1. “All learning has an emotional base.” Plato
What does that quote mean to you? How does this quote relate to Domain 2?
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2. Framework for Teaching Domain 2 Classroom Environment
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April 9, 2013
Introduction of facilitators. Survey the room to see who came to the previous modules.
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3. The Office of Talent Development
Outcomes
Review Components in Domain 2
Increase teacher capacity by understanding, sharing, and discussing strategies for the importance of establishing a culture for learning and managing student behavior
Examine some classroom management strategies in order to implement effective preventions and interventions strategies for misbehavior.
Collaborate with Colleagues
5th bullet may not apply since this is a typed session for some of the participants.
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4. The Office of Talent Development
Agenda
PART I
What Kind of Fruit are You?
PART II
Taking a Deeper Look at Domain II
What are the Implications?
PART III
Conga Line Questions
PART IV
A.A.R. (After Action Review)
Exit Ticket
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5. Revisit the NORMS
If they need to establish the norms go to next slide.
If norms were already established then click NORMS
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6. The Office of Talent Development
P.E.M.D.A.S.
Participate fully, put phones on vibrate
Exchange Ideas
Make an Effort to Listen
Dialogue equally, do your best
Ask Questions, Attention to Attitude
Share your insight and support each other,
self monitor, self reflect
sidebar conversations
We will the norms which were established within your groups in previous sessions.
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7. P.E.M.D.A.S.
Expectation
Please Engage in Meaningful Discussion with Active Self reflection!
Ask: “Which domain and component does this address?
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8. The Office of Talent Development
PART I
What Kind of Fruit are You?
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9. What learning is natural to you?

10. What Kind of Fruit Are You?
Directions:
Read across each row and place a 4 in the blank that best describes you.
Now place a 3 in the blank for the second word that best describes you.
Do the same for the final words using a 2 and a 1.

11. Fruit, report to your corners11

12. Are there any melons? Natural abilities… Learn best when…
May have trouble…
Expand their styles…
Allow the webinar participants to share Melons learn best when they:

13. Are there any melons? Natural abilities includes:
Debating points of view
Finding solutions
Analyzing ideas
Determining value or importance
Melons learn best when they:
Have access to resources
Can work independently
Are respected for intellectual ability
Follow traditional methods
Melons may have trouble:
Working in groups
Being criticized
Convincing others diplomatically
To expand their styles Melons need to:
Except imperfection
Consider all alternatives
Consider others feelings

14. Are there any Bananas? Natural abilities… Learn best when…
May have trouble…
Expand their styles…
Webinar bananas will share out: Bananas may have trouble:

15. Are there any Bananas? Natural abilities include: Planning
Fact-finding
Organizing
Following directions
Bananas learn best when they:
Have an orderly environment
Have specific outcomes
Can trust others to do their part
Have predictable situations
Bananas may have trouble:
Understanding feelings
Dealing with oppositions
Answering “what if” questions
To expand their styles, Bananas need to:
Express their own feelings more
Get explanations of others views
Be less rigid

16. Who are my oranges? Natural abilities… Learn best when…
May have trouble…
Expand their styles…
Webinar folks can answer: To expand their styles, Oranges need to:

17. Who are my oranges? Natural abilities includes: Experimenting
Being Independent
Being curious
Creating different approaches
Creating change
Oranges learn best when they:
Can use trial and error
Produce real products
Can compete
Are self-directed
Oranges may have trouble:
Meeting the limits
Following a lecture
Having few options or choices
To expand their styles, Oranges need to:
Delegate responsibilities
Be more excepting of others’ ideas

18. Last but not least the grapes
Natural abilities…
Learn best when…
May have trouble…
Expand their styles…
Webinar folks can share out: Natural abilities includes:

19. Last but not least the grapes
Natural abilities includes:
Being reflective
Being sensitive
Being flexible
Being creative
Preference for working in groups
Grapes learn best when they:
Can work and share with others
Balance work with play
Can communicate
Are noncompetitive
Grapes may have trouble:
Giving exact answers
Focusing on one thing at a time
Organizing
To expand their styles, Grapes need to:
Pay more attention
Not rush into things
Be less emotional when making some decisions

