The ROI just hit record. So whenever Thank you. Yeah, We're going to bring this back. I can bring everybody back together. Hope you had a good break. Come on back. All right, folks. Welcome back. Welcome back. So we are going to our next section here again, I encourage you to use your companion guide and take some notes on the Companion Guide if you had not done so. Because there are also some links that we've given you on the companion guide. One of which is coming up, which will kinda share in a second. But we're going to move on to talk about equitable practices. So you're the Lake Forest Plan has a number of equitable practices that will be built it. Thank you Jasmine. And so take a moment in the chat, so everybody get ready for the chat. We're going to do a little chat waterfall. I love these for fun. I'm weird like that. I like fun, things like this. So what we want to do is in the chat, we'd like you to. What is the first word or phrase that comes to mind? When you think of equitable practices don't hit enter yet. So what you want to do is we want to put the first word or phrase in the chat. Don't hit Enter. That comes to mind when you think equitable practices. So I'm going to give you just a minute to put that in the chat. When I say go, well, I'll hit Enter at the same time. Equitable practices. In the chat word or phrase and go, Oh, fair fairness, diversity, understanding. Each individual is different, getting what they need. Excellent welcoming, differentiation, fair, fair diversity, equal. Lot of fairness. Relate ability, excellent opportunity, equal opportunity, meeting them where they are, diversity, lot of fairness, a lot of equal opportunity, a lot of meeting folks where they are making things real. Inclusive. Exposure to differences, Excellent, very good. Read some of these other ones here. Getting something different. Differentiation, belonging, good. Winning, interesting. Okay, excellent. One size doesn't fit all well done. Excellent job inclusive, good, excellent, excellent, excellent. And giving respect. Lot of, lot of commonalities there, right? Let's, let's talk about some of those, those commonalities. It's about, I heard in the chat, fairness is a big one. Equality is a big one. Equity. The whole idea of inclusiveness and belonging is in there, meeting the learner, where they are, meeting the student where they are, maybe emotionally, I'm creating that sense of belonging and respect. So some common threads in there with what you feel equitable practices is. So let's take a moment. Well done, great job. So these are late forests part of your as part of leak forests equity plan. For your plan, your district plan, you have 27 equitable classroom practices that are in your plan. Right. So I'm not going to read all these to you. This is in your companion document. You have access to it and it's from your district. But you have welcoming students by name, models, use of graphic organizers, making sure that bulletin boards and displays reflect racial, ethnic, and cultural backgrounds represented by the students. That's a great one. Using proximity with high achieving and low-achieving students, using some team-building activities here. Random response strategies, cooperative learning strategies, using wait time appropriately, asking students for feedback on the effectiveness of the instruction. That's a big one. Setting the learning stage is really part of a big central component of d t GSS, right? It's setting knowing I as the learner, as I come into your classroom. What's the objective, right? It's really mapping out what's the goal today that we're going to do in your classroom, right? And then you have 27 provides individual health to high level students. Provide students with a criteria and standards for success. What's the criteria for success? Number 22 is so critically important. So my wonderful colleague Chet, has put in, in the in the chat. The little companion documents that I'm going to bring up here, everybody see my screen. Okay. Excellent. So what we did was we took 27, the 27th nitrogen. We're putting it back in again. So you have access to it. It's also in your companion guide. We group them for you. So what we did was we went through my partner immigrant, he and I went through and said, okay, Wake Forest as 27 and equitable practices that they've identified which are awesome. They're all truly, truly wonderful. But what we wanted to do for you is to kinda give you a grouping of those to make them more user friendly. So we grouped them by those equitable practices that were really under culture and climate. The culture and climate that you build in your classroom, right? And so some of those welcoming students by name, using eye contact, arranging the classroom to maximize discussion. Bulletin boards acknowledging students responses, using real-life experiences to connect learning. Then those that were more instructional strategies and techniques using proximity, using body language, modeling, graphic organizer, using random response strategies, using cooperative learning strategies, using wait time. Now, you may look at this and say, Hey, Dr. Whitehead, these can go in either category. Guess what? Yes, they can. There are a lot of overlap between strategies that may impact the culture and the climate of your classroom or your building. And those that were more pedagogically and instructionally curriculum based. Okay. Some of them really, we had a tough time with choosing some of them because some of them definitely overlap, but some of them are more exclusive to instructional strategies. And some of them are more exclusive to culture and climate. So you have access to this document. This is your takeaway, your gift to really use this year. As you look at your students, as you plan for your students and as you respond to your students in making and engaging equitable classroom practices that impact the culture and climate and the instructional practice. So we have that. Now. What we're gonna do, let me go back here. What we're gonna do is we're gonna take a deep dive in unpacking just a couple of these. And let me tell you, here's how we arranged it. I'm looking at the clock here, making sure we arranged it so that we're gonna do one. I'm going to really take a deep dive into one of the cultural responsive cultural practices once. Then we're gonna take a deep dive into one of the instruction of ones. And then we're gonna take another deep dive in a culture one and another instruction. So we just did for so what we did was we lifted four of them out to in culture and climate to an instructional. And we're going to take, take a deep dive into that. And again, these are all directly can be found in some of the detail NGSS standards. Okay, Everybody with me. Alright. So TTG SS connection 1.2, which is creating a positive classroom environment. I would agree. I hope you all agree. We want to create a positive environment in our schools. If you're an administrator, if you're a counselor, whatever your role might be, but also directly in your classroom. Whether you're a secondary teacher at the high school, teaching multiple periods a day at the middle school, secondary or elementary teacher, where you have x number of students all day long teaching them various subjects, whatever your role is, we want students to feel welcome, right? So the first one that we're gonna do is what's in an a, a rose by any other name, Shakespeare, right? It is through our names that we first place ourselves in the world. Our names being the gift of others, must be made our own. So who are we? So take a moment. Names often that are connected to our cultural identities, right? And we're going to talk a little bit more about that as some names are sometimes treated differently than others. Think about that for a second. As you greet students, you all just a few weeks ago, a few days ago, whatever whatever, Lake Forest starting your first day of school, you're welcome to students back in-person. Wonderful. And so as you welcome students, you may have some students that are new to you. So how did you think and reflect on those names? What part of our identities do we choose for ourselves? And what parts are chosen by others? So if you hear a