G. FAITH LITTLE
21st Century Learning & SEL Specialist


​A social media post ignites a tiny fire, and the fire blazes as people pour fuel in the form of dislikes and comments accusing one another of being wholly disrespectful to a person, people group, larger community, or an entire country. From social media to the dinner table to the holiday family gathering, we hear words and actions that offend us, and we attribute disrespect or out and out defiance to the person across the table. So much disagreement, so many approaches.

The same goes for our classrooms, right? We’re teaching and a student rolls their eyes or puts their head down – but wait, before we even got to this teaching moment, we spent hours in backwards planning for our unit and prepared an essential lesson to our topic — and now, we’re getting disrespect in return? It’s easy to give up, but what if we approached what we’re seeing in a different way? What if we get curious about what it is we’re noticing in student behavior?

Responding vs. reacting

Our resource for tackling off-task behaviors — Behaviors that Block Success — helps us respond rather than react. We consider that there are four types of behavior that have a negative impact on the classroom environment, and it’s important to be able to recognize what each behavior type looks like, as well as the motivations behind it. This is what will allow us to act responsively.
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​We can use this resource as a tool to interpret student behavior in a constructive way, cultivating curiosity in ourselves. In order to interpret behavior, we must challenge ourselves to see beneath the surface and identify why the behavior is happening. When encountering inappropriate student behavior, our goal is to respectfully communicate the expectations, de-escalate the conflict, and maintain teacher authority.
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We can review the behaviors, make connections between what we are seeing and what we already know about our student as a whole person, and ask the student what they’re experiencing as well. This will open up communication by demonstrating respect for the student and asking questions instead of jumping to conclusions.

Imagine having this resource out on your desk during class, picking it up when you’re struggling with what you think might be defiant behavior and considering all the possibilities. Put it up as a poster, and share with your students that you’re trying something new or adding to your toolbox.

​You’re all learning together, and no one is on the “other side” of anything in the classroom, so why not make it clear to both yourself and your students?
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CLASSROOM MANAGEMENT, COMMUNICATION, G. FAITH LITTLE, RESOURCES

BY CRISTINA ROMEO COMPTON


​Productive struggle, a term that has gained popularity over the last decade, is found in instruction that “stretches students’ thinking and performance just beyond the level they can do on their own — the zone of proximal development.” 

Finding and teaching to each of our students’ sweet spots is no easy feat. As teachers, we are often guilty of over-scaffolding, or rescuing our students out of fear or our desire to avoid student discomfort. Alternatively, we sometimes push students too far by introducing a task that is well beyond their level, without also providing the necessary tools or assistance they need to meet the challenge. In order to support students in productive struggle, we need to be patient, persistent, and committed in gathering and using data in our instruction. This can include quantitative data such as reading levels and test scores, or perhaps more importantly, student actions and behaviors — what we know as qualitative data.

How can we gather qualitative data about our students in order to support them in finding a meaningful, productive level of struggle in their learning?  

Identifying zones of struggle
 
Before we can locate promising practices for our instruction, we first need to identify look fors and listen fors that can help us determine if and when students are being pushed too far, or are not being pushed enough.

When students are not being challenged enough or instruction is below their level, we consider this a level of no struggle. At the other end of the spectrum is destructive struggle, in which tasks are too challenging for particular students, or are significantly above their level. A zone of productive struggle lies between the two. 

Let’s identify the look fors and listen fors for each of these zones:

When students are in a no struggle zone, it might look like and sound like:

• Finishing quickly and having nothing to do
• Statements like, “This is kid stuff,” or “This is super easy.” 

 
When it comes to the destructive struggle zone, we might observe students who: 

• Don’t get started on a task
• Chat, stare off into space, or other exhibit other off-task behaviors
• Communicate things like: “This is boring,” or “I don’t know what to do,” or even “I’m not doing this!”

 
In contrast, when students are in a zone of productive struggle, we are likely to see them:

• Work for a bit, maybe ask a question or two, and then ask for help
• Share statements like: “I think I get it, but can you help me with…”

Observing student behavior online

​Given that so much instruction is happening remotely, and we may not be able to observe the same behaviors from our students in a remote setting, we can also identify look fors and listen fors when online teaching and learning is taking place. 
 
