5 effective classroom management · 2017-09-21 · effective classroom management | 5...

EffectiveClassroom

Management

educator internship program

2 | effective classroom management

© Aveda Corporation revised 8-10-2010.

lesson plan quickreference symbols:

DVD

EXAMINE/DEBRIEF

FACILITATOR SCRIPT

FACILITATOR NOTE

GROUP ACTIVITY

HANDOUT

LEARNING JOURNAL

POWERPOINT®

QUESTIONS/ANSWERS

REVIEW

SHARE/DISCUSS

SWING BACK

WEBSITE

WRITTEN TASK

table of contents

Overview ......................................................................................3

Wellness.......................................................................................5

To Do List .....................................................................................6

Lesson #1: Effective Classroom Management...............................7

effective classroom management | 3

During this module, you will have an opportunity to observe educators

teaching in the classroom and clinic environments. You will also learn

techniques for effective classroom management.


overviewManaging a classroom efficiently and effectively is critical to creating an environment that

facilitates learning and supports the achievement of learning outcomes.



WellnessOur breathing changes in response to our physical or emotional state. When

we exert ourselves physically, our breathing increases. When we experience

a strong emotion, such as fear or anxiety, our breathing also changes–it

becomes rapid and shallow.

It is important to realize that this relationship between our physical and

emotional states and our breath goes both ways. Just as our physical and

emotional state changes our breath, so can our breathing change our

physical and emotional state.

When we focus on deep, measured breathing, we can increase our physical

ability. We can also reduce our anxiety and physical experience of fear by

focusing on breathing as if we were relaxed and at ease. This exercise

focuses on deep breathing for relaxation and visualizing our ability to send

out positive energy. You can utilize this technique whenever you wish to

increase your personal energy and calm anxiety or fear.

A Meditation to Increase Positive Energy

Sitting in a relaxed position, eyes closed, begin to focus on your breathing.

Consciously focus on bringing your breath deep into your belly. As your belly

fills with air, push out your abdomen, like a balloon filling. As you exhale,

push the breath from your abdomen, up through your body, exhaling.

Continue breathing while you focus on filling your abdomen and exhaling

slowly.

Stay focused on your breathing. As any thoughts intrude, push them away

and return your attention to your breathing. As you continue to breathe

imagine you are breathing in a beautiful light that fills your body. It is warm

and relaxing. As you exhale, imagine the light extending from your body, out

into the world. As you continue to breathe, notice how the light expands.



overviewDuring this module, you will have an opportunity to observe educators

teaching in the classroom and clinic environments. You will also learn

techniques for effective classroom management.

concept: perception

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1

23

4Perceptions

Share

Five Key Focus Areas

for Effective

Classroom

Management

Stretching

Home Play

Your Learning

Type as a Coach

Managing Group

Behavior

Cause and Effect

Choosing Your

Response

perception

Lesson #1: Effective Classroom Management

Expectations


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Lesson #1: EffectiveClassroom Management

connect | perceptions

QUESTION:

• What perception do you think your educators had of you when you were

attending school?

• If your educators were all asked to share their perceptions of you, how

would they be similar? How might they be different?

attend | share

GROUP ACTIVITY:

In your small group, write down all the factors you believe contribute to the

perception we create of others. Next, write down all the ways you believe

others’ perception of you impacts your thoughts and actions. Be prepared to

share with the larger group.

FACILITATOR NOTE:

Have each group share their thoughts on the perception questions. If you

are working with one Intern, it is especially helpful if you can share some

of your own experiences with perception.

DEBRIEF:

• Why do you think perceptions might have differed?

• How did perceptions impact the way they interacted with you?

• How did your educator’s perception of you impact you?

• Did others’ perception of you impact how you perceived yourself, both

positively or negatively?



image | expectations

POWERPOINT®:

Show PowerPoint®. Ask Interns: What do you notice about the students? As

you view each student image, ask yourself if you would expect this student

to be motivated? A high performer? A challenging student?

