1.  Stage II. Establishing Expectations By: John Nero Frank Cortese Krista Hallenbeck Valerie Gambino

2. Opening Quote  Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world

3. The Weekend Is Near  This activity combines a chant with pantomime. Everyone says the chant together. Going around the circle, each student answers the question(“Watcha’gonna do when it really gets here?’) with an action verb and movement represent the action. The group repeats the verb and the movement.

4. Example  Group: Hey there, _________ (student’s first name), The weekend is near.  Whatcha’ gonna do  When it really gets here? Student: I’m gonna __________, ___________, _________ (action verb and movement) Group: S/he’s gonna __________, ___________, _________, (repeat verb and movement)

5. Example Continued..  Group: Hey there, Sarah, The weekend is near. Whatcha’ gonna do When it really gets here?  Sarah: I’m gonna read, read, read. (Pantomimes reading a book)  Group: She’s gonna read, read, read. (All pantomime reading a book.)

6. Purpose of the Morning Meeting To make students comfortable, friendly and talkative with each other everyday. To get to know one another.

7. Establishing Expectations (Stage II)  Stage II is the stage in which the teacher and students make explicit, practice, and establish the specific norms, roles, rules, and procedures the will form the foundation of the functioning classroom learning community culture.

8. Preparation The primary goal in stage II for teachers is to plan how to introduce norms, roles, rules, and procedures.

9. Primary goal is done by providing:  1. Descriptions of the norms, roles, rules, and procedures  2. Reasons for their existence  3. Illustration of what they look like in the learning community  4. Practice opportunities  5. Feedback to individuals and the group  6. Consequences for the individual and the community when they are not used.

10. Implementation The learning- community teachers primary roles in establishing expectations are to communicate clear and explicit instruction. Also, monitor and asses the impact of the activities.

11. Activities for Teaching Norms Norms describe the classroom learning- community cultural expectations. The norm is the standard for right and proper behavior, or the convention for living together, in the classroom community.

12. Activities for Norms  Discourse  The nature of the discourse among learning-community members reflects their respect for each other as people, their respect for their own and others, ability to learn, and honesty in assign their own ability to get help or help others.

13. Activities for Norms  Cooperation  Activities the facilitate learning how to cooperate contain processes that require groups of students to work together to come up with a solution to a problem or a product.

14. Cooperation Activity  Goal is for each group to have 2 complete sentences in front of them.  The group should work together.  Students may ask questions  The task is finished when the group has 2 complete sentences in front of them.  After the activity groups should list the things they saw, thought, and said to help their group.

15. Purpose of the cooperation activity Will give students in small groups practice in encouraging others to: Speak Synthesizing information Organizing and staying on task Provide information in a timely fashion

16. Activities for Norms  Respect for other Communities  Other classrooms, other schools, other neighborhoods, and other cultures are all examples of different communities.

17. Activities for Teaching Rules Rules for a classroom learning community should be congruent with the explicit norms. Rules that interfered with students’ talking to each other, getting help, or receiving help would not be congruent with learning-community norms.

18. Activities for Teaching Rules  Example:  Teachers must communicate the rules and their purposes, illustrate or model examples, and non-examples, provide practice/support/fee dback, and monitor.

19. Activities for Teaching Roles Teaching interactive groups roles is key to helping individuals to become successful learning-community members.

20. Type of Roles Organizer  Provides a means for people to act responsibly when they are not the group facilitator.  Helping the group make progress is the responsibility of all group members. Linker  Involves tying what is being said together to help others or oneself make sense of or clarify what is happening.

21. Types of Roles Contributor  Providing information or sources for information is the primary function Encourager  Involves helping others to make their points, clarifying the meanings of others’ statements, and including individuals who are not participating.

22. Activities for Teaching Procedures Procedures need to facilitate smooth function are like rules and roles in that they facilitate the creation and maintenance of the classroom learning community.

23. Six Affective Teaching Procedure Steps to Students  1. Provide an explanation of a given routine.  2. Illustrate the steps in the routine.  3. Depending on the grade level, either have the students go through the routine or ask them to verbally reflect back the rationale and the steps.  4. Provide the opportunity for students to practice the routine.  5. Give feedback  6. Monitor the students throughout the period during which the routine is being established.

24. Reflecting Reflection on the classroom community yields information about whether or not adjustments need to be made- for example, adjustments in tasks, rules, procedure, or roles.

25. Two Types of Reflecting First  Reflect on the initial establishment of expectations. Second  Reflect periodically to be sure that the expectations are maintained and refined.

26. Ending Quote  Education is the most powerful weapon, which you can use to change the world!