20. Establishing a Culture
How do you establish a culture to support those learners that are not like you?
You have 10 minutes to discuss, brainstorm and chart how you can support those student learners that are not like you.
Pass out the four fruit chart to each group, while they are still in their corners. Allow participants to discuss, brainstorm and chart how they can support the other fruits. 10 minutes to work together and one minute per group to share out.
Webinar:
Lets hear only from the grapes now. “How can you support those….
Call on each fruit to share out

21. PART II Taking a Deeper Look at Domain II What are the Implications?
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22. 2b. Establishing a Culture for Learning
What is your definition for a “culture for learning?”
The culture for learning refers to the atmosphere and energy level in a classroom, where students are engaged in important work.
1 minute Quick Write

23. What are the elements of Establishing a Culture for Learning (2b.)?
Importance of the Content
Expectations for Learning and Achievement
Student Pride in Work
Wait time 2.
Allow participants to share out. (Tell will probably go to their books)

24. Domain 2: The Classroom Environment
Component 2b: Establishing a Culture for Learning
Elements: Importance of the content, Expectations for learning and achievement, Student pride in work
Element
Unsatisfactory
Basic
Proficient
Distinguished
Importance of the Content
Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others.
Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.
Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value.
Students demonstrate through their active participation, curiosity, and taking initiative that they value the content’s importance.
Expectations for Learning and Achievement
Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students.
Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement.
Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.
Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations.
Student Pride in Work
Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than to do high-quality work.
Students minimally accept the responsibility to “do good work” but invest little of their energy into its quality.
Students accept the teacher’s insistence on work of high quality and demonstrate pride in that work.
Students demonstrate attention to detail and take obvious pride in their work initiating improvements in it by, for example, revising drafts on their own, or helping peers.

25. The Office of Talent Development
PART III
Conga Line
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26. Conga Line Questions
What are the implications of classroom environment?
How do you convey to the students the sense that the work they are learning in the classroom is important?
What strategies do you use to cultivate and reinforce student curiosity?
Participants will count off 1-2, All 1 will form a circle. The 2’s will form a circle outside the circle with the 1. Participants in the inner circle will face the participate in the outside circle. They will discuss the answer to the first question.
When the music stops the participants on the outside will discuss with the participants on the inside circle the answer to question 2.

27. 2b. Establishing a Culture for Learning
The culture for learning refers to the atmosphere and energy level in a classroom, where students are engaged in important work. 27

28. 2d. Managing Student Behavior
Think about the last few weeks of school.
List one classroom management strategy that has worked well for you and one classroom management strategy that did not work. Share with a partner your strategies and the reasons why they worked or did not work.
Quick Write; use sticky notes

29. What is Classroom Management?
Classroom management refers to the practices and procedures used by a teacher to ensure that teacher instruction and student learning will take place.
In other words, what actions or strategies are you using to maintain order in the classroom?

30. Why is classroom management important?
According to 50 years of research, it is the
number one factor governing student
learning.

31. The Effective Teacher has a Well-Managed Classroom!
What Does Effective Classroom Management Look Like?
What Does Effective Classroom Management Sound Like
What Does Effective Classroom Management Feel Like?

32. The Characteristics of a Well-Managed Classroom
Students are deeply engaged in their work.
Students know what is expected of them and they are successful.
Time is spent on task, with little confusion, or disruptions.
The climate is positive, cooperative, and work-oriented.

33. How Can A Teacher Become an Effective Manager?

34. 2d Managing Student Behavior
Element
Unsatisfactory
Basic
Proficient
Distinguished
Expectations
No standards of conduct appear to have been established, or students are confused as to what the standards are.
Standards of conduct appear to have been established, and most students seem to understand them.
Standards of conduct are clear to all students.
Standards of conduct are clear to all students and appear to have been developed with student participation.
Monitoring of Student Behavior
Student behavior is not monitored, and teacher is unaware of what the students are doing.
Teacher is generally aware of student behavior but may miss the activities of some students.
Teacher is alert to student behavior at all times.
Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully.
Response to Student Misbehavior
Teacher does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity.
Teacher attempts to respond to student misbehavior but with uneven results, or infractions of the rules are minor.
Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.
Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.
Activity

35. The number one problem in the classroom is not discipline; it is the lack of procedures and routines”. Harry Wong
Misbehavior often results because students have not been taught procedures and routines.