NOTE TO FACILITATOR:

The intent of this exercise is for the Intern to notice their perceptions and

expectations of students.

inform | five key areas foreffective classroom management

“You are sending out signals all the time. These messages are blueprints

for other people to find you, react to you, and connect with you in a certain

way. What you are is reflected in every person, action, and event around

you. Everything you think and feel is experienced and reacted to by the

environment and by the people around you. To a great extent, you are what

you believe you are and the world responds accordingly.”

-Laura Day, The Circle1

LEARNING JOURNAL:

Review page 7 of the Learning Journal.

PerceptionsWhat we perceive is based on our past experiences and our belief system.

Our perceptions are the thoughts that shape our reality. How we choose to

view an experience determines how we will act and react in that experience.

To be an effective educator, one must constantly reflect on one’s own

perceptions and beliefs about learning and the learning process. It is

also important to pay attention to the perceptions of others. The role of an

educator is to support the learner in developing positive perceptions of their

ability and overcoming negative perceptions.

1Source: Day, Laura, The Circle. NewYork: Penquin Putnam. (2001)


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2Source: Haberman, Martin, StarTeachers: The Ideology and BestPractice of Effective Teachers ofDiverse Children and Youth inPoverty, (1995)

Dr. Martin Haberman, a distinguished professor at the University of

Wisconsin at Milwaukee, has spent over 40 years studying the beliefs,

perceptions and behaviors of what he refers to as “star” teachers. In his

book, Star Teachers: The Ideology and Best Practice of Effective Teachers of

Diverse Children and Youth in Poverty, Haberman addresses the reality of

education in America and the key skills and beliefs that future educators

must possess to shift that reality.

According to Haberman’s study2 some of the perceptions that Star Teachers

share:

- Star teachers know that when they are able to motivate students that

learning skyrockets and teaching becomes less stressful.

- Star teachers know their role is to create students who will be

independent and not need them.

- Star teachers believe that mistakes are part of the learning process.

They frequently model the acceptance of mistakes, and, on occasion,

use it as a teachable moment.

- Star teachers believe they can reach students by using different

approaches. They also realize that one approach will not work for all

learners.

Haberman points out that great teachers are not born with exceptional

skills. They have to develop and refine these through a continuous process

of reflection and trial-and-error. As with any other skill, teaching skill is

directly proportional to the amount of effort put into the process.

WEBSITE:

For more information on Dr. Haberman, you can visit his site at

www.habermanfoundation.org. You will find useful articles on the beliefs

and behaviors of effective teachers.




practice | reflecting onyour own perceptions

WRITTEN TASK:

Page 8 of the Learning Journal.

Read through the following and write down your perceptions. This exercise

is most effective if you write down the first response that comes to mind:

• Students that do the best in this school are...

• Students complain about issues because...

• The most capable students are those that...

DEBRIEF:

Ask for volunteers to share what they notice about their perceptions.

practice | cause and effect:which is which?

FACILITATOR NOTE:

Have the Intern(s) review the Negativity and Positivity cycles. Ask, “Where

do you think the cycles begin?” The intent of this visual is to show that:

1) perceptions impact behavior

2) behavior impacts perceptions

SHARE:

You might ask, “Where does change begin? How can an educator shift a

negative cycle into a positive cycle?” The key insight is that the educator is

the individual who creates the positive or negative learning environment by

choosing her perceptions and behaviors.


