#CFISDchat is a weekly chat run by Cypress-Fairbanks ISD educators and guest moderators. Join us for discussion on various education topics and grow your #PLN!
A1 the most successful transitions are things that keep the Ss attention.. this could be music or chants that helps them recognize it's time to move to the next objective. #cfisdchat
A1: The best tip I have is set procedures and practice them. Whatever you choose make sure that it is an expectation everyday. No excuses - practice until it's right. #cfisdchat#wearesalyards
A1: start with a state change or brain break to make a clean transition. Also make sure Ss have clear directions for expectations during the transition. #CFISDChat
A1: My S know that if there are still S in my class from the previous class not to come in yet. I have what they will need on the board and they are expected to get their items upon entering the room. When leaving they have the whole bell doesn't dismiss you I do. #CFISDchat
A1: #CFISDChat Iāve used different transitions in the classroom, but my best tip is that they are consistent, practiced often & have clear expectations.
A1: Consistency is key! Set expectations for what it looks like at the BOY and stick to them. Music can be used as a good timer to make transitions quick & fun. Give kids specific jobs so they know what to focus on in the change...there's so much more! #CFISDchat
A1. Well thought-out procedures that are explained to students (multiple times) and practiced. It takes 21 days to make a habit! Students need time to make your procedures habit #CFISDchat
A1: I use music and chants for almost every transition. Students sing along with me. It helps us all stay on track and transition quickly. I also have high expectations, and we practice quite a bit!š#CFISDchat
A1: Set expectations, reminders, time countdowns, let the students know at the beginning of class what the whole class period is going to look like. #cfisdchat
A1 We run station rotations all day, every day! Ss expect a @GoNoodle video first, quick class meeting, and three 12 minute stations, moving clockwise.
Timer in a central location, predictable noise; Ss have taken ownership for setting it (I forget all the time š¤£) #CFISDchat
A1: for me with no classroom, itās all about setting a positive tone with a smile, knowing names, laughing with them in the hallway. Set the tone of trust/expectations and then the tougher times are easier to talk through. #WeAreSalyards#CFISDChat#SwashBengal
A1: model, model, don't give up on one tactic until it becomes routine... if it's not working after sometime..then reevaluate. Teachers abandon procedures b4 giving it a chance to stick. #cfisdchat#WeAreSalyards
A1: For hallway transitions (NEW). Calling it āhallway ninjaā. Pull a numbered stick w/ s# But donāt tell. If that child is āROARingāin the hallway, class gets a point. 4/5 (give them a day slack) points, the class earns Mix-It-Up Monday (pick their seats for Monday). #CFISDChat
A1-practice, practice, practice-every morning I greet my kiddos with a morning message and what they are to do-sometimes is redundant but they look forward to it. #cfisdchat
A1: We don't move unless everyone is ready. Period. The more that we practice the easier it becomes. Also, keeping it short. If we have to wait, we have activities to do, no one is ever just waiting. In the classroom, signals, timers and music help. #cfisdchat
A1 use timers! Our timer in class goes off two minutes before the šthatās when kids can pack up but not before. Respect kids timeā encourage urgency. In rotations have one person stay behind to explain the next station if you did spontaneous stations #teacherlyfe#cfisdchat
A1: I went to a blended learning training last week where they had color changing lights and braclets to tell students when to change groups. It costs a little but was one of the best ways that I have seen. #CFISDchat
A1: I use a variety of thingsāa timer that goes off 1 min BEFORE the transition, Singing short little jingles to transition (even my tough guy 5th graders sing along!), use diff voices/accents, and DEFINITELY review the expectations BEFORE the transition takes place. #cfisdchat
