Some Thoughts on Teacher Evaluation

Very soon, I will be given the opportunity to observe and teach in a nearby local school, with an incredible, experienced, mentor teacher. From her wisdom and experiences thus far, along with the research and observations I have already completed, I hope to gain a greater level of understanding, and a great deal of practical knowledge for current and future instruction. I am eager and excited, but also nervous, to apply what I know, to the practices I do not yet. I am also nervous about the ongoing assessment and review I will participate in, regarding my progress and standings.

The fact is, all teachers undergo routine evaluation of their practices and skills throughout the school year, and this student teaching clinical experience, is just the first step in that ongoing career-specific process. Teacher evaluation is occurring all of the time and is no longer simply based on observations by superiors. In current practice, evaluation of teachers can often include: principle and mentor observations, standardized test score results of students, value-added measures, and student/parent feedback. While I feel that this multi-faceted approach is far more comprehensive than the alternative of a singular evaluation tool, I still don't necessarily feel that these methodologies will ever give a wholistic view of each teachers' level of efficacy and impact on their students and student achievement year to year, unless they are modified appropriately for that purpose.

The reason I feel this way, is because research studies suggest that not a single one of those methods for evaluation, are unbiased, consistent over time, or without serious flaws. According to 2011 online article by Washington Post author Valerie Strauss, titled Getting Teacher Evaluation Right, "there is a widespread consensus among practitioners, researchers, and policy makers that current teacher evaluation systems in most school districts do little to help teachers improve or to support personnel decision making. For this reason, new approaches to teacher evaluation are being developed and tested." (Strauss, 2011)

It is my hope that as time goes on, there will be less emphasis on data driven policy and standardized or high stakes testing, and more emphasis on wholistic approaches to student learning, assessment, and long term progress. It is my hope for my own assessment, that I will receive the sort of feedback from my peers, mentors, superiors, parents, and students, that is fair, encouraging, constructive, helpful, reflective of my full range and demonstration of abilities, and timely, so that I may continue to learn, grow, and improve, alongside my students.

Source

Getting Teacher Evaluation Right. (2011) The Washington Post. By Valerie Strauss. Retrieved October 28, 2014, from http://www.washingtonpost.com/blogs/answer-sheet/post/getting-teacher-evaluation-right/2011/09/15/gIQAPzs9UK_blog.html

Tackling The Grading Dilemma

In having a recent look at a 2010 online article called "Tackling the Grading Dilemma" by Rebecca Alber, a contributor for Edutopia, I've gained an interesting behind-the-scenes look at the reality of the daily take-home work load most teachers add to their concerns, but also some insight as to possible solutions for greater success in time saving, efficiency, and overall teaching strategy. In her article, Alber highlights four specific solutions or strategies: peer assessment, the one in four rule, the stamping method, and student journals. Here then are my thoughts about each...

Peer Assessment
Just as the author suggests, I believe that peer and self assessment "allow students to learn from each other and practice being fair and impartial - get to know their assignments and expectations inside and out." (Alber, 2010) In particular, with grades four and higher, I feel like students are more mature and critical regarding their own work, and could certainly benefit from participating in the grading process. - It is immediate, constructive feedback too! Further, I couldn't agree more with the author, that having students help to create the grading scales or rubrics used as a class, gives students strong incentive for engagement, while reinforcing independence and responsibility. Taking some of the grading burden off of the teacher seems like a nice but small "side benefit" when weighed against the others.

One In Four Rule
Essentially the author explains in this article, that for every four assignments a student turns in, a teacher might only grade or thoroughly comment on one, and the remaining three, are treated as purely credit or no credit. She asserts that implementing this time-saving, work-load reducing solution (or rule) "allows you to keep up the rigor and keep your sanity at the same time." (Alber, 2010) While I have no doubt this is true, I wonder as a novice, what conditions might apply to this rule and how much time and energy should be spent on weighing out the right balance of differentiated assignments in which, to extract grades from, because clearly, not all can be considered equally representative and interchangeable. Not all can accurately demonstrate the ability and knowledge of each individual student, each having unique learning styles, abilities, preferences, and needs. A concern of mine would be that If poorly weighting these one in four assignments, students could easily be negatively affected by a less than wholistic picture of their overall progress and capability.