name, do you make assumptions based on that name? If you didn't see the student and heard the name, would you make some assumptions? So think about that for a sec. You can write a reflection down in your companion guide. So here's a graphic that you can use. Again, you'll have a copy of this. But it's a great activity and I did it with me. So you're gonna see me just a second. And so it's student can put a picture. You can use this really at any grade level. High-school students. We always do go high school students. You know, I'm just teaching content and high school kids away. I spent a lot of years of high school. High school kids love this stuff. They love getting stickers and stars. They will tell you they don't to mature for that. They don't love it. If you want to change this, you can make it more age appropriate if you want. So it's basically a student's picture and what their name means to them. So we'll start with me. Okay. Everybody laughed by Bitmoji. You know, it looks just like me. You know, what does one more problem that's a little gray here. I don't know. I don't know if I can, you know, you can't give a shout a little Bitmoji, you just gotta go All Ball or nothing. It's kinda, you know, I don't know. Anyway. So who am I? My name is Laura. And it's spelled LAB space, capital ROI. What is my name? My name means the king. The French spelling is the neck. And it's particularly on both sides, but in particular, I was named after my father. So there's that linkage to my father and mother's ancestry, which is largely French quick story. My freshman year in college, I was a cocky freshmen, thinking I was super smart. And I was a music major. And I had an English professor. Her name was Dr. O'Donnell, God rest her soul. She became one of my favorite professors of all time. And she's calling roll first day of class. And she gets to me and she says LeRoy wipe it. And they said here. And she looked at me and she said the prints. And I said No, no, no, no, no. I quickly being the Cauchy young freshmen that I was in college. So no, No, no, Dr. O'Donnell, it means the king. And she looked at me and through her God love her glasses and she said, I know you're too young to be a king. So needless to say, Dr. McDonald became, she opened the world of literature today she became one of my favorite professors, have all time, favorite teachers I've ever seen. And I use a lot of what she taught me to this day in how to work with students and kids and teachers. That's a little bit about my name, but there's more to the story. So here's the second page that you can use with your students. Going deeper, let's go deeper, right? What are your cultures naming practices? Do you have a nickname? Do you have an online presence that you use in name? What's your family's named? Me. What does it mean? What does it really mean? What is your name mean to you? So I took a stab at giving you a little bit about me. I mentioned there was named after my father and that's kinda historical and my family. But what was interesting is the center one about my name. Originally, my ancestry came over from France through going from France and through Ellis Island. A lot of folks that went through Ellis Island, they decided to change the name to make it look more American. So the ROI, ROI became LOTRO. Why? Because my great, great grandfather said, I want, I want to be more American. I want to look more American. However, many people who haven't seen me having met me, and they see my first name. They often think I'm a person of color. They arise a very popular name in the black African-American community. And some people, I've had many experiences where people think they haven't met me yet. They're not exactly sometimes what they what they expect. So it is a name can be deceiving and it can, in making judgments on somebody's name, really can often be not what you think. That's my Twitter handle. I'm active on Twitter. Whitehead ROI. My mother's maiden name wasn't my net. That too was changed sit through Ellis Island and had an E on the end. And my great grandfather dropped the ITA again to make it look more American. So again, I have a link to my French American, French and English heritage. So that's a little about me. This is a fun activity that you can use. Oh great. Some people use it, That's excellent. And it really, you can really get to know your students quickly with this activity. And that's all. It can be a lot of fun. And one of the things I would caution is some students may have anxiety about this and may not want it. So just if you choose to do something like this and activity, do it as a student's comfort level, what they wrote their comfortable, comfortable sharing. So it's in a can be again, a lot of fun. So some considerations. And again, I would encourage you to look at your companion guide and write down some, some, some thoughts that you made. This may be invoking. With that. And as you look at personal stories, and they may be uncomfortable and they may not be possible. So make them optional. Students that may be in foster care or adopted or don't know their heritage. And so you may, you may modify it and say, what do you like about drinking? Or develop a different prompt as well. You may have students that live with other family members. You want to be sensitive to it. But it's also a good activity to get, to get to know students and for students to get to know each other. And you can adapt this and modify it, um, and do it in a way that is appropriate to your setting and being sensitive to the use of it. But again, it's also a very good and can be a fun activity if you structure it appropriately. Okay, let's move on. So that was our first deep dive into one, lake forests strategies that was more on the culture climate side. We're going to switch over DT GSS connection 1.3, which is equitable access. Equitable access. Again, we've talked about creating a positive climate. Now we're going to talk about access and creating that equal access. So random response strategies, it's about participation, right? Ultimately, we want students participating. Why? Well, participation shows two things. It shows engagement, that students are engaged, but it also gives you as the teacher feedback. And that feedback can be very, very important. So let's take a dive into this. The first one, no, opt out. So we want to create a culture of growth and growth mindset. Carol Dweck, right? And if some of you may have read her book, The growth mindset is a great book. I encourage you to read it. One of the first books I read about educational theory. So you're doing a lesson, you're moving along. You're talking about integers, fractions. You're talking about timelines and history of the revolutionary period, whatever content you may be covering. And I don't know. You call on the ROI and the ROI says, I don't know. Right now. You can make me you can just let me off the hook or you can approach it in different way. How you provide the answers and have the student repeat the answer, right? Have another student answer, but then return to that initial student, right, to check for understanding. Alright, so you're making me feel comfortable, but you're also still maintaining some accountability and getting that feedback that you're going to need from me, you can help provide a clue. A. Q. Excuse me, a Q Oracle. You can provide them tick to kinda nudge them along a little bit to that, to maybe understanding that the answer that you may be looking for and the content, you can have a student provide that. Q. You could turn say, Well, Jeff, help LeRoy out. What's what's, what's a thought that you might have on that ship would respond and then que me a little bit, come back to me, come back to me. And I think that's important. The idea of perseverance, It's very important in learning. And it's one that is tough. It's one of the harder pieces in a classroom environment, in a classroom setting. Because it's easy to just go on and just let the student completely off the hook in and go on to somebody who knows what else. Principle is a principle for a lot of years. And you know, as a principle, the moment I walked into a classroom, I knew I change the environment of the classroom right here. There's