Rethinking Classroom Leadership


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In addition to recognizing how relationships impact classroom management and academic achievement, educators will learn innovative ways to facilitate student engagement in designing and planning classroom rules, procedures, and democratic processes. With a focus on improving academic outcomes, teachers will discover ways to replace classroom management with proactive classroom leadership.
Dutchess Maye - eduConsulting Firm

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Rethinking Classroom Leadership

  1. 1. RethinkingClassroom LeadershipNorth Carolina Middle SchoolConference 2013Dutchess Maye, EdDExecutive DirectoreduConsulting FirmRaleigh, NC 27616919.633.7333
  2. 2. Rethinking Classroom Leadership Teacher Strategies Below is a list of 8 teacher strategies or self- declarations which serve as the foundation of rethinking classroom leadership. 1. Choose every day to deepen a relationship with at least one person. That means making aRelationships conscious decision to smile, take an interest, do a favor, or give a compliment. Begin with the teacher. I have come to a frightening 2. Choose every day to learn more about another conclusion. I am the decisive person. Inquire about what the person thinks, element in the classroom. It is likes, wants, feels, etc. my personal approach that creates the climate. It is my 3. Choose every day to take responsibility for daily mood that makes the your successes and failures. That means avoid weather. As a teacher I possess tremendous power to make a blaming the state, DPI, the principal, the child’s life miserable or joyous. students, their parents or your spouse. I can be a tool of torture or an instruction of inspiration. I can 4. Choose every day to revisit and remind humiliate or humor, hurt or yourself of your philosophies for life and for heal. In all situations, it is my education. Why do you believe what you response that decides whether a crisis will be escalated or de- believe? How are your beliefs changing and escalated, and a child why? humanized or dehumanize. Haim Ginott 5. Choose every day to read something positive and to speak something positive. What we Have a significant impact on read influences our thoughts. What we speak learning. influences our actions and those others. No significant learning occurs without a significant 6. Choose every day to remind yourself that you relationship. make the weather in your classroom. James Comer 7. Choose every day to make the weather Must be recognized for their brighter than the day before. authenticity. 8. Choose every day to take care of yourself first. Caring is a moral imperative, a social responsibility, and a Only when you are the best you, can you make pedagogical necessity. others around you better. Geneva Gay 2
  3. 3. Rethinking Classroom Leadership Wait Time Student OutcomesExtending Choices: The purpose of  Increases in contributions by students who do notextending choices to students is participate as much when wait-time is limitedultimately designed to prepare themto live in a democratic society, make  Expansion of the variety of responses offered bygood decision, control impulsivity, studentsand think through consequences.  Decreases in student interruptionsExtending choice does not come  Increases in student-student interactionswithout some prior teaching prepping.Teachers must help students  Increases in the number of questions posed byrecognize the importance of thinking studentthrough their choice and determining  Improvements in the student achievementthe consequence.  Increases in the number of higher cognitive responses generated by studentsOptions for Extending Choices byallowing students to  Increases in the length of student responses  Increases in the number of unsolicited responses Select from a variety of  Decreases in students’ failure to respond assignments which are a. equally rigorous and b. appeal to learning styles and Teacher Outcomes multiple intelligences Participate in establishing classroom agreements and  Flexibility of teacher responses, with teachers expectations for behavior listening more and engaging students in more Establish a set of consequences for discussions infractions  Increases in teacher expectations regarding Determine due dates for projects students usually thought of as slow and tests Examine and pursue methods in  Expansion of the variety of questions asked by which they learn best teachers  Increases in the number of higher cognitive questions asked by teachers. 3
  4. 4. Rethinking Classroom Leadership The Adult Voice  Communicates deep concern for students’ thoughts/ideas  Conducts class meetings; establishes democraticClassroom leadership is practicesfirst modeled by theteacher’s authentic efforts  Uses respectful languageof demonstrating genuineconcern and interest in  Uses humor appropriatelydeveloping the leadership  Feels confident to express emotionsskills of students.  Doesn’t use bribes or threatsDemonstrating authenticityusually involve simple acts of  Focuses on self-improvementkindness such as Smiling Interest Characteristics of the Adult Voice Eye Contact Encouragement  Non-judgmental High Expectations Respect  Free of negativity Value of Differences  Negotiating Adult Voice  Non-verbal*Pass the Crown by allowing students to  Factual  Develop and ask high  Question format level questions on content  Win-win attitude  Determine testing format  Teach the content  Used for changing behavior  Facilitate the understanding of peers  Lead groups and class discussions*Passing the Crown requiresspecific agreed uponexpectations, proceduresand competencies 4