• Reading: Wong, p. 50-58, 68-79 (Unit B, First Characteristics - Positive Expectations) p. 100-112, 123-130 (Unit C Second Characteristic—Classroom Management

• Forum: Dangerous Minds

• Assignment: Opening Day Project #4: Opening Speech

• Develop classroom norms for a cognitively charged, respectful, student-centered learning environment.

Think about the scenario of buying a used car...

But, you do want....positivity, information, pictures, honesty, records...

We need to develop our student's belief in us as an effective and caring teacher. Students' belief that they can learn from a teacher is a powerful component in influencing learning.

For both students and staff, there's a mix of excitement and anxiety in the air as students return to school for another year of learning. Much of the advice for teachers at the start of the school year centers on establishing routines and procedures, which is appropriate: Students want to know what to expect from their teachers and how the classroom will operate, and routines give students structure and predictability. But what's often missing from these early days is a discussion about something that impacts student learning in significant ways: teacher credibility.

If a teacher isn't perceived as credible, students just turn off. Frankly, we can't afford for students to turn off. We need them to engage, trust their teachers, and choose to participate in their learning. As the school year starts, remember that these four facets of teacher credibility help kids do just that.

Why is Credibility Central? Teacher credibility has a strong effect on student learning, above other factors contributing to academic improvement, such as student motivation. To put it in perspective, some studies suggest that teacher credibility has twice the impact on learning that student motivation does. 

So what is teacher credibility? Teacher credibility is students' belief that they can learn from a particular teacher because this adult is believable, convincing, and capable of persuading students that they can be successful. Students are very perceptive about which teachers can make a difference for them.

Some people suggest that teacher credibility has four components, and educators can take actions in these domains to raise their credibility:

• trust

• competence

• dynamism

• immediacy

Students want to know their teachers really care about them as individuals and have their best academic and social interests at heart—and that teachers trust them. Students also want to know that their teachers are trustworthy and reliable.

Ways to build trust:

• If you make a promise, work to keep it or explain why you couldn't.

• Tell students the truth about their performance. If they know their work is below par, they'll wonder why you're telling them otherwise.

• Don't spend too much time trying to catch students in the wrong—but be honest about the impact that their inappropriate behavior has on you.

• Examine any negative feelings you might have about specific students. Students often sense such negativity, and it compromises trust.

In addition to knowing teachers care, students want to know their teachers know their "stuff"—and how to teach that stuff. They expect an appropriate level of expertise in terms of delivery and accuracy of information. Teachers are clear with a lesson plan in mind as they engage students. Delivery is well-paced, and the information is accurate, both of which contribute to credibility.

Ways to signal competence:

• Make sure you know the content well. Be honest when a question arises that you're not sure about.

• Deliver lessons cohesively and coherently. Using an instructional framework like the gradual release of responsibility can help with this.

• Consider whether your nonverbal behaviors communicate competence. For example, putting your hands in a little steeple can convey a lot of confidence, but isn't a good position when you're first working to develop trust. Keeping your arms crossed and hands hidden communicates defensiveness, boredom, or that you're holding something in. Kids notice defensive body language and any posture or gesture that indicates you don't value what they are saying.

"Dynamism" is a sense of vivacity or progress. This aspect of teacher credibility focuses on the passion teachers bring to the classroom and to their content. It's about the ability to communicate your enthusiasm for your subject and your students. And it's about developing dynamic lessons that capture students' interest. Students notice when teachers are bored by the content or aren't really interested in the topic. Bring passion and energy to every lesson, even one on how to do homework. 

Ways to improve dynamism:

• Rekindle your passion for the content you teach by focusing on the aspects that got you excited when you were a student. Remember why you wanted to be a teacher and the content you wanted to introduce to students. Every teacher's motto should be: make content interesting!

• Consider the relevance of your lessons. Does the content lend itself to an application outside the classroom or help students become civic-minded and engaged in the community? Do students have opportunities to learn about themselves and their problem-solving abilities?

• Seek feedback from colleagues about your lesson delivery. Have them observe you, focusing on the passion you bring to the lesson and the energetic impact of those lessons more than on strategies you use.

While we are at it, consider aspects of performance and acting as a skill set. I am, among others, encouraging your not to act but to perform.

This concept focuses on accessibility as perceived by students. Effective managers make themselves accessible, and at the same time signal to students that their learning is important.

