Safe & Civil Schools NewsletterApril 2008 Class Size • PAHSCI • Dr. Anita Archer • Take our Survey • Upcoming Events
|
If Your Class is Too Large...By Randy Sprick We have yet to determine the optimum class size. Initial studies seemed to indicate that smaller classes make for more productive students and many states, most notably California and Tennessee, have been pushing over the years to reduce the number of students per class in an effort to improve the quality of schools and boost student academic achievement. However, according to an article in USA Today, recent studies show that the solution is not that simple. Reducing class size can improve student productivity but it doesn’t always do so, which implies that there are other factors beyond class size that influence teacher effectiveness and student achievement. According to recent studies on class size, one of those factors may be that smaller classes offer students an opportunity to connect with the teacher and to other students in a personal and fulfilling way. And we know the importance of connecting students to their classmates, their teachers, and their schools from analysis of the National Longitudinal Study of Adolescent Health. [See School Connectedness: Improving Students’ Lives, and The Untapped Power of Schools to Improve the Health of Teens for a discussion.] So, the question arises, “Can you foster connectedness among your students if you don’t have the advantage of small class size?” At Safe & Civil Schools, we believe the answer is yes. There is much you can do to structure your classroom in a way that builds connectedness, fosters enthusiasm, and develops responsibility and civility among your students—even if you have a lot of them! It all hinges on a good solid classroom management plan—one that emphasizes positive interactions between teacher and students, proactive and caring support of student effort, and instructional responses to misbehavior. You’ll find everything you need to know about developing such a plan in CHAMPs: A Positive and Proactive Approach to Classroom Management. Short of reading the book, though, how do you foster connectedness in a large class? Start by considering three aspects of your teaching:
Organization Make your classroom feel welcoming to students. Organize the physical space so that it promotes positive student/teacher interactions and reduces the possibility of disruptions. For instance, make sure you have easy access to all parts of the room so that you can circulate among your students. Your proximity has a moderating effect on student behavior and allows you to connect with students one-on-one or in groups. Arrange to devote some of your bulletin board space to student work. By prominently displaying student work, you demonstrate that you are proud of what your students have done and wish to show others what they have accomplished. Another way to make your students feel welcome is by posting three to six classroom rules that are clearly visible to all students. If you bring students into the decision-making process of developing these rules, you give them a greater sense of ownership and belonging. Posting them allows you to use them as a basis for providing feedback, giving you an opportunity to interact positively with students. Make sure you teach students what the rules are and how they can demonstrate compliance. By doing so, you show students what they need to know to succeed, and thus to feel good about their abilities. Expectations When your expectations are clear, students never have to guess how you expect them to behave or what you want them to do. Define specific expectations for student behavior during major classroom activities (i.e., teacher-directed instruction, independent seat work, cooperative group work, etc.) and common transition times (switching from one subject to another, correcting papers, opening textbooks, etc.). Your expectations should answer questions like:
Once you have developed your expectations, decide how you will teach them to students. Devise lessons, design visual displays of your expectations, teach/demonstrate your expectations, allow plenty of practice and rehearsal opportunities, and finally, verify that each and every student understands your expectations. The school and effectiveness literature consistently shows that successful teachers are very clear with students about exactly how they expect students to behave during the school day. When students know what is expected of them, they feel confident and secure—attitudes that in turn lead to positive feelings about (connectedness to) school. Motivation When you implement effective instruction and positive feedback, you move students to do their best academically and to behave responsibly and respectfully. Be enthusiastic! Present your lessons in a manner that encourages enthusiasm on the part of students. If you can generate student enthusiasm, you can “drive students forward” to succeed. Here are four strategies you can use to increase students’ intrinsic motivation:
Beyond enthusiasm, probably the best way to motivate your students is by implementing effective instructional practices:
Conclusion By setting up a welcoming space for students, posting clear and concise rules, making your expectations clear, demonstrating your excitement about teaching and learning, fostering their enthusiasm for academic achievement, and finally, by implementing effective instructional practices, you can connect with your students in caring and positive ways. Smaller classes make it easier to connect with each student. However, when you have a large class make the most of it by creating solid organization, directly teaching students how to function successfully in that organization, and doing everything in your power to keep motivation at optimal levels. Take our survey — Weigh in on class size and student achievement. Go to our website and take our survey! We'll let you know the results in our next newsletter! ‾‾‾‾‾‾‾ Pennsylvania High School Coaching Initiative (PAHSCI)At Safe & Civil Schools, we have long believed in instructional coaching as the keystone in the professional development arch. Without coaching, on-the-job learning by teachers is muted and the measure of successful implementation ill-defined. With coaching, any professional development teachers receive is far more likely to become reality in their classrooms. For many years, we have been working with folks at the University of Kansas Center for Research on Learning to spread the word on instructional coaching. Now, we have discovered another organization with like goals that we'd like you to know about. The Pennsylvania High School Coaching Initiative (PAHSCI) is a distinctive school reform design that uses instructional coaches and mentors to further the ultimate goal of improving student achievement and productvity. Formed in 2005 as a partnership between The Annenberg Foundation and the Pennsylvania Department of Education, PAHSCI is the nation’s only multi-tiered teacher coaching initiative providing trained teacher-leaders (coaches) to schools and school districts. Coaches and school principals, in turn, receive professional and program support from the initiative’s team of mentors and facilitators. We invite you to visit the PAHSCI website. Find out what they have to say about instructional coaching and why it works. Browse their newsletter archive (we'd especially like you to read the February 2008 issue because we're mentioned). And, finally, if you're interested in training coaches and mentors within your own school district, read what they have to say about the training they received. ‾‾‾‾‾‾‾ Motivation a Problem? Have you been wondering how to get your students interested in learning and excited about coming to school? Motivating students is not easy but it can be done. Anita Archer, Ph.D., will be on hand at the Safe & Civil Schools National Conference this summer (see sidebar for more information) to show you how she does it. Her secret — deliver your lessons with zip and zest! According to Dr. Archer, gaining student attention, eliciting their responses, providing engaging passage reading practice, and maintaining a perky pace all contribute to earning the undivided attention of every student in your class. And she should know something about motivating students! Recipient of ten Outstanding Educator awards, Dr. Archer has taught students in elementary and middle schools, as well as at the university level, with great success. Currently, she shares her knowledge and expertise with educators by writing, consulting, and speaking at seminars and workshops throughout the country. So, if you have ever experienced inattentive, disengaged students and want to do what you can to invigorate them, come to Dr. Archer’s session at our National Conference and revitalize your teaching with effective and easy to implement teaching procedures! |
|
First Annual Safe & Civil Schools National Conference
|
As the new year begins, the staff at Safe & Civil Schools wish you a productive and positive school year! |