you do?

30. Action Plan #3 Kindly explain to Mrs. Yacker that you would love to address her needs, but at this time you need to give your full attention to the class. Offer to schedule a conference at another time.

31. Getting Along With Grownups #4 The parent who … never gets involved. No matter what you send home (newsletter, personal note, an invitation, request for something, etc.) the parent never responds, participates, or gets involved. You are concerned for the student as well as the parent. How do you approach the parent with the concern?

32. Action Plan #4 A phone call is necessary. Keep calling until you speak directly with a parent. Try home, work, and cell phone numbers. Invite the parent by asking, “What is a good time for you to come in to school?” If the parent works, perhaps he/she could come at their lunch hour or you could adjust your work hours for that day.

33. Getting Along With Grownups #5 The parent who … always brings her kid late. One of your students is consistently brought late to school. Not only does she miss the morning drill, but usually at least 20 minutes of instruction. When she finally does arrive, the parent’s apology and excuses interrupt the classroom routine, and you must take time away from the rest of the class to help get this girl’s morning started. You realize the parent is having a difficult time at home. What do you do?

34. Action Plan #5 Tell the parent you would like to meet with her to work out a solution to the problem of her daughter’s chronic tardiness. At the conference, listen to the parent to find out the real reason for the lateness. Quite often, there isn’t any specific thing, except poor time management. If this is the case, offer suggestions, such as packing lunches and backpacks the night before, setting the alarm clock 15 minutes earlier, etc. Kindly share the importance of students arriving to school on time and how your morning routine runs. Sometimes when a parent realizes the impact of her child constantly being late, she will be happy to make more of an effort.

35. Which House Do You Live In?