In a no struggle zone, we might observe online students who are: 

• Clearly engaged in another window, program, or activity
• Finished quickly and starting to engage in another task at home
• Talking and unmuting themselves before others are finished, causing distractions

 
When students are in a place of destructive struggle online, they might: 

• Turn off their cameras
• Leave the call
• Never unmute themselves or share their voice
• Yell, get frustrated, or even cry, depending on the age of the student

 
In contrast, productive struggle might look and sound like:

• Students who are able to get started on their work on their own — whether that means they are typing into a Google slide, a Padlet, or a Jamboard. You are able to see evidence of their work. 
• Students who have their camera on, and use the chat feature and/or unmute themselves to engage in conversation, ask questions, or clarify the task

 
Determining students’ current zones of struggle is a helpful starting point for potential shifts in your instruction. Different students at different times might exhibit these behaviors, and this can inform your responses and course of action. By leaning on these look fors and listen fors, we can more effectively and confidently determine if, when, and how many scaffolds need to be introduced so that students are advancing their skills.

Preemptive planning
 
In addition to locating student behaviors and communication that can surface as they’re working on tasks, we can also lean on preemptive planning, which will support us in predicting and creating opportunities for productive struggle in our classrooms. Preemptive planning encourages thoughtful consideration and analysis of each task we’re offering students — whether it’s a culminating task of a unit or a task for a particular lesson. This process involves asking questions such as:

• What will students need to know and be able to do when it comes to this task?
• What are the prior knowledge demands that this task requires?
• Where and how do I think my students might struggle?
• Where and how do I think they might do well?
• Based on this analysis, what are some instructional strategies I should teach?

 
These questions can inform your instructional design as you work to meet the individual needs of students. Your assessment of students’ areas of struggle can inform where and how you’ll need to scaffold your instruction, and the areas of strength can inform where and how you introduce extensions or opportunities for deeper learning.

Similar to identifying and responding to look fors and listen fors, preemptive planning is a meaningful form of data collection that can help you predict or anticipate student performance and ultimately use these predictions to inspire, inform, and cater your planning and instruction to your students. 

​There is no denying the challenges involved in meeting students where they are, especially when teaching large numbers of students — many of whom are on vastly different levels — or teaching at a distance. But by engaging in strategic planning based on data and evidence, we can create opportunities for our students to challenge themselves, recognize that they can do hard things, and make progress in their learning.  
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TAGS: COMMUNICATION, CRISTINA ROMEO COMPTON, DATA-DRIVEN INSTRUCTION

BY COURTNEY BROWN


​For educators, creating a positive classroom climate is key to a productive school year. Even halfway through the year, we can push restart and reboot our classroom culture. However, whether we’re starting or restarting the year with blended or remote learning, the notion of building culture may feel tricky, or at least different from what we’ve experienced in our brick and mortar classrooms. And when the school year is interrupted and unpredictable, it gets even trickier. 

During this period of teaching with a pandemic pedagogy, we have an abundance of challenges to face. But we also have opportunities to reflect on our practice and bring our instruction into the 21st century. We can work alongside the current generation of students — who are digital natives — to not only support them in developing academic and social-emotional skills, but also bridge technological gaps in our community and meet the future head-on. No matter how our instruction is reaching students, we need to find ways to build and maintain connections — between us and our students, and between the students themselves. 

We’d like to encourage schools, teachers, and administrators to take the current challenges in our educational and civic reality as an opportunity to re-envision how we cultivate a conscious classroom culture and address our students’ social-emotional needs using 21st century digital tools, while deepening relationship-building and connectivity. Inspired by rich discussions with a range of educators from around the country on our Teaching Today podcast, we can outline some culture-building strategies that will help us build a foundation for our classrooms. 

