From Chaos to Community: Creating a Classroom Conducive to Interactive Learning

From Chaos to Community:From Chaos to Community:
Creating a Classroom Conducive toCreating a Classroom Conducive to
Interactive LearningInteractive Learning
Christie Norris, Project DirectorChristie Norris, Project Director
NC Civic Education ConsortiumNC Civic Education Consortium
UNC-Chapel Hill’s Program inUNC-Chapel Hill’s Program in
the Humanities & Human Valuesthe Humanities & Human Values
cnorris@unc.educnorris@unc.edu

• Learn about theLearn about the UNC-Chapel Hill Civic EducationUNC-Chapel Hill Civic Education
ConsortiumConsortium, and our umbrella organization, the, and our umbrella organization, the
Program in the Humanities and Human ValuesProgram in the Humanities and Human Values
• Think aboutThink about achievementachievement in terms of building ain terms of building a
foundation for it to occur.foundation for it to occur.
• Think…and then DO.Think…and then DO.
• Be our friend.Be our friend.
– www.civics.orgwww.civics.org
– CEC Monthly E-NewsCEC Monthly E-News
– cnorris@unc.educnorris@unc.edu
GoalsGoals

– Trainings for teachers, after school providers & communityTrainings for teachers, after school providers & community
organizationsorganizations
• Workshops and summer institutes providedWorkshops and summer institutes provided freefree to NC educators andto NC educators and
include presentations from scholars paired with pedagogical explorationinclude presentations from scholars paired with pedagogical exploration
– An Indigenous Peoples’ History of the United States, March 27-28 at the NCAn Indigenous Peoples’ History of the United States, March 27-28 at the NC
Museum of History in RaleighMuseum of History in Raleigh
• Customized trainings for schools, districts, & community organizationsCustomized trainings for schools, districts, & community organizations
– Online Database of K-12 ResourcesOnline Database of K-12 Resources
• Lesson plans aligned to the Essential Standards in Social StudiesLesson plans aligned to the Essential Standards in Social Studies
• Activities & Guides on topics ranging from classroom management toActivities & Guides on topics ranging from classroom management to
character educationcharacter education
– Assistance developing curriculum, projects, activities, simulations, etc.Assistance developing curriculum, projects, activities, simulations, etc.
• Lesson plan or activity requestsLesson plan or activity requests
• Assistance in developing student leadership groups , Youth Councils, etc.Assistance in developing student leadership groups , Youth Councils, etc.
The North Carolina Civic EducationThe North Carolina Civic Education
Consortium –Consortium – www.civics.orgwww.civics.org
UNC-Chapel Hill’s Program in the Humanities & Human ValuesUNC-Chapel Hill’s Program in the Humanities & Human Values

• Attend seminars at a 50% discount when registering (making the typicalAttend seminars at a 50% discount when registering (making the typical
cost approximately $30)cost approximately $30)
• Receive aReceive a $75 stipend$75 stipend after attending (after attending (Teachers can receive one stipendTeachers can receive one stipend
per semester.)per semester.)
• While these lectures are designed for a general audience and will notWhile these lectures are designed for a general audience and will not
include pedagogical training, they are an excellent way for teachers toinclude pedagogical training, they are an excellent way for teachers to
broaden their content knowledge in various subjects as life-long-learners.broaden their content knowledge in various subjects as life-long-learners.
• CEU credit provided.CEU credit provided.
• Upcoming seminars include:Upcoming seminars include:
– Aaron Copland: An American Composer and His CenturyAaron Copland: An American Composer and His Century
April 10-11, 2015April 10-11, 2015
– What is Jewish Literature?What is Jewish Literature?
The Uhlman Family SeminarThe Uhlman Family Seminar
April 18, 2015April 18, 2015
http://humanities.unc.edu/http://humanities.unc.edu/
Program in the Humanities and HumanProgram in the Humanities and Human
ValuesValues, UNC-Chapel Hill, UNC-Chapel Hill

• What is the most important factor thatWhat is the most important factor that
governs student learning?governs student learning?
The Art of TeachingThe Art of Teaching

• In a study reviewing 11,000 pieces of research that spanned 50 years,In a study reviewing 11,000 pieces of research that spanned 50 years,
it was determined thatit was determined that the most important factor governing studentthe most important factor governing student
learning is classroom management.learning is classroom management.
““What Helps Students Learn,”What Helps Students Learn,” Educational LeadershipEducational Leadership..
• What is classroom management?What is classroom management?
– all of the things we do to organize students, space, time, and materials so
that learning takes place
– We forget this involves teaching students predetermined procedures
and routines that ensure a structured, stress-free environment.
• When classrooms aren’t managed, they will become chaotic.When classrooms aren’t managed, they will become chaotic.
Classroom ManagementClassroom Management

