Structuring for Student Success and yours, too

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Structuring for Student Success (and yours, too!)
Based on The Effective Teachers Guide 50
Ways To Engage Students in Learning. San Diego
APD.

• Nancy Frey, Ph.D.
• San Diego State University

To order, contact PEAK Parent Center, Colorado
Springs, CO at 719-531-9400 or www.peakparent.org
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Lets Make a Foldable

• Bound Book

Good for journal writing, notes
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Engaging Students

• Through Classroom Procedures
• Through Organization
• By Building Community
• Through Peer Partners
• For Learning
• Through Reading

Frey, N. (2004). The effective teachers guide
50 ways for engaging students in learning. San
Diego APD.
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Classroom Rules and Procedures
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Effect of Rules and Procedures
Marzano, R. J., Marzano, J.. S., Pickering, D.
(2003). Classroom management that works
Research-based strategies for every teacher.
Alexandria, VA ASCD.
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Specific Rules

• Raise your hand to speak in class.
• Enter the room quietly and put your belongings
  away.
• Keep hands and feet to yourself.

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General Rules

• Take care of yourself.
• Take care of each other.
• Take care of this place.

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Best Practices for Rules - 7 (p. 15)

• Brief and positively stated.
• Post the rules.
• Teach and rehearse the rules.

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When to Intervene? 7 (p. 17)

• Is the behavior harmful?
• Is it distracting to others?
• Is the student testing the system?
• Is the behavior contagious?
• Is there a pattern of misbehavior?

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Lets Make a Foldable?
Zip Strip
Good for vocabulary terms and definitions
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How to Intervene 7 (p. 17)

• Move closer
• Signal
• Redirect
• Replace
• Reduce
• Relocate
• Ignore

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Coaching Corner

• Discuss strategies you use for establishing
  rules and procedures in your classroom.

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Organization
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Effective Elementary Learning Environments
Learning zones
Materials organized
Designed for independence
Schedules posted
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Distributing Materials - 17 (p. 35)
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Organizing for Missed Assignments

• Have a system for getting assignments after an
  absence
• Absence Log - ( 10 p. 23)
• Assignment Partner - (34 p. 61

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Coaching Corner

• What are your plans regarding the physical
  environment? In what ways can these changes
  contribute to the smooth operation of the class?

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Community in the Classroom
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Effects of Student-Teacher Relationships
Marzano, R. J., Marzano, J.. S., Pickering, D.
(2003). Classroom management that works
Research-based strategies for every teacher.
Alexandria, VA ASCD.
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Lets Make a Foldable?

• Two-tab fold
• Good for contrastive concepts

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Teacher Behaviors That Destroy

• Anger and punitive punishments
• Sarcasm
• An us versus them attitude
• Avoidance
• Disappointment and disapproval

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Teacher Dispositions that Build Community

• Emotional objectivity
• Demonstrating concern and cooperation
• Uses humor when appropriate
• Personalizes learning activities
• Engages in physical behaviors that communicate
  interest

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Strategies for Building Community

• Interest surveys
• Learning about self and others (literature, life
  boxes)
• Sociograms
• Handling conflicts
• Dealing with bullying

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Coaching Corner

• In what ways are you learning about your students
  and building community?

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Peer Partners
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On-task Partners- 33 (p. 61)

• On-task partners monitor each other.
• Follow the direction of the teacher.
• Check to see if your partner is doing the same
  thing.
• If not, quietly help.
• Make sure they know how to help!

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Response Partners - 31(p. 58)

• Look Make eye contact with your partner so you
  know you have his or her attention
• Lean Move heads close together so you can be
  heard
• Whisper Speak in a soft tone so others can be
  heard
• Archer, A., Gleason, M. (1994). Skills for
  school success. North Billerica, MA Curriculum
  Associates.

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Response Cards - 43 (p. 74)

• Students furnish answers using prepared cards or
  original answers written on whiteboards
• Prepared Cards Write-on boards
• True/false shower board
• Math symbols chalkboards
• Vocabulary transparent report cover

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Coaching Corner

• How do you create opportunities for students to
  work together?

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Engagement Through Learning
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Lets Make a Foldable?

• Envelope Fold
• Good for 4-part concepts

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RAFT Writing - 38

• Role of the writer (who is the writer?)
• Audience (who is the reader?)
• Format (what format will be used?)
• Topic (what is the subject of the piece?)

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RAFT in Science

• R - Your digestive system
• A - Chocolate
• F - Love letter
• T - Why I need you

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Instructional Routines

• Bellwork to start class
• Sequence cards class readings
• Whip around share out
• Walking review to review new information

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Coaching Corner

• What instructional routines do you use to
  reinforce new concepts?

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Engagement Through Reading
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Reading Preferences ages 7-13

• Study of library preferences of over 2000
  students
• Animals (across genders)
• Science (across genders)
• Sports (boys)
• Literature (girls)
• Strum, B.W. (2003). The information and reading
  preferences of North Carolina children. School
  Library Media Research, 6.

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4 Ways to Engage in Reading

• Choral Reading - 47
• Cloze Reading - 48
• Read Around - 49
• Rapid Retrieval of Information - 50

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Coaching Corner

• In what ways can students read together to foster
  learning in your classroom?

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