CLASS CLASSROOM ORGANIZATION By Lisa Alonso, MS Center Administrator EUCLID CDC

Class Pre-k CLassroom Assessment Scoring Sytem

An observational tool that measures classroom quality. What is class? An observational tool that measures classroom quality. Research implies that the classroom teacher & child interactions is primary core for child/student development.

Past & present Techniques to improve student achievement by establishing Smaller classroom size Teacher’s level of education & credentials Implementation of various curriculums Although these are important… its what a teacher can do with these techniques that has been proven will strengthen student achievement.

Class findings High CLASS Score Greater student behavioral engagement Stronger reading achievements

3 CLASS DOMAINS Emotional Support Instructional Support Classroom Organization Instructional Support Emotional Support

National averages CLASSROOM ORGANIZATION EMOTIONAL SUPPORT Scored between Moderate to High quality CLASSROOM ORGANIZATION Scores in Moderate quality INSTRUCTIONAL SUPPORT Scores in Low quality

SDUSD ECE 2013-14 results

Classroom organization Behavior management Productivity Instructional Learning Formats

We need to teach! “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we………punish? …………………….teach? Why can’t we find the last sentence as automatically as we do the others?” Tom Herner (NASDA President) Counterpoint 1998, pg. 2

Birth – Five If a child is given the capacity by the primary caregiver to form relationships, express emotions, self-regulate, explore with security, then they are experiencing a healthy development. Healthy development ability to: Make friends, follow directions, be empathetic, manage emotions, form relationships. When there are GAPS in development: Challenging behavior exist Behaviors have roots and meaning

Behavior management The teacher’s ability to teach clear behavioral expectations. Teacher uses effective methods and teach to prevent and redirect misbehavior. Clear behavior expectations Proactive Redirection of misbehavior Student Behavior Video Clip

Ca CSEFEL Teaching pyramid

BEHAVIOR MANAGEMENT (class) ALIGNED WITH effective workplace (TEACHING PYRAMID) CLASS TEACHING PYRAMID CLEAR BEHAVIOR EXPECTATIONS Classroom “working” schedule Clear expectations Consistency Clarity of Rules PROACTIVE Anticipation of problem behavior or escalation Efficient Redirection REDIRECTION OF MISBEHAVIOR PDA – Attention to the positive Positive Descriptive Acknowledgement Uses subtle cues to redirect Efficient Redirections STUDENT BEHAVIOR Frequent compliance Little aggression and defiance

PDA Positive Descriptive Acknowledgement Acknowledgement promotes internal motivation “I am a friendly person” vs “Good job” Acknowledgment helps children develop Self efficacy (confidence in their ability) Agency (ability to have an impact on the world) Studies have shown that when teachers talk to children its usually to give directions or to correct inappropriate behavior. GOAL: To acknowledge children when they are engaged in appropriate, pro social behaviors.

Moving from Praise to acknowledgement: Providing children with authentic support Report what you see (Objective narration) example: “You put the blocks away.” Connect it with a desired trait example: “You put the blocks away. You are keeping the area safe.” Emphasize the impact it had on others example: “You put the blocks away. Now someone else can build a tower.” Ask open ended-questions example: “What did you like best about your tower?” Say nothing watch the play Adapted by WestEd CSEFEL Aug 2012 from Hooked on Praise: Quit saying “GOOD JOB!” by Alfie Kohn.

Ratio of negative to positive Directions & Corrections Positive OR Neutral TO TO Positive OR Neutral Directions & Corrections

ACTIVITY

Productivity How a teacher manages instructional time and daily routines. How a teacher provides activities for students so they all have an opportunity to be involved in the learning activities. Maximizing learning time Routines Transitions Preparation Video Clip

Productivity Maximizing learning time Teacher provides activities for the children and deals efficiently with disruptions and managerial tasks. Routines Classroom resembles a “well-oiled machine” everyone knows what is expected of them and how to go about doing it. Transitions Transitions are quick and efficient. Preparation Teacher is fully prepared for activities and lessons.

Instructional learning formats Ways in which teachers maximize students interests and engagement. Providing interesting materials to ensure many learning opportunities. Effective facilitation Variety of modalities Student interest Clarity of learning objectives Video clip

Instructional learning formats Effective facilitation Teacher actively facilitates students’ engagement in activities and lessons to encourage participation and expanded involvement. Variety of modalities Teacher uses a variety of modalities including auditory, visual, and movement and uses a variety of materials to effectively interest students and gain their participation during activities and lessons.

Continued… Instructional learning formats Student interest Students are consistently interested and involved in activities and lessons. Clarity of learning objectives Teacher effectively focuses students’ attention toward learning objectives and/or purpose of the lesson. Advanced organizers- “Let’s look at the pictures before we read it so we know what it will be about.” Summaries- “So we just talked about how farm and zoo animals are different.” Reorientation statements- “We are getting a bit off track; let’s make sure we are thinking about the differences between farm and zoo animals-not what the zoo is.”

WHY class? Research on CLASS has shown throughout the thousands of PreK through 3rd grade classrooms visited, when teachers build strong relationships with their students and have consistent positive interactions with children: Learning becomes maximized Academic scores increase Established language skills Better social adjustments Source: ECLKC, Webcast 2008