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practiceThe Cycle of Negativity

The Cycle of Positivity

SWING TO INFORM

FACILITATOR NOTE:

Have the Intern(s) read through the perceptions on page 10 of the Learning

Journal. Ask them to share any statements that are particularly meaningful

to them.

inform | perceptions that supportan effective learning environment

• Every learner is capable

• Every learner has potential

• Every learner wants to be challenged and wants to learn

• The intrinsic desire to learn is the strongest motivation for performance

What student does:Challenge, complain and do the

minimum

What student perceives:Focus is on control, not learning;

treated like children

What educator perceives:Students are unmotivated and

will do the minimum unless

pushed; try to get away with as

much as possible

What educator does:Micro-manage, limit freedom,

enforce tighter rules and focus

on disciplinary action

What student does:Work to exceed expectations,

stretch out of their comfort zone

What student perceives:Support and safety, educator’s

belief in their potential and

commitment to their growth

What educator perceives:Are capable, responsible and

honor the system when they

know “Why”

What educator does:Involves students in decisions,

listens, gives honest feedback,

empowers



• The educator’s behavior can shift the behavior of the learner

• Every student can be reached with the right technique

• The educator and the student are engaged in the same process: learning

practice | reflection

WRITTEN TASK:

Reflection: What perceptions do you have that will support you in being

successful as an educator? Are there any perceptions you might need to

focus on shifting?

SWING BACK TO INFORM

LEARNING JOURNAL:

Have Interns review pages 11-12 of the Learning Journal

inform | leadership in the classroom:modeling respect through words and action

This module focuses on five key areas:

1-Building a Positive Learning Community

2-Defining Expectations

3-Building Self-Esteem

4-Reinforcing Desired Behaviors

5-Giving Timely and Specific Feedback

Building a Positive Learning CommunityPositive words, and actions that align with those words, create a positive

perception of the learning environment. Students that feel like they belong

to a learning community are more motivated with higher attendance and

performance.

Some ways that educators can build positive learning communities:



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practice• Address all learners by name–we all respond with heightened interest

to any statement that begins with our name. Calling a learner, by name, bothrecognizes the learner and acknowledges your respect for them. Rather thansaying, “Will you pick this up for me?,” you might ask, “Shelley, will you helpme with this?” Or, in a group situation, instead of saying, “Class, did you hearwhat she said?” you might say, “Class, did you hear what Shelley justshared?”

• Use positive framing–focus on the performance you want and choosewords that convey this. Rather than saying, “I don’t want to see anyonemoving around, until we are done,” a positively-framed statement wouldsound like, “I would like everyone to really focus on their project. Once youhave completed this step, then you may take a break.”

• Model respect–the way an educator speaks and acts toward students,guests and colleagues is the most powerful teaching technique. Be respectfulof the knowledge and experience that the learner brings to the experience.

• Recognize collective accomplishment–acknowledge the progressand contributions of the larger group. This builds a sense of belonging. It alsodevelops trust in the individual learner that everyone will do their part.

• Focus on performance, rather than personality–the most effectivecoaches separate performance from personality. Focus on developing andcoaching behaviors that will lead to greater performance. Feedback shouldbe frequent, specific, positive and performance-focused.

• Engage everyone–by constantly shifting approaches, the effectiveeducator is able to engage all learners in each step of the learning process.When appropriate, allow the learners to become the teachers.

• Limit focus on competition–occasional, light-hearted competition canbe fun. However, to build community it is important to focus oninterdependence and the class as one whole team.

• Rotate groups–assign groups for projects with the conscious intent ofgiving learners opportunities to work with different people. Make sure tohave project teams change frequently. This helps avoid the cliques that canform when students are allowed to self-select project teams.

• Praise in public, coach in private–When it is necessary to coach astudent on a serious performance issue, make sure it is done in private. Also,be careful to keep the conversation private.

• Recognize the strengths of students–Every student will have areaswhere they will excel. Give learners the opportunity to support the learningof other students, especially in their particular area of strength.

• Create rituals that honor the “tribe”–When a class creates rituals thathave symbolic meaning, they build their sense of belonging. Some ideas onrituals: class songs, movement, wellness, quotes of the day or jokes of the day.

• Reach out to the larger tribe–the Aveda network. When designingclasses, invite salon professionals to participate by conducting demonstrations.



practice | choosing your response

LEARNING JOURNAL:

Refer to page 13 of the Learning Journal.

Leading a learning community includes dealing with performance issues.

