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					Creating the Confidence To
   Respond: A Positive
 Classroom Environment


                  Kari Aleshire
                   Cristi Camp
                Kristopher Hagan
                Meredith Lundin
  Rationale: Demonstration
He put down $10.00 at the window. The
 woman behind the window gave $4.00.
 The person next to him gave him $3.00,
 but he gave it back to her. So, when
 they went inside, she bought him a
 large bag of popcorn.
                              Classroom One:
•   S1: there’s a man, and he’s on a date, and they’ve gone to the movies. It costs $3.00
    to get in and he’s paid her way, but she doesn’t want him to do that, so she buys the
    popcorn.
•   Me: why do you think they’ve gone to the movies?
•   S1: because it says he paid her and he paid her at the window…
    S2: …and popcorn, he like bought popcorn and you do that at a movie…
    S3: yeah but it was cheap or maybe like olden times because, look, it was only like
    $3.00.
    Me: What was $3.00?
    S3: the movie.
    Me: How do you know the movie cost $3.00?
    S4: well, look it was $10.00 and then he got $4.00, so that means it was $6.00 in two
    so that is $3.00. See?
    S5: …well, it could have been a matinee.
    S6: nah, not even matinees are like that cheap. This was really long ago.
    S3: or maybe they’re like old, you know like senior discount…
    S1: oh yeah, the over sixty card..
    S3: okay so maybe like over sixty and a matinee…
    S4: okay but you don’t get two discounts.
    S7: and if they were like old then why would they be on a date?
    S8: old people can date. My grandma started dating again when she was old. But I
    don’t think that if women date that the women want to pay their own way….
                      A 2nd Class:

•   Me: well what can you tell me about this passage? (Silence) what do
    you think is happening in this paragraph?
•   S1: this doesn’t make any sense.
•   S2: it sort of does, down here, with the popcorn, then you get the idea
    it’s about going to a movie..
•   S3: it doesn’t say anything about a movie.
•   S2: no, but they bought tickets and [cut off..]
•   S4: where do you get that they bought tickets?
•   S2: here, where it says he gave her the money at the window.
•   S1: I don’t get it.
•   S4: Me neither.
•   S5: What is this: “the person next to him gave him $3.00”?
•   S4: this is stupid.
                  Think!
• What made the difference in the two
  classroom’s conversations?

Having a positive classroom environment gave
   the advanced class the confidence to
   respond and take risks…
If the classroom has a negative environment
   students will not participate or feel
   comfortable being wrong.
                Rationale
• If teachers foster a positive classroom
  environment students will be more likely to
  participate and volunteer.
• A positive environment helps to create
  students with thoughtful literacy skills
• Students learn more if they’re engaged in the
  materials and students engage more when
  they feel comfortable and confident.
Strategies:



   • Know Each Other’s Names:
         – It’s not just about knowing their name, it’s about
           knowing what person goes with the name..and who
           that person is!
         – This makes the student feel like they belong in the
           room…and they are a part of the class!
         – It’s harder to disrespect someone when you know
           their name… ex) “Kari you’re so dumb!” Is a lot
           harder than “man that girl in the third row is stupid.”
     More Strategies…
• Zero Tolerance for Put-Downs:
         » Requires Vigilance
         » The best thing you can do is stop put downs!
         » It lets students know belittling remarks through
           written language, spoken language, or body
           language will not be tolerated..
         » Ex) Bell Ringing
    And More Strategies…
• Three Opportunities to Participate:
          » Allow student to write down their response first…
          » Then do small group discussion so students can
            run their answers by their peers…
          » Then allow for whole class discussion where
            students who feel confident enough can
            participate!
             4th Strategy
• Give Students the Smart Words!
         » Make charts both small and large (for desk or
           wall)
         » Students don’t always have the words to
           describe what they’re reading
         » Give them the words!
         Ex) See Handout
Why are some students reluctant
 to participate in discussion?
Fear of ridicule
Fear of being wrong
Not enough time to consider the
 material or question
Do not yet understand the material and
 afraid to ask a question
Teacher is not clear about whether or
 not participation is expected
    Modeling:
    Guidelines
• Our Guidelines for
  discussion…
• Think Aloud: Here’s how
  we would guide a
  discussion in our
  classroom…
 Examples of Our Guidelines
• 1) We cannot be blamed for the
  misinformation we have learned, but we will
  be held responsible for repeating
  misinformation after we have learned
  otherwise.
• 2) We will share information about our groups
  with other members of this group and we will
  never demean, devalue, or in any way “put
  down” people for their experiences.
            Smart Phrases
• To help students begin discussion or be able
  to communicate on controversial topics..give
  them smart phrases

• “I understand your position, but I don’t
  agree..”
• “As I see it..”
• “I hear what you’re saying, but I would like to
  consider _______”
          Guided Practice..
• Come up with your own guidelines for your
  classroom including the responsibilities of the
  teacher..and the responsibilities of the
  students.
• Write down what guidelines you personally
  would require…
• In small groups choose the 3 guidelines your
  group feels is most important
• Finally, would anyone like to share their
  guidelines with us?
                      Reflection
• Students are more likely to participate in
  discussions if they feel safe.
• It is important for the teacher and students to
  develop guidelines for class discussions, and for
  school psychologists and administrators to help
  enforce them.
• Teaching smart words & phrases equips students to
  respond.
• Constantly assess the climate in the classroom and
  employ exercises to build trust.
• Encourage discussion by giving students control of
  topics and direction of discussion.
                   Debrief

• How can you use the strategies we’ve
  just taught you in your future career or
  current classroom?
     • School Counselor
     • School Psychologist
     • Teacher, Curriculum and Instruction, Special
       Education
     • Literacy Specialist

				
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posted:9/6/2011
language:English
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