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In-Service #6 Group B: Establishing Safe Classrooms
Transcript of In-Service #6 Group B: Establishing Safe Classrooms
In-service 2.1.2013 Safe Environment
with Limits Caring
Relationships Do Now:
Welcome to the "Classrooms in Balance" session, room 14!
Please find a seat and complete parts I, II, and III of the quiz quietly.
This is only for you and will not be collected!
There are no wrong answers; just be honest. Objectives: We will identify characteristics of out-of-balance classrooms.
We will be able to reflect on our own classroom practice, and identify areas where our classrooms are out of balance.
We will determine our own next steps to restore balance in our classrooms. Agenda Do Now: Self Reflection Quiz
Classrooms in and out of Balance
Modeling Restoring Balance
Independent Work Time
Appreciations and Close Warm Strict Students know what to expect.
Students know how to be successful.
Students trust that the teacher will handle misbehavior swiftly and fairly.
Students feel physically and emotionally safe, because other students are not free to hurt them.
Students feel that their teacher expects a lot from them. Students know that their teacher cares for them.
Students feel "seen" by their teacher.
Students feel safe to make a mistake, because their teacher believes in them.
Students feel that the teacher wants them to be successful and believes that they can be successful. When classrooms are out of balance,
how do teachers feel? only strict only warm both warm
and strict neither warm
nor strict I don't like that I need other people to help "control" my class.
Sometimes I just shut down in the classroom.
I feel like the time I spend planning doesn't pay off.
I'm worried that kids think that I think they aren't capable of learning.
I don't have the relationships I want to have with students, and I often feel angry at or hurt by students.
I often leave work feeling defeated. I'm worried that I care too much about whether kids like me.
I think my emotional reactions to middle schoolers' comments are too intense. Kids can really get to me - almost as if I was still in middle school!
I feel worried that I am valuing relationships with kids over their future success. Kids are not achieving as much as they could be if I was pushing them a little more.
I worry that I am putting my own emotional needs over kids'
learning needs. I am worried that kids think that I feel they are "bad kids."
I sometimes regret the things I say to students.
I often leave work feeling angry or guilty.
I don't have the relationships with students that I'd like to have.
I didn't take this job so that I could make kids - and myself - feel bad! This job is really hard, but I feel that the work I am doing is paying off.
I care more about being loved and respected than being liked, so it doesn't bother me much if a student is angry at me in the moment.
My students know I care about them, and that's why I push them so hard.
I leave work feeling tired but happy. What makes this so hard to achieve? Middle school kids are working to make you think that they are older than they really are. They were just in elementary school! For teachers who are recent college grads, it can be hard to step into being the official "grown up" at times. Middle school kids can be mean! Teachers are human beings too, and kids can be hurtful. Part of the work of adolescent development is to push against authority figures and boundaries and to question rules. Classroom systems cannot be "set and forget!" Keeping track of consequences requires you to stay organized every day. It's easier in the moment to just give a warning or talk, but harder in the long-term to manage consistent misbehavior. What does it feel like for kids when a classroom is out of balance? What actions can teachers take to restore balance or maintain balance in a classroom?