Tardiness is an issue all teachers deal with on a daily basis. What approach

might have the most powerful impact on a student?

Within your group, or with your facilitator, review the following approaches

and rank them from least powerful to most powerful.

1—Most Powerful 4–Least Powerful

Possible Educator responses:

3 “When you are late, it shows a lack of respect for me and your fellow

students. I would really appreciate it if you could get here on time.”4 “If you are late again, I will have to write you up.”1 “When you choose to go to work in a salon or spa, how important is it

to you that the leader of that business respect you? You have shared

with me that your vision is to ultimately own your own salon, right?

How important is your time to you? To most people, time is the most

precious thing they have. To be a leader, to own your own business, to

even develop your clientele to one day own a business, you have to

develop the habit of respecting other’s time by being on time.”2 “Have you ever waited at a salon or spa for your appointment because

the stylist was running behind, or even worse, hadn’t come to work yet?

How many times would you allow that to happen before you found a

new stylist? To be successful in the real world, you have to respect other

people’s time.”

FACILITATOR NOTE:

Warnings or constant reminders to follow-through on procedures are a way of

avoiding consequences. By warning a student, the educator sends a message

that, “you will get a free pass on this behavior that we have already agreed

is inappropriate.” The most effective classroom management is based on

agreements made between the student and the educator. When a student

breaches an agreement, the educator follows-up with the agreed-upon

consequences.

“Until you value yourself, you

won’t value your time. Until

you value your time, you will

not do anything with it.”

–M. Scott Peck



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practiceQUESTION:

Ask, “What if the class decided what consequences existed for lateness?”

This dialogue will set up the next focus area in classroom management:

defining expectations.


LEARNING JOURNAL:

Review page 14.

inform | defining expectations

Managing the expectations of students is an essential part of the process of

teaching. Students come to the learning experience with a set of expectations.

Every experience they have in the classroom determines what they will begin

to expect in future experiences.

Based on past experience, the students learn to expect:

• What the consequences are for not completing a project.

• The amount of participation that is required.

• How much effort they must exert.

• That conflict in the classroom is accepted.

• That conflict in the classroom is not tolerated.

• To be honored and acknowledged for their strengths.

• To be made to feel stupid.

• What happens when you are late.

• What the test will cover.

• That they will be challenged and motivated every day.

• That they will be bored .

The key to effective classroom management is to clearly define what you

want the learner’s expectations to be. Then, consciously choose your actions

to support those expectations.

Some ways that an Educator creates Positive Expectations:

• Giving clear directions on tasks.

• Beginning every day by reviewing where you are in the content and

previewing where you are going next.


“The source of all

unhappiness in life is

unmet expectations.”

–unknown


• Defining clearly how a student will be assessed on a project. By giving the

learner the criteria for grading before they begin the project, the student

learns what level of quality is expected.

• Defining with the entire class what the consequences will be for

lack of performance or undesirable behavior. For example, what is the

consequence for being late? For not doing your part in a team project?

• Establishing rituals that support the type of learning environment you

wish to create .

• Acknowledge the larger group when they are performing, as expected. For

example, “The questions you are asking really tell me that you all are

grasping this quickly.”

• Be consistent in your words and actions. Actions are viewed as more

significant than words. Follow-through on all commitments.

practice | managing expectations

QUESTION:

What are some other effective ways that you have observed educator’s

defining and managing expectations?

FACILITATOR NOTE:

This is an opportunity to have a dialogue on the observations of the

educators regarding the performance level of students in your campus.

Do the Interns see educators holding students accountable?

Be prepared to share several examples of how you define classroom

expectations. It is also important to give examples of appropriate

consequences for lack of performance in your campus.


LEARNING JOURNAL:

Review page 16.



inform | building self-esteem

Imagine a kindergarten teacher asking her students, “Who is a good

singer?” How many hands do you think would go up? As young learners, we

believe we can do anything. We are open to new possibilities and willing to

take risks. The most joyful learning environments build our self-esteem

through respect, encouragement and supportive interaction.

