Keys to High Quality Learning Environments. Starting Strong August 2, 2016

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1 Keys to High Quality Learning Environments Starting Strong August 2, 2016

2 WHO ARE WE? Becca Hughes 14 years as a Kindergarten teacher in Tacoma and Peninsula, Love and Logic Trainer Lisa Reaugh 18 years of experience, former K teacher and Instructional coach, come from a family of K teachers, Love and Logic Trainer, Certificate in Executive Leadership in Washington P3

3 WHO ARE YOU? Line up in order of years of experience in P-3 Introduce yourself to the people on each side of you

4 LEARNING TARGETS Participants will Identify 4 Keys to successful learning environments Learn about impact of environment on brain development Discuss the issue of control in the classroom Design a classroom environment that increases student independence Evaluate their routines and schedules that maximize learning

5 KEY # 1 Environment Impacts Early Brain Development Photo credit: Integrated learning systems

6 THE BASICS Students who have not had their basic needs met spend most of their energy trying to establish safety and security rather than on learning.

7 CREATING A SENSE OF SAFETY & SECURITY Why set limits and expectations? Say what you mean, mean what you say Children who have not had these experiences will test

8 TODAY S CLASSROOMS TURN AND TALK: What are some of the major differences between the needs your students come with now vs. those from 5-10 years ago?

9 ACES STUDY Adverse Childhood Experiences One of the largest studies (17,000) to assess the relationship between child maltreatment and health and well-being of adulthood Participants in the study reflected a cross section of middle class American adults Counts number of traumatic experiences Risk for many health problems increases with the number of stressors

10 TYPES OF ACES Recurrent physical abuse Recurrent emotional abuse Contact sexual abuse An alcohol and/or drug abuser in the household An incarcerated household member Family member who is chronically depressed, mentally ill, institutionalized, or suicidal Mother is treated violently One or no parents Physical neglect Emotional neglect

11 THE FINDINGS ACEs were common. ACEs were highly interrelated; where there was one ACE in the life of a child, there tended to be others. And the effects of ACEs accumulated: the more ACEs a person had during childhood, the greater his or her risk for social, mental and physical health problems throughout the lifespan.

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14 TRAUMA/TOXIC STRESS IMPACTS Child s ability to attach Social Development Communication and connectedness Empathy, Compassion and respect Emotional Regulation Hopeless, inability to impact world Unsure of needs and how to get them met Cognition and Language Survival trumps exploration and growth (eg learning) Executive Functioning Sustaining attention and working memory, reasoning and problem solving and task flexibility

15 COMMON TRIGGERS Unpredictability (sudden changes) Transitions Loss of control Vulnerability Rejection Loneliness Quiet Overstimulation Intimacy Confrontation Think about your classroom for a moment. Are there times when triggers might be evident? How can you plan to avoid those as much as possible? The Heart of Teaching and Learning, Ron Hertel

16 WHAT CAN BE DONE? Provide students with: High standards/expectations-sense of empowerment Boundaries and structures (helps them feel safe) Authentic choices and sense of control Support for transitions between home and school The chance to learn and practice social and emotional competencies

17 TIME TO PROCESS Turn and talk to your neighbors: 1. What does this learning mean for you and your classroom? 2. How can you use this information to plan your environment?

18 KEY # 2 - ALL ABOUT CONTROL

19 THE SCIENCE OF CONTROL 1. It s human nature 2. Most of the misunderstanding comes from our trouble remembering a. that we cannot control others we can only control situations and b. that relationship factors are as important as rewards and punishments in how children respond to control.

20 THE SCIENCE OF CONTROL What happens when you ask a 3 year old to hurry up?

21 IDENTIFYING WHAT YOU CAN CONTROL REMEMBER: You can t control the child s behavior. However: You can control your own behavior. You can control whether or not a child knows your expectations You can control whether or not you have given the children opportunities to meet the expectation You can control whether or not the child knows the consequences if he chooses not to meet the expectation

22 THE POWER OF FREE WILL From: Conscious Discipline

23 LET THE ENVIRONMENT BE THE BOSS Once you determine that you re not the boss of them and you let the environment be the boss, children can be in charge of their own learning, decision making, etc. HOW to create this sense of Empowerment and Independence? -Having 3 Teachers in the classroom -Systems/routines/etc.

