From Chaos to Community:From Chaos to Community:

Creating a Classroom Conducive to Creating a Classroom Conducive to Interactive LearningInteractive Learning

Christie Norris, Project DirectorChristie Norris, Project DirectorNC Civic Education ConsortiumNC Civic Education Consortium

UNC-Chapel Hill ’s Program in UNC-Chapel Hill ’s Program in the Humanities & Human Valuesthe Humanities & Human Values

cnorris@unc.educnorris@unc.edu

• Learn about the Learn about the UNC-Chapel Hill Civic Education UNC-Chapel Hill Civic Education ConsortiumConsortium, and our umbrella organization, the , and our umbrella organization, the Program in the Humanities and Human ValuesProgram in the Humanities and Human Values

• Think about Think about achievementachievement in terms of building a in terms of building a foundation for it to occur. foundation for it to occur.

• Think…and then DO.Think…and then DO.

• Be our friend. Be our friend. – www.civics.org www.civics.org

– CEC Monthly E-NewsCEC Monthly E-News

– cnorris@unc.edu cnorris@unc.edu

GoalsGoals

– Trainings for teachers, after school providers & community Trainings for teachers, after school providers & community organizationsorganizations

• Workshops and summer institutes provided Workshops and summer institutes provided freefree to NC educators and to NC educators and include presentations from scholars paired with pedagogical explorationinclude presentations from scholars paired with pedagogical exploration

– An Indigenous Peoples’ History of the United States, March 27-28 at the NC An Indigenous Peoples’ History of the United States, March 27-28 at the NC Museum of History in RaleighMuseum of History in Raleigh

• Customized trainings for schools, districts, & community organizationsCustomized trainings for schools, districts, & community organizations

– Online Database of K-12 ResourcesOnline Database of K-12 Resources• Lesson plans aligned to the Essential Standards in Social StudiesLesson plans aligned to the Essential Standards in Social Studies• Activities & Guides on topics ranging from classroom management to Activities & Guides on topics ranging from classroom management to

character educationcharacter education

– Assistance developing curriculum, projects, activities, simulations, etc.Assistance developing curriculum, projects, activities, simulations, etc.• Lesson plan or activity requestsLesson plan or activity requests• Assistance in developing student leadership groups , Youth Councils, etc.Assistance in developing student leadership groups , Youth Councils, etc.

The North Carolina Civic Education The North Carolina Civic Education Consortium – Consortium – www.civics.orgwww.civics.orgUNC-Chapel Hill’s Program in the Humanities & Human ValuesUNC-Chapel Hill’s Program in the Humanities & Human Values

• Attend seminars at a 50% discount when registering (making the typical Attend seminars at a 50% discount when registering (making the typical cost approximately $30)cost approximately $30)

• Receive a Receive a $75 stipend$75 stipend after attending ( after attending (Teachers can receive one stipend Teachers can receive one stipend per semester.)per semester.)

• While these lectures are designed for a general audience and will not While these lectures are designed for a general audience and will not include pedagogical training, they are an excellent way for teachers to include pedagogical training, they are an excellent way for teachers to broaden their content knowledge in various subjects as life-long-learners.broaden their content knowledge in various subjects as life-long-learners.

• CEU credit provided.CEU credit provided.• Upcoming seminars include:Upcoming seminars include:

– Aaron Copland: An American Composer and His CenturyAaron Copland: An American Composer and His CenturyApril 10-11, 2015April 10-11, 2015

– What is Jewish Literature?What is Jewish Literature?The Uhlman Family SeminarThe Uhlman Family SeminarApril 18, 2015April 18, 2015

http://humanities.unc.edu/http://humanities.unc.edu/

Program in the Humanities and Human Program in the Humanities and Human ValuesValues, UNC-Chapel Hill, UNC-Chapel Hill

• What is the most important factor that What is the most important factor that governs student learning?governs student learning?

The Art of TeachingThe Art of Teaching

• In a study reviewing 11,000 pieces of research that spanned 50 years, In a study reviewing 11,000 pieces of research that spanned 50 years, it was determined that it was determined that the most important factor governing student the most important factor governing student learning is classroom management.learning is classroom management.

“ “What Helps Students Learn,” What Helps Students Learn,” Educational LeadershipEducational Leadership..

• What is classroom management?What is classroom management?