Low self-esteem contributes to many problems in the classroom: negativity,

low participation, conflict and poor achievement. By focusing on building

student self-esteem, an educator eliminates many of the negative by-products

of low student self-esteem.

There are many ways that an educator conveys her respect for students. By

displaying respect in the classroom, the educator builds the self-esteem of the

learner. Some of the ways that an educator can build student self-esteem:

• Give students ownership in the structure of the learningenvironment–allow students to be part of defining what is the

acceptable behavior and determining consequences for unacceptable

behavior.

• Take the time to share the “Why?”–Show respect by acknowledging

the importance learners place on understanding the reason behind

techniques, procedures and requests.

• Teach thinking skills–When an educator takes the time to explore the

thought process a learner uses to solve a problem, she demonstrates a

broader interest in the student, beyond the task at hand.

• Hold students accountable–Create an environment free from

excuses. Do not ask for excuses for lack of performance and do not accept

excuses.

practice | esteem-buildingcommunication

Communication skills are especially critical to creating a learning

environment that builds learner self-esteem.

WRITTEN TASK:

Refer to pages 17-18 of the Learning Journal.



Review the following phrases. Does each statement diminish, enhance ormaintain self-esteem? Notes to facilitator are in bold.1. “Thank you for your concern, I know that Julie would appreciate your

wanting to know why she wasn’t in class.”Enhances self-esteem by acknowledging the concern for others.

2. “Why did you do it like that?”Diminishes self-esteem by putting the learner on the defensive.

3. “You should know better than to put Enlightener under the dryer.”Diminishes self-esteem by diminishing the student’s thinking process.

4. “How do you plan on getting a job if you are afraid to do guests on theclinic floor?”Diminishes self-esteem.

5. “I have every confidence that with some practice you are going to begreat at long layers/Elemental Nature Skincare Consultation.”Enhances self-esteem by building confidence in the learner’s ability.

6. “You have been late for class too often. What ideas do you have forgetting here on time?”Maintains self-esteem by holding the learner accountable and engagingin defining solutions.

7. “I didn’t see that outfit described in the professional dress section of thestudent manual.”Maintains self-esteem. This statement brings up the issue, but not in themost effective manner. The question to ask the Intern: “Is this the bestway to hold the student accountable?”

8. “Would you prefer some time to work alone?”Enhances self-esteem by acknowledging that the learner can determinetheir learning needs.

9. “Why don’t you put together an action plan for how you intend to catchup on the information you missed?”Enhances self-esteem by holding the learner accountable for their ownlearning.

10. “Don’t you get it?”Diminishes self-esteem.

11. “Tell me a little more about your thinking. What made you decide to do itthat way?”Enhances self-esteem by showing interest in the thinking process of thelearner.

12. “I think you did a great job on the perimeter line, let’s talk a little moreabout the graduation.”Enhances self-esteem by acknowledging progress and pointing outimprovement.


“What lies behind us and what

lies before us are tiny matters

compared to what lies within

us.”

–Ralph Waldo Emerson


QUESTION:

For those that you think would diminish self-esteem, how might you

re-phrase the question or statement?


LEARNING JOURNAL:


inform | reinforcing desired behaviors

By focusing attention on what the learner is doing right, you reinforce the

desired learning behaviors. Be very conscious of focusing the majority of

your attention on what is working through acknowledgment and recognition.

Use positively-framed statements to convey the results you expect.

Some ways to reinforce desired behavior:

• Simply sharing “Good Job!”

• Notice desired behavior–what you pay attention to will be repeated

• Give spontaneous feedback

• Balance coaching conversations about what needs improvement with

what is working

Verbal acknowledgment of desired behaviors is highly effective, especially

when targeted to the larger group. This is an alternative to pointing out the

few learners who might not be engaged in the desired behavior. For example:

• “We are all focusing on completing our sectioning right now.”