A1 The best thing that works for me is to model every single procedure. Not only do we model it the right way, we model it the wrong way. #FreshmenWhatCanIsay#CFISDChat
A1: what @mrs_ingvardsen said! MODEL and MOVEMENT! My day runs on slides- with modeling and practice the Ss know what each transition song means and are able to get where they need to be (shout out to @Jack_Hartmann for his months videos for morning transitions!) #CFISDchat
A1: I used musical greeting cards to play music for transitions. The students would hear the song when I opened the card and they had the length of the card music (about 30 secs) to transition to the next part of our schedule. Quick and easy! #CFISDChat
A1 Practice, Patience, and Praise! Also consistency in providing clear and concise directions. I always have the students repeat the directions back to me and we reflect on how our transition went. #cfisdchat#explorewells@CFISDWells
A1: I saw another teacher do rotation transitions with a sound to signal station time is up. Students stop, clean up and stand up. All students wait until everyone is standing up, then T signals to move to next station. Takes practice, but works!!! #CFISDchat
A1: Also, start with the phrase, āwhen I say go...ā and then end your directive with āgo.ā That way, kids never start the transition until all directions are given. #cfisdchat
A1: One trick I stole from @DrBraun_BHS is using one 2-3 minute song at the beginning of class to allow students to prep supplies and me to take attendance/organize. Clean beginnings set us up for a smooth class! #CFISDchat
A2: Two things are key....relationships and engagement. Students who know you care will care how they act and if they are engaged in what they are doing they will do what needs to be done. #cfisdchat
A2: I use the old QL adage āEffort Creates Ability.ā Once students stop telling themselves they canāt, and start believing they can, you can see a world of difference #CFISDchat
A2: Intrinsic motivation is tough, even for me (at work sometimes). Think w/MS Ss, relationship bldg is the best way to motivate Ss to be their best. They care abt your opinion of them #CFISDchat
A2: Students work towards positives. I may or may not be willing to make contracts with kids to earn positive rewards. #CFISDChat#WeAreSalyards#SwashBengal
A2 Ss need to see value in what they do. Help set goals, brainstorm how to get there, praise, praise, praise! Eventually they'll be motivated to know what they can do & keep pushing to get there! Be pos, keep convo real, see their good - then they will #cfisdchat#WeAreSalyards
A2 make it about learning and growing. Having Ss switch to a growth mindset is rough, they have been trained that it's about the numeric grade. Let them redo to fix mistakes AND reflect. #CFISDChat
A2: This is the million dollar question! It all comes from the culture of the classroom. You can build that with classroom meetings and group work. You work harder when you feel like your team needs you. Help students feel like they belong. #cfisdchat
Set positive cultureā Iāve started talking pedagogy without using the word. We talk about how we learn. Kids feel like more than a number. Apologize when you make mistakes. Admit mistakes. Celebrate birthdays :-) smile every day #cfisdchat
A2: relationships, relationships, relationships! Students will be motivated once they know who you are and that you are invested in them. They donāt care what you know, until they know that you care #CFISDChat
A2: Small, measurable checkpoints along the path to a large goal. Success feels good, so to intrinsically motivate students, we should set them up for success, then gradually increase rigor. #CFISDchat
A2: in order to build intrinsic motivation, sometimes we need to start with extrinsic motivation...high fives, positive words, positive self-talk, compliments, celebrations of progress...then build on those as our studentsā motivations mature. #cfisdchat
A2: By doing everything we can to help them be successful. We may have to start with the extrinsic to get the effort, but the success will begin to instill the intrinsic motivation #CFISDchat
A2: #cfisdchat Making learning visible to students can motivate them by showing their strengths.
Also allow them to take ownership of learning & make choices.
