Mentoring New Teachers in Improving Classroom Management

Mentoring New Teachers in Improving Classroom

ManagementEstablishing the Learning Environment

February 26, 2013Matt Katz, Stacy Sniegowski

Copyright © 2013 New Teacher Center. All Rights Reserved.

“Effective teaching and learning cannot take place in a poorly managed classroom.”

-Robert Marzano

Copyright © 2013 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.

Give One, Get OneCONNECTOR

• Write three successes you’ve had in mentoring for classroom management on page 1

• Stand up and exchange one success with someone from a different table

• Continue to exchange until time is up• Be prepared to share


OutcomesBY THE END OF THIS SESSION, YOU WILL BE ABLE TO:

• Apply a strategic framework for teaching

• Plan for a narrow focus

• Address mentoring for mindsets


Agenda

• Connector• Welcome and Overview• Apply a Framework – Here’s What, So What, Now

What?• Narrow Focus – Partner Brainstorm• Mentoring for Mindsets – Problem Posed, Problem

Solved• Closure


Apply a FrameworkSECTION ONE


Apply a FrameworkA FRAMEWORK SUPPORTS CONVERSATIONS AMONG MENTORS AND NEW TEACHERS

• Offers common language

• Objective

• Connects mentoring to teacher growth


Apply a Framework: Table Talk

• What points resonate with you? • What questions do you have? • What concerns do you have around applying a

framework?• Be prepared to share


Apply a Framework: Chicago

ACTION STEPS• Deep dive into the

components

• Integrated language into mentoring conversations

• Collected and shared strategies


Apply a Framework

• With an elbow partner, or your team table, complete the chart on page 3

Here’s What So What? Now What?A new teacher is struggling with many aspects of classroom management.

The mentor and new teacher use a framework as an objective guide to identify specific areas of growth within a component.

The mentor and new teacher are able to implement and practice strategies aligned with new teacher’s need.

Your Example


Narrow FocusSECTION TWO


Narrow FocusBY KEEPING A NARROW FOCUS, MENTORS CAN PROMOTE FOLLOW-THROUGH OF CONCRETE CLASSROOM CHANGES

• Prevents overwhelming

• Supports purposeful action plans

• Provides foundation for instruction


Narrow Focus: Table Talk

• What points resonate with you? • What questions do you have? • What concerns do you have around selecting a

narrow focus? • Be prepared to share


Narrow Focus: Chicago

ACTION STEPS• Limited choices

• Gave ownership of learning

• Prioritized and implemented concrete strategies


Narrow Focus: Chicago

MENTOR MODULES• Provided specific

strategies

• Promoted independent practice

• Contributed to teacher accountability


Narrow Focus: Applying the IdeaNARROW FOCUS

• Turn to page 5• What are the challenges your new teacher has?• What are two ways that you might narrow the

focus?• What are your next steps as a mentor?


Mentoring for MindsetsSECTION THREE


Mentoring for MindsetsWHEN BELIEFS, NOT SKILLS, ARE IN THE WAY OF TEACHER GROWTH, MENTORING FOR MINDSETS SUPPORTS TEACHER PRACTICE

• Challenges assumptions

• Builds reflective teaching practice

• Opens the door


Mentoring for MindsetsPROBLEM POSED, PROBLEM SOLVED

• Turn to page 7 • Person A shares a mindset challenge (1 min)• Persons B and C discuss questions to unpack (2 min)• Repeat with Persons B and C sharing a mindset

challenge (6 min)


Reflection3-2-1 PROTOCOL

• 3 ideas I will take away from this session• 2 next steps I can take to implement new ideas• 1 conversation I cannot wait to have

Thank youFor More Information

Matt KatzStacy Sniegowski

[email protected] [email protected]

www.newteachercenter.org

Mentoring New Teachers in Improving Classroom Management

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