Stamping Method
As I understand it from the reading of this article, stamps (whether store bought or custom, can be used as a method of quick, spot-grading for lesser-weighted assignments. I'm confused however, by how the four specific stamps the author suggests using, may be converted into a point system, but they do make sense to me, as a replacement for a grade, as a one-word overall impression - more descriptive and constructive than a simple smiley face, but not overly detailed and time-consuming either. As a side note, I don't care for the use of the word "measly" to describe these lesser-weighted assignments by the author, as I see every assignment, no matter how weighted, as an effort on the part of a student who has done the work to get it to her. I'm sure she feels that way too, but being overwhelmed can color perception and point of view at times... I wonder what the overall efficacy is of this one in four and stamping together?

Student Journals
The final strategy or solution the author of this article proposes, is to create student journals in lieu of individual writing assignments, that students would become solely responsible for, and maintain (for either singular/comprehensive grade or one in four grade) approximately every two weeks. She recommends offsetting the collection days for each classroom, for teachers that do multiple periods throughout the day, so they are not grading all 100-150 binders at once. She also suggests that student journals maintain a structure whereby the front portion holds all current/ongoing work and checklist of what has been done, and the back portion holds homework. I feel like a journal/portfolio such as this, is a terrific idea for showcasing and archiving the learning of individual students for your and their periodic review. However at the same time, I am always concerned that such heftily weighted comprehensive assessments, may or may not fairly represent a students' full knowledge and ability. And then too, what happens if for unforeseen reasons beyond the students control,male thing happens to said binder? The author even admits, teacher often loose student work....Are we as understanding when the other party is to blame? From a parent perspective, this is a real fear. I believe this type of assessment only works for everyone, if it's on a one to four or less ratio of scoring, with maybe overall binder incentives, rather then the other way around.

To know for sure, exactly what I'd do in any of these scenarios, I'd really have to experiment using the strategies listed, in some form, to get a feel for what works in my own classroom community. I imagine that getting to know my individual learners,mother needs, and styles of learning would be a helpful guide too. While I cafe very much about combating the lack of time, and giving myself enough to plan dynamic and engaging lesson plans, I also want to be sure that my students know that I'm matching their efforts and care about the work they've taken the time and energy to turn in to me, so that's it can be met with the appropriate amount enthusiasm, encouragement, constructive, and timely feedback, to keep them motivated, and feel invested. I agree with the author, that increasing more opportunities for self assessment, peer assessment, and personal accountability, does invest students further, and set a rigorous, consistently high standard, however, I feel that we must consciously strive towards modeling these tasks ourselves, as often as possible, striking whatever balance we can as we go along.

Source
Tackling The Grading Dilemma. (2010) Edutopia. By Rebecca Alber. Retrieved October 24, 2914, from http://www.edutopia.org/grading-dilemma-strategies-tactics

High Expectations & Providing Intervention

Having high expectations for your classroom learners, is a fine goal, however, you must be able to communicate those high expectations to your students, in order to see actual results. "Teachers and students may begin the year with excitement and high expectations for a great academic year, but somewhere along the line some kids fall behind and others seem to never achieve. The teacher must have good communication skills if she is going to help the students have a successful start of the year and stay on the right track. Procedures for communicating high expectations for elementary school students help more kids achieve their goals." (Hanly, 2014)

Some of the procedures a teacher might use are:

• Clear Communication All expectations should be shown, demonstrated or modeled, and listed clearly.
• Children & Families Get parents involved from the start! Handouts, emails, and other communications should regularly be used to indicate clear expectations, reinforce those e pec tattoos, and note progress with constructive feedback, as it is happening.
• Offer Praise Praise is a powerful motivator. It can (when used appropriately, and is both specific and genuine), improve student behavior, and inform students at the same time (in a less obvious way) of the teachers' expectations.
• Respect & Support Language used by teacher should be carefully self-monitored, so as not to distance students who feel less confident in their abilities or may be struggling. At the same time as acknowledging the difficulty of the work however, a teacher should express faith in students' capability to meet expectations with perseverance and effort, and find ways to help them in that process by providing frequent assessment/constructive feedback, such as with RTI.