Ways to communicate immediacy:

• Get to know something about each student. Students notice when you don't know their names or anything about their interests.

• Attend extracurricular events so that students see you outside of the classroom.

• "Teach with urgency" so students sense that their work matters and you're not wasting their time. Start the class on time and use every minute wisely. Provide tasks students can complete while you engage in routine tasks like taking attendance and have "sponge activities" ready for when lessons run short. (But note that "teaching with urgency" doesn't mean making the class stressful.)

Point is...WE HAVE TO DO WHAT WE CAN TO PROVIDE THE BEST PRODUCT IN THE BEST WAY TO OUR STUDENTS. Otherwise, they may not buy it! We should consider how we PERSUADE our students to participate in classroom procedures, rules, routines, activities, and LEARNING

Dr. Cialdini’s research focuses on ethics. Applying these Principles of Persuasion ethically builds stronger, long-term relationships.

1.  Reciprocity - People feel obliged to give back when they have received it. In a series of studies conducted in restaurants, servers who gave patrons a single mint along with the bill received a 3% boost in tips, and those who gave two mints received a 14% boost. If servers first gave one mint and then said something personal such as, “For you nice people, here’s an extra mint,” then they received a 23% increase in tips. Now, you may be thinking, "I don't tip more just because someone gives me a mint,” but according to science, you probably do.

2. Scarcity - The less available something is, the more people want it. In his “Science of Persuasion” video, Cialdini mentions that when British Airways announced in 2003 that it would be phasing out the twice-daily flight between London and New York on the Concorde supersonic airliner, sales the very next day took off. Nothing changed about the flight except that it had become scarce.

3. Authority - People listen to credible, knowledgeable experts. In his “Science of Persuasion” video, Cialdini mentions a study showing that physiotherapists can get more patients to comply with recommended exercises if they display their medical diplomas on the wall, and people are more likely to give change for a parking meter to a complete stranger if that requester is wearing some type of uniform. Why? Because in both instances, the person making the request seemed credible.

4. Consistency - People want to be consistent with what they have previously said or done. To demonstrate this, Cialdini cites a famous set of studies in which residents of a neighborhood were asked to erect a wooden sign in their yards to encourage safe driving. In one neighborhood, very few residents agreed to put up the sign, but in a similar neighborhood nearby, four times as many people agreed to put up the sign. Why? Ten days previously, those in the second neighborhood had been asked to put a small postcard-sized sign in their front windows to support safe driving, and because it was such a small ask, many people agreed to do it. Because of that initial commitment, many more people said yes when they were later asked to put up the larger wooden sign. To use this strategy most effectively, try to gain small, voluntary, and public commitments first; it works even better if those commitments are in writing.

5. Liking - This one is simple—people prefer to say yes to people who they like. So, if you want to be more persuasive, it’s important to take a hard look at how likable you are. For some people, this is pretty easy, but for others, especially introverts who may be perceived as aloof or pretentious, it will take a little effort. There are three important factors that determine whether we like someone: we like people who are similar to us, we like people who give us compliments, and we like people who cooperate with us. Keep in mind that this isn’t a judgment of whether or not you’re a good person—it’s about evaluating the kind of impression your behavior leaves.

6. Consensus - People do what other people are doing. Cialdini cites research that when the sign that is now common in hotel rooms reading, "Please reuse your towels because it helps the environment" was replaced with a sign that read something like, "75% of our guests reuse their towels; please do so as well," then the percentage of guests who reused towels increased by 26%. When the sign said, "75% of the guests who stayed in this room reused their towels," the increase was 33%. So, the consensus effect is amplified by how similar the other people who are exhibiting the desired behavior are to us.

Perhaps one of the most significant pieces is your tone of voice.  What is it about some people that makes us want to follow them?  What are some of the qualities of our greatest leaders? 

Make note that prosocial behaviors like gratitude, empathy, and kindness can have impacts on student learning.

Consider, what is this teacher doing to set a positive and effective classroom environment? Are they DOING anything that would lead you to believe that they are intentionally creating a culture?

• The teacher exhibits respect for students.

• Students exhibit respect for each other.

• Students exhibit respect for their teacher/kumu. 

• Teachers and students care about and for one another.

• The classroom is characterized by high cognitive energy (students are using their minds!).

• Learning is important and it is an essential priority. 