principle, right? Everybody knew it was, it was, I was changing the environment of the classroom. And sometimes teachers, they want to do a good job. I'm there to observe them. They're stressed out there. And so I noticed they're calling on students that they know are going to give them the answer that they're looking for. And so a lot of times that follow-up conversation would be, you know, I saw this one side of the room. You didn't call on it or this particular students, or maybe you called on girls, boys or boys and girls. Those are all things that you'd want to think about with this particular instruction strategy. It builds competence. Cold call, weird name for this one. But I always think of like a salesman calling. I'm dating myself there. But it prepares the conditions for students to pay attention and pushes all kids to answer all your questions in their mind. So you're calling out students whether they raise their hand or not. This one's a caution, right? Because you don't want to create a confrontational situation that interrupts the flow of lesson button the same token. It also can be a very powerful tool to bring somebody back in to the fault, even though they might not know the answer. Right. So if I call on Melissa, right. And, you know, Listen, you're going to not pay attention. She's not in sensing what's going on. It kinda brings her back in again. And it increases that opportunity for engagement. But more importantly, it helps you check for understanding. Maybe Melissa looked like she wasn't paying attention but she's got the right answer. Alright, and that's okay. That's fine. You can allow for a pass. Um, or not. And I think that's a judgment call that you as the teacher, Makemake, mimic a lot of younger students. You may be great to use sticks, popsicle sticks, things like that. They hold up. Those are always great. Again, that's up to you as you plan your instruction on how you want. It wanted to use that call and response. This is the classic. It creates positive engagement in analyzes the student's. It reinforces your leadership in the classroom as best used for review and reinforcement. And, you know, sometimes students miss out on a wrong answer, and that's okay. It gives you the idea. If a lot of students shout the wrong answer, well then you know, you might have to step back a little bit and do a little reteaching of that particular concept. But the column response, as you're moving along, everybody, What's the answer? It gives you that opportunity. Also helps to create some classroom environment, classroom culture. Students that can participate that might not identify acute and form the plasma column responsible be used. I see a lot of great teachers use that very powerfully. The idea. Okay, everybody gives me the answer now in 54321, and everybody gives the answer. It can really be because that way, well, he or she's asking for the answer. Teachers asking for the answer. Or gesture, thumbs up, thumbs down. Pinky. Kinds of gestures, being gears, fun ones. You can make this fun. Call and response. So take a moment and your companion guide. So we are talking about random responses. It's in the box on the second, third page, excuse me. And just take a moment, jot down. I'll give you just a couple of seconds. Jot down a couple of thoughts and ideas. I want to give you the opportunity. You may have used some of these you may have not. In the random response box. Take a moment on your on your guide and make some notes. Just like a minute. Okay. I hope you took some notes and maybe jot down some things that you haven't tried that you want to try, or things that didn't make sense to you or team-building. So now we're going to switch back to a culture and climates instructions for equitable strategy. We just did some reading responses. One that's near and dear to my heart. Because I was a middle school guy for a lot of years, is tingle, love team-building. Again. He GSS connection 1.2. Going back to positive classroom environment, creating positive class environment, getting to know your students on more intimate level. So team-building to promote peer support for academic achievement. The use of team-building can be a very powerful tool if done correctly. I've seen it done not well, and can hinder some things. So it's important to do team-building, but it can be a lot of fun with that. So what is deemed go? Deep learning allows students to develop strong relationships and trust. Keyword here is trust. So when you, as the teacher, are participating in some of this team-building, It's really important that you be involved with it. Make yourself vulnerable. The idea of showing your vulnerability as a human being is very important for students to see. I'm sure you all do that, not assuming that all of the stuff that I'm presenting this afternoon, I'm sure you do a lot of we're just packaging it so that you have at your fingertips to do. But that building that trust is really important. Certain activities can be designed to improve communication, right? Limit conflict. This is really important one, a bike. I've seen teachers that the time to do some team-building, the idea, it creates that, that trusting environment so that students feel comfortable to take risks. They feel comfortable to take risks because that communication is there and that limits the conflict. I'm less likely to engage in misbehavior if I know my other, my other team members are relying on me. Keep going activities. These are very common. And again, I'm sure some of you have used a lot of these tower making. There's a mirror. If you Google, you go on all the different wonderful teacher websites. You'll find a million different versions of tower making. You can use spaghetti, you can use marshmallows and popsicles. You can use all kinds of different spaghetti and marshmallows. All different permutations of tower making and making. Who can make the biggest tower? Who can make a tower that stands up the best? It's a fun one to do. And you could also, if you're a science person, you can actually relate this to some awesome physics structures and building the tower making. Lot of times you can use these team-building activities and directly relate them to your content area or objective that you may have in your particular class. Um, there's lots of different building activities that you can do in terms of like scavenger hunts. I've seen those done effectively. I've seen a lot of great. You may have, there may be some world language teachers in the room and he ruled by which folks. Good, She's MADS. World language teachers use this where the students have to go around the building and label and see the door and label the doors or windows or offices or people in those in there in the language that they're studying. It's always a fun one. I've seen done as well, a common thread. The idea of using common thread, or would you rather, these are some good team-building activities? Would you rather you have to be a little careful? You don't make it too crazy, would you rather? You get a structure that particularly with middle school kids, you gotta be careful. Yeah, that's good. Using it when they finished their work. That's a good one. Yeah. That's a great point, Cynthia, using some of these team-building activities. If the objective of the day has been satisfied, you have a little time left over to do that, or at the start of a lesson always sits in good tone as well. Great points, Cynthia, footballs. We have been using thunderbolts at Delaware, a dazzle, my colleague, immigrant, he's great with using, using thumb balls. We've seen those ball and it has different questions about some personal things about yourself. They're not, a person doesn't have to choose to answer, but it's what you catch the ball. And your thumb lands is where is the question you might ask? So, who is your best friend in elementary school and why? What's, what's one team sport that you were really terrible at? Their fun questions. And you can always pass or you can do a different question. And you can do variations of thumb walls in your own classroom. High five is one, is a good one to do in person. This is, you get into a circle. If you have like a classroom, maybe 30 folks getting above 3035 