According to the RTI Action Network online, "Response to Intervention or RTI, is a multi-tiered approach to helping struggling learners, in which high quality instruction and universal screening of children, both occur in the same general education classroom." (RTI Action Network, 2011) Author Ben Johnson, in his 2012 article called Olympic Gold in the Classroom: RTI, from Edutopia online, provided the analogy of weak swimmer who, if left by himself, might sink. However, with an attentive coach providing additional training and practice, the student can be retested to show improvement and be able to swim on their own. If not enough progress has been made after this assistance, the coach can further provide extra conditioning, strength building, and personal coaching etc. and repeat. If none of the coaches' efforts have enabled the swimmer to work towards independence, the coach may have to defer to medical staff or other professionals regarding a deeper issue. In any case, the author suggests that "the key to successful RTI, is quick turn-around between noticing the problem, intervening, and testing the effect of the intervention." This assertion organically flows back into my initial premise: having and communicating higher expectations to students. To achieve this lofty goal successfully, teachers must use strategic measures to make known what the expectations are, and reinforce those expectations with assessment and support.

Sources/Resources

How to Communicate High Expectations for Elementary Students. (2014) Global Post. By Samantha Hanly of Demand Media. Retrieved October 15, 2014, from http://everydaylife.globalpost.com/communicate-high-expectations-elementary-students-3650.html

Response to Intervention: A Tiered Approach to Instructing All Students. (2008) YouTube. By AtlasInitiative. Retrieved October 15, 2014, from http://youtu.be/nkK1bT8ls0M

What Is RTI? (2011) RTI Action Network. Retrieved October 15, 2014, from http://www.rtinetwork.org/learn/what 

Olympic Gold in The Classroom: RTI. (2012) Edutopia. By Ben Johnson. Retrieved October 15, 2014, from http://www.edutopia.org/blog/intervention-rti-benefits-ben-johnson

How to Implement Response to Intervention at the Secondary Level. (2011) Edutopia. by PJ Caposey. Retrieved October 15, 2014, from http://www.edutopia.org/blog/response-to-intervention-secondary-school-philip-caposey

Response to Intervention: A Primer for Parents. (2007) National Association of a school Psychologists. By Mary Beth Klotz and Andrea Canter. Retrieved October 15, 2014, from http://www.nasponline.org/resources/handouts/revisedPDFs/rtiprimer.pdf 

Standards & Lessons

As simplistically and clearly as they have been "laid out" and broken down, The Common Core State Standards (used in both my current state, as well as the one I will soon be relocating to), are anything but simple. The word I would more likely use to describe the experiences of exploring and unpacking these standards, would be "overwhelming." Speaking as a lowly novice student, after a week newfound research and application, I cannot imagine a more daunting set of tasks than dissecting each of these standards and generating meaningful, creative, enriching, content-based lessons and assessments for them. Yet, I know from speaking to more experienced teachers, that these tasks will in fact, become easier and that having this concrete guide (and correlating iPad apps), will be tremendously useful to me someday soon. We shall see...

My (for now) "Take-Aways" from A Week of Standards Introduction & Exploration:

In analyzing three particular standards to give focus to broad research, using the third grade as an example of my ideal placement in a K-6 school setting, I discovered the "Common Core" app which provides a very user-friendly interface for finding the subject-and-grade-specific standards by number. From there I was able to further my research online, to see what some other teachers are doing to apply those standards to their lessons, developing specific learning activities and assessments around the core specific criteria. Based on the lessons I read about being currently used, I was able to identify certain strategies and big ideas or "take-aways" that helped me "unpack" each standard in a way that was more easily digested and manageable, in smaller parts or pieces, all fitting together.

I have thus, recently learned that when using common standards to scaffold work, which is required, the standards must be first in the process, then the teaching/learning objectives or big ideas, and finally the lessons, activities, supplies or resources, and assessment, in that order. It makes perfect sense, now having attempted it myself, however, I wonder once again, how on earth, these elementary school teachers manage the time to do is, for each subject, for every standard?! The time consuming element, in addition to the complex application, is another fear of mine. How will the theory of practice, and practice itself measure up?

