How Full Is Your Bucket? By Tom Rath and Donald O. Clifton By Tom Rath and Mary Reckmeyer A study, conducted by Dr. Elizabeth Hurlock in 1925, was designed to explore what would happen when fourth- and sixth-grade students in a math class received different types of feedback on their work. Hurlock wanted to find out if it was more effective to praise, criticize, or ignore students. The outcome was to be determined by how many math problems each student had solved 2, 3, 4, and 5 days later.
How Full Is Your Bucket? … The students who were praised experienced a major improvement after Day 2 that was sustained through the end of the study. By the fifth day of this experiment, the group that received praise showed unequivocally stronger performance than the other study groups. The overall improvement by group was: – Praised 71% – Criticized – 19% – Ignored – 5%.
How Full Is Your Bucket? • We experience approximately 20,000 individual moments per day. • The Magic Ratio: 5 positive interactions for every 1 negative interaction.
Rome City Schools New Teacher Orientation 2015-2016 Cassie Parson, Dana Smith, and Holly Amerman Rome City Schools, Curriculum Coordinators
Breakout Sessions - High School Teachers- E11 - Holly Amerman - Middle School Teachers- E12 - Dana Smith - Elementary School Teachers- E1 - Cassie Parson
Topics… – Expectations of RCS Employees – Effective Classroom Management – Rigor, Relevance and Relationships – Effective Lesson Planning – The Standards Based Classroom & Best Practices – Professionalism, Motivation and a Teacher’s Influence
Module 1 EXPECTATIONS OF ROME CITY SCHOOLS EMPLOYEES
Our Mission All students will graduate from Rome High School prepared for college or work.
BE ROME
We Are Rome! -Our enrollment reached 6000 students last year. -We are a majority minority system with 72% of our students identify themselves as non- white. -We are a Title I system with 70% of our students qualifying for free/reduced lunch. -10% of our students are ELL students. -6% of our students are designated homeless. -8% of our students attend on tuition.
Rome Proud In 2012, Rome Middle School earned one of the highest scores possible on the CCRPI. - In 2015, RHS’ four -year cohort graduation rate was OVER 90%. -In 2013, our SAT scores were the 4 th highest in Georgia. -In 2015, for the 5 th time in seven years, Rome High School was named one of our nation’s best high schools by US News and World Report. - In 2015, 74 RCS students were named AP Scholars.
Why Rome? Rome Home
Expectations of new Rome City Schools Employees The three R ’s – Rigor or, , Relevan levance, ce, and d Rela lations tionshi hips ps ➢ Students and their families first ➢ Maintain a positive and professional demeanor ➢ Cultivate and possess an attitude of excellence ➢ Emphasize quality standards-based curriculum in a learner- focused environment ➢ Ask questions and seek help
Rome City Schools, A Step Above the Rest ➢ Outstanding Teachers ➢ High Expectations for all students ➢ Clear Procedures and Routines ➢ Supportive Administration, Academic Coaches, Team Leaders, and Colleagues
Tell us a little about yourself... ● Name ● School ● Subject area/grade level OR what you will be doing at your school ● Years in education and/or where you went to college ● One thing you don’t mind the group knowing about you
RCS’ 20/20 Vision • Read individually and make notes as you read: • In what ways do you think your instruction will support these strategic objectives ? • Is there anything included that is new to you? • Record other thoughts/questions.
Module 2 EFFECTIVE CLASSROOM MANAGEMENT
Positive Reinforcement PBIS • System-wide focus for 2015 • Discuss with those at your table examples of positive reinforcement – what you do or what you have observed someone else doing. • Positive Reinforcement vs. Discipline – Difference – Benefits of each • Examples: – Wolf Bucks – Star on the Board – Positive Redirection – Moving Clips
Compare/Contrast Positive Behavior Support vs. Discipline
School and Teacher Effectiveness Impact on Learning Entering School at 50 th Percentile Type of School and Percentile After 2 Years Type of Teacher 3 rd Ineffective school and Ineffective teacher 37 th Effective school and Ineffective teacher Average school and 50 th Average teacher 63 rd Ineffective school and Effective teacher 78 th Effective school and Average teacher 96 th Effective school and Effective teacher
Module 3 RIGOR, RELEVANCE AND RELATIONSHIPS
“Leadership for Engaged Learning: Rigor, Relevance, and Meaning for Students and Their Teachers” … John Antonetti …
The BEST Lesson Write down the BEST lesson you have ever taught… - OR - …the BEST lesson you have ever been taught. Share with those near you.