24 BRAIN BREAK! 1. Stand Up. 2. Take a pen and flip it ONE REVOLUTION. (Imagine a piece of tape on one end of the pen, then throw the pen from the tape side. Have the pen go one full turn around to get to the tape side again) 3. Now do the same thing with your other hand. 4. Now get a pen for both hands and try to do both pens at the same time. 5. If you really are good at that, then try to throw the pens up into the air and catch them in opposite hands.

25 Key 3- You re Not Alone

26 CLASSROOM SET UP AND LAYOUT How do you set up your classroom so that it functions as another teacher? 1. Physical Layout Are supplies accessible to students? Are things labeled so that students know where to find them and put them away? Is the furniture arranged in a way that maximizes space and minimizes undesirable behavior? Are the things on the wall useful or distracting?

27 CLASSROOM SET UP AND LAYOUT 2. The classroom as the second teacher The developmentally appropriate, rigorous classroom provides opportunities for experimentation, exploration, discovery, inquiry, challenge, and interaction. Students make choices about their learning throughout the day- where to sit, what activity to do first, what type of paper or writing tool to use. Factors such as lighting, seating plans and noise level can make a big difference. Try making changes and see what you notice.

28 CLASSROOM SET UP AND LAYOUT 3. Students as other teachers Create an environment where students feel empowered to help others. Children thrive with the opportunity to be the teacher. Let them lead a group activity, such as calendar or a song. Have them read to the class or share something they have written. Listen as they explain their thinking to the group. Send them to help a friend if they finish early. Believe that everyone has something to contribute. Students will believe it too!!

29 WHAT DOES THAT LOOK LIKE DURING THE DAY? Small Groups: Teacher is able to work with a small group while other students work independently or in groups. Students know what they are supposed to be doing, how to get help and how to work independently. This time could include learning centers, independent reading, writing or many other activities.

30 WHAT DOES THAT LOOK LIKE DURING THE DAY? Transitions: Students move from one area to another and one activity to another in a timely fashion. Minimal instructional time used Students have routines and procedures and know what is expected of them. Students know what to do when they finish early or need extra time.

31 WHAT DOES THAT LOOK LIKE DURING THE DAY? Area Time: Centers set up so that students can self manage. Students know how to clean up after themselves, how many people can be there and how to use the center. Labels help students remember procedures.

32 DESIGN CHALLENGE What s wrong with this picture...

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38 Mapping out Your Classroom Draw out your classroom. Think about what is already in your classroom and how you can change it to make the most out of the physical space.

39 KEY # 4 WHAT S YOUR PLAN STAN?

40 DO IT RIGHT OR DO IT ALL YEAR!

41 WHY ARE SYSTEMS SO IMPORTANT? Students (and teacher) know what to expect Transitions are smooth and take minimal amount of time Students can self manage and feel ownership of the classroom Students learn more when they are the ones doing the work Students feel safe in an environment where they know the systems and routines

42 CREATING SELF-MANAGERS Start on Day One Explain, Rehearse, Reinforce Expect procedures to be followed But what do you do when they are not??? Have a plan for everything Be consistent

43 HAVE A PLAN & BE CONSISTENT The number one problem in the classroom is not discipline; it is the lack of procedures and routines. Harry Wong The First Days of School

44 HAVE A PLAN & BE CONSISTENT Have a plan and procedure for every detail of the day. Where will students line up to leave the classroom? Wash hands? How do they get help? How are supplies distributed? What do students do when they need a sharp pencil? When is a good time to use the restroom? Do they need a pass? Develop a procedure, teach it explicitly, expect it to be followed and be consistent.

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48 WHAT IS YOUR PLAN? Look at the handout about routines and procedures. Take a few minutes to think about your own classroom: What procedures do you have that work well? What are some tricky areas of your day? Be ready to share a success or a struggle so that we can learn from each other.

49 TIME TO PROCESS What are your take-aways from today? What is something new you will try? Where are you thinking about making changes as you prepare for the new school year? How does what we have discussed today align with your current classroom setup? Is there anything else you would add?

50 Resources Contact us! Becca- Lisa - Reaughl@psd401.net