Effective+Learning+Environments+and+Classroom+Mgmt

toc = = = = = = =Student Success=

The Ministry established the “Student Success Strategy” which caters to the educational needs of grade 7-12 students. This was implemented due to the fact that “compared to high school graduates, **students who drop out are: o Twice as likely to be unemployed o Three times more likely to spend time in prison o Five times more likely to need income assistance “**
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These shocking statistics led the ministry to take action to improve the high school graduation rate. o “**The government has set an 85 per cent graduation rate target by 2010-11**.” o “Since 2003-04, the high school graduation rate has increased by seven percentage points – from 68 to 75 per cent.”

"There are many new programs being rolled out across the province for students pursuing university, college, apprenticeships or the workplace after graduation.” Some of these include: § [|Specialist high skills majors] § [|Expansion of cooperative education] § [|E-learning] § [|Dual credits] § [|Think literacy] § [|Leading math success] For more information on these, please go to the [|ministry of education website].

“Support is also being provided to struggling high school students so they can get back on track to graduate. o [|Elementary To Secondary School Transition Program] helps students succeed in high school through individual profiles, customized timetables and other programs o Lighthouse projects help students refocus on graduation through unique opportunities developed by their local school boards o Student Success Teams (principal, student success teacher, guidance counselor, special education teacher and other educators) provide extra attention in every high school to students who need it.”

The implementation of various new programs provides students with alternatives and support that will help them be engaged in school. It is really important for students to succeed and to graduate so that they have a better chance of becoming responsible citizens of society. The statistics are disturbing but are important in making an impact on the readers. It is important to know what the target graduation rate is in general whether in an interview or in the job since it is our responsibility to reach that goal. As teachers, we need to know what programs are provided so that we can help our students reach their goals. The more aware we are of the resources we are provided with, the better we are at helping students succeed.

__**Reference**__

1. Ministry of Education. Retrieved February 10, 2009, Web site: http://www.edu.gov.on.ca/eng/


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 * · YCDSB established two sub-committees (literacy and Pathways) along with mathematics literacy to help support students at risk.
 * · “** Statistics show provincially that about 25-28% of students are at risk of failing.**”
 * · The Ministry of Education provides annual grants to boards to support these students.

We should know what programs are provided in YCDSB since different boards may implement different programs. Although we do not know how much the grants to the school boards are, knowing of them is helpful for teachers if they want to suggest improvements or further implementations of programs.

__**Reference**__ 2. York Catholic District School Board. Retrieved February 10, 2009, Web site: http://www.ycdsb.ca/ = = = = =Safe and Caring Schools=


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 * __Safe Schools Amendments__**

“New changes that make Ontario's schools safer by more effectively combining discipline with opportunities for students to keep learning take effect February 1, 2008. School boards are now required to:
 * Provide programs to students who have been expelled or are on a long-term suspension to allow them to continue their education and access services such as anger management or career counseling
 * Treat bullying as an infraction for which suspension must be considered
 * Consider mitigating and other factors before students are suspended or expelled
 * Respond to all inappropriate behaviours in the most appropriate way instead of automatic suspensions and expulsions (in most cases). This could include a range of consequences such as meetings with parents, referral to a community agency, suspension or expulsion.”


 * __Reference__**

(2008). Ministry of Education. Retrieved February 10, 2009, from Making Ontario Schools Safer Web site: http://ogov.newswire.ca/ontario/GPOE/2008/01/30/c5273.html?lmatch=&lang=_e.html

The information here is also covered in the Law Modules and is important for teachers to know the progressive approach the Ministry of Education is taking in ensuring that a safe learning environment is provided for students.


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Here are some information taken directly from the YCDSB webpage regarding standards of behaviour and responsibilities of students, teachers, and parents. It is good to know what these are so that you can refer to them in your career when you are faced with a student violating the standard/responsibility, or when you’re faced with a parent who is violating it.

__**Standards of Behaviour**__

“Respect, civility and responsible citizenship means that all members of the school community must:
 * Respect and comply with all applicable federal, provincial and municipal laws.
 * Demonstrate honesty and integrity.
 * Respect differences in people, their ideas and opinions.
 * Treat one another with dignity and respect at all times and especially when there is disagreement.
 * Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability.
 * Acknowledge and respect the rights of others.
 * Show proper care and regard for school property and the property of others.
 * Take appropriate measures to help those in need.
 * Seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully.
 * Respect all members of the school community, especially persons in authority.
 * Appreciate the need of others to work in an environment that is conducive to learning and teaching. Use appropriate language with all community members, including students, teachings and persons in authority.”

__Who Shares the Responsibility?__

“A positive school climate exists when all members of staff, students and parents work together. Each partner has an important contribution to make.

__The school’s responsibility:__


 * Provide a climate that is committed to academic excellence in a safe teaching and learning environment. Foster open, honest communications with all members of the school community.
 * Teach acceptance of and respect for others.
 * Help students work to their full potential and develop their sense of self- worth.

__The student’s responsibility:__
 * Practice our Catholic Virtues – honesty and integrity.
 * Show respect for self and others.
 * Come to school prepared, on time and ready to learn.
 * Exercise self-control and self-discipline.
 * Treat others with respect, kindness and dignity.
 * Follow the established rules.
 * Show respect for school property.