• There are high expectations for all students.

• Those high expectations are supported through both verbal and nonverbal behaviors.

• Teachers and students value learning and hard work.

• Whatever is being learned or studied is important. 

• Expectations for learning and achievement.

• Students receive the message that work is challenging and valuable.

• Students receive the message that they are capable of success.

• Students have pride in their work.

• Expectation and recognition of quality.

• Expectation and recognition of effort and persistence.

• Confidence in students’ ability evident in the teacher’s and students’ language and behaviors.

• All students are expected to participate in some way (verbally, writing, group work, etc.)

Scenario - Have a look at this 90s classic film. Louanne Johnsonʻs Dangerous Minds clip (min 7-22) is an interesting example of some basic "first-day" jitters. (Just know that this is NOT REAL and that we are not holding this example up as "good teaching". This is just a teaching and learning opportunity where we can focus on the teacher's behaviors.)  

As a teacher, you need to consider how you will be perceived by your students. The actions you take and the decisions you make will influence students greatly. This influence can have a significant impact on students learning. Harry Wong says, "As you are perceived, so shall you be treated."

Actions - Respond to the following in the https://flipgrid.com/871f82aa (your permission is set with your UH email; if needed, password - ForumDM!). In this response, please complete the following.

1. List 4 things Louanneʻs character does on Day 1 (Notice the way she carries herself, the things she says, and the actions she takes. How does she attempt to build her authority in this challenging environment?)

2. List 4 things that she does on or before Day 2 (Notice her conduct. How does her behavior change? What is she doing differently that you might take away?)

3. Choose two behaviors that differ on Day 2 which may have created a more positive authority figure, and for each of the two behaviors, develop a reason for how/why you think she changed.

4. State your brief 2-sentence reaction to the real Louanne Johnson explaining her Teaching Philosophy. Don't be afraid to be critical if you are feeling a certain way, but please watch this ENTIRE clip. 

Note - For those of you who might be curious, watch the film and see what you think. To be honest, just know that some people are quite critical of this film and others that sort of fit into what, in academia and BIPOC (Black, Indigenous, People of Color) communities, is known as the "white savior" trope. If you are interested, here are some critiques:

• Dangerous Tropes

• A Critical Look at the White Savior Trope in Urban Education

• White Saviroism in Education Hides in Plain Sight

• Dangerous Minds at 20: Has the ultimate White Savior Film Aged Well?

Scenario - As a teacher, you will be one day faced with the challenge of introducing yourself, your classroom, and your curriculum to your students. The very first time this happens can be quite an intimidating event. You will need to think long and hard about what is appropriate to share and what is appropriate to do on the first days of school. Begin to think of this "speech" like the rest of your teaching, a series of interactive activities to get your students to think about what is important to do and accomplish each day in school. 

Actions - Using Audio, Video, or PPT (or any combination), create an opening day speech that addresses the foundations of your values, worldview, and strengths. The origins of these things, whether it is people, experiences, knowledge, or positions that you have held.  Please share some activities and curricula that might be important to share with students to reinforce your values and get them excited about what they will be learning from you over the school year. This will include some basic ideas on activities, structures, rules, and organization. Also, in an effort to express your interest in making your classroom meaningful and interesting, make sure to include a stimulating or thought-provoking introduction.  Finally, please upload your audio or video file as ED_285_ODP_lastnamefirstinitial_SPEECH. 

Check out this blog for ideas - https://christinatorres.org/2016/08/08/a-letter-to-my-kids-on-my-first-day/ or http://kerrischweibert.com/blog/make-the-first-day-of-school-worth-showing-up-for/ or this example video for this assignment. 

GUIDING QUESTIONS (DO NOT answer directly):

• Why would anyone listen to you?

• What have you done?

• Where do you come from?

• How do you look at the world in a way that is beneficial to your students?

• Who are the people you have learned from?

• What experiences have you had as a professional?

• What will you do with your students to make them follow you?

• What can students expect from your classroom?  

Using Class Goals to Support Classroom Management

Consistently revisiting classroom goals and expectations throughout the year establishes a climate for success.

Effective classroom management structures are vital for student learning. They typically involve routines, procedures, and expectations established early in the year. But as time progresses, we may benefit from a reset. Though it’s tempting to push through minor misbehaviors and forge ahead with academics, reminding everyone of expectations can support students’ sense of safety and engagement.