Teaching the tools

Ensuring that all students have digital access is the number one priority and starting point for equity in learning. Matt Mazzaroppi, Principal of the Morris Academy for Collaborative Studies in the Bronx, NY, reminds us that before a blended or online classroom culture can be developed, we need to ensure that getting technology into the hands of families and students is a priority in our community. In an effort to do this, Dr. Tangela Williams, Superintendent of Charlotte-Mecklenburg Schools District in North Carolina, began extensive efforts within her community to bring devices to students’ homes, as well as enhance local Wi-Fi offerings. 

But what happens when we have access to technology, but don’t yet know how to use it? Dr. Jenan McNealy, a guidance counselor in Atlanta, attested that one of the most important factors for online school culture in a blended or remote situation has been training school communities — including all teachers and families — how to use and maximize digital platforms and educational technology. According to McNealy, increased training for online systems has made a significant difference in her school district. Now, she says, teachers, parents, and families can navigate the systems well. In turn, they are better able to support students. 

As we shape the digital landscape within our school communities, we need to strategically use the digital tools available to us without overwhelming our students and their families with too many platforms.

Community & communication

Schools and districts agree that implementing strong school-wide communication is a good starting point for fostering classroom community during a turbulent time. Establishing school-wide communication tools and approaches is crucial to maintaining interactions with families and students throughout the day, as well as the entire school year.

Just as we remain flexible about our teaching environment, we need to be flexible about using multiple forms of communication within our community. For some, texting works best, for others phone calls are more helpful, while some find emails easier to manage. Identifying communication preferences can help alleviate concerns about how to reach families, and when. 

Prompt communication to address lateness, absences, or missing work becomes a strong lever for maintaining community and student engagement, especially when most interactions are happening online. Students need to be acknowledged as crucial members of their classroom and community. Schools in which a teacher or guidance counselor promptly calls families and students when they don't show up for an online class have reported that it goes a long way in promoting student engagement. When students are acknowledged as critical members of their classroom and community, it can bring them back into the fold. 

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Consistent connection & compassion

If remote teaching and learning have taught us anything, it’s that we need to find ways to stay connected with students, and we need to help students connect with each other. In order to create an online culture that offers a positive learning environment for students, we’ll need to establish (and then be prepared to re-establish) norms and routines. How do we do that online? 

In this unpredictable educational landscape, it is crucial to create consistent programming and predictable online routines. Matt Mazzaroppi underscores that creating consistency is a clear priority: “After clear communication comes consistency. Consistency makes everybody feel safe and if they feel safe, they're open to a new culture, new relationships, and ultimately open to learning.” 

Dr. Roberta Lenger Kang explains that norms are “the things we should do versus rules, which are typically the things that we should not do.” It's the difference between the dos and the don'ts. If we believe in creating and setting a tone in any educational space, then being able to elevate expectations is important. Both online and in person, we need to create norms that offer clear expectations for student engagement, as opposed to rules with punishing consequences. 

G. Faith Little offers a vision of the classroom as being “more like a garden where we plant seeds and allow our students to grow to be the flowers that they were meant to be.” She believes that, as educators, we need to listen to students and their families in order to create norms that cultivate and nurture our students. Interestingly, norms that use a garden metaphor are also aligned with high-level evaluation on the Danielson Framework. 

Acknowledging each student

We can't underestimate the power of greeting our students every time they enter our classrooms. We may feel that this a missing link in our online classrooms, but is it really missing? 

Many educators are finding unique ways to acknowledge students as they enter the virtual classroom everyday. Carolyn Lucey, a 10th Grade English teacher at New York City’s Charter High School for Computer Engineering and Innovation, with whom I work, greets each student as they enter her virtual classroom, explicitly takes attendance, and then throws a quick warm-up question into the chat, such as What was your favorite part of the weekend? or What word do you relate to today, and why? To model and connect, Carolyn generally offers her own responses as well. Dr. Laura Rigolosi takes attendance by asking each student in the “room” a relevant question such as, What was the best thing you did over the weekend? for a Monday class, or, related to the work at hand: What part of your project are you working on?

