rethinking the classroom
Extending the Student-Centered Approach to Classroom Management and Lesson Design
Start
Workshop Goals and Expectations
Expectations
Goals
- To introduce different ways to think about classroom management, in order to make your classroom more equitable and inclusive
- To provide resources to help incorporate these tools and strategies into your lesson design
- Take care of yourself. If you need to step away, please display the coffee cup icon.
- Be open-minded and listen to each other.
- Be respectful of people's ideas and experiences.
Meet your presenters
June 6th July 22nd 2023
&
La Keisha Leonard
Elizabeth Goldberg
+ info/contact
+ info/contact
July 25th
Aug 5th
&
Matt Varvir
Nick Orr
Alexander Eden
+ info/contact
+ info/contact
+ info/contact
Course Design Team
Maria Campitelli
Anisha Campbell
Kelli Allen
FIUteach, Florida International University
Terrapin Teachers,University of Maryland
UTeach Austin, University of Texas at Austin
First, to the Wichita, Tawakoni, Jumanos, Kiikapoi, Coahuiltecan, Lipan Apache, Carrizo/Comecrudo people, as well as the Chemehuevi, Nuwuvi, Massachusett, Pawtucket, and Naumkeag people, we acknowledge you and your land.
Welcome to this space of learning, growth, and community. In this space, we welcome:
- People of all genders, identities, and orientations.
- People of all descents and heritages.
- People with disabilities, visible or invisible.
- People of all teaching backgrounds and experiences.
- All languages spoken or signed in this space.
- Your thoughts and ideas.
We hope everyone feels the “welcome” by being seen and heard throughout this workshop. Thank you for your presence here -- it is wanted and needed. Welcome!
3Classroom Norms
44 Guiding Principles
6Control & Power Dynamics
5Understanding and Distinguishing Behavior
1Let's Brainstorm
2Equity VS Equality
classroom management
7Be Proactiveinstead of Reactive
11Next Steps
10Equitable Lesson Design Resources
8Respond to the child, not the behavior
9Let's Revisit
Let's brainstorm...
VISUALIZE your classroom: - What is your purpose of having a classroom management system?
- What is your style when it comes to classroom management?
- What would a classroom with "good" classroom management look like?
- What would a classroom with "bad" classroom management look like?
- What is your purpose of having a classroom management system?
- What would a classroom with "good" classroom management look like?
Let's discuss and share!
Discuss how you hope to "adjust the dial" in your Breakout Room. Document your thoughts on Jamboard.
Equity - vs - equality
What is equity anyway?
+ info
+ info
But what does equity look like in PRACTICE?
Classroom Norms
rethinking your rules
Think about the students in your classroom
Who are the students in your class?
Why are they there (did they sign up for your class or is it required)?
What do you think are their attitudes about math or science?
How can you build a classroom culture that is inviting and encouraging to your specific students?
Don't know?
101 INCLUSIVE GET TO KNOW YOU QUESTIONS
+ click here
ASK!
+ click here
Co-construct your classroom norms
Develop your classroom rules with your students including:
What are our classroom rules?
What are our non-negotiables?
What are our consequences?
How often should we revisit the rules?
Advice from teachers
If kids don't have buy-in to the rules set in the class they're less likely to follow them. We come up with one for every single class. What are some non-negotiables you think should be in place? What are some consequences that should follow?
One thing I enjoyed the most about my first week of school was setting the classroom procedures and rules. I always let the kids work with me to create those; that way they can take some ownership. Because they've made their own consequences it's easier for classroom management.
4 Guiding principles
to help you REFRAME your Classroom Management
The 4 Guiding Principles
Understand and Distinguish Behavior
Respond to the Child, Not the Behavior
Be Proactive, Instead of Reactive
Rethink Control and Power Dynamics
+ info
+ info
+ info
+ info
“In this game, everyone needs a break to refuel, recharge, and jump back in full throttle.” ― Helen Edwards, author
“The most valuable thing we can do for the psyche, occasionally, is to let it rest, wander, live in the changing light of room, not try to be or do anything whatsoever.” ― May Sarton, poet
Understanding and distinguishing behavior
rethinking why students behave the way they do
StudEnt iceberg model
What factors influence your students?
What factors are missing from this image?
