1. Responsive Management 1 Pro-Active Teacher Moves: Teaching Smarter not Harder Program for Standard English Learners Academic English Mastery Program

2. CLR Expanding Academic Vocabulary (Responsive Vocabulary) Increasing Student Engagement, Decreasing Classroom Management Challenges (Responsive Management) Using all types of Texts Culturally and Linguistically (Responsive Literacy) 2 Infusing Situational Appropriateness with Language and Behavior (Responsive Language) Creating an Inviting Learning Environment for Student Success (Responsive Environment) Five CLR Pedagogical Areas

3. Classroom Management 101 3

4. How might you prevent this? 4

5. Objectives 5  Define Culturally Responsive Classroom Management  Build capacity around the Three Rs and Effective Classroom Management  Explore the purposeful use of Attention Signals and Protocols

6.  “To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.” Common Core Standards Book, College and Career Readiness Anchor Standards for Speaking and Listening, page 20 Standards Connections

7. What is Culturally Responsive Classroom Management? 7

8. Numbered Heads 8 Think- Ink: “What do you think culturally responsive classroom management looks like?” At the signal do a whip around to share responses Be prepared to share one characteristic as a table group

9. CLR 9 “CLR is the validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society (Hollie, p. 23).” REVIEW

11. Traditional Responsive Culturally Responsive 11 Create Instructional Range REVIEW

12. The Big Picture 12 “The objective of Cultural and Linguistic Responsiveness (CLR) is to increase student engagement and decrease management issues with responsive strategies and activities (Hollie, p. 23).”

13. Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students ) Intensive social skills training Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Alternatives to suspension and expulsion Community and service learning Intensive social skills training Self-management programs Parent training and collaboration School based adult mentors Increased academic support and practice Alternatives to out-of-school suspension Community and service learning Effective academic support Social skills training Positive, proactive discipline Teaching school behavior expectations Active supervision and monitoring Positive reinforcement systems Firm, fair, and corrective discipline Effective classroom management Community and service learning Adapted from: Sprague & Walker, 2004 13

14. V alidate A ffirm B uild & B ridge Validate : Making legitimate that which the institution (academia) and mainstream media have made illegitimate culturally and linguistically Affirm: Making positive that which the institution (academia) and mainstream media have made negative culturally and linguistically Build: Creating the connections between the home culture/language and the school culture/language through instruction (teaching necessary skills) for success in school and the broader social context Bridge: Creating opportunities for situational appropriateness or utilizing appropriate cultural or linguistic behaviors HAND OUT

15. 15 Responsive Classroom Management Validates and Affirms Effective Attention Signals Participation and Discussion Protocols Infusion of movement Extended Collaboration Opportunities

16. The Three Ps and Rs for Effective Classroom Management 16

17. 17 Teachers who are intent on incorporating CLR into their classroom management system should subscribe to the Three Ps. Positive Proactive Preventive Culturally Responsive Management

18. 18 CLR does not replace ineffective classroom management. RAPPORT RELATIONSHIP RESPECT Find out what it means to me ! Culturally Responsive Management

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20. Rally Table 20 What do you do to build rapport, relationship and respect? What evidence do you have that your management style supports the Three Rs? Each participant will take turns passing their response to the prompt, building upon the response making a contribution until time is called.

21. Three Rs in Action! 21 My Theme Song: Song Title: Uptown Funk Lyrics That Most Represent you: “ Don’t believe me just watch ” Artist: Mark Ronson feat. Bruno Mars Explanation: Actions speak louder than words My Theme Song: Song Title: Uptown Funk Lyrics That Most Represent you: “ Don’t believe me just watch ” Artist: Mark Ronson feat. Bruno Mars Explanation: Actions speak louder than words HAND OUT

22. Integration of Technology 22 bit.ly/MYANTHEM

23. More than just a survey… 23 Present lyrics as examples of figurative language, use for call and response Make references to students’ favorite shows when discussing character and conflict Create class playlists to play during musical shares or during transitions between activities

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25. “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou Maya Angelou

26. Use of Attention Signals & Protocols 26

27. What are Attention Signals? 27 An attention signal is an agreed upon verbal or non- verbal cue used to bring back students to focus when they are engaged.  To clarify directions  To transition during the lesson  To bring the lesson to a close

28. Change it Up! I’ll wait… Are you ready? Yes, we’re ready! Flick the lights for quiet Boys and girls! Let’s get quiet! It’s time to end math and start Language Arts. Clap-Clap- Clap-Clap Clap Clap-Clap Clap-Clap- Clap-Clap Clap Clap-Clap Readers are…Leaders Change it Up!

29. Protocols for Engagement 29 Explicit, structured norms for participating in whole group discussions Decreases cultural misunderstandings and validates a variety of cultural behaviors and practices Communicates high expectations for participation and accountability Opportunities to practice situational appropriateness

30. Purposeful use of Protocols 30 HAND OUT

31. Cultural Learning Behaviors 31 HAND OUT

32. Video Example 32 As you watch the video of a responsive classroom, take notes of your observations on the graphic organizer provided. Remember the video is edited for the sake of time. HAND OUT Teacher MovesStudent Moves

33. Protocols in Action 33

34. Get Started! 34  Identify 3-4 new protocols that you will use on a consistent basis  Post explanations of the Participation and Discussion Protocols in a prominent area  Introduce and teach the protocols with low- content, high-interest activities that focus on the structures of the protocols

35. Vignettes 35

36. Discussion Question 36 At your table group, please discuss the following question regarding your vignette. Which strategies might assist the teacher with increasing student engagement and decreasing management issues?

37. Reflection 37

38. Let’s Recap… 38 Which strategies can I use? What will be my next steps ?

39. Plan Do Check Act Plan Deliver Reflect Cycle

40. Start CLR Now! 40  Be determined and prepared to go responsive when necessary  Start with 3 attention signals and 3 movement activities that go across the instructional range  Build a community of acceptance, respect of diversity (ALL), and tolerance with meaningful activities, rituals, and infusion into your daily instruction

41. Resources 41

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