people. High-five is a little tough to do, but you can have a circle and high-five if you've ever owned a snake, I don't know. I'm just making some people will run in high five each other. Or if they have nobody to high-five, It gets to know them so it can be a fun one. And again, a key component here is when you're doing these kinds of team-building activities, you want everybody to be comfortable. And so because the purpose is to build that trust, is to build that culture in that climate. But there can be a lot of fun. Many middle schools, I know Both in many states, they're actually structured in grade-level teams. So team-building is very big at the middle school level. So these lend themselves really great, but they can be used at any grade level as well. Okay, great. Community building, building that classroom community is absolutely critical. It creates that sense of belonging that we talked about before. It really, you know, I gotta be honest. Many times teachers have said to me, You know, I got so much to do. I got so much to come. I got I got tests coming up, state exams, whatever. And so it's difficult to find the time. But now more than ever, that community-building is really worth the time investment. And whether you do it as a school, whether you do it as a grade level team, whether you do it as a as a as a department, whatever your structure that you may have, it really is, or just in your own classroom is worth the time and investment. Particularly obviously this time a year at the beginning of the year, It's a really good investment. But we know there's a lot of competing things that needed to be done in the classroom. But creating that sense of community is really, really, really critical and fosters that sense of safety. Students feel safer. Um, I've worked a lot in my previous job with law enforcement very closely. My role is as an assistant superintendent. I worked very, very tight with with law enforcement folks and they would walk around the buildings with me. And one of the things that they would say a lot of times is students who feel safe are more apt to tell adults, a caring adult, hey, this is going on, whatever that might be. It may be something that's good and maybe something that needs attention and maybe something that needs immediate attention. But it's really, really important. Studies have shown spending a little time all year long, it's worth the investment building that sense of community. So we have our little. Companion guide marker right there. Just take a few seconds and looking at the time, I just jot down some notes in the second box, team-building to promote peer support, things that resonated with you just gives you like thirty-seconds. Okay. And our last equitable practice that you haven't Lake Forest that we took four of them is cooperative learning structures. So this is equitable practice number 12 of your 27 DDGS has connection to point to, which is checking for understanding and feedback. And so really good one for checking for understanding is really critical as you move through your lessons and your planning and then getting that feedback loop from the students so that you can modify instruction in the future. Why? Well, it defines those learning, learning objectives. It deepens our understanding. Again, here's a, here's an interplay between culture and climate. It helps to build that relationship, helps to foster interpersonal skills. So what we want to do, again with this is to create a condition so that students can learn from their peers who may have a different perspective, a different background. And somebody who they might connect with that might, that might not connect with his friends. They might not know. We want to clear expectations, respect for diversity. So you really want to make sure using these cooperative learning structures that we're really setting them up for success, right? We want to make sure there's a lot of cooperative learning. I'm sure you all use cooperative learning. Your classrooms. You want to make sure that you set them up so that they're proactive. Want equal participation. You want to remove those barriers. A key component that I always look for when I go into classrooms and I'm getting a lot of classrooms, is are you assigning roles? What's the role in the cooperative learning strategy? Who is the note-taker, who is the timekeeper, who is the leader, who is the reporter. All of those are very, very important to those, facilitating those co-operative learning strategies. And then you really want to, you know, your kids the best. You know your kids the best. You want to be thoughtful about how you create these groups. And I'm sure you all do that daily, daily basis with them. So first one is jigsaw. Some of you made use to exhaust their phone. Each group, each student, excuse me, is assigned a different topic section of reading. So in particular, this is a great literacy based strategy that's used all the time. And then they become an expert in that. And if we have time, we actually may use the jigsaw. We'll see if we had a little article review. So that way you become an expert in that particular area of the readings so you don't have to read the entire thing and you report out. I'm sure you've all used this one. That's very common, common technique to use. And each student's shares what they, what they know. One thing about this is, is useful, is sometimes you can get a student that shares, that might not necessarily share because they have the confidence that they were working with the other group members. Numbered heads, typical one that we use. Lot of times if we're in person, we'll use this one as well. You count off 123451234 and so on. So again, similar to the electronic version of rooms that we're using, you pose whatever it is that you want the students to discuss. And then they put their heads together. It could be a problem. It could be a topic area that you want them to really think about. Then when the student, when the teacher says, okay, all my students in group number one report out. Remember to report out. That way. They know when they're going to be called. They know what to expect. A very typical instructional strategy that is used all the time. And again, a key component here is all the group members have to be ready, right? If I don't want to let my group members down. And so you want to work together lineup. This is a fun one to use. I've seen this one down a lot at the elementary level, we're in particular upper elementary students standing, they face each other in a line. Can be a circle tool. You can use a circle. Teacher poses the question or a task to be done. Then each person you work with that person that's directly across from you. And to discuss that, then you step to the right. Everybody, It's like a blind dancing dancing. Everybody moves to a new partner and then you either pose the same question or a new question. One that's very good, good for factual information, good for reflections on the topic. Lineup is a very common one used. So again, these are all arguing that companion guide. So I'm just going to take a real short break, just like a three-minute break. What we want you to do in your companion guide. Again, we're going to come back in just a second. We're seeing a quick little break. But what is resonating with you so far when we come back from the short break is going to be a mini break. I'm going to ask you to put that in the chat. Okay? Just a little blurb. That one has resonated with you so far. So let's just take a three-minute break so people can do their thing and then we'll be back in through it. So it's 239 will be back to 44. This is the last Bush. So we have our next section. So real quick, I see some great things in the chat. If you all could just put some stuff in the chat. What is resonated with you so far, loved these, creating a welcoming environment, using communication, thinking about cultures in my planning. That's excellent. Jigsaw. Loved the jigsaw. Absolutely. Good stuff. Yep. Billing that census, taking the time to build that sense of community, fostering their communication. I just want the kids to enjoy come into my classroom. Absolutely. The DDGS connection. I'm glad you like that. That was