• Before you teach curriculum, you must teach expectations and procedures.
– Assume nothing.
• Ideally, devote several class periods (partially or whole) to laying the
foundation of your classroom community, beginning on the very first day of
school, with revisiting and reflection throughout the year.
– TIME becomes a greater enemy if you let it frighten you into skipping the crucial
process of laying your foundation.
• It’s never too late – even if beginning mid-year, there are steps you can
take to transform your classroom into a functioning community.
• Classrooms can be caring, thought-provoking, challenging, and successful
when teachers begin with classroom management procedures that create
consistency and facilitate relationship-building.
Managing Your ClassroomManaging Your Classroom

• The benefits forThe benefits for studentsstudents is exponential.is exponential.
– Student achievement at the end of the year is directly related to theStudent achievement at the end of the year is directly related to the
degree to which the teacher establishes good control of the classroomdegree to which the teacher establishes good control of the classroom
procedures in the very first weeks of the school year.procedures in the very first weeks of the school year.
– Negative behaviors and disruptions will decrease.Negative behaviors and disruptions will decrease.
– Student anxiety will lessen.Student anxiety will lessen.
• The benefits forThe benefits for teachersteachers is exponential.is exponential.
– You will gainYou will gain more time for teachingmore time for teaching throughout the year.throughout the year.
– It will make your jobIt will make your job easiereasier andand more enjoyablemore enjoyable..
WHY ???WHY ???

Facilitating Community in theFacilitating Community in the
ClassroomClassroom
1.1. Lay the foundation of positive expectations,Lay the foundation of positive expectations,
soliciting student input.soliciting student input.
2.2. Teach procedures.Teach procedures.
3.3. Provide opportunities for students to get to knowProvide opportunities for students to get to know
one another & the teacher in purposeful ways andone another & the teacher in purposeful ways and
build relationships.build relationships.
4.4. Work on community building throughout the year;Work on community building throughout the year;
revisit and reflect.revisit and reflect.

Teaching DiscussionTeaching Discussion
ExpectationsExpectations
Overview:Overview:
To ensure successful and respectful student discussions (asTo ensure successful and respectful student discussions (as
a whole class and in small groups), it is important thata whole class and in small groups), it is important that
students are first taught procedures for appropriatelystudents are first taught procedures for appropriately
conversing. In this activity, students will explore, develop,conversing. In this activity, students will explore, develop,
and practice effective ways to hold small group and classand practice effective ways to hold small group and class
discussions.discussions.

Rules of the GameRules of the Game
• You must participate and make a decision for eachYou must participate and make a decision for each
question.question.
• You must remain silent while participating.You must remain silent while participating.
• Be brave enough to answer for yourself; don’t decideBe brave enough to answer for yourself; don’t decide
based on where your friends go.based on where your friends go.
• Remember, you are safe to express your opinions inRemember, you are safe to express your opinions in
this classroom community, and you will be respectedthis classroom community, and you will be respected
regardless of your answer.regardless of your answer.
• Be sure to move about the room carefully.Be sure to move about the room carefully.
Agree Disagree

Choose a side…Choose a side…
Agree Disagree
• I prefer the beach over the mountains.I prefer the beach over the mountains.
• If I haven’t had my coffee in the morning, BEWARE.If I haven’t had my coffee in the morning, BEWARE.
• Teaching is one of the most noble professions a personTeaching is one of the most noble professions a person
can engage in.can engage in.
• If it snows one more time, I will likely hurt someone.If it snows one more time, I will likely hurt someone.
• There have been days that I have wanted to just giveThere have been days that I have wanted to just give
up. Working fast food might be better than this.up. Working fast food might be better than this.

Choose a side…Choose a side…
Agree Disagree
• Teachers are overpaid.Teachers are overpaid.
• It is important for educators to reflect on their craft ofIt is important for educators to reflect on their craft of
teaching and be willing to try new things.teaching and be willing to try new things.
• I am perfect.I am perfect.
• As an educator, it is my responsibility to teach moreAs an educator, it is my responsibility to teach more
than just course content.than just course content.

ReflectReflect
• What did you do well with while playing the game? Did you follow
instructions? Which Community Expectations did you exceed?
• Was anything about that activity challenging?
• Are there any expectations you might need to improve upon? Explain.
• When you heard a statement, did you choose how you respond based
on your friends? Why do students sometimes silence their own
opinions to be in agreement with their friends?
• What did you notice about our class as a whole based on our
answers? Who did you find that you had similarities with that you
perhaps didn’t about before?

