Standard 5 – Creates a positive

classroom learning environment

5.1 Motivates and affectively engages students

Keelie Stucker January 17, 2014

5.1 What to look for?

Uses multiple research based motivational

strategies highly effectively. Almost all

students appear highly motivated almost

all the time. Students may be in engaged

in self-directed learning. Adjusts and

refines use of motivation strategies based

on effectiveness.

Strategies

What are some strategies?

Strategies

Connect instruction with students’ lives

Using authentic examples and interesting materials

Providing choice

Promoting self efficacy

Communicate success is due to effort not ability

What is the environment like in your class?

What words would you use to describe it?

What words would students use to describe it?

Five ways to create a learner – friendly

environment – High Impact Instruction by Jim Knight

Co-construct norms

Reinforce students when they act consistently

with the cultural norms.

Spread learner-friendly emotions

Design a learner friendly learning environment

Walk the talk

Power – what are some dangers of

teacher power?

Examples

Power With, Not Power Over High Impact Instruction by Jim Knight

Empathy

One to One conversations

Listen

Conflict should not become personal

Caring and Control

What would a classroom look like if the teacher

was very caring, but had no control?

What would a classroom look like if the teacher

was very controlling, but not very caring?

Expectations – Why have them?

All must move toward the learning goal.

How do we get students to follow them?

1. Act. Explaining the activity and what students have to do

2. Talk. Explaining what kind of talking, if any, can take place.

3. Move. Explaining what kind of movement can and cannot

take place in a classroom.

We do not believe in ourselves until someone

reveals that deep inside us something is

valuable, worth listening to, worthy of our trust,

sacred to our touch. Once we believe in

ourselves we can risk curiosity, wonder,

spontaneous delight or any experience that

reveals the human spirit.

E. E. Cummings

Positive attention

“Positive attention is not the same as talking

positively. Positive attention is based on what

students are doing when we attend to them,

not the tone of our voice.” Jim Knight

Positive attention will fail if it is not genuine.

What is your Positive to Negative

Comments ratio?

Record or video tape yourself in class.

Ask a peer to observe and give tally marks.

Why give positive feedback?

What are some examples of meaningful positive

interactions?

Reference:

Knight, J. (2012). High-Impact Instruction: A

great framework for teaching. Corwin.

Network for Educator Effectiveness. (2014).

Indicator 5.1. University of Missouri-Columbia.