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Mentoring New Teachers in Improving Classroom Management. Establishing the Learning Environment. February 26, 2013. Matt Katz, Stacy Sniegowski. “Effective teaching and learning cannot take place in a poorly managed classroom.”. -Robert Marzano. Give One, Get One. CONNECTOR - PowerPoint PPT Presentation
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Mentoring New Teachers in Improving Classroom
ManagementEstablishing the Learning Environment
February 26, 2013Matt Katz, Stacy Sniegowski
Copyright © 2013 New Teacher Center. All Rights Reserved.
“Effective teaching and learning cannot take place in a poorly managed classroom.”
-Robert Marzano
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Give One, Get OneCONNECTOR
• Write three successes you’ve had in mentoring for classroom management on page 1
• Stand up and exchange one success with someone from a different table
• Continue to exchange until time is up• Be prepared to share
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
OutcomesBY THE END OF THIS SESSION, YOU WILL BE ABLE TO:
• Apply a strategic framework for teaching
• Plan for a narrow focus
• Address mentoring for mindsets
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Agenda
• Connector• Welcome and Overview• Apply a Framework – Here’s What, So What, Now
What?• Narrow Focus – Partner Brainstorm• Mentoring for Mindsets – Problem Posed, Problem
Solved• Closure
Copyright © 2013 New Teacher Center. All Rights Reserved.
Apply a FrameworkSECTION ONE
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Apply a FrameworkA FRAMEWORK SUPPORTS CONVERSATIONS AMONG MENTORS AND NEW TEACHERS
• Offers common language
• Objective
• Connects mentoring to teacher growth
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Apply a Framework: Table Talk
• What points resonate with you? • What questions do you have? • What concerns do you have around applying a
framework?• Be prepared to share
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Apply a Framework: Chicago
ACTION STEPS• Deep dive into the
components
• Integrated language into mentoring conversations
• Collected and shared strategies
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Apply a Framework
• With an elbow partner, or your team table, complete the chart on page 3
Here’s What So What? Now What?A new teacher is struggling with many aspects of classroom management.
The mentor and new teacher use a framework as an objective guide to identify specific areas of growth within a component.
The mentor and new teacher are able to implement and practice strategies aligned with new teacher’s need.
Your Example
Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow FocusSECTION TWO
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow FocusBY KEEPING A NARROW FOCUS, MENTORS CAN PROMOTE FOLLOW-THROUGH OF CONCRETE CLASSROOM CHANGES
• Prevents overwhelming
• Supports purposeful action plans
• Provides foundation for instruction
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow Focus: Table Talk
• What points resonate with you? • What questions do you have? • What concerns do you have around selecting a
narrow focus? • Be prepared to share
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow Focus: Chicago
ACTION STEPS• Limited choices
• Gave ownership of learning
• Prioritized and implemented concrete strategies
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow Focus: Chicago
MENTOR MODULES• Provided specific
strategies
• Promoted independent practice
• Contributed to teacher accountability
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow Focus: Applying the IdeaNARROW FOCUS
• Turn to page 5• What are the challenges your new teacher has?• What are two ways that you might narrow the
focus?• What are your next steps as a mentor?
Copyright © 2013 New Teacher Center. All Rights Reserved.
Mentoring for MindsetsSECTION THREE
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Mentoring for MindsetsWHEN BELIEFS, NOT SKILLS, ARE IN THE WAY OF TEACHER GROWTH, MENTORING FOR MINDSETS SUPPORTS TEACHER PRACTICE
• Challenges assumptions
• Builds reflective teaching practice
• Opens the door
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Mentoring for MindsetsPROBLEM POSED, PROBLEM SOLVED
• Turn to page 7 • Person A shares a mindset challenge (1 min)• Persons B and C discuss questions to unpack (2 min)• Repeat with Persons B and C sharing a mindset
challenge (6 min)
Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.
Reflection3-2-1 PROTOCOL
• 3 ideas I will take away from this session• 2 next steps I can take to implement new ideas• 1 conversation I cannot wait to have
Thank youFor More Information
Matt KatzStacy Sniegowski
[email protected] [email protected]
www.newteachercenter.org