Embedded Files
Reflect:
Reflect:
- What does it mean to be a 'warm demander'?
- How might we reconceptualize relationships with students in the classroom?
- How might we raise expectations for students while motivating them to meet them?
- How might we understand the brain rules and work to create learning spaces of care and academic rigor?
- What are the actions of the 'warm demander?'
What is a Warm Demander?
What is a Warm Demander?
Think about how power operates at school.......
Think about how power operates at school.......
- Where might power structures show up in the classroom (point systems, values, rewards, entry routines, exit routines, rules and norms in the classroom)?
- How might power show up in the language that I use?
- How might classroom set up and design further communicate power structures in the classroom (sitting above, closer to the educator)?
- Who makes the decisions in a space? About the space? About the schedule of the day? About how/when to eat? About how/when to use the washroom?
- How might power be shared in the space? What does that look like? Sound like?
- How might we recognize that ignoring issues or being permissive is also rooted in power?
- What are we doing to share power and ensure that all humans feel seen, heard and valued?
What kind of educator are you showing up as?
What kind of educator are you showing up as?
"Culturally Responsive Teaching and the Brain by Zaretta Hamond, Page 99.
What does it mean to be a Warm Demander?
What does it mean to be a Warm Demander?
What are the actions of a 'Warm Demander?'
What are the actions of a 'Warm Demander?'
"Warm demanders understand that all growth and learning is rooted in relational capital, the 'resource' that leaders accrue when they take time to listen to and convey authentic care and curiosity toward others...if relationships function as currency in schools, relational capital is like a big savings account of trust and goodwill" - Shane Safir
"Warm demanders understand that all growth and learning is rooted in relational capital, the 'resource' that leaders accrue when they take time to listen to and convey authentic care and curiosity toward others...if relationships function as currency in schools, relational capital is like a big savings account of trust and goodwill" - Shane Safir
Culturally Responsive and Relevant Pedagogy
Culturally Responsive and Relevant Pedagogy
"An educator's ability to recognize students' cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social emotional connection to the student in order to create a safe space for learning."
"An educator's ability to recognize students' cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social emotional connection to the student in order to create a safe space for learning."
-Zaretta Hammond
-Zaretta Hammond
Resources:
Resources:
Actions of the Warm Demander
Actions of the Warm Demander
- Believe in the Impossible
"Limitations in achievement are not due to inadequate genetic assets, but to our inability, so far, to tap into what we already have." You also need to understand the cultural strengths and role models of your students' communities.
"Limitations in achievement are not due to inadequate genetic assets, but to our inability, so far, to tap into what we already have." You also need to understand the cultural strengths and role models of your students' communities.
- Build Trust
To build trust, you must listen to your students, and learn about who they are and what matters to them. You must be vulnerable, and share your true self -- including smiling and having fun.
To build trust, you must listen to your students, and learn about who they are and what matters to them. You must be vulnerable, and share your true self -- including smiling and having fun.
- Communicate Mutual Respect
Warm demanders demand that students demonstrate self-discipline -- not because they seek compliance, but because high expectations communicate respect.
Warm demanders demand that students demonstrate self-discipline -- not because they seek compliance, but because high expectations communicate respect.
- Teach the Value of Mistakes (A.K.A. learning opportunities)
It's important to note that for mistakes to result in learning, it must happen in a safe environment, with guidance from someone like a warm demander teacher.Through these approaches, warm demanders hold their students to high standards and provide the support that students need to get there, thus creating an equitable classroom.
Actions to Warm Demander
Actions to Warm Demander
- Show Strength
Overcommunicate your vision—in meetings, on agendas, on the school walls, on classroom observation tools—so that when a breach happens, you are ready to show strength.Showing strength means holding the line on your vision and not capitulating to deficit language, single stories, or narrow views of student behavior.
Overcommunicate your vision—in meetings, on agendas, on the school walls, on classroom observation tools—so that when a breach happens, you are ready to show strength.Showing strength means holding the line on your vision and not capitulating to deficit language, single stories, or narrow views of student behavior.
- Listen and Affirm
When we practice deep listening, we tune into the message beneath the words, paying close attention to the speaker's nonverbal signals and affirming his or her capacity to grow and change.
When we practice deep listening, we tune into the message beneath the words, paying close attention to the speaker's nonverbal signals and affirming his or her capacity to grow and change.
- Challenge and Offer a Choice
The challenge here is to call somebody in and up to their fullest potential, not to call them out. This is the moment to anchor your coaching conversation in school values, instructional vision, or even the teacher's own values.
The challenge here is to call somebody in and up to their fullest potential, not to call them out. This is the moment to anchor your coaching conversation in school values, instructional vision, or even the teacher's own values.
- Teach the Value of Mistakes (A.K.A. learning opportunities)
It's important to note that for mistakes to result in learning, it must happen in a safe environment, with guidance from someone like a warm demander teacher.Through these approaches, warm demanders hold their students to high standards and provide the support that students need to get there, thus creating an equitable classroom.
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