Portfolio Help PowerPoint

1. Standard IIIStandard III
Creating an Environment forCreating an Environment for
Student LearningStudent Learning

2. Learning EnvironmentLearning Environment
 Section III focuses on creating aSection III focuses on creating a
learning environment that provideslearning environment that provides
both emotional and physical safetyboth emotional and physical safety
for student.for student.
 Teacher establishes a sense of theTeacher establishes a sense of the
classroom as a community with clearclassroom as a community with clear
standards and a sense of respect forstandards and a sense of respect for
every student as an individualevery student as an individual

3. 3.13.1 Creating a climate thatCreating a climate that
promotes fairnesspromotes fairness
 Teacher’s ability to facilitate andTeacher’s ability to facilitate and
maintain fair classroommaintain fair classroom
interactions between theinteractions between the
teacher and the students andteacher and the students and
among student.among student.
 AllAll students have access tostudents have access to
learninglearning
 Promote sense of self-worth forPromote sense of self-worth for
each studenteach student

4. EQUITY and EQUALITYEQUITY and EQUALITY
 What is fair is not always equal andWhat is fair is not always equal and
what is equal is not always fair.what is equal is not always fair.
 EQUITY – Fairness, impartialityEQUITY – Fairness, impartiality
 EQUAL – Having the same capabilityEQUAL – Having the same capability
or amount as another – substituteor amount as another – substitute
one for anotherone for another

5. Fair TreatmentFair Treatment
 GenderGender
 EthnicityEthnicity
 CulturalCultural
backgroundsbackgrounds
 SocioeconomicSocioeconomic
levelslevels
 ExceptionalitiesExceptionalities

6. Unfair looks like…Unfair looks like…
 Playing favoritesPlaying favorites
 Praise on high achievers onlyPraise on high achievers only
 Allow some students privilegesAllow some students privileges
 Only asking some students to answerOnly asking some students to answer
 Comments that are demeaningComments that are demeaning
 StereotypingStereotyping
 TargetingTargeting

7. An environment of fairness feels…An environment of fairness feels…
 The teacher has created anThe teacher has created an
environment where all students areenvironment where all students are
important and have a right toimportant and have a right to
learning opportunities and attention.learning opportunities and attention.
 The teacher will NOT acceptThe teacher will NOT accept
comments that are demeaning bycomments that are demeaning by
students to other students!students to other students!

8. Bullies in the ClassroomBullies in the Classroom
 It is the teacher’s responsibility toIt is the teacher’s responsibility to
communicate clearly that there willcommunicate clearly that there will
be no bullying in their classroom.be no bullying in their classroom.
Period!!Period!!
 School districts in Ohio are requiredSchool districts in Ohio are required
to curtail bullying.to curtail bullying.

9. How big of a problem isHow big of a problem is
bullying?bullying?
 About ¼ of all elementary and highAbout ¼ of all elementary and high
school students are bullied at leastschool students are bullied at least
once a week.once a week.
 About ½ of all middle schoolers areAbout ½ of all middle schoolers are
bullied at least once a week.bullied at least once a week.

10. Why Bullies Do It?Why Bullies Do It?
1.1. To fit in – low self-esteemTo fit in – low self-esteem
2.2. ½ of all bullies believe they are½ of all bullies believe they are
better than others. They have anbetter than others. They have an
inflated sense of self.inflated sense of self.
3.3. Do not have a happy home live.Do not have a happy home live.
Bullies are more likely to drop out ofBullies are more likely to drop out of
school, engage in abusiveschool, engage in abusive
relationships, and engage in futurerelationships, and engage in future
delinquent behavior.delinquent behavior.

11. Sexual HarassmentSexual Harassment
 1. Any unwanted physical contact1. Any unwanted physical contact
 2. Verbal remarks about the body2. Verbal remarks about the body
 3. Crude language3. Crude language
 4. Remarks about sexuality4. Remarks about sexuality

12. CyberbullyingCyberbullying
 http:/http:/
//Frontline - Growing Up OnlineFrontline - Growing Up Online
What can you do in the classroom?What can you do in the classroom?
http://stopbullyingnow.hrsa.gov/kids/http://stopbullyingnow.hrsa.gov/kids/

13. 3.23.2 Establish and maintainingEstablish and maintaining
rapport with studentsrapport with students
 The teacher’s ability to relateThe teacher’s ability to relate
positively to students as PEOPLE!!positively to students as PEOPLE!!
 Teacher shows warmth, humor,Teacher shows warmth, humor,
sincerity, and genuine concern.sincerity, and genuine concern.
 ListensListens to students.to students.
 Understanding of life outside ofUnderstanding of life outside of
school.school.
 No single “right way” to establishNo single “right way” to establish

14. Indicators of rapportIndicators of rapport
 Eye contactEye contact
 SmilesSmiles
 Use of nameUse of name
 Nods heardNods heard
 Polite – “excuse me”Polite – “excuse me”
 Leans forwardLeans forward
 LaughterLaughter
 Proximics to studentProximics to student
 Greets at doorGreets at door

