Presented By: Kathy Kennedy, Ed.D. Associate Superintendent Instructional Design and Innovation Marcy Cooper Principal Southern Pines Elementary School Presented By: Kathy Kennedy, Ed.D. Associate Superintendent Instructional Design and Innovation Marcy Cooper Principal Southern Pines Elementary School Growing Great Classrooms

Learning Targets ~ I can review how we determined the “Growing Great Classrooms” focus for MCS ~ I can identify and define the MCS characteristics of a great classroom ~ I can determine how to create a positive emotional climate with clear procedures and routines.

Growing Great Classrooms According to Jim Collins, author of Good to Great, the worst enemy of great is good. choice In his most recent book, Great By Choice, Collins indicates greatness happens by choice, not by chance. choose every According to Dr. Spence, “Our hope is to move our very good school system to the great school system we choose to become.” Our focus on Growing Great Classrooms is one key part of this process. Implementing consistent, research- based, time tested effective instructional strategies in every MCS classroom will help all students achieve their best.

To begin our mission, MCS leaders surveyed staff members in 12,000 April 2013 to determine the characteristics of great classrooms. Over 12,000 years of experience from teachers and administrators of 23 schools and central office administrators indicated certain characteristics exist in the most effective classrooms. Six characteristics emerged and will serve as our monthly focus in MCS during the school year. Growing Great Classrooms

emotional a positive emotional climate with clear procedures and routines; organized an organized lesson built around clear, measurable learning targets; engaged actively engaged and motivated students; meaningful meaningful and relevant learning for all students; rigorous rigorous learning that is differentiated to meet the academic needs of all students; feedback performance feedback is abundant, immediate, and specific 6 Characteristics of Great Classrooms

emotional a positive emotional climate with clear procedures and routines; organized an organized lesson built around clear, measurable learning targets; engaged actively engaged and motivated students; meaningful meaningful and relevant learning for all students; rigorous rigorous learning that is differentiated to meet the academic needs of all students; feedback performance feedback is abundant, immediate, and specific 6 Characteristics of Great Classrooms Nov/Dec Focus

Emotions and the Brain The brain is not a thinking machine; It is a FEELING machine that thinks. that thinks. Growing Great Classrooms

Positive Emotional Climate with Clear Procedures and Routines Read the information on page 4 individually Circle two ideas in each column that are most compelling to you With a partner, brainstorm additional ideas (at least 2) in each column Add brainstormed information to the chart Growing Great Classrooms

Growing Great Classrooms Reflect on the video and the talking points from the t-chart. How does knowing this information contribute to a positive emotional climate?

The Emotional Coding of Memories Growing Great Classrooms Positive or Negative Memory What patterns are you creating? Specific Details about the Memory

Positive Emotional Climate Growing Great Classrooms Students experience the classroom as not just an intellectual space, but also as a social, emotional, and physical environment. Attentiveness to the academic, social, emotional, and physical environment creates a classroom climate conducive to student engagement with the content.

Positive Emotional Climate Handout page 5 Growing Great Classrooms 4 ways to foster a positive emotional climate:  Academic environment  Emotional aspects  Social interactions  Physical environment Center for Innovative Teaching and Learning Indiana University

Positive Emotional Climate Growing Great Classrooms Reflect Solo: How do you attend to the academic, social, emotional and physical needs of your students? Individual Record page 5 Handout page 5

Growing Great Classrooms 1. Review the Aspects of Classroom Climate matrix below. 2. Individually, determine the current conditions in your classroom as reflected by the characteristics depicted on the matrix (+ or -) 3. Discuss your successes and limitations with a partner. ACADEMIC Theory to Practice Handout page 6

Growing Great Classrooms When procedures and routines are carefully taught, modeled, and established in the classroom, students know what’s expected of them and can become more independent, thus feeling empowered in the learning environment. Having predictable patterns in place also allows teachers to spend more time in meaningful instruction. When procedures and routines are carefully taught, modeled, and established in the classroom, students know what’s expected of them and can become more independent, thus feeling empowered in the learning environment. Having predictable patterns in place also allows teachers to spend more time in meaningful instruction.

Positive Emotional Climate Growing Great Classrooms When a student feels intimidated, rejected, or at-risk, an overproduction of noradrenalin causes the student to focus attention on self-protection rather than on learning. Neural Downshifting is the ability of the teacher to reduce stress and threat in the classroom environment to avoid “survival mode” thinking and to increase higher order thinking. Teach Me, Teach My Brain Carol Tomlinson

Growing Great Classrooms With a partner, brainstorm what a well-organized classroom looks and sounds like? LOOKS LIKE SOUNDS LIKE With a partner, brainstorm what a well-organized classroom looks and sounds like? LOOKS LIKE SOUNDS LIKE

Top 10 Classroom Procedures and Routines Growing Great Classrooms 1.Hand Raising to Respond 2.Attention Getting and Non Verbal Techniques 3.Giving Directions Explicitly 4.2 x 10 Positive Connections 5.Repeat the Request/Delayed Response 6.Engagement Techniques 7.Transitions Every Minutes 8.Teach and Pause 9.Finished Early? 10. Readiness Expectations Rick Smith, 2007 Conscious Classroom Management Harry Wong, 1998 The First Days of School

Top 10 Classroom Procedures and Routines Identify 3 important thoughts about the topic assigned “ The important thing about _____ is _________. It is __________. But the most important thing about _______ is _________.” Growing Great Classrooms

Table Top Discussion + What does a positive emotional climate with clear procedures and routines sound and look like in a classroom? Record team ideas on chart paper Be ready to share with whole group in 7 minutes

Growing Great Classrooms The MCS Way! 3. Practice in the classroom daily 2. Discuss in PLCs 1. Study 4. Walk through visits to highlight evidence