Coffee Break - Learning Atmosphere

Creating a Learning Atmosphere in YOUR Classroom

19th January 2024

Presenter: Carol Wolff

ROSE coloured GLASSES

Look at "a class" as if there are no disruptions – what will you see?

ROSE coloured GLASSES

What specific teacher actions or strategies might contribute to creating this kind of environment?

ROSE coloured GLASSES

What steps could be taken to move closer to this vision in your current classroom?

TODAY's Topics

• The person YOU bring into the class.
• Are your students out of control?
• Reaching ALL your students.
• CHOICE

If you sit down at the set of sun And count the acts you have done And counting find...

Today was the absolute worst day ever And don’t try to convince me that There’s something good in every day because , when you take a closer look This world is a pretty evil place. Even if

Chanie Gorkin

This is the absolute worst student ever And don’t try to convince me that There’s something good in every student because , when you take a closer look

What are YOUR core beliefs about learning, students and education?

TEACHER SKILLS

Positive attitude Passion Enthusiastic Consistency Patience Care, kindness and RESPECT Relationships

Explicitly TAUGHT???

When Should You Give Up On Your Students?

You are giving a gift - do not expect a thank you card. Look at how much the student has grown, not if they have reached your expectations. You are planting seeds every time you acknowledge a child.

When a flower does not bloom, you fix the environment in which it grows, not the flower - Alexander Den Heijer

When a student does not succeed, you fix the environment in which they learn, not the student.

Classroom Strategies

• Reaching ALL your students – addressing different levels and motivations.

• Strategies for engaging students who are uninterested or bored.

• Effective lesson ideas to set the tone

"KIDS DO NOT NEED SCHOOL"

MORE INFORMATION AT THEIR FINGERTIPS CAN BECOME RICH OVERNIGHT MOVIES STARS ARE VOICES WHO INFLUENCE

KIDS LEARN BECAUSE OF YOU!!

Do I really know YOU? Be humble - BE YOU Do you LIKE and RESPECT your students?

Teacher Success = Student Success

Clichés and slogans are not enough. ACTIONS speak louder than words. (Staffroom – meetings)

Mindset of teacher: consider the class as a collection of individuals as opposed to one entity.

Teachers who accept responsibility for student success ARE taking the first step toward promoting that success.

Getting them to see the WHY

• In what way would my time in class be different if I really wanted to learn?
• How do rules keep us safe and happy?
• What if we did not have rules in the classroom? Would I want to come to class?
• What would be the results of not having rules?
• How does knowing letters and sounds help us learn to read?
• How does knowing these words help us become better readers?
• Doing this unseen on pollution, how does it affect my life?

THEY DO NOT SEE THE NEED

• Leverage Technology and Social Media
• Focus on Immediate Rewards
• Real-World Exposure
• Incorporate Stories and Role Models
• Make Learning Tangible
• Experiential Learning

ZOO or JUNGLE

The good news about beliefs is that they can be changed.

LESSONS MUST be a CHALLENGE

Challenge with intention, so that they can move from motion to action.

STUDENTS COMPLAIN: TIRED, STRESSED AND BORED -WHY?

Aiming High Benefits Everyone

When you aim high and scaffold down, it gives everyone an opportunity to go somewhere interesting. Kids will surprise you. You never know who will take advantage of that high ceiling.

SET STANDARDS

A “zero” is an easy out.

Students MUST SEE the value in accountability.

Require students to produce high-quality work – show examples High-quality work is not the total burden of the student; rather, it is shared with the teacher. Keep the CONTENT but change the DELIVERY

When you point out a kids strengths, they grow in confidence They know you see them. You see the whole individual, not just an empty vessel that needs to be filled with your knowledge.

Laura Lenz

KIDs Do WELL If they CAN

FEEDBACK

• Choose positive feedback techniques.
• Catch students in the act of doing something good and respond with immediate praise.

• Do not make excuses for not reaching high standards – stop protecting them from failure – failure can be positive.

Tell your students you expect them to achieve at a high standard, and tell them this often. Starting the year off with this BOLD GOAL has two effects: 1) It shows my students I believe they can reach high standards. 2) It tells my students that I will support them in that endeavour.

Focus on learning and NOT discipline.

• Short rules – no more than 3 rules – lateness, preparation and respect.

• Try and deal with the situation by yourself – don’t always call in the big guns – respect – they see you as someone you need help from an outsider. Find ways to deal with it in someway.

• Never make it personal.
• They give back what you give out. (you are their model)
• If you punish them - that is all they have learnt.

• Identifying the belief behind the behaviour.

• Effective communication and problem-solving skills.
• Discipline that teaches (and is neither non-judgemental nor punitive).

