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1、Examined through ChecklistsClassroom Dynamics entails establishing and maintaining conditions that allow students to engage in powerful learning through deliberate and purposeful planning, actions, and responses.Guiding PrincipleTeachers want to develop and have access to classroom strategies that a
2、re definitive enough to implement, but flexible enough to be relevant for their own school, class, and situation.WhoTeachers who want: help in determining what elements they should address in setting up a classroom for optimal success during the first days of the semester/year to maintain and improv
3、e on the learning environment they provide for students to work independently and grow professionally in mathematics classroom dynamics.TasksTeachers should review the Start-up Checklist to: determine the strategies they have currently in place to establish positive classroom dynamics upon student e
4、ntry identify the elements that they have not yet considered decide what plans and preparations they can make to create more opportunities for powerful learningTeachers should review the Ongoing Checklist to: review the strategies they have currently in place to provide positive classroom dynamics i
5、dentify elements that they have not yet addressed decide what plans and preparations they can make to further powerful learningProcess Review the checklists with a critical eye. Highlight elements that you have considered, planned, and prepared for. Prepare an action plan and any resources that you
6、need to address at least 3 elements that you have NOT highlighted.Classroom Dynamics for Powerful Learning2Classroom Dynamics for Powerful Learning Start-up ChecklistClassroom ManagementClassroom Set-upRelationships What programs, tools, and manipulatives do I need to review? How will I plan my less
7、ons? Where will I record my lesson plans? What ongoing assessment strategies will I use? What is my plan for evaluation? How will I efficiently collect sufficient evidence of learning? How will I record evidence of learning? Are my plans aligned with school and ministry policies? What alternate acti
8、vities do I have planned in case a technology fails? What will my first assignment/homework be? How will I to address incomplete homework the first time? On a regular basis? How will I enable students who are absent to access lesson materials? How will I implement our class protocols for inappropria
9、te behaviour? How will I track late arrivals, homework, absences, parent contact, student information? How will I arrange the seating chart for the first day? In providing for flexible groupings, how have I considered my easy access to each student? How will I accommodate the special needs of studen
10、ts? How will I set up a physical space for education assistants? How will my students transition efficiently between working group arrangements? How can I arrange for traffic patterns that are conducive to an efficient and non-disruptive learning environment? Do I have all supplies and technology at
11、 hand and in working order? What procedures do I have for distributing and collecting supplies and technology? What areas of the classroom have I defined for displaying visual references to support learning? How often will I change these visual references? How will I learn student names? Have I revi
12、ewed students OSRs and IEPs and developed strategies to accommodate needs? How will I incorporate student interest into my lessons? How will protocols for classroom behaviour be developed? What is my plan for reacting to negative behaviour and situations? What am I communicating to parents* on the f
13、irst day? How will I communicate with parents? Have I arranged for someone to proofread any communication that I have with parents and students? How can I use a class website for ongoing student support? What must I check before leaving, e.g., messages, next day lesson materials, class absenteeism?*
14、 Parents is used to refer to parents, caregivers, and guardians. Classroom Dynamics for Powerful Learning Ongoing ChecklistClassroom ManagementClassroom Set-upRelationships How well am I following my startup plan? What evidence of student learning do I have? Which strategies are working? Which strat
15、egies do I need to adjust? How am I introducing new instructional strategies? What strategies am I modelling to help my students develop metacognitive skills? What effective techniques am I explicitly teaching for studying, making presentations, and writing tests and exams? What adjustments do I need to make to my start-up plan? How current and relevant for supporting learning are the visual references displayed in the classroom? Do the visual references include student - and class-generated work produced during the learning activities? How w