Verbal Discussions…Verbal Discussions…
• Discuss with students how it is important that they also have time toDiscuss with students how it is important that they also have time to
verbally share thoughts and opinions in class through discussions.verbally share thoughts and opinions in class through discussions.
• During discussions in small groups and with the entire class, students canDuring discussions in small groups and with the entire class, students can
hear other perspectives on the topic and learn from one another.hear other perspectives on the topic and learn from one another.
• Explain to students how being exposed to deep discussions and being ableExplain to students how being exposed to deep discussions and being able
to contribute thoughts appropriately is also important not only for thisto contribute thoughts appropriately is also important not only for this
class, but it is a crucial college and career skill.class, but it is a crucial college and career skill.
• Let students know that just as they respected one another whenLet students know that just as they respected one another when
physically sharing, the class must be equally respectful when having classphysically sharing, the class must be equally respectful when having class
and small group discussions.and small group discussions.

BrainstormBrainstorm
D I S C U S S I O ND I S C U S S I O N
• What does a deep, meaningful, and successful discussionWhat does a deep, meaningful, and successful discussion
involve?involve?
• When we have verbal discussion, how do we ensure theWhen we have verbal discussion, how do we ensure the
discussion is successful?discussion is successful?
• Why is it important that we not feel nervous, defensive,Why is it important that we not feel nervous, defensive,
disrespected, or not listened to during a class or small groupdisrespected, or not listened to during a class or small group
discussion?discussion?
• What is enjoyable or valuable about participating inWhat is enjoyable or valuable about participating in
discussions and hearing the opinions of your classmates?discussions and hearing the opinions of your classmates?

Creating Rules for DiscussionCreating Rules for Discussion
1.1. Assign the following roles in your group:Assign the following roles in your group:
– ReaderReader
– Note takerNote taker
– SummarizerSummarizer
– Rule reporterRule reporter
1.1. TheThe readerreader should read the scenario out loud then lead the group inshould read the scenario out loud then lead the group in
discussing the questions provided.discussing the questions provided.
2.2. TheThe note takernote taker should take notes on your group’s thoughts.should take notes on your group’s thoughts.
3.3. Compose a rule for discussion based upon the scenario you read. OnceCompose a rule for discussion based upon the scenario you read. Once
you have brainstormed this and decided upon your final language, theyou have brainstormed this and decided upon your final language, the
note takernote taker will write your rule on the sheet of chart paper provided.will write your rule on the sheet of chart paper provided.
4.4. TheThe summarizersummarizer will read your scenario to the remainder of the class andwill read your scenario to the remainder of the class and
summarize your group’s conversation regarding the questions.summarize your group’s conversation regarding the questions.
5.5. TheThe rule reporterrule reporter should read the final rule you created to the class andshould read the final rule you created to the class and
answer any questions. The remainder of class will offer feedback on thisanswer any questions. The remainder of class will offer feedback on this
rule, so be prepared that it might be edited.rule, so be prepared that it might be edited.

ReflectReflect
• Why are these expectations and rules that you have created important toWhy are these expectations and rules that you have created important to
follow when we are having class or small group discussions?follow when we are having class or small group discussions?
• Why is learning the appropriate way to participate in a discussion an importantWhy is learning the appropriate way to participate in a discussion an important
skill not only for success in this class, but for college, your future career, andskill not only for success in this class, but for college, your future career, and
life in general?life in general?
• At the beginning of class we all respectfully expressed our opinions silently andAt the beginning of class we all respectfully expressed our opinions silently and
we witnessed how we have many differences between us in our preferences,we witnessed how we have many differences between us in our preferences,
views, likes and dislikes, etc. Why is it important to be able to express ourviews, likes and dislikes, etc. Why is it important to be able to express our
thoughts out loud just as respectfully? Why must we ensure we listen tothoughts out loud just as respectfully? Why must we ensure we listen to
others, even if we don’t agree with their opinion?others, even if we don’t agree with their opinion?
• What should we do if someone violates one of the expectations that we haveWhat should we do if someone violates one of the expectations that we have
agreed upon?agreed upon?

Starting on the FIRST DAY…Starting on the FIRST DAY…
• Welcome Students at the DoorWelcome Students at the Door
• ““Say Hey Your Way”Say Hey Your Way”
Your mission is toYour mission is to establish student habits… procedures… routines.establish student habits… procedures… routines.
Students will develop their own habit patterns in classes whereStudents will develop their own habit patterns in classes where
teachers do not teach procedures and communicate expectations.teachers do not teach procedures and communicate expectations.