– all of the things we do to organize students, space, time, and materials so that learning takes place

– We forget this involves teaching students predetermined procedures and routines that ensure a structured, stress-free environment.

• When classrooms aren’t managed, they will become chaotic.When classrooms aren’t managed, they will become chaotic.

Classroom ManagementClassroom Management

• Before you teach curriculum, you must teach expectations and procedures.– Assume nothing.

• Ideally, devote several class periods (partially or whole) to laying the foundation of your classroom community, beginning on the very first day of school, with revisiting and reflection throughout the year.

– TIME becomes a greater enemy if you let it frighten you into skipping the crucial process of laying your foundation.

• It’s never too late – even if beginning mid-year, there are steps you can take to transform your classroom into a functioning community.

• Classrooms can be caring, thought-provoking, challenging, and successful when teachers begin with classroom management procedures that create consistency and facilitate relationship-building.

Managing Your ClassroomManaging Your Classroom

• The benefits for The benefits for studentsstudents is exponential. is exponential.

– Student achievement at the end of the year is directly related to the Student achievement at the end of the year is directly related to the degree to which the teacher establishes good control of the classroom degree to which the teacher establishes good control of the classroom procedures in the very first weeks of the school year.procedures in the very first weeks of the school year.

– Negative behaviors and disruptions will decrease.Negative behaviors and disruptions will decrease.– Student anxiety will lessen.Student anxiety will lessen.

• The benefits for The benefits for teachersteachers is exponential. is exponential.

– You will gain You will gain more time for teaching more time for teaching throughout the year.throughout the year.– It will make your job It will make your job easiereasier and and more enjoyablemore enjoyable..

WHY ???WHY ???

Facilitating Community in the Facilitating Community in the ClassroomClassroom

1.1. Lay the foundation of positive expectations, Lay the foundation of positive expectations, soliciting student input.soliciting student input.

2.2. Teach procedures.Teach procedures.

3.3. Provide opportunities for students to get to know Provide opportunities for students to get to know one another & the teacher in purposeful ways and one another & the teacher in purposeful ways and build relationships.build relationships.

4.4. Work on community building throughout the year; Work on community building throughout the year; revisit and reflect.revisit and reflect.

Teaching Discussion Teaching Discussion ExpectationsExpectations

Overview:Overview:To ensure successful and respectful student discussions (as To ensure successful and respectful student discussions (as a whole class and in small groups), it is important that a whole class and in small groups), it is important that students are first taught procedures for appropriately students are first taught procedures for appropriately conversing. In this activity, students will explore, develop, conversing. In this activity, students will explore, develop, and practice effective ways to hold small group and class and practice effective ways to hold small group and class discussions.discussions.

  

Rules of the GameRules of the Game

• You must participate and make a decision for each You must participate and make a decision for each question.question.

• You must remain silent while participating.You must remain silent while participating.• Be brave enough to answer for yourself; don’t decide Be brave enough to answer for yourself; don’t decide

based on where your friends go. based on where your friends go. • Remember, you are safe to express your opinions in Remember, you are safe to express your opinions in

this classroom community, and you will be respected this classroom community, and you will be respected regardless of your answer.regardless of your answer.

• Be sure to move about the room carefully.Be sure to move about the room carefully.

Agree Disagree

Choose a side…Choose a side…

Agree Disagree

• I prefer the beach over the mountains.I prefer the beach over the mountains.

• If I haven’t had my coffee in the morning, BEWARE.If I haven’t had my coffee in the morning, BEWARE.

• Teaching is one of the most noble professions a person Teaching is one of the most noble professions a person can engage in.can engage in.

• If it snows one more time, I will likely hurt someone.If it snows one more time, I will likely hurt someone.

• There have been days that I have wanted to just give There have been days that I have wanted to just give up. Working fast food might be better than this.up. Working fast food might be better than this.

Choose a side…Choose a side…

Agree Disagree

• Teachers are overpaid.Teachers are overpaid.

• It is important for educators to reflect on their craft of It is important for educators to reflect on their craft of teaching and be willing to try new things.teaching and be willing to try new things.

• I am perfect.I am perfect.

• As an educator, it is my responsibility to teach more As an educator, it is my responsibility to teach more than just course content.than just course content.

ReflectReflect

• What did you do well with while playing the game? Did you follow instructions? Which Community Expectations did you exceed?

