“ tell me, i’ll forget. show me, i may remember. but involve me, and i’ll understand.” -...
TRANSCRIPT
Creating Positive Classroom Culture
“Tell me, I’ll forget. Show me, I may remember.
But involve me, and I’ll understand.” -Chinese Proverb
© Sybil Mason & Mónica M. ManzanoHouston ISD
Identify various practices for creating a positive classroom climate.
Define and explore “The Five Principles of Classroom Culture.”
Discuss strategies for addressing diversity issues within the classroom.
Session Objectives
Dr. Rodrick Lucero Carolyn Evertson Edmund T. Emmer Murray E. Worsham
Researchers
Positive classrooms are essential for the following reasons: Increases students engagement. Creates a safe discursive environment. Encourages student collaboration and
participation.
The old adage holds true: Students won’t care about what you know until they know that you care.
Creating a Positive Classroom Culture and Climate
Building a classroom environment that provides a foundation for supporting student achievement as well as clear expectations and procedures must have these five principles: Engagement Control Discipline Management Influence
Many educators fail to consider the difference between them; other use the names indiscriminately or interchangeably.
Principles of Classroom Culture
Review the “Five Principles of Classroom Culture” match the words to the definitions.
In what order did you place the Five Principles?
Activity 1
Discipline- teaching someone the right way to do something.
Management-reinforcing behavior with consequences and rewards.
Control- capacity to cause someone to choose to do what you ask.
Influence- inspiring students to believe, to want to succeed, and want to work for intrinsic reasons.
Engagement- getting students involved in productive, positive work .
Five Principles of Classroom Culture
The synergy of each of the five makes every principle stronger and an effective teacher ideally uses all five, but by using only one or two, a vibrant classroom culture will ultimately fail. Control without discipline will produce students who
never learn to do things on their own and always need firm directives to act.
A classroom that does not have control and tries to address students who “don’t” only through consequences, will overuse the consequences and eliminate the overall effectiveness.
A teacher who engages and influences without control and management will build a vibrant, but inefficient culture that allows some students to opt out of learning.
The Synergy of the Five Principles
Setting ExpectationsExpectations (the WHAT)
Key Points
Principle set for guiding behavior.
Keep to a minimum of 3-5 Convey expected
behavior Age-appropriate Teach-practice-reinforce Be consistent in enforcing
the rules
Foundation for effective classroom management
The extent to which students know expectation and how to follow the rules positively correlates with appropriate behavior
Set the tone necessary to maintain order and a well-functioning learning environment
Establishing Procedures
Procedures (the HOW) Key Points
Explain the accepted process for carrying out a specific activity (i.e.) Walking in the hallway Using lockers or cubbies Sharpening pencils Attending an assembly Going to the restroom
Make a list of frequent task that students will be asked to do in your classroom
Decide how students will complete task
Consider problems areas or problems times- often a well designed routine can smooth problem transitions and movement within the classroom
Entry Routine- how students enter the room. Entry routine is about making a habit out of what’s efficient, productive, and scholarly after the greeting and as students take their seats and class begins.
Do Now- A short activity that you have written on the board or is waiting at their desks before they enter. Students are hard at work even before you have fully entered the room.
Transitions-when students move from place to place and activity to activity.
SLANT- (Sit-Up, Listen, Ask and answers questions, Nod your head, Track the speaker) non-verbal signals that allow you to reinforce and correct without interrupting instructional time.
On Your Mark- to show students how to prepare before class starts on a daily basis (i.e. materials, set a time limit, standard consequence)
Routines That Affect Classroom Culture
Teach school wide and classroom expectations and procedures during first week of school:Provide opportunities for review and practiceProvide frequent reinforcement and/or acknowledgement
Schedule for Teaching Expectations and Procedures
After first week, review rules two or three times per week : Oral review during first or last few minutes of
class (e.g. what is the procedure for sharpening your pencil?)
Give surprise oral quizzes about your expectations for rewards.
Divide class into two teams and ask review questions about expectations and procedures.
Schedule for Teaching Expectations and Procedures
This is only a suggested schedule for teaching expectations and procedures, but remember to reinforce and teach as situations occur.