Ponder these… • What was the role of the teacher? • How many of you described the best lecture the teacher ever gave? • What was the role of the students? • How many of you had movement? • How many of you were challenged in your thinking? • How many of you had the students involved in the lesson?
The last activity was an example of an… Anticipatory Set Advanced Organizer Activating Strategy (This should be done PRIOR to the standard being stated. It provides the hook or the fly paper for the new learning or the new memory to stick to…) Here comes another example…
On the next slide, look at the three pictures and make a list of all of the words that come to mind that these photos have in common.
1. With your group, discuss what you have written down. Notice what you have that is similar. Are there any in your group that are really different? 2. What did your group have in common? 3. Write 5 words to describe the size of all of these. 4. The word I need you to know is massive: Give me 5 words that massive means. 5. Next write a word that would come in the blank: The massive ________________. Who was doing the thinking in this activity?
Rigor This is defined as curriculum that challenges all learners to demonstrate depth of understanding. …that which causes students to think, to reason, to analyze, to prove
What about Relationships? • The number 1 thing students said that causes them to be engaged is: The teacher likes me. • The number 2 thing is: The teacher loves what she does. • Think about this… When a student feels embarrassed, wrong, or wronged, they can not learn for 20 minutes. • For someone else in the room, not directly affected, that student’s brain will shut down for 8 - 10 minutes.
What I want for my children? Take a moment a write down three things that you want for your children.
In each of the activities today, who was doing the thinking? John Antonetti says there is a difference between students being “on task” and students being “engaged in the learning.” Unless students are thinking , they are not truly engaged.
Customer Service in the Classroom Disney Style Di Disney ey Cla lass ssroo room Safety Safety Courtesy Relationships Show Learning Efficiency Efficiency
Every Life Has a Story
Module IV THE STANDARDS BASED CLASSROOM AND BEST PRACTICES
Parts to a Standards-based Classroom Standards-based Assessment Standards-based Instruction Standards-based Structures Practices and Procedures
Standards-Based Instruction feels like? “Kids enjoy classes like shop, gym, and band because there’s a premium placed on doing the activity rather than talking about it. Workshop embraces that same premise.” --Ralph Fletcher, Writing Workshop: The Essential Guide, p.2
Predictable Classroom Structures “It is significant to realize the most creative environments in our society are not the ever- changing ones. The artist’s studio, the researcher’s laboratory, the scholar’s library are each deliberately kept simple so as to support the complexities of the works-in-progress. They are kept predictable so that the unpredictable can happen.” Lucy Calkins, Lessons From a Child, 1983
Standards-based Practices and Procedures “PREDICTABLE” Classrooms What does the research tell us? Many students’ lives are not predictable. Some aren’t sure who will be at home….if someone will be at home. There is no routine for doing homework or getting help. Life might be chaotic. As educators we cannot control these environments. We CAN control the environment of our classroom. When students know what happens and when it happens every single day in our classrooms, those very procedures can provide a sense of security in students’ lives….if only for an hour or two.
What routines do you plan to establish during the first two weeks of school? Write down your thoughts…
Teaching students to interact in civil and polite ways… Think about: • How do we/ When do we : Get in line, Take turns, Raise our hand, Share materials, Help one another • Levels of Voices : Class voices, Hallway voices, Conference voices, Discussion voices, Presentation voices • Building a Community of Learners • Civil words - Excuse me, May I, Thanks, Please, Could you help me? I think I heard you say, I’m not sure I agree with that statement. Civil actions - Show compassion for others at all times …. Look at people when they are talking, Raise hand to speak, Ask for help or to borrow items, Stay in your space, Accept differences in other people Accountability : Students hold each other responsible for the practices in this room
Materials (suggestions only) • How does the room arrangement support the learning? • Writing & Reading Notebooks for each student • Paper, Pencils, Pencil sharpener – How does one get things done? • Tissues- How and when may I blow my nose or throw away trash? • Classroom library – When may I peruse the library? • Writing Folders - Two writing folders per student: • Works-in-Progress Folder • Finished Work Folder • How and when do I get my folder?