very purposeful on Lake Forest Park. So kudos to you all, finding ways to highlight different cultures. Excellent, Really good. Okay. Yep. Growing relationships, creating a welcoming environment. Yes. Kagan cooperatives strategy is great suggestion Laurie. Lot of great stuff on it with Kagan strategies. Tons and tons and tons of resources. Resources, excuse me, with Kagan. Great. Yes. There's never enough time. There's never enough time. You're absolutely right. That's always the challenge for taking the time to grow those relationships is super important. Great. Excellent. Thank you all so much for sharing that and your resident has resonated with you thus far. Now, an area that's near and dear to my heart is this idea, relationships. We're going to make another DDGS connection. Again, creating that positive classroom environment 1.2. And really what it takes to respond to relationships. None of the relationship. It's always positive, right? Sometimes now bumps in that room. I think it was Helen that subnet earlier. You know, that everything is always roses and teachers in green, right? Relationships take work, you know that from your personal relationships. And there's no different with building relationships tickets. So let's, let's do this. I want you all to take a minute. Think of a teacher, coach, some other person who had a positive relationship with you in your past. We're not going to do a breakout room. You can write it out in your companion guide. But think about a person who had a positive, you had a positive relationship. What made it so positive? It could be a teacher that you had and I'll share mine to in just a minute. If anybody wants to share comfortable in the chat, you can, you don't have to. But if you feel comfortable sharing in the chat, you certainly can just take them and somebody made an impact on what was positive. Thank you for sharing. Yeah, excellent. So you guys can feel free to keep chatting in the chat if you will, if you'd like, if you're comfortable. I became a teacher. I became a music teacher because I had a great music teacher, my high school music teacher. He was a great motivating. It was a great person. And he was somebody that opened up the world of not just music, but he opened up the world of learning to me and I see a lot of folks. Excellent. Thank you. Good. Common interests. Science and horses. Principal taken time to make a connection. Oh, that's nice. She came to work with. That's awesome. Thank you. Very good. That's a common thread here. And as I'm looking at these, is they took the time, they took the time to make that connection, to build that relationship with you, right? Whether it's a common interests that you may have had. I see horses, I see English, I see literature, I see sports. Here's a coaching one. All these are awesome. Thank you so much for sharing. And so that's what we wanna do, right? A lot of us become teachers because somebody encouraged us, are inspired us to, to be better and to learn and to grow. And that's what made him so positive. So thank you. Thank you for those. That's excellent. So let's take a look at research shows. And I'm not going to spend a lot of time of research. You can Google a million different things. But the quality of the relationships that you form, research shows that that has an impact on academic learning. The differences in your approach to relationships. There's going to have an impact on that learning. But the last, I want you to draw your attention to the last study, the study by reef in 2006. He identified four characteristics that were super important in relationships. Attunement, relatedness, supportive, and gentle discipline. For their super important great study read was a great study on the power of positive relationships and how relationships matter with students. Those four are really, really, really critical and I would encourage you to kinda jump those four down on your, on your guide, companion, guide and really think about and reflect on those later on. But they do not gonna spend a lot time on this. This is from the National Center on safe and supportive schools. It's a great organization that was very involved with and have been involved with for many years. It breaks down the impact relationships on a daily basis, every day, and its impact on the entire classroom and its impact on the entire school. It builds engagement and the pillar of engagement and participation and cultural competence. Safety. I mentioned that earlier. He talks about emotional safety, physical safety. I had a student one time. We're going to have a very bad fight was going to happen. Students felt had a great sense of belonging comes to me and said, Hey, Dr. White, and you need to know this is gonna go down. We were able to prevent the fight. Never happened to students walked away. That are for it. So physical safety, bullying, cyberbullying is a huge area nowadays. Emergency readiness, all those safety features are really a byproduct of positive relationships. And then lastly, the environment, the instructional environment, physical health, mental health, discipline that was mentioned earlier. All of those. So these three pillars are directly impacted by your relationship with kids every single day, no matter what your role. When I look at that chat, I see all kinds of adults that impacted all of you in some way, shape, or form. Whether it's a coach or a friend or so, very important. Let's say we're going to take a two-minute video. What about the power of relationships in schools? And so we're just going to share that. It's a nice little video that I'm kind of encapsulates the power of relationships. It's not sharing the volume with us. Yeah. Could you pause and then you can go to the bottom right where it says more and share your sound. You don't have to reshare. I'm not on the YouTube, but actually in your Zoom, I got more sick. Oh, you know what, it's not doing it for me. Awesome. You can stop share and then re-share. Be able to check that box there. Ignore the man behind the curtain. We're going to chalk it up to all these updates. Zoom keeps offering us and change little things. Yeah. It's on the bottom right, isn't. So when you go to share again, you'll be able to check a box that says share sound before you click Share. Thank you. Okay, Now we should be good. Let's strong relationships are central to the learning process. What the science of learning and development tells us is that we need to create learning environments which allow for strong long-term relationships for children to become attached to school and to the adults and other children in it. When children have experiences of closeness and consistency and trust. Oxytocin is released. Oxytocin has many, many positive effects on the development of the brain. So when we think about our relationship, we're not just talking about being nice to a child. We're talking about a child having an experience of attunement and trust strong enough to release the hormone oxytocin. You don't say the purpose of the mortar ingredient is to connect with them and to just make sure that I'm seeing them as humans. Like I'm making that relationship with them, making that bond. I prioritize relationship-building because getting to know them is the best part of the job. When I come in in the morning, we usually talk about those are happening. A large community, we're trying to build, caring, and respect. Teacher is trying to understand who I am and my values as a person. When I have a free 45 minutes or an hour, I think to myself, I could sit down and catch up on grading or I could go and make connections, whether it's the smile or joke or reminder, and validates their presence in the building, rocket out in the art room. It starts from so much honesty and transparency with kids. It's really easy to strive to be dislike, idealized. Oh, he's ready to go elementary school teacher. And that's not real and that's not human. When people start talking about other things while I'm still giving directions, it feels frustrating for me and I have to take a breath. My students connect most with me when they see that I also struggle and I also have challenges. It takes a lot of vulnerability on my part. When that student knows