__The parent’s/guardian’s responsibility:__
 * Show an active interest in their child’s school work and progress.
 * Communicate regularly with the school
 * Help their child to be neat, appropriately dressed and prepared for school
 * Ensure that their child attends school regularly and on time.
 * Promptly report to the school their child’s absence or late arrival.
 * Show that they are familiar with the school’s Code of Conduct and rules.
 * Encourage and assist their child in following the rules of behaviour.
 * Assist school staff in dealing with disciplinary issues involving their child.
 * Assist school staff in dealing with disciplinary issues involving their child.

The York Catholic District School Board supports the use of positive practices, as well as consequences for inappropriate behaviour, including progressive discipline, which includes suspension and expulsion, where necessary, to meet the goal of creating a safe, caring and accepting school environment.”

__**Reference**__

York Catholic District School Board. Retrieved February 10, 2009, Web site: http://www.ycdsb.ca/pdf/tipsheet_caringschools.pdf

__**York Catholic Character Attributes of the Month**__

Every month, the school has a character trait and a corresponding Catholic virtue that the whole school focuses on. This encourages students to bring about equity, justice and harmony in their school and in their outside environments. The school also provides students with a statement that guides them on exactly what they should be doing. This is important in the culture of the classroom and in the school. It promotes a set of values within the students and therefore leads to a better learning environment.

For example, in January, the character trait is inclusiveness and the Catholic virtue is unity. Their statement is “I will make everyone feel welcomed and appreciated. I will take some time to learn about the similarities and difference in my community. I will empower people with my words not put them down by calling them names.”

__**References**__ 1. York Catholic District School Board. Retrieved February 10, 2009, Web site: http://www.ycdsb.ca/

=Classroom Management= “SHOULDS” //**
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Classroom management is something new teachers all worry about. While students differ and the way teachers handle misbehavior differs, there are certain consistencies that are found to be the same for most teachers. The strategies covered in this section will be those from **Barrie Bennett**.

Barrie Bennett’s teaches us that effective teachers are those who take a pro-active approach in classroom management. They expect that all kids will misbehave some of the time and therefore it is essential for them to be prepared to respond to misbehavior in a way that stops it from escalating. The student’s escalation is referred to as BUMPS and it is the teacher’s responsibility to match the bump with the appropriate response so as to try to diffuse the situation. It is really important for teachers to think ahead of how they will react to certain situations before they encounter them. The more prepared they are in anticipating the misbehaviour, the more effective they will be at handling the situation/misbehaviour. These bumps will help guide and give us ideas as to what we should do as teachers when faced with difficult situations.

__**BUMP 1: Preventing and Responding to Misbehaviour through Low-Key Responses**__ This bump is used when students are just beginning to disrupt the class. Some of the things include but are not limited to: call outs, getting up and walking around, playing with toys, talking while you’re talking, etc. In these cases, you would try to let the students know to stop with low key responses that do not disrupt the lesson. __"Low Key Responses:__
 * Proximity
 * Student's Name
 * Gesture
 * The Look
 * The Pause
 * Ignore
 * Signal
 * Deal with the problem, not the student (remove object)"

__**BUMP 2 : Squaring Off**__

Bump 2 occurs when students continue to act inappropriately, as in continuing their actions from Bump 1. It differs with Bump 2 in it's intensity. This bump usually has __4 steps__:

"1. You pause (and that has you stop talking) 2. You turn towards the student (square off) 3. You give minimal verbal request to stop (optional) 4. You finish with a "thank you." or "thanks.""

__**BUMP 3 and 4: Choices and the Implied Choice**__

Here the teacher begins to give the responsibility back to the students by giving them choices. When giving choices, here are some __essential attributes of effective choice:__

"1. The choice is related to the misbehaviour. 2. The choice is not seen as a punishment. 3. The consequence is given as immediately as possible. 4. The choice is not an ultimatum. 5. The choice is done in a positive or neutral tone. 6. You can follow through on the choice.

__**BUMP 5: Defusing the Power Struggle**__

Here is where students deliberately try to get you to play in a power struggle. "It is absolutely essential that the teacher realize the objective of the student is to place the teacher into a situation where he will feel that he must demand that the student obey him...Should the teacher fall into this trap, then the power struggle begins in earnest; only when the student has something to oppose can the move for power be continued.Once the game is in progress, the student will seemingly risk any punishment to keep it going."

The sequence of steps here are: "1. Stop teaching and pause 2. Square off 3. Make eye contact 4. Take one or more deep breaths 5. Deal with any allies 6. Do or say something that shifts the locus of control 7. Pause and allow the student to save face 8. Bring closure to the interaction with an appropriate statement such as "Thank you" or "I appreciate it."

__**BUMP 6: The Informal Agreement**__

Here, the teacher has a one-to-one dialogue with the student. "The Informal Agreement ranges from an informal and unstructured chat to a more formal or structured process."

__**BUMP 7, 8, & 9: Formal Contracts, In-School Suspensions & Out-of-School Suspensions**__

Here is the most serious form of misbehaviour "with an intensity and frequency that is unacceptably destructive to the classroom learning environment."

Barrie Bennett emphasizes the fact that these bumps do not have to occur in order, but that it depends on the frequency and severity of the situation. It is up to the teacher to decide what response is appropriate.

__**Reference**__

Bennett, B., & Smilanich, P. //Classroom management//.Toronto: Bookation Inc.