• Focusing on solutions instead of punishment.

• Encouragement (instead of praise). Encouragement notices effort and improvement, not just success, and builds long-term self-esteem and empowerment.

In a private setting, the first question to ask is: “Mad, sad, or scared?” This question helps de-escalate immediate tensions and gain insight into the root causes of the behaviour.

WHY

Balance

• What do students think about your attentions?

• What students believe about your intentions matters more. If they know you believe them they trust you and will listen to you – it takes time.

• ANY relationship takes work – work on it every day.

MOTIVATION

Control is making someone do what you want them to do; MOTIVATION is helping someone choose to do what you ask them to do.

TOOLS

GETTING TO KNOW YOUR KIDS

Are we on the same page?

Reflections are important

SOME IDEAS

• Set class goals and personal goals

• Private conversations
• Acknowledge how they feel

• Let students come up with solutions

ASK YOURSELF

How I can GIVE my STUDENTS AN OPPORTUNITY TO LEARN? NOT how can I GET THEM TO LEARN What can I GIVE My students?

CHOICE

Fast Workers

Extension Activities: Provide additional projects related to the current topic that require higher-level thinking, such as research assignments, in-depth analysis, or creative projects. Independent Study: Allow students to pursue an independent study on a topic of their interest related to the subject matter, encouraging self-directed learning.

Creative Keys

Level B1 - C1

Level A2 - B1

Homework

Struggling Workers

Students' beliefs about their intelligence predict behaviour at school.These beliefs can be promoted through:

• feedback that focuses on the effort they put in and their strategies rather than their ability.
• by setting learning goals (what to improve) instead of performance goals (acknowledged successes -A+).

Speaking

Adaptations

Scaffolding

Homework

WHEN A “GOOD” CLASS GOES “BAD” (AND BACK TO “GOOD” AGAIN!)Posted by Larry Ferlazzo

• Began regular student reflective activities
• Began daily evaluations
• Stopped writing student names on the board
• Stopped calling home when there were behaviour problems
• Changed the class seating arrangement
• Everybody began with an “A” again
• Arranged “secret” signs with students to stop
• Gave certain students permission to leave the room, without asking me, if they felt they were going to “blow”
• Focused on smiling more and showing more patience
• Pulled-out students from other classes during my free period to talk***

HAVE FUN – be creative and enjoy what you do then they will. GIVE MEANING – make it relevant. (WHY) BUILD BRIDGES between what they know, their world and what you want them to know.

To sum up:

IT IS HARD – takes a lot of time - it takes a lot of effort – show appreciation – thank them SCHOOL SUCKS - use charm, body language, walls in the classroom Your KIDS – communication and form relationships TEACHERS VOICE: learning does not occur by listening BY: goal setting – with a good rubric - check lists

EDUCATION HAS CHANGED

ON YOUR OWN

Read your scenario and discuss a possible solution.

• A short-term response (immediate action).
• A long-term strategy (preventive measures).

Reflection

• Did you focus more on consequences or solutions? Why?
• What challenges might arise from your proposed actions?
• How could this plan be adjusted for different age groups?

Thank You

Every action originates in the mind, it starts with a thought.

Challenging students with intention involves setting clear, purposeful goals and providing the right level of support and encouragement to help them move from passive participation (motion) to active engagement and accomplishment (action).

• Recognition of Underlying Issues
• Simplicity to communicate
• Emotional Awareness
• Non-Judgmental
• Respect for Privacy

• 45 MINUTE LESSON BLOCKS
• STICK AND CARROT
• SITTING QUIETLY IN ROWS

• EMPHASIS ON GRADES
• TEACHER CONTROLLED
• NO REAL WORLD APPLICATION

• Private conversation
• Expectation setting
• Support plan
• Consequence with learning opportunity (teacher sitting with student during break to complete the work)
• The teacher works with the student on developing better communication skills
• Reflection

An intention describes something that you desire to take place in the future, your attention is what you can do right now to make that intention a reality.

Recognition of Underlying Issues: You recognise something else is happening with them and that you care. It shows empathy, which can significantly reduce the student’s defensive reactions.Simplicity: Breaking it down into “mad, sad, or scared” provides a straightforward way for them to communicate. Emotional Awareness: This question encourages students to reflect on their emotions, which is the first step toward managing them. Non-Judgmental: It shows that you are trying to understand their feelings rather than reprimanding them, fostering a sense of safety and trust. Respect for Privacy: It also gives students a sense that you’re not prying into their personal lives but simply offering them a way to express what they are feeling.

• Recognition of Underlying Issues
• Simplicity to communicate
• Emotional Awareness
• Non-Judgmental
• Respect for Privacy