What does an effective teacher’s classroom look like? • There is little or no down time • Procedures and routines are evident and consistent • The teacher's rapport with students is evident • The classroom is well organized • The teacher is well prepared for each lesson • The lessons relate to real life and are student oriented • Transitions are smooth • The teacher moves around the room frequently • Incorrect responses from students are dignified by the teacher • The teacher models skills for students • The students are actively involved in all lessons • The atmosphere is comfortable and pleasant with lots of smiles and encouragement
Effective Teaching Practices (Look at the words below. Think of a teacher you have seen exemplify one of the following or a practice you have, share your thoughts with those at your table.) • Expectations • Model • Consistent • Variety • Positive Reinforcement • Planning
The Workshop Model Work Opening Time Closing
Opening Lesson The opening lesson is a focused lesson regarding the standard. The lesson focuses on either a process, a skill, or a procedure for rituals and routines.
Work Time Students are using the strategy/skill they learned in the opening lesson. Students also reference the artifacts/charts in the room when they have a question. Students become more independent learners in the workshop.
Conferencing Teachers and students are involved in conferences. Students may also participate in peer conferences during the work time.
Conferencing: Teacher Responsibilities ➢ Listen to what the student says. ➢ Look at the student as you speak. ➢ Ask questions that help the student think about his/her work. ➢ Take notes. ➢ Guide the student in setting specific goals.
Conferencing: Student Responsibilities ➢ Come with the things you need. ➢ Be prepared to discuss your work with the teacher. ➢ Look at the teacher as she speaks. ➢ Listen to what the teacher says. ➢ Think! ➢ Ask questions. ➢ Walk away with a specific goal. ➢ Come back for another conference if you need one.
Small Group Instruction The work time is also a time to meet with a small group for guided instruction.
Closing Students share their work and receive meaningful feedback from their peers.
Writers and Readers Need Regular Chunks of Time: Time to Share Author’s Chair Mini-Lessons (10 10 min.) (10 – 15 min.) • Students Share • Instruction • Read Around Time to - Skills • Tie to Lesson Teach - Strategies - Craft - Procedures Work Time (40 min.) Writing Independent Reading Planning Guided leveled reading • Drafting Words Their Way • Revising Road to the Code • Editing Road to Reading • Publishing Quick Reads Time to • Genre Studies Work • Writing/Reading Conferences • Response Group So Socia ial St Studie udies and Sc Scie ience ce Non-fic icti tion texts ts
Mathematicians Need Regular Chunks of Time: Opening Closing (15 - 20 minutes) (10 minutes) • Students share solutions and • Presentation of task strategies • Students asking • Clarification of any confusion questions to clarify task or errors instructions • Connections between different strategies and content areas • Emphasis on accountable talk Work Time (30 minutes) • Students actively engaged in task either solo, with a partner, or in a group • Focused math groups • Teacher making notes of common errors and/or different strategies
Scientists and Historians need Regular Chunks of Time: Time to Share Author’s Chair Opening (10 10 min.) (10 – 15 min.) • Students Share • Instruction • Tie to Lesson Time to - Anticipatory Set Teach • Close Reading • Discussion • Directions for task or experiment Work Time (40 min.) • Performance Task/Experiment • Gro roup work ork • Te Teacher will be confere rencin ing g with ith stu tudents ts • Response Groups • Writi Writing g to o sou ourc rces Time to • Re Research Work • So Socia ial St Studie udies and Sc Scie ience ce Non-fic icti tion texts ts
Artifacts – the tangible supports that assist in student learning • Posting the standards • Focused lessons tied to the standards • Specific studies around topics or genres • Anchor charts produced by you and your students together (not pre-made) • Room arrangement conducive to learning • Classroom Library • Word Wall • Student Work displayed • Useable print – What in the room can students use to help themselves? • Large 3-ring binder for your conference documentation
Reading Anchor Chart
Science Opening Lesson with Anchor Chart
Reading Opening Lesson with Anchor Chart
Writing Anchor Chart
Artifacts from Math Workshop
Word Wall
Recommend
More recommend