15. Appropriate ???Appropriate ???
 Sarcasm/HumorSarcasm/Humor
• Use caution student may laugh but isUse caution student may laugh but is
really offendedreally offended
• Physical ContactPhysical Contact
• Contact outside of schoolContact outside of school

16. 3.33.3 Communicating challengingCommunicating challenging
learning expectations to EACHlearning expectations to EACH
studentstudent
 School is a place for learningSchool is a place for learning
 All students can learnAll students can learn
 Each student is capableEach student is capable
 Learning goals that areLearning goals that are
rigorous but within reachrigorous but within reach
 Confidence in studentsConfidence in students

17. 3 R’s3 R’s
 Rigor – learning is challenging butRigor – learning is challenging but
not frustratingnot frustrating
 Relevance – learning has meaning toRelevance – learning has meaning to
the studentthe student
 Relationship – student relates withRelationship – student relates with
other students and with teacherother students and with teacher

18. YOU CAN DO IT !!!!YOU CAN DO IT !!!!
CheerleaderCheerleader
Confidence in every student!!Confidence in every student!!

19. How do you establish aHow do you establish a
classroom environment?classroom environment?
 You are engaging and attractive toYou are engaging and attractive to
learners. Students feel positivelylearners. Students feel positively
about YOU!about YOU!
 Focus their attention on achievingFocus their attention on achieving
goals. What is to be done and why?goals. What is to be done and why?
 Teach what is worth learning , andTeach what is worth learning , and
teach it in ways that help studentsteach it in ways that help students
appreciate its value.appreciate its value.

20. Students are more likely to learnStudents are more likely to learn
when:when:
1.1. They believe they are competent –They believe they are competent –
they can do it successfully.they can do it successfully.
2.2. They believe they have the power toThey believe they have the power to
succeed – a sense of control.succeed – a sense of control.
3.3. They believe they will receive theThey believe they will receive the
support necessary to succeed.support necessary to succeed.

21. High Quality WorkHigh Quality Work
 Teacher sets high standardsTeacher sets high standards
 Pride in accomplishmentPride in accomplishment
 Teacher “pushes” – go deeperTeacher “pushes” – go deeper
 Expects students to be preparedExpects students to be prepared
 Expects students to learnExpects students to learn

22. Teachers SHOW that eachTeachers SHOW that each
student is capable by:student is capable by:
 WORDSWORDS
• You can do it!You can do it!
 ACTIONS/BEHAVIORACTIONS/BEHAVIOR
• Learning activities are challengingLearning activities are challenging
 ATTITUDES/BELIEFSATTITUDES/BELIEFS
• You believe all students can learnYou believe all students can learn

23. 3.43.4 Establishing and maintainingEstablishing and maintaining
consistent standards of classroomconsistent standards of classroom
behaviorbehavior
 Appropriate and clear standards ofAppropriate and clear standards of
behavior - Class rulesbehavior - Class rules
 Consistently enforcedConsistently enforced
 Clear consequencesClear consequences
 Demonstrates positive behaviorDemonstrates positive behavior
 Sense of respect for self, others, andSense of respect for self, others, and
teacherteacher

24. When student is disruptive…When student is disruptive…
 Teacher effectivelyTeacher effectively
anticipates misbehavior –anticipates misbehavior –
Always watchfulAlways watchful
• Disruptive students areDisruptive students are
positionedpositioned
Teacher responds to behaviorTeacher responds to behavior
problemsproblems
Rationale of consequencesRationale of consequences

25. 3.53.5 Making the physicalMaking the physical
environment as safe and conduciveenvironment as safe and conducive
to learning as possibleto learning as possible
 Essential to consider the degree of controlEssential to consider the degree of control
the teacher has over the environmentthe teacher has over the environment
• Small classroomSmall classroom
• Older buildingOlder building
• Lack of equipment etc.Lack of equipment etc.

26. Arranging the spaceArranging the space
 Ease of studentEase of student
useuse
 Ease of teacherEase of teacher
useuse
 Ease ofEase of
supervisionsupervision
 StimulatingStimulating
learninglearning
environmentenvironment

27. Use the physical space to facilitateUse the physical space to facilitate
learninglearning
 Desk layout – student and teacherDesk layout – student and teacher
 Bulletin boardsBulletin boards
 Wall space usageWall space usage
 AttractiveAttractive
 Displays – student workDisplays – student work
Children’s eye-levelChildren’s eye-level
IS THIS A SAFE ENVIRONMENT?IS THIS A SAFE ENVIRONMENT?

28. ASK – Is this room CONDUCIVE toASK – Is this room CONDUCIVE to
LEARNING???LEARNING???

29. Technology in the classroomTechnology in the classroom
Safety IssuesSafety Issues
 Monitoring InstructionMonitoring Instruction
 Blocking inappropriate contentBlocking inappropriate content
 CyberbullyingCyberbullying