Connecting with our students each day as they enter our virtual classroom is a key ingredient in engagement and relationship-building. The positive impact of a simple daily acknowledgement of each students’ presence and participation helps create a sense of belonging, and helps them feel recognized as a part of their community. 


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​Acclimating to online participation

Getting students acclimated to participating in an online classroom is crucial. Clear instructions for them to use the unmute audio feature versus the chat feature for specific purposes can help to build consistent participation. As an example, consider asking students to use the chat or survey feature for closed or yes/no responses, and respond verbally to higher order follow-up questions. Students can also be encouraged to use the chat feature to share written or “stop and jot” responses, as opposed to unmuting to add spontaneously to discussion questions, which can be difficult to manage virtually.  

When questions are asked in a virtual classroom, most of us have noticed the long pauses before participants respond. Some students may not have strong WiFi connections, or may be in noisy spaces that make participation challenging. Asking students to use a “rotating chair” approach, in which they call on one another, helps develop student-to-student interactions, and can also help keep discussions moving. 

Breakout rooms for small group projects also offer students a chance to increase participation, and create an opportunity for regular interaction between classmates. Developing strategic, consistent breakout groups can help add to a sense of accountability and engagement, and working together in small groups creates a sense of community. 

Each class — whether synchronous or asynchronous, in-person or online — is a precious space for connection and community-building. Setting clear expectations, offering students opportunities to connect, and modeling clear communication is not wasted time. Classroom culture is everywhere. Every move we make creates classroom culture — how we speak to students, how we interact with them, even how we think about them — and each moment is an opportunity to make each member of our classroom feel seen and heard. As Matt Mazzaroppi shares, “students can read the teacher's energy, and if the energy is real, they can relax. If they relax, you can nurture the relationship. Once there is a relationship, students can learn.”

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TAGS: CLASSROOM CULTURE, COMMUNICATION, COURTNEY BROWN, TEACHING TODAY

By G. FAITH LITTLE

We want our students, parents, and teachers to experience these benefits.

Challenges are easy to list, and we likely have a long list beyond these, but here are some of the big ones. 
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• Time: how do I find it outside of parent/teacher conferences?
• Training: what do I do when the discussion goes beyond my content area?
• Expectation: the reasons I became a teacher didn’t include communicating with families, so how do I manage this in a way that’s aligned to my personality and content area?
• Planning: how do I begin to fit this in with my other teaching responsibilities?

Start by planning

Strengthening your communication with students and families can start as simply as organizing your approach. Whether you’re approaching the beginning of the year, a new term, or are in the middle of a course, trying a new tool that can be customized to your unique communication style and your school’s expectations for family contact will support your work.

• Create a communication table (sample below) for each student. Update this electronically to save time when adding your notes, or print out the pages and keep them in a binder for easy access at your desk, especially if you prefer to write by hand. You can always scan in the documents later when you need to share your communication practices with leadership. Download our Family Connection template to get started.

 

• Establish a communication goal. Perhaps your school already has a certain number of contacts required for each student. If so, integrate those into the template. If not, consider for yourself what a reasonable goal would be, based on your unique situation and number of students.

 

• Choose a natural time you can merge a check of this document into your practice. Is it when you take attendance, or during the last few minutes of class? Is it every Friday afternoon or Monday morning? What’s the best time to integrate it into your schedule?

 

• Organize your chart in a way that makes sense for you. Do you need to make contact at least once a month? Do you need to make a specific type of contact (text, email, portal)? Shift your template to fit your needs.

Communication goals

In the example below, our first goal was to start with listening, in this case using a baseline survey to the student’s parents that establishes a connection and supports us in understanding our student from the parent’s perspective. Our second goal was to have three positive contacts with the family, in addition to any contacts necessary to discuss issues that may arise in the classroom.

From here, we would continue to add our notes and check in on communication that may be needed in order to meet our goals. This template can continue to be streamlined or expanded as practices change over time.
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While the content of parent/teacher conversations may not always be easy, simply getting started can give you confidence and increase the ways in which you can connect with families.