One of the standards I investigated for example, the Common Core Standard 3.OA.A.1 Math Content, Operations & Algebraic Thinking, requires one to: represent and solve problems involving multiplication and division. Specifically, the measurable goal and big idea is to have third grade students interpret products of whole numbers in such a way that they can interpret an equation like 5 x 7 as the total number of objects, in 5 groups of 7 objects each. Sounds simple in theory right? Yet, to meet this standard, a teacher would ideally want to plan activities and lessons that will help students learn that number patterns and operations relationships are useful for solving math problems. Thus activited/lessons should be diverse to add interest and engagement, but tie into the overall idea, through repetition and appeal to multiple senses. The ideas I had were, reading content related stories where characters have to sort in this way, modeling and demonstrations by self and students, using Smartboard and manipulatives, creating "math story" illustrations and graphic products by computer by hand, completing math games and handouts on paper and by digital means, watching "how to" videos or creatively designing a music video tutorial as a class. In theory, this sounds like fun, but in practice, it sounds more like exhausting...and that's only one subject!

However I note that between the "carry-overs" of supplies/preparation, and the routines/procedures maintained in the classroom, this initially daunting workload might seem a lot lighter over time, as it is learned, repeated often, and improved upon along the way. Examples of the carry-overs might be that from the list of math lesson/activity ideas above, I could further breakdown this standard to materials (such as IPads or computers, handouts, pencils, markers, manipulatives, flash cards, etc) and resources (such as software apps and CDs, online materials and research sites, books, and movies), that could mostly all be re-used in other activities and become familiar fairly quickly. 

In a final step of the process, assigning appropriate assessment, I would ideally (in theory) attempt to diversify and differentiate assessment based on individual student needs and a more wholistic measurement of ability; perhaps by using rubrics for evaluating products, digital/hand grading of quizzes, tests, and games, and/or direct observation and reporting of participation and effort by students/groups. All of these techniques then, in practice, would also be "carry-overs" that when utilized often enough, could become routine and familiar, and then further developed/improved upon as needed.

To reiterate my current stance, from what I have witnessed so far, this process of working from standard on down, is anything but easy, quite complex, somewhat inflexible, and more than likely, is wrought with imperfections (standardized education from a parent-perspective at least, leaves little to no space for creativity, spontaneity, exceptional case modifications/enrichment, and general innovation), but for this moment in time, in our country, The Common Core standrads and process of breaking them down into a framework for practice, is truly the most efficient and effective way to create a definitive plan of action with measurable goals and results, by subject, in improving the overall education of most students. And while theory and practice may not always align, I believe that one must continue to strive for the best possible solutions and outcomes in all endeavors regarding children, even the more difficult tasks, in order to consistently improve and deliver.

Resources

Third Grade Operations & Algebraic Thinking - CCSS Mathematics - 3.OA.A.1

http://www.corestandards.org/Math/Content/3/OA/

Common Core App

https://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Toolkit forCommon Core

http://www.ccsso.org/Documents/2013/Toolkit%20for%20Evaluating%20Alignment%20of%20Instructional%20and%20Assessment%20Materials.pdf

Skills Available for Common Core (interactive standards based, timed activities)

http://www.ixl.com/standards/common-core/math/grade-3

Language Arts Standards Unpacked

http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/ela/3.pdf

Mathematics Standards Unpacked

http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/3rd.pdf

Procedures for Positive Learning

My personal plans and ideals for creating a positive learning environment for my future classroom learners, are contained within a framework of procedures, in which I am currently establishing and building upon as I grow and learn myself. I realize through research, that the rules, norms, expectations and overall procedures of a classroom, set the tone for the entire course of study and learning. I have also learned, that where a teacher presents her learners with the highest expectations inside of a well structured, positive environment, her students’ achievement can (and often does) sky-rocket! This is the outcome I’d like to foster. Thus far, I have discovered several tools and strategies, that I think will be very helpful, and a certain rule that I believe to be a non-negotiable must!

“What is an effective classroom? It is one that runs smoothly, with minimal confusion and down 

time, and maximizes student learning. An effective classroom has patterns and routines in place that make interaction and movement within that classroom easy to organize and accomplish. Such patterns and routines are established through the development of classroom rules and procedures. Rules are the explicit statements of teacher’s expectations for students’ behavior in a classroom. Procedures are the patterns for accomplishing classroom tasks. Teachers communicate their expectations to students through the development and enactment of both.” (Evertson & Poole, the IRIS Center, 2003)

So to begin building my procedural framework, I am interested in creating (through voicing of expectations, modeling of behavior, and reinforcing with reminders, visual cues, and graphics) several familiar ways of interacting in my classroom (norms) and rules. I will start by trying to anticipate what my students need to know and do in our classroom, academically, socially, and behaviorally, before the school year begins, by breaking down larger goals into smaller ones. For example, if Id like to be sure to incorporate prompt attendance into my “rules” and “norms” I’d ask myself: What time will my class begin? How will I be prepared to begin class promptly? How will I convey my expectations to my learners? And further, what consequences will result from failure to adhere to or meet those expectations? A variation of these same questions could be applied to any of the rules and norms that I am trying to establish, one by one, ahead of time, to create a guideline for planning the first day, the room layout, the visuals I will create and post, the types of lessons and lesson content I will cover, and the transitions I will use between activities.

