Creating the Confidence To Respond: A Positive Classroom Environment

1
Creating the Confidence To Respond A Positive
Classroom Environment

• Kari Aleshire
• Cristi Camp
• Kristopher Hagan
• Meredith Lundin

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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.

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Classroom One

• S1 theres a man, and hes on a date, and
  theyve gone to the movies. It costs 3.00 to get
  in and hes paid her way, but she doesnt want
  him to do that, so she buys the popcorn.
• Me why do you think theyve 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 theyre 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 dont 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 dont think
  that if women date that the women want to pay
  their own way.

4
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 doesnt make any sense.
• S2 it sort of does, down here, with the popcorn,
  then you get the idea its about going to a
  movie..
• S3 it doesnt 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 dont get it.
• S4 Me neither.
• S5 What is this the person next to him gave
  him 3.00?
• S4 this is stupid.

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Think!

• What made the difference in the two classrooms
  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.

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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 theyre engaged in the
  materials and students engage more when they feel
  comfortable and confident.

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Strategies

• Know Each Others Names
• Its not just about knowing their name, its
  about knowing what person goes with the name..and
  who that person is!
• This makes the student feel like they belong in
  the roomand they are a part of the class!
• Its harder to disrespect someone when you know
  their name ex) Kari youre so dumb! Is a lot
  harder than man that girl in the third row is
  stupid.

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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

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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!

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4th Strategy

• Give Students the Smart Words!
• Make charts both small and large (for desk or
  wall)
• Students dont always have the words to describe
  what theyre reading
• Give them the words!
• Ex) See Handout

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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

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Modeling Guidelines

• Our Guidelines for discussion
• Think Aloud Heres how we would guide a
  discussion in our classroom

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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.

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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 dont agree..
• As I see it..
• I hear what youre saying, but I would like to
  consider _______

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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?

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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.

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Debrief

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