Tonya Artman

&

Cortney West

CARE in the

science classroom

Welcome/Introductions

Let’s begin with a one

minute mingle.

Purpose

The purpose of this session

is to emphasize how CARE

should be used throughout the

entire day. It is more than just the 20 minute

CARE circle. The following essential CARE

for Kids elements should be used

throughout the entire school day.

CHETL

The Characteristics of Highly Effective

Teaching and Learning have been

created by the Kentucky Department

of Education to support the instructional

core. KDE has looked at the research that establishes

what the characteristics are and they have organized the

characteristics around five components:

Learning climate

Classroom assessment and reflection

Instructional rigor and student engagement

Instructional relevance

Knowledge of content

CHETL

As we proceed throughout

the session please be aware

of the CHETL posters around

the room. Upon conclusion of

this session we will explore the CHETL

posters in more detail.

More information can

be found at

www.education.ky.gov

CARE Tools

Signal for Silence

Social Contract

Y-charts

Teacher Language

Tab-In/Tab-Out

Signal for Silence

Teacher hand in the air,

focused attention

Wait for complete silence

Teacher is silent, too…if you want to talk

put your hand down

Remember the goal…you don’t need to

wait for hands to go up if you have the

focused attention

Social Contract

Different from rules…

governs how everyone will

get along

Created with students…teacher is a part

of the community

Preferably a team social contract

Y-Charts

Used prior to any activities

It is in student language

Remember to reflect at the end

Teacher Language

Reminding

Can be proactive (before beginning

something) or reactive (after something has

started and students are not doing it)

Redirecting

This is a directive…not a request

Delivered neutrally, calmly

Redirection of individuals needs to take place privately or one-on-

one

Reinforcing

Non-judgmental (don’t say…”I like the way…” …it is not about you

Be specific in the reinforcement (I noticed you came prepared for

class everyday this week. What was different about this week?

What did you do differently?

Tab-In/Tab-Out

Take a break in the classroom and take a

break in a buddy room should be used as

a management tool to manage classroom

behaviors

It is a gift…for it to sound that way, you have to

catch the unfocused behaviors early…before you are frustrated

Students in TAB should reflect…no drawing, writing, reading…it

is a time for reflection on the reason they were asked to TAB and

what they need to do to rejoin the group

Students return when they are ready

You not only have to teach students what to do for TAB, but also

the rest of the class on how to act when someone is given a TAB

Work the Plan

Model the content lesson

Reflection

What were some things that you noticed

about the lesson?

What specific CARE connections did you

see?

CHETL (Characteristics of Highly Effective

Teaching and Learning)

Gallery Walk

Participants will walk around and put a filled-out post-it next to the Characteristics of Highly Effective Teaching and Learning (CHETL) that are represented in the lesson

Turn to a partner

What is one thing you saw in the lesson that you thought went well?

What is something you don’t currently do that you would be willing to commit to trying this coming school year?

Resources

Character Education

Sean Covey’s website

Kentucky Teacher