that you care about them, when they know that you're a human. Let's think about that their academic performance in your classes can be better. If I'm comfortable around them, then I'm more confident around them. And it's easier to ask questions and things like that. When looking at this graph, what is it that you think happened? Some DJ don't always get along with the best. So and I'm like I can't do it. So it is not going to do it. But what do you want I like to teach? I wanted to do their work. I'll be like, I can learn this. You all have done outstanding work. Emotion and learning are completely connected. If you're in a positive emotional space, if you feel good about yourself, your teacher, that actually opens up the opportunity for more learning to see, right? Technical difficulty here. Okay? So relationships very important. And as we showed, the asic was demonstrated, the research shows that there's an inexorable link between how students perceive you as a person. But a key component that was shown in the video, there is obviously the vulnerability that the teachers let themselves be vulnerable with students, right? Very, very important. Okay, we'll scenario, we're going to do another breakout room. Never go. Hopefully, keep our fingers crossed. But I think it's important. So here's a little scenario and I'm going to read it out loud, not just because we have so many people and that way it can kind of give you a frame of reference. Because what we want you to do is kinda respond in the breakout rooms and discuss what approach you would take care with this scenario. The day is just getting started at your school. You are getting your day started as you do every day as normal. As you walk down the hallway, you notice a student who is very upset. You don't know the student very well. Ask the student if he is okay. But what is his name? The student at first does not tell you. But eventually he says his name is Amir. You asking me or why is he so upset? He eventually reveals to you that students were talking about holidays. They celebrate during Mr. Jones is social studies class. When a mirror reveal that to students that he celebrates Ramadan. Students made fun of him stating things like Ramadan is on Star Trek. And they proceeded to lack a mirror, stated he did not tell Mr. Jones because he knows Mr. Jones wouldn't do anything anyway. So that's the scenario. The scenario is in your companion guide. So you can refer to it during your breakout rooms. So we're going to take just a couple of minutes, go into our breakout rooms. How do you proceed? What would you do about how many minutes would you like? Let's just do. Okay. And if you're in your rooms and you see the countdown timer has turned off, you can stay put, will close the rooms. We may end up extending it by one or two minutes as we monitor the conversation. So we'll pull you back into this main room when we're ready to reconvene. Here we go. Thank you everyone. For you. There we go. Okay. Would anybody be interested in sharing their thoughts that their particular group, what would you raise your hand and share? Anybody interested in sharing your thoughts? Looking for hints. One of our concerns was that the students can feel that the teacher would do anything. The first thing we would do a force is go Object, not accusing the teacher because maybe the student just didn't give the teacher a chance. Maybe it's a new relationship when he just, I don't know. So our belief was that since since the student felt this way, we need it to make sure that the teacher knew how the student felt and give him an opportunity to build that relationship and to ensure that students that he did care, find out who the students are because they definitely need to be talked to, addressed. So they may never do that to anybody else because one of the things I'm going to say I because that's my belief we should always do is when somebody is different, we need to invite them in and treat and make them feel even more welcome to everybody who's looking exactly like us. So for me, that's something that we should always invite our students to be on that level as well. Excellent. Thank you To me. Yeah, You're absolutely correct. Thank you for sharing that in the scenario. Obviously, we created a purposely because you have two things to address, right? You've got you've got to take care of a care for Amir. Amir need some care. But also to what's going on there with with Mr. Jones or he needs an opportunity at least to repair that relationship. Kind of a restorative practices kinda kind of approach, right? And so a lot of work's being done in restorative practices area. This is an opportunity for Mr. Jones to repair that relationship and then maybe also an opportunity for those other students to understand the impact that that teasing had on a beard and maybe repair that relationship. There's a lot of repairing. It needs to occur here, right? So good, very nicely done nicely now. De-escalation. So I'm just going to share a lot of you have seen this before. In particular those that may being in special education area. But it bears repeating where we all have conflict. It's just the nature. We're all human beings. And there's going to be conflict from time to time. There's going to be students that you may have an established relationship than others. And so taking a step back sometimes is very important. So in looking at, I'm sure you've seen this before, the escalation cycle or some may call it the de-escalation cycle. That depends on how you which direction you're going, but we all move from com. And then there's a trigger. Something happens at the fight or flight response starts to kick in. Somebody just cut me off in traffic. Maybe somebody said something. And so I'm beginning agitated, right. And this may happen over a period of time, a lot of times when we take a deeper dive in some of our research or practices presentations, we kinda create scenarios that happened and begin to simmer because you don't know what's happening with the student or the per the other person, then it starts to accelerate because it's not being addressed or it's continuing. Ultimately it peaks. And then you have that possible meltdown situation. Student may lash out. The other person may lash out if it's an adult. The conflicts reaches a peak level, right? So we have to think about ways to de-escalate that conflict. The continuation of it is only going to exacerbate it. It's going to make it worse, right? But ultimately we want to think about those de-escalation strategies and then post what they call the post-crisis depletion when there's com, again, you're not gonna be able to have a mirror is so well-known in that scenario. And here's like this. He's not gonna be ready for recovery. Not yet. He's angry. He's he's he's he's ticked off. We're going to have to talk through that. And you can go to some verbalization till we get to that point where he may be open or those other students may be open to having to resolve that conflict and we reach that recovery period. Make sense? So what are some de-escalation strategies? We wanted to share some of these with you, and we will make sure that they're not in the guide. We will make sure that you get these. So there'll be in the presentation. And these are typical ones. But when somebody's really angry and upset, you know, it's not a great idea to just start well. Have you thought about this? They're not thinking right? You really don't want to just use calming language. Trying to yell over them isn't isn't going to be isn't going to be helpful. You want to be respectful somebody's personal space when they're obviously angry and upset and agitated. A good one that I've used many, many times. What do you what do you need right now? What, what, you know? How are you feeling? What do you need? Rather than saying you need to go to the office or you need to do this, don't start giving directions, right, wait, pause. Take a step. You want to validate their experience, their feelings. Amir was probably very upset and angry. I see that you're really angry. That would date those those experiences. Be aware of body language is I tend to talk with my hands. And so one of the things that I had to work on in