Being a mother, I know all too well, that you cannot force an independent person do anything. You can really only provide positive motivation, and “motivational consequences,” lol…In my classroom planning, I will attempt to select rules, norms, and overall procedures that are stated in a positive way and sustainable, such as “Please walk in the hallway” rather than “Don’t run.” This is a far more realistic way to present the same rule, which can easily be followed up with non-verbal reminders if posted visually. Where rules are broken, appropriate consequences may be provided that have also been clearly stated at the start. I will try to curtail the rules I establish, so that they always support the learning and high achievement goals that I have for my students and for which they have for themselves, making them more meaningful, as we discuss and explain them together.

Explaining to students the purpose and rationale for classroom rules, and behavioral/academic expectations and including them in the development and modeling of good behavior practices is super important, because it offers a sense of fairness and responsibility, ownerships, and pride (individually and as a group). This is also why consistently responding to student behavior regarding established rules and procedures (through consistent and frequent feedback and consequences) is equally important in reinforcing fairness, but also in providing a sentiment of safety and positively affective environment where students feel their contributions are valued, and where they want to succeed, meet and exceed challenges set forth - even create their own!

And not to be forgotten, another important aspect of building my structure of procedures and norms, will be the frequent review and adaptation of rules and norms and overall procedures, by myself as well as the entire class as a whole, as needed or necessary. “Since norms are developed and maintained through the interactions of individuals, they can shift and change. The environments in which the norms are established can also change. While reflecting upon the established classroom norms, a teacher compares the accepted norms of the classroom to those desired for maintaining an effective classroom. When a discrepancy is found between what is needed for a successful learning environment and the established classroom norms, the teacher must adjust these norms through instruction, clear communication of expectations, and consistent support of these expectations.” (Evertson & Poole, the IRIS Center, 2003) By including my students in the discussion, revaluation, and implementation of changes, it is my intention that they will continue a pattern of taking responsibility, ownership, and pride in helping to establish and maintain our positive classroom environment, in which they are reassured is safe, and is a place where they and their contributions, matter as teammates and individuals. As a mother, I know too, that this path is the one of least resistance ;)

Still, in the early days of my classroom, I will be on my own in terms of generating the initial set of overall procedures. To be sure that the rules I am trying to establish are appropriate, I will continually check them against the following criteria:

As of this post, the rules and procedures I think I will use at first, look a little something like this chart I have recently constructed:

Sources

Evertson, C., Poole, I., & the IRIS Center. (2003). Norms and expectations. Retrieved on August 6, 2014, from http://iris.peabody.vanderbilt.edu/case_studies/ICS-003.pdf

The Only Classroom Rules You’ll Ever Need. (2009) Smart Classroom Management. By Michael Linsin. Retrieved on August 6, 2014, from http://www.smartclassroommanagement.com/2009/08/17/the-only-classroom-rules-youll-ever-need/

High Expectations For Student Behavior & Achievement

High expectations, student goal setting, and pride in work are very important aspects in student success. In particular, high expectations are so important, because they set the tone or standard for what can be achieved as a classroom whole, and within the wholistic body of each individual learner. In Setting High Expectation for Them and Me, a 2010 internet article by teacher and blogger Deven Black, he states that "Sometimes teachers forget that we don’t have to teach what the students already know and can do but we do have to teach them what they can’t do. We have to expect them to be able to learn it...If we don’t, they won’t." I feel this to be profoundly true. Why create obstacles that don't need to be there for students essentially filled with unlimited potential?

Along that same train of thought, targeted and appropriate feedback and personal goal setting (not limitation but identification of capability) helps students develop motivation and forces them to focus their time and energy in the most productive way possible. Once a personal development plan with a students' goals is established, they can gain greater meaning and purpose from lessons, take more initiative, creativity, and pride in their work, and generate more meaningful products, that are more reflective of their full potential and strengths.