Understanding and Distinguishing Behavior
EATS
- Escape - Attention - Tangible gains - Sensory needs
Want more? 8 ways to foster empathy
Control & Power Dynamics
rethinking the student-teacher relationship
Control & Power Dynamics
Sometimes our actions and habits make the situation BETTER. Sometimes they can make the situation WORSE. What are some actions and habits that you believe make situations worse?
CHECK
There's power in what you say:
Disempowering Phrases DON'T work.
Transfer the responsibility back to them by saying, "Start by asking a classmate for help. If you still need clarification, I’m here."
"I’m not going to give up on you", or "I’m here for you every day."
"Let’s review our rules", or "I noticed that you ___. Next time ___ ."
If you have the urge to ask what is wrong with a child, instead try asking yourself, "What has this child been through?"
Helping them by saying, "What do we do after we ___?" to encourage them to look for the answer on their own.
"I like that in our classroom, we ___."
“I get paid regardless.” “You know what you did!” “If you had been paying attention, you would know!” "What is wrong with you?” “We always…” “In my classroom…”
How to rephrase to redirect behavior in a positive way
MORE Info
Why?
Select 2-3 students to write a disempowering phrase (color coded). The rest of the participants will create the rephrases.
Sometimes when we take a break, we may find that solutions then present themselves. - Catherine Pulsifer
Almost everything will work again if you unplug it for a few minutes, including you. - Anne Lamott
Be proactive instead of reactive
rethinking how to make students self-directed
A great defense is a good offense
- Reflect on respect
- Move around the room
- Distinguish between the Ds: disrespect, disruption, and disregard for rules
- Foster investment in classroom culture
- Focus on the future
- Avoid the quick-fix
- Practice inclusivity
- Differentiate
- Give students a varitey of ways to respond
- Focus on development instead of punishment
- Reinforce positive behavior
- Plan classroom transitions
- Examine your biases
Want more? Implicit Biases
Implict biases
LGBTQ+ implicit bias questionaire and tool kit
Harvard Project Implicit
Podcast: Uncovering Your Implicit Biases
+ info
+ info
+ info
Good advice - how to be proactive
Behavior-specific praise
Active supervision
Differential reinforcement of alternative behavior
Precorrection
High-probability requests
Choice-making
Respond to the child, not the behavior
rethinking your response
2 KEY Strategies To Use
cheat sheets
Q&A
Accountable in 4
De-escalation
Need to quickly redirect a behavior without making a scene OR entering a power struggle?
Have things gotten heated before you can intervene?
+ info
+ info
Let's REVISIT...
VISUALIZE your classroom: - What is your purpose of having a classroom management system?
- What is your style when it comes to classroom management?
- What would a classroom with "good" classroom management look like?
- What would a classroom with "bad" classroom management look like?
- What is your purpose of having a classroom management system?
- What would a classroom with "good" classroom management look like?
NOW, WHAT DO YOU THINK YOUR NEXT STEPS SHOULD BE?
Take a few minutes...
Document what you think your next steps should be.
Equitable Lesson Design
10
RESOURCES
#1: Six Equitable Practices
>>
#2: Go-To Cooperative Learning Structures
>>
#3: Equitable Lesson Checklist
>>
#4: Sample Lesson with an Equity Lens
>>
#1: Six EQUITABLE PRACTICES for LESSON DESIGN
#9
#18
#12
#19
#13
#26
tRY THIS self-OBSERVATION FORM?
Need a CONDENSED version?
#2: Go-to cooperative learning structures
Cooperative Learning is NOT "group work"... but can easily become "structured" group work if lacking intentional planning.
Are you familiar with any of these? What's your favorite go-to cooperative learning structure?
#3: Equitable Lesson Checklist
The lesson includes task(s) that involve complex mathematical/scientific thinking, utilize multiple representations, and demand full explanation/justification from students.
The lesson is over an important topic, discusses different viewpoints or evidence, and demonstrates complex understanding by arriving at a reasoned, supported conclusion.
All students participate, but have a variety of ways to show engagement or mastery.
The teacher gives students power by sharing math/science knowledge between the teacher and the students, seeks out math/science contributions from the students, and values all math/science contributions.
Connections are made to community/cultural knowledge throughout the lesson.
Students are asked to analyze the mathematics/science within the community context and how the mathematics/science helps them understand that context.
