MEET CONNOR who ended up saying to school: Thanks, but no thanks.
Get another pic!
Low attention/ low commitment
Diverted attention/no commitment
Think about when you were in middle school. Which of the type of response best describes you?
Most students engaged most of the time; sometimes there’s compliance and occasionally noncompliance, but not enough to see it as a pattern; idiosyncratic.
Most common type of classroom; strategic compliance and ritual compliance are dominate modes on response; little or no rebellion; students appear to be engaged but they’re compliant
What Schlechty calls the pathological classroom; presence of rebellion; no isolated; many students actively reject doing the assigned work; teachers tend to settle for retreatism or compliance, perhaps even lower their expectations.
Drops from 67% in 6th grade to 45% in 8th grade
One desk for every student who drops out each hour of the day, according to College Board; Ed Leadership, 2007, 1.2 million annually Show video https://www.youtube.com/watch?v=T1BbJQRyoGY 24% sit down --elem 39%--ms 56%--hs
LiveSlide Site https://vimeo.com/18347489
MEET JUSTIN, the great faker
At table talk about what you all do to create a caring classroom community. Write one or two ideas on sticky note and add to the poster on CARE.
Connor’s advice to middle school teachers: build a relationship with their teachers
Connor: feeling like a ghost (no attention, low commitment)
Where I’m From poems The Story of My Name Neighborhood Map
THIS IS NOT JUST FOR EARLY IN THE YEAR; CULTURE BUILDING CONTINUES THROUGH THE YEAR!
Written over 17 books
Read quote 1 and talk about it.
Read quote 2
We must shift perspectives in terms of how we view students.
Sometimes due to empathy we overprotect our students – and that includes keeping scaffolding in place way too long.
Remember attention and commitment? Sense of agency and independence – direct connections!
Scaffolding tends to work best early in the learning process, but we must remove it as soon as possible.
2016 skinner engagement
I used to be a good
reader until around third
or fourth grade, then I
suddenly got stupider.
Smith and Wilhelm, 2002
Wilhelm and Smith
Overview of the Morning
– The vision for today is to explore ways to create a
classroom culture that nurtures engagement for
– Set the stage for the Restorative Practices that
you’ll be learning about this week.
1. I can identify and recognize five ways
students might respond to tasks.
2. I can apply two themes of culture building to
A public quiz
• What will we do?
–Explore engagement and responses to
–Watch and discuss a video
–Investigate themes for engagement
–Write a note to our October selves
–Take a public quiz
• Community building:
–We’ll collaborate with a variety of
–We’ll learn more about each other
through lots of discourse
I was born at the height of World War II just as Anne Frank was forced
into Bergen-Belsen by the Nazis. I adore Brigham’s vanilla ice cream in
sugar cone and dipped in chocolate jimmies. I bought my favorite jacket
for a dime at the Methodist church rummage sale. I have lied to my
parents. I never read a book for pleasure until I was 38 years old. One
of my students once leaned in to me in an interview and said, “My
mother’s having a baby; this is the one she wants.” When I was 12 I set
the organdy curtains in our bathroom on fire, playing with matches. My
favorite place to hide was high in the maple tree in our front yard where
I could spy on neighbors. I can still smell wet white sheets pulled
through the ringer washer when I think of Grammy Mac. I dated
Edmundo in high school because it angered my father. I fainted when I
heard the sound of the zipper as the mortician closed the body bag
holding my mother. I gave birth to twin sons. I once had dinner with
Judy Blume. I am a teacher who writes. I want to be a writer who
Engagement is the ability to try a
thing that’s difficult: fail at that
thing, muck it up completely and
still have the emotional, social, and
intellectual energy to try it again.
Engagement: the state in which
people are so involved in an activity
that nothing else seems to matter;
the experience itself is so enjoyable
that people will do it even at great
cost, for the sheer sake of doing it.
Other ways to learn their story
Shaun may look like a quiet fellow, but he’s
not. If you saw him at a Bronco game,
you’d know that he’s filled with passion
and loves the sport. In the summers when
the Broncos aren’t playing, he plays
football himself. His favorite position is
My friendsMy dog,
doing labs Eating
You don’t think you’re being a tad bit
Peter Johnston Choice Words
There are hidden costs in telling people things. If
a student can figure something out for him- or
herself, explicitly providing the information
preempts the student’s opportunity to build a
sense of agency and independence, which, in
terms, affects the relationship between teacher
The interpretation might be that you are the kind
of person who cannot figure things out for