A students' pride in their work is a particularly useful tool for teachers, as it can assist them in maintaining those classroom standards and personal goals set. Pride can also be a unifying force in a group of students, when as a team, they achieve a difficult challenge or live up to its high standards. Basically, when students achieve a goal alone or as a group, it makes them feel good about themselves. A common part of this is feeling proud. Where self-respect and feelings of worth are boosted, so also is a students' sense of identity, positivity, and capability. Pride is definitely greater when someone has had to work hard for something, as this makes the achievement more worthwhile and meaningful, bringing every one of these aspects full circle, and creating a picture of the Affective learning Domain.

According to internet author Mary Miller at The University of Georgia, in her 2005 article Teaching and Learning in Affective Domain, she explains and provides detailed examples of how "a student's attitude towards a given course or subject area, can be a contributing factor to their achievement in it." (Miller, 2005). She goes on further to provide ways in which this knowledge or premiss can be applied to instructional strategies which promote these aspects above.

In order to develop, communicate, and implement classroom motivation and management plans of this nature, this author suggests six guidelines:

• Make the instructions realistic, relevant, and technically stimulating. **For myself, I'd probably use pop culture examples with students, and provide everyday examples or prompt students to provide their own meaningful examples.
• Present new information. **I would use innovative tools and sources as much as possible, experimenting with software, hardware, and any/all creative options.
• Present persuasive messages. **I would try to convey excitement and be excited about the subject matter I am presenting, using inflection, gestures, and tone.
• Elicit purposeful emotional involvement. **I'd show that I genuinely care about my students as individuals, get to know them and their support network, in appropriate manner, and with respect to professional boundaries.
• Involve the learner in planning, production, or delivery of the message. **I'd let my students lead out project-based group and individual assignments, set their own goals, be creative, and take initiative and pride in their work.
• Provide post-instruction discussion or critique opportunities. **I'd have students reflect and brainstorm together, to take ownership of the whole experience and resulting "take-aways."

Additionally Miller's article provides three key instructional approaches to further create a positive Affective Domain and resulting student behavior and achievement:

• Demonstration of the desired behavior by a respected role model
• Practice of the desired behavior through modeling and role playing
• Reinforcement of the desired behavior **Possibly through constructive feedback, positive affirmations, validations, acknowledgments, and rewards (Miller, 2005)

I think that even without directly referring to the research, as a mother, I could have and do easily relate the progress of my childrens' development of independent skills to the same basic concepts studied above. In order for them to grow into healthy, happy, productive, contributing members of society, they must be nurtured in an environment that is engaging, challenging, meaningful, is organized, disciplined, and secure, but allows for creativity and independence, so that they can feel good about what they are doing and take pride in their efforts, reflect upon personal goals met/unmet and reset accordingly. As their "instructor" for the "real world classroom," I have to be both a great communicator as well as facilitator, creating a social climate that is conducive to the growth of my young learners. That is the ideal at least ;)

And just for fun! My group collaborator for this topic of interest (Julianna) and myself, created this fun, interactive "Glog" powered by Glogster.com, in which we attempted to define and highlight what high expectations are, and what we view as being the most important aspects ourselves. Julianna was a phenomenal partner on this project in which we not only learned a lot, but had a great time together. She was an exceptional communicator as we explored different options and ideas, and then assembled all of our content and began manipulation of this new software as a team. - Thanks Julianna! We've got some serious "J" power on our sides!

Resources

Importance of High Expectations. (2012) EPI: Eastern Michigan University. By Ronald Williamson. Retrieved on July 31, 2014, from http://gearup.ous.edu/sites/default/files/Research-Briefs/ResearchBriefHighExpectations.pdf

Hard Work and High Expectations: Motivating Students to Learn. (1992) KidSource Online. By U.S. Department of Education Office of Educational Research and Improvement Programs for Improvement of Practice. Retrieved on July 31, 2014, from http://www.kidsource.com/kidsource/content3/work.expectations.k12.4.html

Miller, M. (2005). Teaching and Learning in Affective Domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 31, 2014, from http://projects.coe.uga.edu/epltt/

Effective Goal Setting For Students. (2010) Teaching Community Online. By Dorit Sasson. Retrieved on July 31, 2014, from http://teaching.monster.com/benefits/articles/9440-effective-goal-setting-for-students