Adapted from: TEACH MATH (2012) Culturally Responsive Mathematics Teaching Lesson Analysis Tool
Want more? Additional Equity Rubrics
Equity Lesson Rubrics
Want more? Additional Resources
Lesson Analysis Tool
CRIOP
#4: Sample Science Lesson with an Equity Lens
10
11
12
13
14
15
16
17
18
Alumni Opportunities
NEW! USEA Connect
Pre-Register Today!
Leadership Opportuntites
+ info
+ info
Thank you for coming!
Special Thanks to the U.S. Department of Education for the Supporting Effective Educator Development (SEED) Award!
Rethinking the Classroom
Elizabeth Goldberg
Created on May 10, 2023
Extending the Student-Centered Approach to Classroom Management and Lesson Design
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Transcript
rethinking the classroom
Extending the Student-Centered Approach to Classroom Management and Lesson Design
Start
Workshop Goals and Expectations
Expectations
Goals
Meet your presenters
June 6th July 22nd 2023
&
La Keisha Leonard
Elizabeth Goldberg
+ info/contact
+ info/contact
July 25th
Aug 5th
&
Matt Varvir
Nick Orr
Alexander Eden
+ info/contact
+ info/contact
+ info/contact
Course Design Team
Maria Campitelli
Anisha Campbell
Kelli Allen
FIUteach, Florida International University
Terrapin Teachers,University of Maryland
UTeach Austin, University of Texas at Austin
First, to the Wichita, Tawakoni, Jumanos, Kiikapoi, Coahuiltecan, Lipan Apache, Carrizo/Comecrudo people, as well as the Chemehuevi, Nuwuvi, Massachusett, Pawtucket, and Naumkeag people, we acknowledge you and your land. Welcome to this space of learning, growth, and community. In this space, we welcome:
- People of all teaching backgrounds and experiences.
- All languages spoken or signed in this space.
- Your thoughts and ideas.
We hope everyone feels the “welcome” by being seen and heard throughout this workshop. Thank you for your presence here -- it is wanted and needed. Welcome!3Classroom Norms
44 Guiding Principles
6Control & Power Dynamics
5Understanding and Distinguishing Behavior
1Let's Brainstorm
2Equity VS Equality
classroom management
7Be Proactiveinstead of Reactive
11Next Steps
10Equitable Lesson Design Resources
8Respond to the child, not the behavior
9Let's Revisit
Let's brainstorm...
VISUALIZE your classroom:- What is your purpose of having a classroom management system?
- What is your style when it comes to classroom management?
- What would a classroom with "good" classroom management look like?
- What would a classroom with "bad" classroom management look like?
Let's discuss and share!
Discuss how you hope to "adjust the dial" in your Breakout Room. Document your thoughts on Jamboard.
Equity - vs - equality
What is equity anyway?
+ info
+ info
But what does equity look like in PRACTICE?
Classroom Norms
rethinking your rules
Think about the students in your classroom
Who are the students in your class?
Why are they there (did they sign up for your class or is it required)?
What do you think are their attitudes about math or science?
How can you build a classroom culture that is inviting and encouraging to your specific students?
Don't know?
101 INCLUSIVE GET TO KNOW YOU QUESTIONS
+ click here
ASK!
+ click here
Co-construct your classroom norms
Develop your classroom rules with your students including:
What are our classroom rules?
What are our non-negotiables?
What are our consequences?
How often should we revisit the rules?
Advice from teachers
If kids don't have buy-in to the rules set in the class they're less likely to follow them. We come up with one for every single class. What are some non-negotiables you think should be in place? What are some consequences that should follow?
One thing I enjoyed the most about my first week of school was setting the classroom procedures and rules. I always let the kids work with me to create those; that way they can take some ownership. Because they've made their own consequences it's easier for classroom management.
4 Guiding principles
to help you REFRAME your Classroom Management
The 4 Guiding Principles
Understand and Distinguish Behavior
Respond to the Child, Not the Behavior
Be Proactive, Instead of Reactive
Rethink Control and Power Dynamics
+ info
+ info
+ info
+ info
“In this game, everyone needs a break to refuel, recharge, and jump back in full throttle.” ― Helen Edwards, author
“The most valuable thing we can do for the psyche, occasionally, is to let it rest, wander, live in the changing light of room, not try to be or do anything whatsoever.” ― May Sarton, poet
Understanding and distinguishing behavior
rethinking why students behave the way they do
StudEnt iceberg model
What factors influence your students?
What factors are missing from this image?
