Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Creating a Positive Classroom Climate

In-service workshop
by

Tami Jimenez

on 25 February 2011

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Creating a Positive Classroom Climate

Creating a Positive Classroom Climate A presentation by: Tami Jimenez
What is Classroom
Climate? "The quality of children's life in schools and classrooms apart from the rigor of instruction and curricula" (Matsumura, Slater, & Crosson, 2008) Based on:
Reading of scholarly research
My own reasearch The Concern with Classroom Climate New learning
cannot occur until
we feel safe and secure (Sousa, 2006)




Goals Today:

Discuss following items

Mutual Respect

Teacher Support

Personal Investment Theory

Collaboration and Student Voice

Sense of School Belonging

Goal Achievement Theory

My research findings

Mutual Respect
Negative experiences are transferred over Perception of a safe classroom leads to
(Ryan and Patrick, 2001): Teacher Support Deliberate trusting relationships Continuously working with students Find ways for students to succeed
Differentiated learning/instruction
SDAIE methods
* lower the affective filter (impediment to aquiring a second language)
* Modify speech
* Contextual clues (gestures, role play)
* Multisensory experiences
* Comprehensible input
* graphic organizers
* use examples/analogies
* visual help
* Check comprehension frequently
* Use formative and summative assessments
* Lessons planned carefully with the second-language learner in mind
Vary your assessments One-on-One
Interaction Care Trust learning
(Increased accademic efficacy) Further Findings on Teacher Support Ryan & Patrick's 2001 Study:
"[T]he perception of the teacher
as supportive was a predictor in decreased
disruptive behavoir" (Jimenez, 2009).
"Trust is much easier to maintain than it is to get started and is never hard to destroy" (Baier, 1986).

Break through the barrier Break through the barrier Correlation between teacher respect and peer respect (research by Matsumura, Slater, & Crosson 2008). Academic Efficacy Self-regulation of school work
Higher sense of class belonging Reflect: Building respect What specific strategies do
you use? What specific actions do
you take? What more can you do? The belief that one can achieve a learning goal Important Note:
This was only found when other
variables were involved. Teacher
support alone is not enough. This
speaks to the complexity of a
positive classroom climate. Reciprocation
of teacher behavior Promoting Mutual Respect Get to know your students Prove yourself to be trustworthy Encourage students Give choices (trust them) Conscious decision How can I help student A to succeed? Small groups Don't react
Address behavior privately
Don't engage in arguments Personal Investment theory:
A theory about motivation

Students invest time and energy on meaningful tasks Performance Motivation Performance based on:
* choice
* Persistence
* Continuing motivation
* Activity level Students must experience "pay offs"
* achievement
* personal growth
* life enhancement (relevancy) Motivational levels can be changed
* Way classrooms and school are managed
(climate)
* Oragnization of learning tasks
* Student treatment
How do we increase student motivation? Relevant and meaningful lessons are critical in positive classroom climates (Ennis & McCauley, 2002) Make learning student-centered

* Active learning vs. Passive learning
* Use performance-tasks
(emotional memories are remembered
longer-"How the Brain Learns")
* Vary your teaching methods
* Know your students
* Use minimal direct-instruction Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30% Average Rention rate
After 24 hours (How the Brain Learns, David Sousa)
Discussion group 50%
Practice by doing 75%

Teach others/Immediate use of learning 90% Time to reflect
How do you motivate
your students?
How do you engage
your students?
How much direct
instruction do you use?
What additional things
can you do to motivate
your students?


Collaboration and Student Voice *** Vital part of a positive classroom environment***

* Decisions made together

* Shared power
++ invites disengaged and disruptive students++

* Classrooms as hierarchies produce resentment and lack of participation
(Pomery, 1999)

* Student to student collaboration Ways to implement collaboration Decide on rules together

Allow students to help direct instruction

Give students choices about projects

Use technology (wikis, google documents, online
discussions of literature-moodle)

Student-taught lessons (remember that 90% retainment
factor?) Assess for target growth Teach students with common goals
(i.e. comprehension, phonics, math skills, etc.) Goal Achievement Theory Reflection

How do you collaborate with your students?

What else can you do
to increase teacher-student collaboration? Focuses on students' reasons for engaging, choosing, and persisting in different activities Mastery goals
*Personal improvement
*Skills and abilities
* Accomplishing difficult tasks Performance goals
* Displaying ability in comparison to others
* Achievement is determined by performing better
Performance-approach goals
* Desirable outcomes that display intelligence

Performance-avoidance goals
* Avoid undesirable outcomes that display a lack of intelligence Goal achievement structure critical Disruptive behavior positively linked with personal performance-approach goals and personal performance-avoidance

Disruptive behavior negatively linked with mastery goals approach
http://learner.org/resources/series172.html# Sense of School Belonging Related to achievement
Affected by classroom factors
Increases in positive classroom climates
Decreases at secondary level (previous experiences with teacher respect?)
Higher sense of belonging in girls than boys (cited by Faircloth
& Hamm, 2003)
Promotion of mututal respect increases sense of school belonging
High expectations, higher-ordered thinking, and high engagement
School-wide activities
Clubs
Organizations
Parent participation "A student's felt experience of acceptance, respect, and
inclusion by adults and peers within the school social
enviroment" (McMahon, Wernsman, & Rose, 2009) hierarchy of needs: Psychologist Abraham Manslow
http://projects.coe.uga.edu/epltt/index.php?title=Motivation Mastering Mastery Goals through Mastery Learning Focus on individual goals
Praise students' effort and accomplishes
Don't compare students
Set realistic goals for your students
Assess to inform (give feedback;ongoing ; formative vs. summative)
Consider student conferencing
Enrichment/personal projects during reteaching Reflection How are goals set in your class?
How do you use assessments?
What else can you do to promote mastery goals for your students? My Research * Observed 4th & 5th grade classrooms
* "Sign System for Observing the Dimensions of Classroom Warmth and control"
*Levels of warmth and control
* Warmth: Teacher-student interaction: encouragement; incorporation of student ideas;
response to student needs High warmth: 59% Low warmth 3 %
* Control: Level of control teacher has over students: accepting different view points;
student choice on projects; information available to students; student participation
High control: 15% Low control: 23% Findings Putting it all together http://learner.org/resources/series172.html#
Full transcript