Keys to High Quality Learning Environments

Starting Strong August 2, 2016

WHO ARE WE?

Becca Hughes14 years as a Kindergarten

teacher in Tacoma and Peninsula,

Love and Logic Trainer

Lisa Reaugh18 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

WHO ARE YOU?

Line up in order of years of experience in P-3

Introduce yourself to the people on each side of you

LEARNING TARGETSParticipants 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

KEY # 1

Environment

Impacts Early

Brain

Development

Photo credit: Integrated learning systems

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.

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

What are some of the major differences

between the needs your students come with now vs. those

from 5-10 years ago?

TODAY’S CLASSROOMS

TURN AND TALK:

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

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

THE FINDINGSACEs 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.

https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en#

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

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

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

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?

KEY # 2 - ALL ABOUT CONTROL

THE SCIENCE OF CONTROL

1. It’s human nature2. 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.

THE SCIENCE OF CONTROL

What happens when you ask a 3 year old to “hurry up?”

IDENTIFYING WHAT YOU CAN CONTROL

REMEMBER: You can’t control the child’s behavior.

However:1. You can control your own behavior.2. You can control whether or not a

child knows your expectations3. You can control whether or not you

have given the children opportunities to meet the expectation4. You can control whether or not the child knows the consequences if he chooses

not to meet the expectation

THE POWER OF FREE WILLhttps://www.youtube.com/watch?v=ZnAW1q0d054

From: Conscious Discipline

LET THE ENVIRONMENT BE THE BOSSOnce 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.

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.

Key 3- You’re Not Alone

CLASSROOM SET UP AND LAYOUTHow 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?

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.

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!!

CLASSROOM SET UP AND LAYOUT

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.

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.

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.

DESIGN CHALLENGE

What’s wrong with this picture...

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.

KEY # 4

WHAT’S YOUR PLAN STAN?

DO IT RIGHT

ORDO IT ALL

YEAR!

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

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

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

HAVE A PLAN & BE CONSISTENTHave 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.

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.

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?

Resources● www.loveandlogic.com ● http://www.resiliencetrumpsaces.org/our-work-and-resources/resources● https://acestoohigh.com/aces-101/● http://developingchild.harvard.edu/● http://www.effectiveteaching.com/

Contact us!

Becca- millerrl@psd401.net

Lisa - Reaughl@psd401.net