TAGS: CLASSROOM CULTURE, COMMUNICATION, G. FAITH LITTLE

By G. FAITH LITTLE

​We check for understanding constantly, don’t we?

“Does that make sense?”
"Know what I mean?”
“Get it?”

When it comes to our classrooms, we’re looking for more precise ways to check for understanding. Here are some simple ways and a few tools to use in your class as soon as tomorrow!

Thumbs up!

A simple and positive hand gesture can check to see who is hearing your instruction and who needs more support to move forward. You can use this: 

• on the board: Thumbs up when you’re on page 49 and ready to read.
• out loud: Thumbs up if you remember two rules of volleyball. Three? Four? More?
• on a slide: Thumbs up if you’ve written down a question about the periodic table. 

Choose your emoji

Expressions are a helpful way for students to share how they’re feeling or thinking about new or challenging content. It is especially useful for English Language Learners and Students with Disabilities. Using emojis (which can be individual cut outs or together on one piece of paper), ask students to choose the emoji that best represents their current experience.

As you move around the room, you can customize your questions and support. Find out more about what the happy faces understand, what the thinking faces are working out, and what the sad faces need to make their struggle productive.

Entrance tickets

See how the homework informed thinking or where yesterday’s mini-lesson landed by collecting a little data at the beginning of class. You can even combine this tool with the emojis you've used previously:

• On the board: Choose the emoji that best describes your experience as you work out today’s problem.
• Out loud: Show your emoji! Let me know how you’re experiencing this reading.
• On a slide: Which emoji represents where you are with writing up your experiment notes?

Whatever the tool, getting clear feedback is key to differentiating your instruction and increasing communication with your students!

TAGS: ASSESSMENTS, CHECKS FOR UNDERSTANDING, COMMUNICATION, G. FAITH LITTLE

By G. FAITH LITTLE

Behavior is a form of communication.

Plug this sentence into your preferred search engine, and it will return enough results to keep you reading for hours. Since it’s more likely you’re scrolling through this post on your train ride, between classes, or at lunch than sitting with a cup of tea and hours to spare, let’s connect the dots quickly and consider a way to look at communication through behavior as data that we can analyze to determine a productive possibility in our classrooms.

Collect the data: what is the behavior?
Start with documenting low inference observations of behavior. As you jot down the description of the behavior, challenge yourself to write only what is observable. When you write, “a fight broke out,” ask yourself, “what did I actually see?”.

What did you see? What did you hear?

It’s worth the time it takes to develop your low inference observation skills, because you will be working from more accurate data, as free of assumptions as possible.

Analyze the data: what might it mean?
While you already have classroom expectations clearly outlined and students may be fully aware of the consequences of certain behaviors, whether it is a phone call home, a visit to the AP, or other intervention, you may also consider using a tool to support your own problem-solving. This is especially helpful when you’re confronted with a persistent, or even new, behavior. 

Lifelines is a tool we’ve used with our partner schools when looking at data reports together. With a few customizations, we can use this tool to explore behavior as data.

• What is the behavior? This is your low inference observation. Consider remaining curious about this behavior and what it may be communicating as you move forward.
• What might it mean? This is where you bring in your understanding of the student, their context, their story. Is there information you may be missing? Who else do you want to talk with in order to get a more complete picture that could inform your analysis?
• Why is it important? You considered this behavior important enough to analyze for a reason. What else have you discovered during your analysis that makes this behavior important to address?

​Consider possibilities: apply analysis to inform instruction
What questions, lessons, or interventions make sense to support the student and their learning? Is it an individual moment that is needed or could the whole class benefit from some time investigating this issue together? 

Try your lesson or intervention out. What happened? What other questions came up? What might you try next? If you continue to remain curious, your “final” determination in the Lifelines tool can be a starting point to a simple cycle of inquiry.

By engaging your curiosity and making low inference observations of student behavior, you can engage in an inquiry cycle that could result in new and exciting discoveries about what your students’ behavior is communicating. Your findings can then support students academically by addressing their social-emotional needs.

TAGS: COMMUNICATION, DATA, G. FAITH LITTLE