As a coach assisting teachers with technology integration and personalized learning, I notice patterns arising from teacher to teacher. One pattern that I have noticed is that a teacher, no matter how strong he/she is, hits a wall whether earlier or later when it comes to progressing to the next level. In every situation in my experiences, the reason is the same: absence of climate and culture. Although I didn’t see it early on, I see it clearly now. The importance of climate and culture in a classroom and across a school are imperative to positive technology integration, personalized learning, and empowered learning. In this post, I share my experiences and ideas for how to improve climate and culture both in the classroom and across a school.
Climate & Culture at the Classroom Level
How a person feels is paramount to achievement because if a person does not feel safe, appreciated, or successful, he likely will not be motivated to work hard. He will not want to come to school at all let alone spend 6-8 hours there. On the flip side, a person who feels appreciated and feels success will work harder to continue feeling successful. It is a cycle that can be reset, and some schools are already trying to do that through PBIS and Capturing Kids’ Hearts. However, that is not enough. Students must feel that they are part of a classroom family and a larger school family. They need to feel responsible for the successes and failures in the classroom. One successful catalyst to changes in student behavior and empowerment is the Code of Cooperation as seen in the sample above. Self-control, organization, accountability, and respect are four powerful pillars to start from. Students are tasked with self-reflection and self-evaluation. Even the youngest learners can be successful doing this.
In addition to the Code of Cooperation, students often need to drill down and work on respecting one another. Often, they need to learn how to speak to one another politely and have civil discourse in a safe environment. Classroom teachers can help facilitate that through the introduction of sentence stems, blogging, and Socratic seminars. With the opportunity to use positive sentence stems, students can change the climate and culture in their schools, and this should be celebrated! (More on thathere.)
In addition to treating one another with respect, each person should be celebrated at his own level with high expectations in place. Expectations is a generic term that encompasses so much: behavior, soft skills, achievement, etc. How can we do that with so many different levels in our classes? The answer is by personalizing learning and allowing students to set goals for themselves. As with yoga, we all start in different places, and we grow at our own pace. For too long, students have been passive learners sitting and getting instead of digging in and getting their hands dirty. Making decisions is a skill of which we have deprived our students. Ownership in learning is key to academic and personal growth. This can be accomplished through student goal-setting, tracking, and reflection. Too often, students don’t know where they stand in a class because the teacher controls the grade. What if the student decides what his goals for the class are based on his long-term goals for his life? What if students are given time to reflect upon their learning, failures, and successes? Ownership provides students the opportunity to care about, get involved in, and be active in their own growth.
Ownership goes beyond the individual as well. There are rules and SOPs in a full school that contribute to culture. How schools deal with behavioral issues is changing. Research shows that many behavior problems are merely reactions to boredom or frustration. The former, boredom, arises when students are not being challenged. As a result, they act out. At the classroom level, personalized learning, which is not possible without positive climate and culture, encourages a student to set his own goals for achievement and move at his own pace, thus mitigating boredom. The latter, at the other end of the spectrum, reflects the low-skilled student who feels so overwhelmed and frustrated because of skill gaps. At the classroom level, the incorporation of blended and personalized learning is key to filling these gaps. Students are allowed the time needed to master a skill with support during station rotation or targeted instruction. However, climate and culture within the classroom are not enough.
Administrators Supporting Climate & Culture
How do positive classroom changes extend into the full school? Sometimes students make bad choices and are not focused on their personal learning goals. Some student actions will warrant and office referral. How are they dealt with there? Are classroom teachers 100% responsible for climate and culture. The answer, obviously, is no. So how does an administrator contribute to climate and culture? What if student goals are reviewed during disciplinary discussions? What if someone takes the time to talk the student through how his actions are affecting his attainment, or lack thereof, of his goals? What if the student owned his actions and tried to decide whether he wanted to avoid the situation in the future and work to develop a coping mechanism for future incidents? This would take goals to a whole new level and deal with a student more holistically and on a personalized level. There would still be consequences, and the student would be involved in a fair, transparent process.
Leading By Example
A vital factor to all-school change is the administration. In business, the people at the top sell the product by their enthusiasm and belief in the product, not by ordering everyone else to walk the walk. As a result, the administrative team must be trained and believe in the change and walk the walk. Training admins in climate and culture and having them set goals empowers them to lead by example.
As a leader interested in changing the climate and culture in your school, here are some steps you can consider trying out:
Create a tool to measure success before you start, i.e. backward design. Get feedback from teachers and admin to identify the change you want to see.
Present the WHY with examples behind building a school-wide climate and culture that promotes student ownership, agency, and empowerment to all schools. WIIFM: What’s In It For Me is important to stress at this stage.
Poll teachers and admin to measure interest and create a pilot or cohort group to support for the year.
If you are a district leader, target schools that show interest in modifying school-wide climate and culture.
Create a focus group made up of the schools with the most interest.
Create a Climate and Culture Team at each school made up of teachers AND administrators who are invested and passionate about creating change.
Create school-wide initiatives with the Climate and Culture Team coupled with classroom initiatives to be shared with the faculty throughout the year.
Use the train-the-trainer model and give intense training to building-level instructional coaches who will be available for support, too.
Track data all year with celebrations and share outs. Recognition and healthy competition are true motivators.