An essential part of organizing the classroom involves developing a climate in which teachers encourage students to do their best and to be excited about what they are learning. There are two factors that are critical in creating a motivational climate: Students must see the worth of what they are doing and
the work that other’s do. Teacher’s must demonstrate the following:
Developing a Motivational Climate
Value shows students how their work is worthwhile and is connected to things that are important for them, including other learning and interests.
Effort ties to the time, energy, and creativity used to develop “the work”to the value that work holds. Specific praise is one way to encourage effort.
Pull the “Building a Positive Learning Climate” handout.
Highlight the strategies that you have implemented within your classroom.
Check strategies that you would like to explore this year in your classroom.
With a shoulder partner, talk about the strategies that you have highlighted and reflect upon your successes and challenges.
Share with the group other strategies that you have utilized in specific classroom situations.
Activity 2
Incentives or rewards can help build a positive climate: Incentives add interest or excitement to the class
routine. When students are rewarded rather then
punished, they are more likely to respond positively to the teacher.
Before introducing an incentive or reward consider factors such as appropriateness and effects.
Check your school or district policies.
Improving Class Climate Through Incentives and Rewards
Target desired behavior. Rewards too easily earned or too difficult to
achieve lose the motivational effect. Avoid using complex systems. Think big but start small. Incentives should be reachable.
How to Use Incentives and Rewards
Reflect on the Five Principles and identify how you will implement or enhance each principle in your classroom.
Identify three Critical Routines that you can integrate into your existing procedures and note the steps you will need for implementation.
Examine ways in which to create a Motivational Climate within your classroom.
Reflection and Practice
Effective Communication Skills Communications
Skills
AssertiveCommunication
Empathetic Responding
Problem Solving
Effective Communication Skills
Communications Skills
AssertiveCommunication
Communicating your concerns clearly,
insisting that misbehavior be
corrected, resisting being coerced or
manipulated.
Empathetic Responding
Listening to student’s perspectives and
reacting in a positive manner to build relationships for future discussion
Problem Solving
Mrs. Harris keeps Diane during ancillary: I’ve asked you to stay with me because I’m very concerned with your behavior in class. Please sit down.” (Pauses, looks at the girl.) “ I had to stop class three times today because of you were constantly out of your seat, walking around the room and distracting your classmates.” (Voice firm and matter-of-fact). “I cannot teach when you are not in your seat. (Moving towards the girl). The classroom expectation is that you remain in your seat unless given permission. Please tell me why you can’t stay in your seat?
Assertive Communication Let’s Practice….
A clear statement of the problem or concern. Body language (eye contact, facing the girls,
posture), tone Obtaining appropriate behavior requires that the
teacher not be diverted from insisting on appropriate behavior.
Students may deny involvement, argue, or blame others (including the teacher).
Always, remember there are many reasons or misbehavior, but no excuses.
Assertive Communication Debriefing
Empathetic Responding “A”Let’s Practice….Student: Why do you always pick on me? Everyone else is talking too!Teacher: Don’t tell me how to run my classroom!.Student: But that’s not fair! .Teacher: Life’s not fair so you better get used to it.Student: (Angry) I hate your class!Teacher: I really don’t care what you like or don’t like..get to work!Student: (Student puts head down and refuses to work)
Teacher response does nothing to resolve situation.
It’s likely that the student is aware of the consequences of talking without permission.
Argument only provokes a confrontation that will result in building resentment between teacher and student.
Empathic Responding “B”Let’s Practice…Student: Why do you always pick on me? Everyone else is talking too! Teacher: (Check-in) What are you
supposed to be doing right now? Student: (Student sighs) I’m
supposed to be reading chapter 2.Teacher: Are you having problems
with the assignment.?Student: I’m mad because I don’t
understand some of the words.Teacher: How can we work
together to help you understand the words?
Teacher avoids arguing with the student and instead acknowledges the student’s concern and invites further discussion
Student responds to the teacher’s approach by stating his or her concern more explicitly
Teachers role is that of a listener rather than an opponent
Teacher does not offer to solve the student’s problem by telling him/her not to read but allows the student to have options and work towards a non-confrontational resolution
Brad likes to be the center of attention. Whenever you ask a question, he calls out the answer without raising his hand and with no regard for the fact that you have already called on another student. Although you have reminded him of your expectations and tried to ignore his call-outs, the behavior continues to interfere with your class discussions.