• “Ok, so everyone is taking notes on Sandra’s presentation now.”

• “When we are done, you will be sharing the visual you are working on

right now.”

Positive vs. Negative

When you acknowledge gossip or undesired behavior it can, at times,

reinforce the behavior. Some behavior requires immediate action. At other

times, it may be more effective to point out what other learners are doing

right. How would you decide the best way to address a behavior?


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practice | reinforcement

WRITTEN TASK:

LEARNING JOURNAL:


List three times that you remember offering positive reinforcement in the past

week. What was the situation and how did you communicate your message?

• When should you offer reinforcement?

• Why is it so important?

• Positive Reinforcement vs. Negative Reinforcement?

• When do you ignore behavior?

FACILITATOR NOTE:

An educator can ignore negative behavior and still address this behavior. An

effective way to do this is to focus on communicating and acknowledging

the desired behaviors. For instance, if one or two learners are not on task,

the educator might say, “Everyone is filling out their consultation forms

now.” This technique focuses the attention of the learners, without directly

addressing students that are off-task.


LEARNING JOURNAL:

Refer to page 21.



inform | timely and specific feedback

Feedback is used to share information intended to either facilitate growth or

offer reinforcement for a job well done. Ideally, it should include both

acknowledgement and ideas for improvement.

Steps to giving feedback

Using all of the communication skills you have practiced up until now:

1. Share positive feedback. Ask them what is working.

2. Encourage the learner to evaluate their own work. Ask what they would

do differently.

3. Offer your ideas, suggestions when invited or given permission. For

example, you might ask, “Can I offer a suggestion?”

4. Express confidence in their ability to be successful with the solutions. Set

up a time to follow up, when needed.

practice | giving feedback

WRITTEN TASK:

Think about a situation where you would be required to give feedback to a

student. Write out how you would phrase the feedback, using the four-step

model. Notes to Facilitator are in bold.

• Share something you like about what they did. Ask them what they liked.

“Mark, your sectioning looks great–very clean and precise.”

• Ask what they would do differently. Let them offer ideas.

“Are there any areas you see where you would like to improve?” or “Was

there any part of this process where you struggled?” The learner’s

response will provide a source for coaching.

• Offer your ideas, suggestions when invited or given permission.

For example, you might ask “Can I offer a suggestion?”

“Can I share with you what I see?” or “Would you like to see a way to

make this easier?”

• Express confidence in their ability to be successful with the solutions.

“You are making great progress. This will go much easier for you next time.”



GROUP ACTIVITY:

Role-play with your partner.

LEARNING JOURNAL:


inform | asking for feedback

Feedback is an essential part of the learning and the teaching process.

If your expectation is that students will embrace feedback as a learning

opportunity, then you must model the behavior by welcoming and soliciting

feedback on your performance.

practice | asking for feedback

What are some ways that you can gain feedback?

• On your impact as an educator?

• On your contribution to your team?

• On your communication with your students?

• On your teaching style?

• On your coaching style?


inform | our actions

Our Actions: Chapter ReviewReview Milady’s Master Educator, “Results-Oriented Classroom

Management.”

FACILITATOR NOTE:

Assign the reading of the chapters, before the beginning of this module.



practice | techniques fordifficult learner behaviors

WRITTEN TASK:


Answer the following questions:

1. Identify a technique you feel comfortable utilizing for each of the

following difficult learner behaviors:

• Constant attention-seeking

• Chronic tardiness

• Too shy to participate

• Sleeping in class

• Distracting side conversations

• Doubt and pessimism

• Inattentiveness or preoccupation

• Having all the answers

• Constant interruptions

2. What techniques have you observed other educators using that you

found particularly effective in managing classroom behavior?

3. Write down what questions you have about effectively managing

classroom behavior. You will review these questions with your facilitator

before completing this module.

extend | managing group behavior

DISCUSS:




Situations that may occur:

Student:

• Arrives late and disrupts the class.