Professional Development Bingo boards for freedom to jump in at your own level (see below)
Incentives at each grade or building level
As society moves forward with technology in the 21st century, we in education need to lasso the opportunities available for support. Here are some ideas for how technology can help us help ourselves:
Virtual trainings and webinars – you can create screencasts for asynchronous trainings that can be uploaded to EdPuzzle.com with multiple choice questions, comments, and thought questions embedded. EdPuzzle also allows us to track who has watched the video and evaluate their answers
Teachers can videotape events in their room to share with support leaders or the Culture and Climate Team for analysis and debriefing
Travel for teachers can be minimized by holding online meetings or webinars for teachers to share out their questions and successes
Like students, teachers would set goals for themselves dealing with climate and culture and how they relate to achievement and behavior. The measurement tool will come in handy here, so teachers can measure their growth.
Scaling Out Positive Climate and Culture
As you try to scale out the positive changes you see, be aware of the business model dealing with adopters: Innovators, Early Majority, Late Majority, Laggards. Use this model to avoid getting discouraged. Figure out where each person in your school falls, and pull them onboard based on his/her category. Round one participants are the Innovators: not afraid of change, like to be first to try out new things, adaptable and open personalities. As they share their successes, the second level adopters will encompass the Early Majority: those who want to know it works and need a purpose for change. This group will be larger than the first, so additional support & resources will be needed. The third level/year will encompass the Late Majority: those who want the kinks ironed out for them and want to be absolutely sure this is not just another “flavor of the year” that will be gone in 2 years. The final group (year 4) consists of the Laggards who will either retire, leave education, or adopt only when forced.
Change is difficult for most people, and education seems to draw that personality; however, teachers historically will do anything it takes to help their students. If you can make this change about the students and not about referrals or school report cards, it will work. If you want your teachers to create a student-centered atmosphere in their classrooms, you need to revamp everything you do at at your level. If you do that well, the rest will follow.
For differentiation in the ELA classroom, No Red Ink is a godsend. Although it has always been available via the noredink.com website, many teachers learned of it through Edmodo as an app. However, it is migrating completely to its website on June 30, 2016. See the company announcement below.
As you may have heard, NoRedInk will no longer integrate with Edmodo starting June 30, 2016. On that date, we will transition your account to the NoRedInk website. Your data and classes will travel with you, and the site will look and behave just as it always has. The only change is that you will begin logging in at noredink.com rather than through an Edmodo app.
On June 30, we will send instructions to this email address. If you’d like to use a different address, please launch the NoRedInk app and go to your settings page. You can learn more about the change here. Also feel free to reach out with questions.
Thanks for all that you do,
The NoRedInk Team
If you haven’t already been using No Red Ink, now is the time to go to their website and set up an account. This app offers grammar practice with parts of speech, sentences, commas, parallel structure, MLA citations and more. This app could take you from 3rd grade through college.
If diagramming sentences did not excite you, try No Red Ink on for size. It just might surprise you.
As an English teacher, I saw my job as teaching people to think well and write well. The thinking was not nearly as difficult as the writing portion, and after leaving the classroom to coach teachers on how to effectively integrate technology into the classroom, I realize that writing was just a byproduct of what my real job was: to teach people how to communicate effectively. Writing was just one way to effectively communicate.
With technology becoming ubiquitous in our personal, professional, and now educational lives, we have so many opportunities to communicate; learning how to communicate effectively is becoming more important than ever with the organization of ideas and the quality of speech and text being the main focus.
If organization of ideas is one of the big three factors, why does written text take precedence over spoken word? Perhaps it has been that way because writing is permanent and digital writing is searchable. However, things have changed. Now, video is streaming live through Facebook and it is searchable on YouTube. Audio is also more prominent and is also searchable. While writing used to be more permanent, it is now just as temporary as audio and video because most of it is saved digitally. So then, why are we still focused on writing as the apex of communication?
Organizing ideas for verbal communication such as a speech or a podcast is just as challenging as the written word save the grammatical hangups. For our more verbal students, organizing thoughts for speech might even be a stepping stone to better writing because the student will process the information in a way that is his strength. Just as with scaffolding, this could scaffold for a hesitant writer. Check out this slidedeck by Professor Tamika Taylor with instructions for how to prepare for a speech.
That’s where podcasting comes in. Podcasting is much like a radio broadcast. There are no images or written text. Everything is recorded in audio form. Some great examples can be found in iTunes and on StoryCorps.Org 1100+ of which have been shared on NPR.org. There are free audio apps available on all mobile devices from regular phones, to smartphones, to tablets. Apple or Android – it doesn’t matter.
Apps and Websites
For Apple users, the Voice Record Pro App is free and powerful. Among the many features it offers, it allows you to import and export from Google Drive, offers editing, and saves into multiple formats. The age label is 4+ which means it is easy enough for kindergarteners to use.
For Chromebook users, Vocaroo.com is a simple, web-based voice recorder that offers a simple record, pause, and stop dashboard. The recording is saved on Vocaroo’s servers for 2-3 months and then is deleted. It offers the user a link that can be copied and pasted to share with others. I love this app for simple checking for understanding especially for the younger children who can speak more easily than write. I have used this successfully with students as low as first grade.
The world is changing, and the good news is that it now offers us many new ways to interact and assess our students. Check out podcasting for a new and different experience.
A5: As a parent, I can say having one LMS for all work is so important. Also, if schools could have a staggered schedule for subjects to post new info, that would help. All work on Mondays is too much. #TeachFromHome#GoogleEduChat
A4: as a parent in a district without any tech experience, my children had 8 teachers each, and there were 8 different ways to look for communication. Lack of consistency overwhelmed us all. #classroom guardian emails would’ve been great! #GoogleEduChat#TeachFromHome
what we wanted to see more of was support to help students set their own personal goals, create a schedule, have an accountability partner, and have scheduled check-ins with teachers for support and relationships #TeachFromHome#GoogleEduChat