A2 always reward! Have a goal that they work towards that's completely their own idea. Have them self motivate and monitor success in the classroom. Praise them vocally if they prefer that or a thumbs up will also do! #CFISDchat
A2 I love using quotes or examples from read aloud as or books that they love to showcase integrity! If they canāt intrinsically motivate themselves they can usually latch on to ideas/role models! My students love quote of the week! @mrshartzler4 gave me that idea! #CFISDchat
A2 Intrinsic motivation is so important! We tallk a lot about how making good choices makes us āfeelā inside our hearts. We discuss how this is often better than getting something we hold in our hands because those things donāt last. #CFISDchat
A2: We start off the year with a short unit on Growth Mindset. They really do want to learn & do better, they just need some guidance & practice on how to get where they want to be...and to see the payoff for all their effort. #CFISDchat
A2: Growth Mindset! Intrinsic motivation comes when you see relevance and purpose (even when it's not obvious). Having a growth mindset instills intrinsic motivation because it focuses on seeking relevance/purpose, developing perseverence, and continually improving. #CFISDchat
A2: By doing everything we can to help them be successful. We may have to start with the extrinsic to get the effort, but the success will begin to instill the intrinsic motivation #CFISDchat
A1: consistency of expectations and clear directions. Also, if anyone goes astray, I try not to get mad but instead ask, ādo we know the procedure for that? If not, would you like me to go over things one more time?ā. Remember theyāre kids! š #cfisdchat
A2: we use @ClassDojo in our room with an incentives list to go along with it. The Ss also have embraced that the classroom is like a second home, we need to respect it and everyone in it, and that class jobs help keep that going! #CFISDchat
A1: I am a routines kinda girl! I like them to know whatās going to happen and what We want it to look like. We discuss it and then practice. I donāt get mad if itās wrong. We just talk about it and I give gentle reminders š#CFISDChat
A3: I do not have a picture of my layout but it is a smaller U in the Middle of a Bigger U. It works because I can see everyone no matter where I am standing/sitting if doing small group. #cfisdchat#ravensrise
A3: I use flexible seating and lamp lighting. I also have minimal decorations. Ss have shared with me it is more calm and inviting, they are able to focus more, and they enjoy their work more because they can be comfortable. #CFISDchat
A3 Table grps work for me. We collaborate as a team & learn how to discuss, debate, learn from each other. Ss have jobs & responsibly. Creates a family environment where itās ok to take risks. #WeareSalyards#cfisdchat
A2: I always talk about the why. Why do we go to school? What do you want to be? Why would you want to learn how to write? How will that help you? I let them find the answer. That way Iām guiding them, but itās their words and their goal #CFISDchat
A3: I donāt have a classroom this year. But when I did...definitely tables/groups and flexible seating for students to allow for discourse and collaboration, changing up the look often to keep things flexible and fun. #safeenvironment#CFISDChat
A3: Design was always a challenge in my room. Having 27 desktop computers limited how much I could change my layout. In one of my classrooms I would change the layout 4-5 times a year. In my last room I was stuck with one layout...it drove me crazy! #cfisdchat
I normally try to extrinsically motivate, then move to the intrinsic. I try to come into a classroom & say āthank you to those of you that...great job!ā- focus on whatās right & hopefully motivate those off task to follow suit. I also use lots of positive affirmations! #CFISDchat
A3: #CFISDChat I donāt have a classroom, but when I did I liked to change it up based on activities.
I love classrooms now where people have done amazing things with flexible seating. Their rooms are so inviting.
A3: I donāt have a picture of my room, but it works not because of the room but because of the connections with the kids and the expectations. You have to have the ss buy into the classroom culture #CFISDChat
A2: High fives, hugs, dance parties to celebrate growth! I also highlight a LEADer of the day to highlight our matrix and great character traits and Keep the Quote! #CFISDchat
A4: I give them choice daily as to wear they want to sit, gives them buy in. I centralize my expectations for each rotation including materials needed. I teach small groups in my "office" #cfisdchat#WeAreSalyards
A3 sears in pairsā last year it worked because of how I grew it. This year they have a home base table and a partner assignedā when I release for their work time they choose their seats. Kids like to use different furniture differently #cfisdchat
A3 I donāt have my own classroom but I love seeing all the flexible seating choices in classrooms I visit! Teachers are sooooo creative! Itās important to define the space but still give students the choice of type of seat. #cfisdchat š
A4: Depends on what we are doing. Most of the time I just let it go or go over and ask them quietly to stop talking. If they aren't disrupting the whole class I try and just ignore it. #cfisdchat
A4: really depends, but I think of it like this, why would I have a major response for a minor behavior, make eye contact, use non-verbals, proximity, ask them a question, but don't call them out as if they had just stole something #cfisdchat
A3 i have already changed it around, but I have two areas devoted to comfy areas where Ss can work and I have some tall and short tables. Ss are able to work where they're comfortable. #cfisdchat
A4: To me they are moments that are teachable. If I can mention a studentās name or some how call attention without embarrassing the student, I will. #CFISDchat
A4: My students always had a little bit of freedom so little things like talking did not happen as much. If they did I always talked with the student. I talked to them as adults and always asked them why. There is always a reason and they need to know they are heard. #cfisdchat
A4 if its minor, I walk to them and tap their shoulder and put a finger to my lips so they know to be quiet. If it's still a distraction after multiple reminders then I take them away from others and communicate a resolution. #cfisdchat
A4: proximity is key! I have often found that many minor disruptions can be addressed silently, without attracting attention from the rest of the class just by adjusting the teacher position in the classroom. #CFISDchat
A4: #CFISDChat I prefer non verbal cues whenever possible. A simple hand on the corner of their desk, active monitoring & proximity work wonders and learning is not interrupted.
