Classroom Culture and Management for Secondary Educators Welcome! On the index card, please provide a word, phrase, or image that best represents or describes you. Do not include your name.
Introductions Marissa Brown - Instructional Coach, ESUHSD Juliana Tapper - Math TOSA, ESUHSD
Reflect on the questions Quick Write regarding classroom culture and management Respond to each questions to the best of your knowledge Share your responses with your table team and then Find one thing you all have in common to share with the whole group
Outcomes Teachers will walk away with... ● Experiential Outcomes: ○ An understanding of what classroom culture is and why it matters ● Rational Outcomes: ○ Tools to develop safe, trusting, well managed classrooms ○ Structures to build students' motivation and help them take responsibility for their performance
Agenda Opening - Quick Write Classroom Culture Classroom culture and why it matters Strategies to build and maintain classroom culture Classroom Management Classroom management and why it matters Classroom management tools and strategies Share Best Practices Closing - Resource Packet
Classroom Culture
Quick Write Debrief: In your opinion, what is classroom culture?
What is Classroom Culture All my thinking about classroom management neglected one important thing: classroom culture. I was so concerned with keeping my class under control that I forgot to spend time developing a positive classroom culture. Students don’t remember everything we teach, but they do remember how our classrooms feel. They remember feeling supported to take risks, being comforted when they felt sad, and being lifted up by their peers. So while management is absolutely important, it’s only one piece of the puzzle. Teaching Channel Article
What is Classroom Culture Truly remarkable outcomes are possible in a classroom where trust, respect, and caring relationships flourish. But creating such an environment is a tremendous challenge. Capturing Kids Hearts
4 Corners Strategy After reading the posted statement, walk to the corner of the room that contains your response to the statement: Strongly Agree Agree Disagree Strongly Disagree
In general, I enjoy cooking
I’ve done some classroom culture building activities in my classroom this year
In my opinion, classroom culture activities are only useful/appropriate during the first few weeks of school
Activity Debrief: 4 Corners Strategy How might you use this ‘4 corners strategy’ to… build a sense of classroom culture? encourage student engagement with content?
Examples of Classroom Culture Prompts Likes and Dislikes Justin Bieber is one of my favorite artists In general, I like science Academic Goals I want to go to a 4 year college or university straight out of high school I want to try harder than I have in the past in math class this year Building Trust
Examples of Content Prompts As an anticipation guide I can name all the steps to graph a polynomial function I can provide a plot summary of the homework reading For questions with more than one answer I can recall and recite verbatim at least 5 of the 10 Bill of Rights Any Others Examples?
More Classroom Culture Building Activities A collection of other ideas can be shared with participants who are interested.
Classroom Culture Processing Time Take this time to reflect on the information and resources provided to you thus far. Write down any comments, questions, or concerns related to classroom culture on the back of your quick write.
Classroom Management
Discussion In your opinion what is classroom management? Does classroom management change based on… the subject/course level you are teaching? the time of day in which you are teaching?
Classroom Management Ideas
Communicating Expectations: CHAMPs Strategy C - Conversation Level H - Help A - Activity M - Movement P - Participation
C: Conversation Level Do you want students talking? How loud do you want students talking? Who do you want them talking to? Ex: C: Level 0 C: Speaking quietly with a partner C: Presentation voice
H: Help What should students do if they need help? Ask you? Ask their classmates? Ex H: Ask 3 before me H: Raise your hand quietly and wait for teacher
A: Activity What do you want them doing? Which problems? For how long? Ex A: Working on # 4-7 for 5 minutes A: Reading and annotating the passage A: Talking through discussion questions with your team
M: Movement Do you want them to get up? To do what? Ex M: Walk directly to the corner with your answer M: Raise your hand before getting up M: Team captain gets team supplies
P: Participation How do they earn participation credit? How will they know they’re meeting your expectations? Ex P: Finishing 3 problems for full credit P: Finish summary with team for full credit
CHAMPs Debrief What are classroom situations in which you would need to communicate your expectations to your students?
Ex: CHAMPs for 4 Corners Strategy C : Quietly sharing with elbow partner when asked to discuss H : Come to teacher A : Reading statement on board and walking to the corner of the room that describes your answer M : Walking silently and directly to corner that describes your answer or to teacher for clarification P : Sharing at least once with class
Ex: CHAMPs for Team Work C: Level 2 with team members only H: Ask 3 before me A: Finish problems 2 and 3 in 5 minutes M: Raise your hand before getting up P: Raise your hand for a stamp when finished with problems 2 and 3
Teach Like A Champion: Cold Call Has anyone heard of or used the ‘Cold Call’ strategy?
Teach Like A Champion: Cold Call Process Ask a question Call on one student to answer not asking for or calling on volunteers Purpose If students see you frequently and reliably calling on classmates who don’t have their hands raised, they will come to expect it and prepare for it.
Teach Like A Champion: Cold Call Benefits: Check for understanding Decrease wait time Distribute participation across the room Equitable when used with a randomized system
Teach Like A Champion: Cold Call Delivery Strategies / Randomized Systems Index cards Popsicle sticks Poker chips Seat #, Team # Randomizer App
Index cards
Seat #s and Team#s Video
Cold Call Debrief What stood out to you about this strategy? Was anything new or interesting to you?
Reflective Class Management Checklist
Reflective Class Management Checklist At the end of each period, the teacher asks students to reflect on and decide whether, as a class, they: Followed directions the first time Were on time and seated when the bell rang Were respectful to teacher and classmates Followed all class policies Were resilient and purposeful
Reflective Class Management Checklist The points earned get totalled up each day and result in a class reward (chosen with input from students) Ex: 15 points = 5 min free time 25 points = 25 extra credit points 50 points = Candy 75 points = Hot cheetos 100 points = Pizza
Classroom Management Processing Time Take this time to reflect on the information and resources provided to you thus far. Write down any comments, questions, or concerns related to classroom management on the back of your quick write.
Stand Up-Hand Up-Pair Up 1. All participants stand up and put their hands up 2. Participants high 5 a partner, put their hands down, and stand together 3. Participants decide who will speak first 4. Participants share their response to the prompt one at a time within the identified time 5. Repeat when prompted by facilitator
Ex: CHAMPs for Stand Up-Hand Up-Pair Up C : Quietly sharing with partner when asked to discuss H : Raise hand A : Partners discuss the following prompt: What is one strategy or idea you heard today that you would like to try in our classroom? M : When prompted, raise hand and walk directly to new partner P : Discuss with 2 different people within the given time
DEBRIEF Stand Up-Hand Up-Pair Up Would any partners like to share the strategies and ideas from your discussion?
Review of Outcomes & Evaluation Teachers will walk away with... ● Experiential Outcomes: ○ An understanding of what classroom culture is and why it matters ● Rational Outcomes: ○ Tools to develop safe, trusting, well managed classrooms ○ Structures to build students' motivation and help them take responsibility for their performance ○ Suggestions about how to break up instructional time in a block period without losing control of the classroom
Thank You! Marissa - BrownM@esuhsd.org Juliana - TapperJ@esuhsd.org
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