Problem Solving Let’s Practice….
Speak with the student to:
Identify the behavior issue -(e.g. taking action before thinking about consequences)
State expectations to student -(e.g. considering consequences)
Action step- (e.g. withhold privilege, documentation, detention, contact parent, behavior contract)
Reinforce the student for engaging in appropriate behavior- give the student a tangible reward (praise, classroom privileges, line leading, free time, smile)
Problem Solving Let’s Practice….
Activity 3 View the “Communication Skills Case Study”
handout. Discuss the following vignette. Determine the extent the teachers used for
problem-solving, constructive assertiveness and empathetic responding.
Were they appropriately used? What other approaches might the teachers have
tried for dealing with these problems?
Building a Climate to Address
Diverse Issues
“I don’t discuss those issues in my classroom …I am sure that if I did it would only open a whole Pandora’s box that I just don’t have time to deal with.”Statement expresses the sentiments of many teachers.Time is always a factor in the school day, and teachers are not wrong to safe guard it as precious commodity.
Addressing Diversity
How is this addressed in our schools?
Words often spoken in hushed tones, as though they were an unmentionable subject, like a fatal disease.
Schools and administrators often do not provide much expertise or support in this arena for teachers.
Racism
View this as a teachable moment!
“The biggest mistake many teachers make dealing with diversity and racism is…. they don’t .”
Negative Results: Creates tension and arguments, therefore
affecting instructional time. Students are afraid to take risks in open
conversations. Perpetuates racial and ethnic stereotypes.
Addressing Racism
In a debate, students try to convince others that they are right
In a dialogue, students try to understand one another and expand their thinking by sharing viewpoints and actively listening to each speaker
When dealing with sensitive issues like race, prejudice and discrimination, dialogue will be more productive than debate.
Dialogue or Debate?
With a shoulder partner list reasons why teachers are reluctant to address diverse issues in the classroom.
Key Factors: Fear and concern about their competency to
handle such discussions. Teachers who have had limited life experience in
interacting with diverse populations, or they are uncomfortable addressing differences due to limited experience.
Activity 4
What is diversity?
Diversity refers to the concept of being different, dissimilar, distinct or unique.
Diversity
In the educational context, how do we define diversity?
Diversity refers to specific concepts used to classify students into groups: culture, ethnicity, gender, geographic location, learning disabilities, personality traits, physical disabilities, race, religion and social class.
Diversity in Education
ClassroomClimate
Know Yourself
Lay a Foundation
Integrate
Allow for Maturation
Establish Goodwill Keep Learning
Avoid Preaching
Use “Emergency”Lessons
Share Personal
Experiences
ReviewResources
Teacher Practices Used for Creatinga Diverse Classroom Climate
Recognizing that there are many reasons for teachers to be apprehensive about raising diversity issues in the classroom, the following teaching practices will assist with creating a safe classroom climate conducive to an honest exchange of ideas.
Pull the “Strategies for Addressing Diversity Issues” handout.
Teacher Practices
Read the case study and think about how you would approach this situation.
Explore how you would respond to actual situation within your classroom.
Be prepared to share your viewpoints.
Activity 5
A group of students from Vietnam persistently work with one another, speak Vietnamese, and decline to interact with speakers of other languages. This becomes disruptive during classroom lectures because they frequently translate concepts to one another.
How would you handle this situation in your classroom?
Diversity Case Study
Language Barrier: Learning 2-3 sentences in Vietnamese could
help you form a relationship of trust with your students by showing respect for their culture and language.
Encourage students to communicate in English by building a safe environment for making mistakes.
Remind students of the advantages of learning to speak English (i.e. careers).
Recommend on campus or off campus resources for students and their families to make transitions from their native language to English.
Case Study Debrief
Behavioral issues Low academic achievement
Classroom management Dropout rates Trust issues
Diversity is not the problem; rather, it is the approach to diversity that requires attention and reform.
Failure to Address Diverse Issues
Develop critical thinking skills Developing willingness to examine own
perspectives Exposes students to new perspective Understanding history and historical
issues Open line of communication
Positive Results of AddressingDiverse Issues
“A learning environment will happen, whether intentionally or not ….so why not go about building a positive
environment intentionally?” -Rodrick
Lucero
Closing Thoughts