PROJECT Thrive: TEACH
Balancing Structure with Support for Divergent Needs
Students no longer come to school knowing how to “do school”. As students work their way through the day, we, as teachers, have expectations for how they will behave and interact in the learning environment. In this thread, we discuss how to equip students to make positive choices in the classroom to engage them in their learning. By explicitly teaching and engaging students in establishing expectation, students will know what they are expected to do and be more likely to comply and produce a positive classroom environment where they can experience their best learning outcomes.
This strand explores practical strategies for setting clear expectations and teaching routines that align with your classroom goals. Topics include how to effectively communicate expectations, model desired behaviors, and involve students in creating classroom norms. It also provides actionable tools for developing and maintaining procedures that help students understand their role in the learning process, ensuring they have the structure needed to succeed both academically and socially.
This strand explores practical strategies for setting clear expectations and teaching routines that align with your classroom goals. Topics include how to effectively communicate expectations, model desired behaviors, and involve students in creating classroom norms. It also provides actionable tools for developing and maintaining procedures that help students understand their role in the learning process, ensuring they have the structure needed to succeed both academically and socially.
PROJECT THRIVE
What's in the Teach strand?
Co-develop and Explicitly Teach Classroom Routines, Procedures, and Expectations
Foundations of Flow
Involve students in the development of routines, procedures, and expectations that are then clearly and consistently applied in the classroom leading to a positive classroom environment where students feel safe, respected, and engaged. In this approach, 80% of classroom management involves proactive teaching of routines, procedures, and expectations leaving 20% to address issues that arise despite preventative measures.
Proactive Strategies to Address Behavior
Prevention Over Reaction
Guide teachers to differentiate between nuisance and problematic behaviors in the classroom, emphasizing proactive strategies to prevent and address disruptive actions. By building relationships, setting clear expectations, and involving students in developing norms, teachers can create a positive and productive learning environment that fosters growth and success.
Dynamic Nature of Routines, Procedures, and Expectations
Classroom Choreography
Classroom routines, procedures, and rules should be dynamic and adaptable to meet the evolving needs of students, fostering a collaborative learning environment. Engaging students in the process of evaluating and refining these structures promotes ownership, accountability, and continuous improvement, ultimately supporting their academic and personal growth.
Consider Behavioral, Emotional, and Cognitive Aspects of Student Engagement
Mind, Heart, and Action
Integrate behavioral, emotional, and cognitive aspects of student engagement to help teachers tailor incentives and instruction, fostering a positive classroom climate that boosts student morale, academic performance, and behavior.