A4 Purposeful talk is necessary, but when I'm giving direct instruction & need quiet - I use @FastLlama behavior cards - warning #1 and #2. I like that it give Ss a chance to fix it on their own w/o consequence. Check those out if in MS! #WeAreSalyards#cfisdchat
A2 piggy back on @MrsBuckCFISD, keeping it real with kids, having authentic conversations, and building relationships is also key. Itās also important to use every opportunity to point out the positive we see and celebrate those successes with the kids. #WeAreSalyards#cfisdchat
A4-I have private conversations with the student, make eye contact with Ss, do a hand clap to redirect the talking ot remind them of the expectations. #cfisdchat
A3: Three stations and an independent station (my old teacher deskāI now just use my kidney bean table). Just cut out the center group because it wasnāt used & we wanted šš¼ šš¼ space! Needed straight shot from back corner table to RR for a student who sits there. #cfisdchat
A3 today we used the atrium to work. A kid said today āI like that weāre out here sometimes itās nice to do something differentā not the same thing every dayā #cfisdchat
A3: So far, Iāve kept my desks in groups of fours + flex seating to encourage collaboration and build community. As we shift focus throughout the year the layout shifts too. Pairs for peer conferences, solo on test days, etc #CFISDchat
A3: so sad Iāve deleted my photos (because Iām updating my seating, which is good, but BOO). My desks are in pods with incoming donuts, cushions, exercise balls, etc to sit on. We also have lots of pillows, rugs, and fuzzy puzzle tiles to get comfy on! #cfisdchat
A4: I utilize the ideas within Teaching with Love & Logic as well as tips from @AnnetteBreaux! Relationships & rapport help me pinpoint what works for every student. I never try to shame students or shout. I private conference w/the student if itās ever needed. #CFISDchat
A4: I use proximity, which works the majority of the time. Other methods are a stated or visual reminder, conversations with the S if it's a repeated behavior, etc. #CFISDchat
A3. Iāve posted this before but it still cracks me up. They wedged themselves in between the desks & wall and were working hard...all the while my reading area goes empty! š¤·š»āāļø #CFISDchat
A4 proximity; reminders of time leftā sometimes conversations about the why helps kids find purpose and betters their behavior. I always try to circle back to kids Iāve corrected to praise or give them assurances that we are okay #cfisdchat
A4) I have used proximity, eye contact, addressing them privately - reminding them of the expectation, and taking it as a cue for a brain break. Sometimes, everyone is tired. #CFISDchat
A4: Proximity can be a useful tool; Nonverbal cues are my default move; Planned ignoring while praising others that are on-task (but being hyper-aware of when āthoseā Ss follow the expectations so I can immediately praise & reinforce their appropriate behavior). #cfisdchat
A4: I like to use moments like this for a class refresh on our character traits and our class social contract. Being around all students (walking the room, small groups, etc) helps by being a constant presence they can see! #cfisdchat
A4. Private conversations. I try to never call out any students or create a power struggle. At the beginning of the year I start any direct instruction with a reminder of expectations. #CFISDchat
A1: We use a visual timer and have visual āticketsā that we use to ācheck inā to each location/activity. For transitioning out, we have @SitSpots for each student in a line at the door. We also sing a song with motion pneumonics before the leaving the classroom. #CFISDchat
A4 cont. I have some stop sign cards that @themissylee gave me when I was at Hopper that allow me to discreetly tell a S to stay after to talk with me. I need to figure out more nonverbal signals to use
A5: It starts with the administration and works it way all the way to the support staff. The whole campus needs to be on the same page and willing to put in the effort. #cfisdchat
Q5: again I think relationships are important. Also building a culture of positivity, openness and belonging give students the desire to come back each day, no matter the content #CFISDChat
A5: Understand that children are not define by their behavior that moment, meet kids where they are, lead by example, build relationships, make an effort to make things relevant, include student voice/choice, and have some fun! #CFISDchat