this area is a head to keep my hands down to myself. You know, keep my hands down. Very important to be aware of the body language that you have to try to de-escalate the person. Try to avoid being judgmental, saying no, issuing commands, those kinds of things. Unless there's immediate safety, right? And then you have to obviously interested, obviously. But a good one is being a mirror. I always good, good colleague of mine, a friend of mine who specializes in this area. I always used to say be a mirror. Via mirror. Mirror. I hear you saying that you are angry because they made fun of your holiday. Is that what you said? A lot of times that goes miles, copying the person down. Right? They may stay, may have questions that Amir might ask is, why did they do that? Why did they say that? Why did they make fun of my holiday? He's gonna be asking that. Right. So take take some time. I don't have that answer for you right now, but we're going to find out. Try to try to de-escalate. Then sometimes using distraction is good. If it's if it's appropriate or age-appropriate. And then sometimes just just being there, nodding and listening. Please. Absolutely, please. Thank you. I honestly, I think that it will be okay for us to say that they were wrong because it's never okay to talk about anybody's their personal beliefs. I don't really think we should be kind about it. I'm just reiterating what he's saying. We have to get to a place where we're okay. We're saying they're wrong. Absolutely. Because that's where you build those real true connections where that student know that they can come to you because you're willing to stand up for them, right? And that's why it's very important to hold everybody accountable who mistreated that student. Sure. I'm going further. Going further. There was a student last year or maybe it was a year before last around when Trump was in office where he was talking about Chinese people. And it didn't come from him. So naturally I wasn't upset with the student, but that was an opportunity for me to address with that student said because it's not okay to talk about other people, races and so forth. And it was really upsetting to me that the president, our leader, affected another student. That's not okay in people. Um, I think it's funny. It's not funny. Not when you're being discriminated against or mistreated. So how to get away from just Oh, it's okay or redirect, re saying the statement or question or whatever and letting people know it's wrong. Yeah, you know, a key component there to make a great point. Thank you. If I had, if I had a dollar for every time a student in my 25 years, as the principal said to me, I just thought it was being funny. I can buy an island. You're absolutely right. I think redirecting them to what was inappropriate use and I like what you said about the opportunity, right? That teachable offered, that teachable opportunity is so important and it's worth the investment of the time. Absolutely great point, Thank you for sharing can make it and the students felt safe to come to me. So I know that I've done my job to build that connection with the student for him to feel safe. But again, I went back and I was able to help help them understand where Trump was wrong. And he can't say stuff like that about his people because we're all his people. If we live in USA, we are His people and He needs to respect all people. I'm using the Trump as an example because that's where that conversation came from. I'm sure. Absolutely great. It's a great example. Thank you so much for sharing that good point. Okay. Outstanding. We have 15 minutes now. And I promised my colleague, Dr. Brenda, who couldn't be here today, then I would get feedback. So we made it, we got the last Bush. But I think this is an important one because we want to kind of close we've talked a lot about, so let's kinda go through, we've talked a lot about relationship building. We've talked a lot about building that trust. We unpacked your equitable strategies, the Echo Bot strategies from Lake Forest. We've arranged them. So the ones that impact culture and climate, the others that impact the instructional pedagogy piece. But we want, the last one, last piece today is feedback and the idea of giving quality feedback that DPG SS connection is 2.3, this one is 2.3, this one Senior Companion Guide. And it's all about checking for understanding. Very important in giving quality feedback. So we talked about setting the stage. What's my criteria for learning, right? What's my criteria for success? That's in DDGS. Now run the other end. When we're looking for that checking for understanding, we're checking for the idea of feedback. Okay? So a quick little applause and reflect. We're not going to get on top of breakout rooms, but it's in your guide. It's right under the scenario. There's a little box pause and reflect. What do you believe you can jot some notes in your guide, your companion guide? What do you believe is the perfect, perfect purpose of feedback? What's, why don't we do it? How often do you give students feedback? What does that feedback look like in your context, in your rope? And lastly, what is students do as a result of the feedback you give? Just take couple of minutes. Just jot down in your companion guide. I'll give you like two minutes. What's the purpose? How often? What does it look like in your context? And then what did the students do and you give them feedback? Just take a couple of minutes. Sorry, I got called away. We've got a field trip fiasco here. Sorry to hear that. I'll come back. It's not good for your use. Thank you. That's for your use to think about and self-reflect on the idea of feedback. How do you use it? What is your contexts? How do students respond when you give them feedback? So that's for you to reflect and self-reflect on it and use in your companion guide. Okay, So what are your students think about feedback? What's the point of this? Right? Here's one that I hear all the time. I stake in math. I hate math. I'm not good at math, right? I handed this into weeks ago. I don't even remember what we're learning. What's the point of all this? Why are we doing this? Particularly? Like teacher said, my work was, was okay. But I don't know. I guess that's good. Right. So some of these demonstrate what? A lack of clarity in the feedback, a lack of consistency in the feedback, lack of detail and focus in the feedback. So it's very important because students can then begin to formulate how they feel about a particular content area, or ultimately, in the math example, how they feel about a whole content. So very important, we don't want students moving in this direction. Or as Carol Dweck says, I mentioned Carol Dweck, growth mindset. Do they think, hey, I've got four problems, correct? Or four problems I need to correct. I got the others right. Right. My teacher said my lab report is missing a detailed conclusion. Okay. I need to add more detailed conclusion, but everything else was okay. The rubric indicated I needed three details. I only wrote two. I need to add one more. That's very specific, right? Using rubrics is a great thing. Teachers use rubrics all the time. I'm sure a lot of you use rubrics all the time. And so giving some detail in your feedback to students really gives them the opportunity to step back, make those corrections, and know and know where they went wrong. A couple of others here, I just need to add more vivid language to my essay. I noticed that I forgot to show my work to support my answer. That's a popular one, right? I didn't show my work very important when doing math and math problems and formulas. You need to work so that you know that they got the steps. So very important in the writing process. Giving them feedback. If you're a language arts teacher, giving them feedback. Along the way. Writing process is very, very important. So you want to approach the feedback with a growth mindset and give some detail so that the learner can move forward. Okay, for sake of time, we're not going to there's an article here that I would encourage you. It's in your companion guide that talks about. Um, what effective feedback looks like. We're gonna do a little quick zoom here, but for the sake of