36. Procedures and Routines
Procedures are how things are done.
Routines are procedures that are practiced and are done automatically by students.
What is the difference between a procedure and a routine? Give an example of each.
Share out

37. What are some procedures that are addressed in well-managed classroom?
Entering the classroom
Leaving the classroom
Tardy to class
Getting to work immediately
Participating in class discussions
Coming to attention
Passing in papers

38. Procedures and Routines
Must be taught, rehearsed, and modeled for the students
Some procedures must be taught in the beginning of the year

39. How to Teach Procedures
Explain the procedures
Rehearse them with the students
Reinforce the procedure

40. Results of the implementation of effective procedures/routines
Reduction of discipline problems
Increased time on task and fewer disruptions
Order is established and maintained
Automatic desired student behavior without prompting

41. Preparation
Room is ready, lesson is ready, and the teacher is ready
Clear student expectations
Students know before lesson begins what they are responsible for learning
Time on Task
Discipline Plan is established and followed consistently and assignments are posted every day.
Work-oriented climate
Procedures and routines have been taught and practiced.

42. Discipline What is it? It is about how the student behaves.
Every effective teacher has a discipline plan!
If you do not have a discipline plan, then you
plan to fail. Harry Wong

43. Discipline Why do I need a discipline plan? To create a
Safe, orderly environment
Respectful, work-oriented environment

44. Essential Elements of the Discipline Plan
Rules/Expectations
Limit the number.
Make them specific rather than general
Post them.
Send them home to the parents.
Enforce them consistently.
Consequences
Make sure the consequence is fair.
Rewards

45. The Four Goals of Misbehavior
Attention-Seeking Behavior
Power-Seeking Behavior
Revenge-Seeking Behavior
Avoidance-of-Failure Behavior
Student seeking attention, wants to the center stage. Constantly distracting the teacher as well as classmate to accomplish this task.
They want to be the boss. They want to show others you can’t puch me around!
Angry students, want to lash out
Student want avoid repeated failure,

46. Guidelines for Intervention
Focus on the behavior, not the student.
Take charge of negative emotions.
Avoid escalating the situation.
Discuss misbehavior later.
Allow students to save face.

47. When the Goal is Attention! Interventions
Strategy 1: Minimize the Attention
Refuse to respond
Give the “Eye”
Stand close by
Use Name Dropping
Send a General/Secret Signal
Use an “I” message

48. Attention Seeking Behavior
Strategy 2: Clarify Desired Behavior
State “Grandma’s Law”
Use “Target-Stop-Do”
Grandma’s Law –
Target-Stop-Do -

49. When the Goal is Power! The Rumbling Stage: Make a Graceful Exit
The Eruption Stage: Use time Out
The Resolution Stage: Set Consequences

50. Prevention/Intervention Activity
Role-Play

51. Power Seeking Strategies Graceful Exits
Acknowledge Student’s Power
Remove the Audience
Table the Matter
Schedule a conference
Use a Fogging Technique
Agree with the Student
Call the Student’s bluff
Agree with the Student
Change the Subject
State Both Viewpoints
Refuse responsibility
Dodge Irrelevant Issues
Deliver a Closing Statement
Take teacher time-out

52. Think about the ideas that have been presented during this workshop
Think about the ideas that have been presented during this workshop. What idea/strategy do you plan to implement in your classroom?

53. Shape Up Exit Ticket A.A.R. After Action Review
PART IV
Shape Up Exit Ticket
A.A.R. After Action Review
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54. Classroom Environment Let’s Shape it Up
List four things you understood today about a Classroom Environment.
List one thing you would like to change or implement a Classroom Environment.
What is one question that is still circling around in your head?
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55. After Action Review Exit Ticket
What went well this year?
What did not go so well?
What have we learned and can do better?
Have participants place remarks on post it notes and place their notes on the appropriate chart.
Allow participants to share out and or you can choose to read their post its

56. The Office of Talent Development
Quote
Do not confine your children to your own learning, for they were born in another time. Chinese Proverb
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