One method I’ve found helpful is class goals. Developing and implementing class goals facilitates a fresh start, refocusing everyone on shared intentions. 

ESTABLISHING CLASS GOALS - Reflect individually on the current school year using prompts such as these:

• What is going well for you? (what I want to continue doing)

• What do you think could be improved? (routines and structures I want to keep but may need to revise and reteach)

• What is missing? (new ideas or structures to try out)

SYNTHESIZING STUDENTS’ REFLECTIONS - Share highlights from your reflection with your class, then facilitate student reflection. Ask students for additional input through discussions and written responses to these prompts:

• What do you like about our class?

• What do you wish were different about our class?

• What do you think our classroom should look like/sound like?

• How do you know if students are learning in our class?

You can synthesize responses using an anchor chart, word map, or initial list of ideas or highlights. 

ENACTING SHARED GOALS - When finalizing class goals, use concise goals that include student-friendly language, are agreed upon by teacher and students, are visible and accessible for quick reference, and are aligned with current classroom expectations. While class goals may use wording similar to classroom rules or expectations, the main distinction is that the goals are reviewed consistently through frequent reflection paired with tracking or monitoring—which, I’ve noticed, helped the goals become more pertinent to my students. 

• Have students select three to five goals. These goals must align with teacher and student reflections while reinforcing established expectations. 

• Set goals should also encompass the ideal “classroom culture” you discussed. 

• Shared goals should become a part of the daily routine, and students should begin to hold each other more accountable.

• Use goals like these..., and after selecting our goals, discuss what they would look like in action. 

(1) Use a good voice level - independent work typically requires a different voice level than collaborative activities or projects.

(2) Follow directions the first time - Following directions aligns with being an active listener, maintaining student safety, minimizing off-task behavior, and maximizing productivity. 

(3) Be respectful and kind to classmates and teachers - Compliance means staying mindful of our language, how we treat others when working together, and how we listen when others share.

(4) Stay on-task - Staying on-task and completing work relates to building positive work habits and actively participating in learning. 

(5) Do your best - Goals relate to our school’s overarching goals (e.g., be respectful, responsible, safe) and how they contribute to our learning community. 

TRACKING PROGRESS - You can develop a system for reviewing progress after setting goals. Check-ins allowed students to reflect, acknowledge what went well and what needed improvement, and set manageable time frames to focus on expectations throughout the day. 

• Designate specific times for check-ins by subject, daily, or weekly. 

• Connect class goals with something tangible or relevant to students, such as working toward a larger class goal or reward, which increases buy-in. 

• Establish a consistent review of class goals by posting visible goals. 

• Before starting instruction, you could support students in reciting the mantras and class goals at our affirmation station during morning meetings. 

• Prompt students to individually select a class goal for the day. 

• Institute a subject-specific goal check-in thrice daily at the end of our math, English language arts, and science/social studies blocks. These check-ins were brief (one to two minutes). Through reflection, teacher feedback, and group consensus, students looked at the class goals and determined whether we met the expectations for each goal during the specified instructional time. 

CONSISTENCY IS KEY - Consistently referring to class goals is integral to the process. If individual students or the class needed a simple redirection, refer to the class goal chart or prompt them by asking, “What class goal are we not meeting right now?” and “How can we fix it?” Students often quickly reflect, respond, and redirect behavior with minimal intervention. 

Class goals are most effective when teachers use them within an existing classroom management structure. Please look at what strategies you already have that work well, and envision how class goals can support and supplement them. Connect class goals to an overarching class objective or reward, align them with individual student recognition, and reinforce specific behavior management strategies.

By collaborating with students to generate class goals and establish a system to reflect on and measure them, you can leverage class goals to support creating an ideal culture and community of learners.

(*Adapted from Victoriana Savas, https://www.edutopia.org/article/using-class-goals-norms)

PROFESSIONAL ADVICE ON DAY ONE - http://vimeo.com/46090395

Here is a range of perspectives on THE FIRST DAY...

• Supplemental Video - Dangerous Minds (Day 1 vs. Day 2)

• Classroom Management tips 

• Teacher Blog- http://kerrischweibert.com/blog/make-the-first-day-of-school-worth-showing-up-for/ 

• What do students wish their teacher knew?

Arguably, the most important class this semester! Module #6: Establishing and maintaining routines and procedures