Setting High Expectation For Them and Me (2010) Education On The. Plate. By Deven Black. Retrieved August 1, 2014, from http://educationontheplate.com/2010/09/12/setting-high-expectation-for-them-and-me/ 

YouTube (Goal Setting, Pride in Work & Affective Domain)

http://youtu.be/PsLTsG71F58

http://youtu.be/lYRWdEQp4ic

Supporting Student Learning Through A Positive Classroom Climate

Students who feel that they are safe, feel that they can establish relationships of trust and respect among one another and with their teacher, know what to expect and what is expected of them, and have assurance that their individuality and contributions are valued, are happier, more engaged and productive learners. Though this fact may be known to many novice teachers, developing a classroom management schema that supports these needs, may be a challenge or area of concern for them. Teachers just starting out, as I am, must have a plan of action-oriented strategies from the beginning, in order to guide the classroom towards a positive climate where all learners can thrive and grow cooperatively, with mutual respect and good citizenship.

Encouraging students to adhere to classroom rules, principles, and ideal behaviors, rather than plotting and exacting punishments when things go wrong, teachers may choose to proactively focus on immediate development of positive relationships, providing notice and reminders using organizational tools and routines, incorporating valuable information in creative lesson plans, maintaining a high academic standard through a rigorous but fun curriculum, modeling desired behaviors while positively reinforcing good behavior and contributions of learners, and instituting proactive safety measures in class and throughout the school.

In How to Create A Positive Classroom Climate to Help Your Students Become Successful Learners (Classroom Management Success: Principles and Practice, 2014), internet guru @ClassManSuccess asserts that "If your classroom climate is to be successful it has to be positive and motivate your students to want to be successful. As with many aspects of classroom management, the most important component of a positive classroom is the teacher, and this is where the process must start." This guru further suggests certain simple strategic steps in which teachers can accomplish this goal.

1. Create a warm and inviting classroom environment.

"Teachers who are approachable, friendly, helpful and supportive and who can control the class and impose themselves without appearing too strict or overbearing."(Classroom Management Success: Principles and Practice, 2014) Also, it stands to reason that when a student feels comfortable approaching a teacher, that they are safe inside their classroom/school, and that the teacher genuinely cares about them as an individual (as demonstrated by learning their name, providing accessibility and individual accommodations, etc), they are further motivated to focus on wanting to learn, participation in activities, utilizing provided tools, and absorbing what is being taught-learned.

2. Be enthusiastic, as much as possible.

"Enthusiastic teachers often come across as confident specialists who really enjoy teaching their subject and can 'wrap up' the learning in many different ways to make it interesting and accessible to all learners." (Classroom Management Success: Principles and Practice, 2014) Research indicates that teachers who are pumped up about their subject matter and consistently relay positive vibes or messages to their students about what they are learning, have a profoundly positive impact on how enthusiastic their learners are about it too.

3. Have and maintain high expectations.

"One of the most consistent research findings is the effect on student performance of teacher expectations. In short, students do better when they believe their teachers expect them to do well and create a supportive academic climate." (Classroom Management Success: Principles and Practice, 2014) Further, the "supportive academic climate" that @ClassManSuccess outlines, is one where the teacher not only provides a warm, safe, inviting, and enthusiastic class, but also maintains the following common characteristics:

• Pays close attention to progress students are making and weighs against subjective perceptions, so they have accurate measure of individual learners' true ability.
• Takes care to not communicate low expectations and instead, show faith that's students will do their best within their own unique abilities (providing multiple learning and evaluation methods in which for them to do so)
• Makes sure students get useful feedback (honest but constructive and focused on improvement) on progress.
• Asks high order questions that require deeper responses (such as what, where, why, when, and how?) Then, provides the time for learners to construct well thought out responses, and provide relevant examples.
• Encourages and emphasizes good presentations of student work as much as the content, so learners realize the importance and expectation of both and take pride in their products. (Classroom Management Success: Principles and Practice, 2014)

Source:

How to Create A Positive Classroom Climate to Help Your Students Become Successful Learners. (2014) Classroom Management Success: Principles and Practice. By @ClassManSuccess. Retrieved on July 24, 2014

http://www.classroom-management-success.org/classroom-climate.html#sthash.4JpMPBcT.dpuf