time, unfortunately, because there's a video on feedback, I want, I want, I want to show you after this. But what is important that you'll see in this article are many of the areas that we just kinda showed in the example, which is making that feedback relevant, making a detailed, making it encouraging. You know, sometimes you want to be careful in constructing your feedback so that you acknowledge, what did the student do, right? What aspects is the student really doing? Well, we're excelling at pointing out those positive pieces. And then saying, here are the growth. Rather than saying this is wrong or you did this wrong, you can kind of package that in a more constructive growth mindset so that the student feels, okay, I feel good about the work that I did. But here's the area that I need to grow a little bit more or that I need to move forward on. So it's a great little article. I encourage you to take a look at it on your own. Jot down some of your own thoughts. Okay. Quick little video from Dylan, william feedback. It kind of encapsulates what I'm talking about, alpha1 blinded to come back out and do that again. I don't think so because unless you stop sharing your sound for some reason, so alright, let's try. We don't hear anything. Is there sound right now? It comes in. It takes a minute. The feedback was where we started really, because a lot of this research on formative assessment was about different kinds of feedback. And what we found was that most of the feedback that's common in schools is the least helpful in terms of what psychologists have found. So there's lots of different ways looking at feedback. But a very important way of thinking about feedback is whether it's ego involving or task involving. So if you say to students that you did very well, he did, You were one of the best pieces of work. One of the best pieces of work in the class. That's ego involving because it focuses on a person's position on the class. Whereas if you get feedback that says things like, Well, this is what you need to do to improve. Then that focuses on the task. And what the researcher is very clearly is that ego involving feedback is rarely effective and in fact can lower achievement. So when students get grades, but I can compare themselves with each other, where they get praise. The effects are usually often 0 and sometimes negative. In other words, that in many cases, rather than giving that kind of pray, you would've been better off shutting up and getting their feedback to all students, give them praise, do less well than students given me no feedback at all. But what the research also shows very clearly is the conditions on which feedback is successful. So the research shows, for example, that when the feedback focuses on what students need to do to improve and in particular, how to go about it, then you get very large impacts on student achievement. So the challenge for teachers is to take these very broad principles that I've outlined and work out what it means in their own classroom. The way I summarize all this is to say that I think that good feedback causes thinking. The really important thing is that when a student gets a piece of feedback, the first thing they do is think, not react emotionally, not disengaged. But think that's very important because what the research on student motivation shows is that when they're faced with a task or with the responsive piece of work, students basically make a choice between deciding either to protect their well-being or to engage in activities that will actually help them grow as individuals and their achievement. And if the first reaction of a student. And to restore their sense of well-being. What you'll find is that students focus on the things that we'll do that for them and they won't focus on the learning. So we need to do is to give students feedback that helps them move forward. Give them feedback that makes it clear that ability is incremental rather than fixed. Because if we send the message to students that ability is fixed, then if you're confident of being able to engage with the task, you will go for it for the brownie points. But if you're not confident or think that you might actually fail when other people will succeed, you will disengage. And basically, you will decide that you'd rather be thought lazy and stupid. Okay, So real quick, what's the difference? As it always was talking about and pointing out feedback, guidance, and evaluation. So he was comparing those, hey, good job, those positive affirmations, which are important, right? But if that's the sole feedback, it actually is hinders progress. So Feedback, looking at it's objective, it's descriptive, and it points to students to those next steps, right? That's really important and that's what he's talking about in the video. This is what you did well, and this is what you need to grow. It gives them guidance. It gives them it may think it's thought invoking the guidance that you've given them. Consider adding an example right? Or be more elaborative here, or fix this little part. It gives them a firm's what they know. It makes them feel, still feel positive. But if points that gives them guidance. And then lastly, the evaluation piece, appraise opinion, criticism, all those, you know, it's where we live in an evaluative kind of society. We have enough of that. So to say just great job. Okay. What does that mean? Okay, great. I feel good. But that doesn't want me or I didn't do a good job, you did a terrible job. Give me that quality of feedback that I need for a growth mindset and to move forward. So thinking about those, again, making that connection not only to teach the GSS, but to your, your cultural responsive instructional strategies as well. So that's a little bit of the difference. So in conclusion, I hope everybody had a great day today. There's a personal equity audit here that I encourage you to take the time to do. Today, we tried to really connect some common language around diversity, inclusion, equity. To create some common meetings, we unpacked some of your equitable strategies and practices so that you could think about them as ones that impact culture and those that impact more in the instruction or the overlap between the two. We did, we unpack some of those we've talked about random responses and team-building. And then lastly, those positive building, those positive relationships that are so critical. Taking that time to do that, we gave you a scenario and hopefully react to one that's kind of a typical, typical scenario. And then we took a little blue dive into feedback. So we hope that you found, I hope that you've found that today's presentation that you have some takeaways that you can use and you have your companion guide. And I want to thank my colleagues, Alison and Chester. And of course Amy who cannot be here today for helping me out. And of course, Tonia, thank you for having us today. Again, I encourage you to do it. Your personal equity audit. You've done this before in our previous session. But what we'd like you to do is to kind of go back and look at it. Harvesting things resonated with you. Some things changed with you that you were thinking maybe a little bit different. Then lastly, we have our evaluation. There's a QR code there. A direct link to the evaluation form is also on your companion guide. And I will turn it over to Tim. I want to thank everybody for their participation in this in this presentation today and the work that we've been working on, cultural responsiveness. I know it's tough after lunch to being gathered. Everybody was engaged in. I appreciate it. And I want to thank Dr. Whitehead and the dazzle team for doing a great job. Enjoy your evening, everyone. Please. Please make sure you do the survey their thing and make sure that if you did not use the QR code from earlier, that you make sure you put it in there so I have your attendance. Thank you. Thanks, everybody. Thank thank you.
Lake Forest PD- Part 3
From Le Roy Whitehead September 13, 2022
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Zoom Recording ID: 94675329481
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Meeting Time: 2022-09-13 04:14:09pm
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