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Classroom Management:Under-Resourced Learners
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Ground Rules
Take responsibility for your own learning. Participate. Ask questions. Listen to learn. Respect participants
and presenter. Honor time limits. Silence cell phones (including texting)
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Parking Lot
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1. Understand resources needed for success in school.
2. Determine what resources can be developed in our classroom(s) and/or school(s) for under-resourced learners.
3. Understand the 8 strategies identified to boost student achievement according to the text.
Goals
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What does Under-Resourced Mean?
• Terminology from the United Nations
• Students who do not have access to a number of the resources necessary for school success.
(For our session)
• Purpose: What resources can we develop in our classroom or school?
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Why look at resources? They tell us where to make interventions.
Where do we start with interventions?We work from strengths.
Why look at relationships first? Because they are a primary motivation for learning.
Strategy #1: Assess Resources Of Individual Students To Determine Interventions
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Elementary• Draw a picture• Tell Stories• Do Journal Writing
Secondary• Share experiences• Have individual conferences• Write about oneself. (some fill in the blank examples)
How do you determine resources?
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Seven Characteristics of Relational Learning
Strategy #2: Build Relationships of Mutual Respect with Students
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“Children don’t care how much you know until they know how
much you care.”
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(as viewed by students) Teacher calls students by name. Teacher uses courtesies. Students use courtesies with each other and
with teacher. Teacher calls on all students. Teacher gets into proximity of all students –
daily. Teacher greets students at door. Teacher smiles at students. Classroom has business – like atmosphere. Grading/Scoring is clear and easily
understood. Students may ask for extra help from teacher.
Mutual Respect
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Mutual respect is taught, it is earned, it is reciprocated, and it is insisted upon by the teacher. However, students will not automatically respect a teacher just because he/she insists upon respect. It also must be earned.
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Leads to greater academic success
Increases classroom and school attendance
Lowers incidents of fighting, bullying, and vandalism
Student - School Connectedness
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Language allows a person to…..
Share understandings, experiences, and information with others
Build social capital, express thinking, and organize personal experience
Strategy #3: Teach Formal Register and Story Structure
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1. Frozen - language that is always the same
2. Formal - the standard sentence syntax and word choice of work and school.
3. Consultative – formal register when used in conversation
4. Casual – Language between friends (400-800 word voc.)
5. Intimate – language between lovers or twins
Registers of Language (Joos, 1967)
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Word Know
Think I Know
Have Heard
Guess Definition
saline X A liquid for contact lenses
A salt solution
Vocabulary Development
Word Web
Knowledge Ratings
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Formal –Register Story Structure
beginning plot end
Casual- Register Story Structure
Part of an episode Audience participation ______
Story Structure
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Focuses on the learning partAbstract Representational is the paper world or
world as represented on a computer screen
Examples: Words represent a feeling, but they are not a feeling. Numbers represent an amount, but they are not the actual item being counted.
Strategy #4: Teach Tools for Negotiating the Abstract Representational World
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Situated Learning
Learning is always contextualized and relationship-based
Ex. Laughter is used to lesson conflict
School Learning
Decontextualized and abstract
Laughter during conflict is viewed as disrespectful
Hidden Rules of Learning at School
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1. Mental Models2. Vocabulary – the “what”3. Direct Teaching the Processes- the
“how”4. Having the Students Develop
Questions5. Relational Learning6. (Secondary) Content Availability
Six Key Issues
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Relationships of Mutual Respect with Students
A Systems Approach in the Classroom and on the Campus
Administration Support
Strategy #5 Teach Appropriate Behaviors and
Procedures
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Relationships of Mutual Respect with Parents
Classroom and Campus Procedures
Mediation and Consequences
Strategy #5 Teach Appropriate Behaviors and Procedures
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Adult Voice and Reframing
Strategies for the 10% of Students Who Cause 90% of the Problems
An Understanding of the Law of Truly large Numbers
Strategy #5 Teach Appropriate Behaviors and Procedures
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Schools must have a systematic process for keeping track of student learning.
Strategy #6: Use a 6-step Process to Keep Track of Every Student’s
Learning
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Process 1: Gridding individual student performance
How are our individual students performing against a larger population?
What does a student actually get the opportunity to learn, and how much time does he/she get to learn it?Process 2: Establishing a relationship
between content and time
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Process 3: High-Quality Instruction – Teaching
What was the quality of teaching?
How do we know they are learning?Process 4: Measuring the Learning –
Formative Assessments
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Process 5 : Interventions• Is there a relationship issue?• Is there an issue with the paper world?• Is it a resource issue?• Is there a skills issue?• Is there a biochemical issue?• Is there a curriculum issue? (was it actually taught)• Did the student have enough time to learn it?
What do you do when they did not learn it?
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Process 6: Embedding these processes into the schedule so that professional time is devoted to it.
How do you make sure this process occurs on
a systematic basis?
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Where there is little respect for parents, there is little respect for students.
Strategy #7: Build Relationships of Mutual Respect with Parents
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Strategy #8: Develop Community Collaboration Models to Address
Under-Resourced Situations
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1. Understand resources needed for success in school.
2. Determine what resources can be developed in our classroom(s) and/or school(s) for under-resourced learners.
3. Understand the 8 strategies identified to boost student achievement according to the text.
Revisit Goals
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Thank you for being here today!
Learning Log