• Was anything about that activity challenging?

• Are there any expectations you might need to improve upon? Explain.

• When you heard a statement, did you choose how you respond based on your friends? Why do students sometimes silence their own opinions to be in agreement with their friends?

• What did you notice about our class as a whole based on our answers? Who did you find that you had similarities with that you perhaps didn’t about before?

Verbal Discussions…Verbal Discussions…

• Discuss with students how it is important that they also have time to Discuss with students how it is important that they also have time to verbally share thoughts and opinions in class through discussions. verbally share thoughts and opinions in class through discussions.

• During discussions in small groups and with the entire class, students can During discussions in small groups and with the entire class, students can hear other perspectives on the topic and learn from one another. hear other perspectives on the topic and learn from one another.

• Explain to students how being exposed to deep discussions and being able Explain to students how being exposed to deep discussions and being able to contribute thoughts appropriately is also important not only for this to contribute thoughts appropriately is also important not only for this class, but it is a crucial college and career skill. class, but it is a crucial college and career skill.

• Let students know that just as they respected one another when Let students know that just as they respected one another when physically sharing, the class must be equally respectful when having class physically sharing, the class must be equally respectful when having class and small group discussions.and small group discussions.

Brainstorm Brainstorm

D I S C U S S I O ND I S C U S S I O N• What does a deep, meaningful, and successful discussion What does a deep, meaningful, and successful discussion

involve? involve?

• When we have verbal discussion, how do we ensure the When we have verbal discussion, how do we ensure the discussion is successful? discussion is successful?

• Why is it important that we not feel nervous, defensive, Why is it important that we not feel nervous, defensive, disrespected, or not listened to during a class or small group disrespected, or not listened to during a class or small group discussion? discussion?

• What is enjoyable or valuable about participating in What is enjoyable or valuable about participating in discussions and hearing the opinions of your classmates?discussions and hearing the opinions of your classmates?

Creating Rules for DiscussionCreating Rules for Discussion

1.1. Assign the following roles in your group:Assign the following roles in your group:– ReaderReader– Note takerNote taker– SummarizerSummarizer– Rule reporterRule reporter

1.1. The The readerreader should read the scenario out loud then lead the group in should read the scenario out loud then lead the group in discussing the questions provided. discussing the questions provided.

2.2. The The note taker note taker should take notes on your group’s thoughts.should take notes on your group’s thoughts.

3.3. Compose a rule for discussion based upon the scenario you read. Once Compose a rule for discussion based upon the scenario you read. Once you have brainstormed this and decided upon your final language, the you have brainstormed this and decided upon your final language, the note taker note taker will write your rule on the sheet of chart paper provided.will write your rule on the sheet of chart paper provided.

4.4. The The summarizersummarizer will read your scenario to the remainder of the class and will read your scenario to the remainder of the class and summarize your group’s conversation regarding the questions.summarize your group’s conversation regarding the questions.

5.5. The The rule reporter rule reporter should read the final rule you created to the class and should read the final rule you created to the class and answer any questions. The remainder of class will offer feedback on this answer any questions. The remainder of class will offer feedback on this rule, so be prepared that it might be edited.rule, so be prepared that it might be edited.

ReflectReflect

• Why are these expectations and rules that you have created important to Why are these expectations and rules that you have created important to follow when we are having class or small group discussions?follow when we are having class or small group discussions?

• Why is learning the appropriate way to participate in a discussion an important Why is learning the appropriate way to participate in a discussion an important skill not only for success in this class, but for college, your future career, and skill not only for success in this class, but for college, your future career, and life in general?life in general?

• At the beginning of class we all respectfully expressed our opinions silently and At the beginning of class we all respectfully expressed our opinions silently and we witnessed how we have many differences between us in our preferences, we witnessed how we have many differences between us in our preferences, views, likes and dislikes, etc. Why is it important to be able to express our views, likes and dislikes, etc. Why is it important to be able to express our thoughts out loud just as respectfully? Why must we ensure we listen to thoughts out loud just as respectfully? Why must we ensure we listen to others, even if we don’t agree with their opinion?others, even if we don’t agree with their opinion?

• What should we do if someone violates one of the expectations that we have What should we do if someone violates one of the expectations that we have agreed upon? agreed upon?

