3. 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.
4. 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
5. 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
6. CARE Tools Signal for Silence Social Contract Y-charts Teacher Language Tab-In/Tab-Out
7. 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
8. 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
9. Y-Charts Used prior to any activities It is in student language Remember to reflect at the end
10. 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?
11. 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
13. 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?