A5: RELATIONSHIPS! Start early and maintain them. Make it safe, fun, and engaging. If Ss know you care about them and are interested in what they care about theyāll want to keep coming back. #cfisdchat In the morning this is me with my Ss:
A5 Ss want to feel cared for. Create a culture that's safe, where they feel valued, praise for taking risks, appreciate & accept who they are. Dish out compliments, positive referrals, & call home to brag about them - Ss hear too much neg. Be different. #wearesalyards#cfisdchat
A5 Our principal starts every staff meeting asking what three pillars our school stands onā one of them āhave a school kids WANT to come back toā we are all tasked with that. We have conversations about mental health and being sure we give kids opportunities to be kids #cfisdchat
A5-get excited when your students return from being absent, share pictures with parents so they can stay connected, tell your parents they are always welcomed in the classroom #cfisdchat
A5: it is VITAL that our students feel encouraged when they walk through our doors. Being a stable, POSITIVE environment where they are safe to make mistakes and encouraged to grow from them is absolutely necessary. THEY MATTER. #CFISDchat
A5: From a leadership perspective, I have to be the model, my interactions with S need to look like what I expect from teachers, I have to be present with Ts the way I want them to be present with Ss. I have to support Ts the way I want them to support Ss. #CFISDchat
A2: For our youngest learners, I feel itās necessary to use extrinsic motivators (e.g., earned rewards and edible reinforcers) coupled with specific, intentional feedback centered around effort. Slowly, the extrinsic motivators can be faded. #CFISDchat
A5: Understand that children are not defined by their behavior that moment, meet kids where they are, lead by example, build relationships, make an effort to make things relevant, include student voice/choice, and have some fun! #CFISDchat
A5: Everyone wants to be seen and to belong...it starts there. Welcoming everyone with a fresh start and a smile. Staying positive and modeling that everywhere on a campus. SMILE...it's contagious and vital!! #cfisdchat
A5) #cfisdchat I actually taught culture this year. We used their grade level and the school with modeling, and then the kids brainstormed our classroom culture in collaborative groups. It gave them ownership! š
A5 understanding differences. Everyone looks, sounds and acts in different ways and that's OK. Create a culture of awareness, acceptance and understanding of your peers, students and community. The rest will fall into place! #CFISDchat
I also used culture to celebrate similarities AND differences! I emforce the truth that we all matter in the garden! (My class -> USM Reading Garden) šø A5 #CFISDchat
A5: Relationships are vital! Kids need to know you care about & love them. It's also important to know what's important in their lives & incorporate that into lessons. Also, create a safe place to make mistakes so kids are willing to try and not afraid to fail. #CFISDchat
Thank you for such a wonderful chat tonight, and thank to @jrobeauCFISD for hosting a great subject! Join us next week at 7:30PM as @CyFairJoel hosts our chat on marketing your classroom! #CFISDchat
Thanks so much for all the great feedback! This is a subject Iām passionate about, so this was SO much fun!!!! Canāt wait to see everyone next week! #CFISDchat
A3: Everything speaks in a classroom, especially the aesthetic. Clearly defined boundaries, intentional use of color/font/patterns, and purposeful placement of materials is a must. The classroom environment should be calm and ergonomic to the learning process. #CFISDchat
A2: A sticky note. Seriously. One sticky note can change a childās mindset. Last week, I wrote one of my s a reminder that even on tough days, Iāll never give up on him. Saw a completely different attitude that class period. #hedeservesit#CFISDchat
A4: My first thought is what is the function of the behavior (i.e. why is the S talking). If it is attention-seeking, then I let it continue while praising those who are not talking. If a lot Ss are talking, then I structure more opportunities for my Ss to socialize. #CFISDchat
A3 Right now there is caution tape hanging up for a āWho Did It?ā density lab! Not sure how inviting it is! š I wanted to make sure the kids were able to work collaboratively as well as independently. #CFISDchat#WeAreSalyards šÆ