Starting on the FIRST DAY…Starting on the FIRST DAY…

• Welcome Students at the DoorWelcome Students at the Door• ““Say Hey Your Way”Say Hey Your Way”

Your mission is to Your mission is to establish student habits… procedures… routines. establish student habits… procedures… routines. Students will develop their own habit patterns in classes where Students will develop their own habit patterns in classes where teachers do not teach procedures and communicate expectations. teachers do not teach procedures and communicate expectations.

When a child walks in the room, your child or anybody else’s child, do your eyes light up? That’s what they’re looking for.

~Toni Morrison

Establishing a Community…Establishing a Community…

• Welcome Students at the DoorWelcome Students at the Door• ““Say Hey Your Way”Say Hey Your Way”

• Get Students to Work Get Students to Work • Always have an assignment involving pencil to paper waiting Always have an assignment involving pencil to paper waiting

when students enter the room.when students enter the room.

• Train them to begin the assignment IMMEDIATELY upon Train them to begin the assignment IMMEDIATELY upon entering the room, beginning on the very first day of school.entering the room, beginning on the very first day of school.

Your mission is to establish student habits… procedures… Your mission is to establish student habits… procedures… routines. Students will develop their own habit patterns in routines. Students will develop their own habit patterns in classes where teachers do not teach procedures and classes where teachers do not teach procedures and communicate expectations. communicate expectations.

• Positive Expectations Positive Expectations • Solicit student inputSolicit student input• ““An Ideal Classroom Community Member” An Ideal Classroom Community Member” & & “Respect or Disrespect”“Respect or Disrespect”• Have your current students write letters to your future students at the end of this Have your current students write letters to your future students at the end of this

year.year.

• Teach ProceduresTeach Procedures• You do not have to teach ALL procedures at once; teach them on a “need to know You do not have to teach ALL procedures at once; teach them on a “need to know

basis”basis”• Be consistent & don’t give up after a few days. Be consistent & don’t give up after a few days. Time spent teaching, monitoring Time spent teaching, monitoring

and reinforcing routines and procedures will pay tremendous dividends all year.and reinforcing routines and procedures will pay tremendous dividends all year.• Don’t teach procedures in a punitive fashion (drill sergeant); do so professionally, Don’t teach procedures in a punitive fashion (drill sergeant); do so professionally,

respectfully, and patiently. Otherwise, students will tire of the process, feel respectfully, and patiently. Otherwise, students will tire of the process, feel belittled, and behave resentfully.belittled, and behave resentfully.

• ““Tear It Up” & “Artful Teamwork”Tear It Up” & “Artful Teamwork”

• If you are starting mid-year…If you are starting mid-year…

Establishing a Community…Establishing a Community…

• Have an honest discussion with students regarding ways that the class Have an honest discussion with students regarding ways that the class could be better for everyone.could be better for everyone.

• Solicit student feedback.Solicit student feedback.

• Begin implementing changes after a weekend or a school break, starting Begin implementing changes after a weekend or a school break, starting with greeting students at the door.with greeting students at the door.

• While it is easier to create a community if you begin on the very first day, While it is easier to create a community if you begin on the very first day, improvements can still be made mid-year. Do some reading, make a plan, improvements can still be made mid-year. Do some reading, make a plan, and get started.and get started.

Starting Mid-Year?Starting Mid-Year?

civics.orgcivics.org

Waging Peace in Our SchoolsWaging Peace in Our Schools; Linda Lantieri & Janet Patti (Based on the Resolving ; Linda Lantieri & Janet Patti (Based on the Resolving Conflict Creatively Program)Conflict Creatively Program)

Teach Like a ChampionTeach Like a Champion, Doug Lemov, Doug Lemov

Discipline without Stress, Punishments, or RewardsDiscipline without Stress, Punishments, or Rewards; Marvin Marshall; Marvin Marshall

Teaching Tolerance: www.tolerance.org Teaching Tolerance: www.tolerance.org

Engaging Schools (formerly Educators for Social Resposibility): Engaging Schools (formerly Educators for Social Resposibility): http://engagingschools.org http://engagingschools.org

Rita Pierson: Rita Pierson: https://www.youtube.com/watch?v=SFnMTHhKdkw

Christie Norris, Christie Norris,

Civic Education ConsortiumCivic Education Consortium

cnorris@unc.edu www.civics.org cnorris@unc.edu www.civics.org

For Further ExplorationFor Further Exploration