• Is disinterested or has a confused facial expression.

• Is falling asleep.

• Is reading other material (magazine, personal letters, etc.).

• Is talking with others or making noises.

• Is looking or walking around the room.

• Is clowning around, disrespectful or fighting with another student.

• Uses a challenging tone of voice.

• Expresses disagreement (“I don’t think…” “Where did you get that…?”

“The other Educator told me…” “My uncle is a massage therapist and he

says…”).

• Displays defensive or antagonistic body position.

When these situations arise your initial response may be:

1. Take it personally

2. Ignore it

3. Try to get “bigger” than the distraction

4. Become defensive

5. Withdraw / back down

Strategies or possible ways to handle the situation:

• Ignore the situation.

• Call the student’s name.

• Use delivery skills (eye communication, movement, gestures, voice).

• Ask questions for clarity and/or involvement.

• Take a break (stretch break or full break).

• Open up to the group.

• Use “Yes, and…” vs. “Yes, but…”

• Be willing to admit when unclear, “My fault…let’s try that again.”

• Acknowledge participant’s concern.

• Handle “off-line.”

• Summarize or repeat information.

GROUP ACTIVITY:

Come up with two scenarios that could take place for each of these

situations. One scenario should be what NOT to do, and one should be

what TO do. Using the communication skills and techniques shared in this

module, prepare for a role-play for both scenarios.



FACILITATOR NOTE:

Key focus areas for the debrief of this role-play:

• Does the educator lead the conversation to a positive outcome?

• Does the educator use positive language to reinforce the desired behavior?

• Is the educator holding the student accountable?

refine | learning typesas communicators and coachesREVIEW:

Read through the descriptions of “Learner Types as Coaches” on pages

27-28 of the Learning Journal.

The Type One, as a coach:

- Is highly aware of the learner's feelings

- Listens well

- Speaks with empathy

- Keeps the learner informed

- Expresses concerns openly

- Has a genuine interest in the learner

To stretch:

- Get past the feeling level

- Ask questions that lead to concrete actions

- Cultivate the ability to be straightforward

- Speak to bottom-line concerns

- Stay with valid data in conflict situations

The Type Two, as a coach:

- Is precise and clear

- Seldom exaggerates

- Admits when they do not know

- Speaks only when they are sure

- Asks the right questions

- Focuses on the important things


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To stretch:

- Speak to the big picture

- Include possibilities in your conversation

- Share your feelings

- Ease up on judgments

- Ask questions that convey an openness to change

- Consider and honor the learner's feelings

The Type Three, as a coach:

- Tells it straight

- Gets right to the heart and is able to simplify

- Communicates more with their actions than with their words

- Is clear, there is no ambiguity

- Explains things well, step-by-step

To stretch:

- Speak about your feelings

- Honor the process, as well as, the final product

- Allow the learner to do the work

- Suspend certainty, at times

- Be patient

The Type Four, as a coach:

- Can see possibilities

- Can get others excited

- Is verbally astute

- Communicates authentically

- Connects ideas to enhance the learner's understanding

- Gives genuine praise

To stretch:

- Pay attention to established procedures

- Listen, really listen, and don't interrupt

- Stay focused and be consistent

- Reflect before you speak

QUESTIONS:

• What do you believe is your strength? What will you focus on improving?

• How might you stretch?



GROUP ACTIVITY:

Have participants read the “stretches” and highlight their focus areas.

FACILITATOR NOTE:

As the educator begins to facilitate classes for students, it is important to

observe their classroom management skills. After observing the educator

teaching, it will be helpful to review this module and identify two or three

key focus areas for the educator’s development.

perform | projects and home play

REVIEW:

• Milady Master Educator, Results-Oriented Classroom Management

and Enabling

- Industry Needs and Enabling exercise.

- Student Evaluation and Testing and Enabling exercise.

- Teaching to Diverse Learning Styles and Enabling exercise.

perform

refine

inform

image

attend

connect

extend

practice


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