Understanding and Distinguishing Behavior
EATS
- Escape - Attention - Tangible gains - Sensory needs
Want more? 8 ways to foster empathy
Control & Power Dynamics
rethinking the student-teacher relationship
Control & Power Dynamics
Sometimes our actions and habits make the situation BETTER. Sometimes they can make the situation WORSE. What are some actions and habits that you believe make situations worse?
CHECK
There's power in what you say:
Disempowering Phrases DON'T work.
Transfer the responsibility back to them by saying, "Start by asking a classmate for help. If you still need clarification, I’m here."
"I’m not going to give up on you", or "I’m here for you every day."
"Let’s review our rules", or "I noticed that you ___. Next time ___ ."
If you have the urge to ask what is wrong with a child, instead try asking yourself, "What has this child been through?"
Helping them by saying, "What do we do after we ___?" to encourage them to look for the answer on their own.
"I like that in our classroom, we ___."
“I get paid regardless.” “You know what you did!” “If you had been paying attention, you would know!” "What is wrong with you?” “We always…” “In my classroom…”
How to rephrase to redirect behavior in a positive way
MORE Info
Why?
Select 2-3 students to write a disempowering phrase (color coded). The rest of the participants will create the rephrases.
Sometimes when we take a break, we may find that solutions then present themselves. - Catherine Pulsifer
Almost everything will work again if you unplug it for a few minutes, including you. - Anne Lamott
Be proactive instead of reactive
rethinking how to make students self-directed
A great defense is a good offense
Want more? Implicit Biases
Implict biases
LGBTQ+ implicit bias questionaire and tool kit
Harvard Project Implicit
Podcast: Uncovering Your Implicit Biases
+ info
+ info
+ info
Good advice - how to be proactive
Behavior-specific praise
Active supervision
Differential reinforcement of alternative behavior
Precorrection
High-probability requests
Choice-making
Respond to the child, not the behavior
rethinking your response
2 KEY Strategies To Use
cheat sheets
Q&A
Accountable in 4
De-escalation
Need to quickly redirect a behavior without making a scene OR entering a power struggle?
Have things gotten heated before you can intervene?
+ info
+ info
Let's REVISIT...
VISUALIZE your classroom:- What is your purpose of having a classroom management system?
- What is your style when it comes to classroom management?
- What would a classroom with "good" classroom management look like?
- What would a classroom with "bad" classroom management look like?
NOW, WHAT DO YOU THINK YOUR NEXT STEPS SHOULD BE?
Take a few minutes...
Document what you think your next steps should be.
Equitable Lesson Design
10
RESOURCES
#1: Six Equitable Practices
>>
#2: Go-To Cooperative Learning Structures
>>
#3: Equitable Lesson Checklist
>>
#4: Sample Lesson with an Equity Lens
>>
#1: Six EQUITABLE PRACTICES for LESSON DESIGN
#9
#18
#12
#19
#13
#26
tRY THIS self-OBSERVATION FORM?
Need a CONDENSED version?
#2: Go-to cooperative learning structures
Cooperative Learning is NOT "group work"... but can easily become "structured" group work if lacking intentional planning.
Are you familiar with any of these? What's your favorite go-to cooperative learning structure?
#3: Equitable Lesson Checklist
The lesson includes task(s) that involve complex mathematical/scientific thinking, utilize multiple representations, and demand full explanation/justification from students.
The lesson is over an important topic, discusses different viewpoints or evidence, and demonstrates complex understanding by arriving at a reasoned, supported conclusion.
All students participate, but have a variety of ways to show engagement or mastery.
The teacher gives students power by sharing math/science knowledge between the teacher and the students, seeks out math/science contributions from the students, and values all math/science contributions.
Connections are made to community/cultural knowledge throughout the lesson.
Students are asked to analyze the mathematics/science within the community context and how the mathematics/science helps them understand that context.
Adapted from: TEACH MATH (2012) Culturally Responsive Mathematics Teaching Lesson Analysis Tool
Want more? Additional Equity Rubrics
Equity Lesson Rubrics
Want more? Additional Resources
Lesson Analysis Tool
CRIOP
#4: Sample Science Lesson with an Equity Lens
10
11
12
13
14
15
16
17
18
Alumni Opportunities
NEW! USEA Connect Pre-Register Today!
Leadership Opportuntites
+ info
+ info
Thank you for coming!
Special Thanks to the U.S. Department of Education for the Supporting Effective Educator Development (SEED) Award!