When a child walks in the room, your child or
anybody else’s child, do your eyes light up? That’s
what they’re looking for.
~Toni Morrison

Establishing a Community…Establishing a Community…
• Welcome Students at the DoorWelcome Students at the Door
• ““Say Hey Your Way”Say Hey Your Way”
• Get Students to WorkGet Students to Work
• Always have an assignment involving pencil to paper waitingAlways have an assignment involving pencil to paper waiting
when students enter the room.when students enter the room.
• Train them to begin the assignment IMMEDIATELY uponTrain them to begin the assignment IMMEDIATELY upon
entering the room, beginning on the very first day of school.entering the room, beginning on the very first day of school.
Your mission is to establish student habits… procedures…Your mission is to establish student habits… procedures…
routines. Students will develop their own habit patterns inroutines. Students will develop their own habit patterns in
classes where teachers do not teach procedures andclasses where teachers do not teach procedures and
communicate expectations.communicate expectations.

• Positive ExpectationsPositive Expectations
• Solicit student inputSolicit student input
• ““An Ideal Classroom Community Member”An Ideal Classroom Community Member” && “Respect or Disrespect”“Respect or Disrespect”
• Have your current students write letters to your future students at the end of thisHave your current students write letters to your future students at the end of this
year.year.
• Teach ProceduresTeach Procedures
• You do not have to teach ALL procedures at once; teach them on a “need to knowYou do not have to teach ALL procedures at once; teach them on a “need to know
basis”basis”
• Be consistent & don’t give up after a few days.Be consistent & don’t give up after a few days. Time spent teaching, monitoringTime spent teaching, monitoring
and reinforcing routines and procedures will pay tremendous dividends all year.and reinforcing routines and procedures will pay tremendous dividends all year.
• Don’t teach procedures in a punitive fashion (drill sergeant); do so professionally,Don’t teach procedures in a punitive fashion (drill sergeant); do so professionally,
respectfully, and patiently. Otherwise, students will tire of the process, feelrespectfully, and patiently. Otherwise, students will tire of the process, feel
belittled, and behave resentfully.belittled, and behave resentfully.
• ““Tear It Up” & “Artful Teamwork”Tear It Up” & “Artful Teamwork”
• If you are starting mid-year…If you are starting mid-year…
Establishing a Community…Establishing a Community…

• Have an honest discussion with students regarding ways that the classHave an honest discussion with students regarding ways that the class
could be better for everyone.could be better for everyone.
• Solicit student feedback.Solicit student feedback.
• Begin implementing changes after a weekend or a school break, startingBegin implementing changes after a weekend or a school break, starting
with greeting students at the door.with greeting students at the door.
• While it is easier to create a community if you begin on the very first day,While it is easier to create a community if you begin on the very first day,
improvements can still be made mid-year. Do some reading, make a plan,improvements can still be made mid-year. Do some reading, make a plan,
and get started.and get started.
Starting Mid-Year?Starting Mid-Year?

From Chaos to Community: Creating a Classroom Conducive to Interactive Learning

 Waging Peace in Our SchoolsWaging Peace in Our Schools; Linda Lantieri & Janet Patti (Based on the Resolving; Linda Lantieri & Janet Patti (Based on the Resolving
Conflict Creatively Program)Conflict Creatively Program)
 Teach Like a ChampionTeach Like a Champion, Doug Lemov, Doug Lemov
 Discipline without Stress, Punishments, or RewardsDiscipline without Stress, Punishments, or Rewards; Marvin Marshall; Marvin Marshall
 Teaching Tolerance: www.tolerance.orgTeaching Tolerance: www.tolerance.org
 Engaging Schools (formerly Educators for Social Resposibility):Engaging Schools (formerly Educators for Social Resposibility):
http://engagingschools.orghttp://engagingschools.org
 Rita Pierson:Rita Pierson: https://www.youtube.com/watch?v=SFnMTHhKdkw
Christie Norris,Christie Norris,
Civic Education ConsortiumCivic Education Consortium
cnorris@unc.edu www.civics.orgcnorris@unc.edu www.civics.org
For Further ExplorationFor Further Exploration

From Chaos to Community: Creating a Classroom Conducive to Interactive Learning

More Related Content

What's hot (20)

Viewers also liked (20)

Similar to From Chaos to Community: Creating a Classroom Conducive to Interactive Learning (20)

More from North Carolina Association for Middle Level Education (17)

Recently uploaded (20)

From Chaos to Community: Creating a Classroom Conducive to Interactive Learning