Thrive in Action Blog Series: Class Community, GPS 7 - Refocusing on Learning
The Thrive In Action blog series highlights practical applications for Great Pedagogy Strategies (GPS) within the EdConnective Thrive Framework, summarized here. The EdConnective Thrive Framework is unique in that it can be applied to teaching actions seamlessly whether learning is in-person or remote. This week we get more familiar with:
Class Community, GPS 7 - Refocusing on Learning: When necessary, teacher uses the least-invasive redirections (equitably circulating, non-verbal signals, nameless whole-group reminders, proximity, etc.) to refocus students on learning. Students and teachers co-create self-monitoring strategies for on task behavior and norm on logical consequences when expectations are not met.
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What happens when you have an engaged classroom in which students are constantly speaking over each other or a classroom in which everyone wants to talk about everything but the subject content? In those specific realities, teachers will constantly redirect and refocus students on learning. In order to refocus students on learning, the teacher uses the least invasive redirections (equitably circulating, non-verbal signals, anonymous whole class, proximity etc.) Students and teachers also co-create self-monitoring strategies for on task behavior and norm on logical consequences when expectations are not met.
Traditional and remote classroom
Ideally as norms were created in the beginning of the school year, your students and you also determined logical consequences if the norms were broken. If they were not co-created, then hopefully, you were able to introduce and model your classroom management system to your students. Don’t expect for students to be perfect in the beginning; they will learn throughout the process. When refocusing students on learning, consistency and modeling are keys to success. If directions are not being followed or a norm is broken, then immediate redirection is essential. A consequence does not necessarily have to be given at that point. Let’s focus on some techniques from less invasive to more invasive that will benefit your students and help to promote a more engaged, organized learning environment.
Refocusing on learning is an important aspect of classroom management. It allows for all students to feel heard, acknowledged, and valued instead of just a few students constantly getting your attention. It also creates a classroom that values urgency, rigor, students, relationships, and instruction. Remember to be as intrusive as needed; start with a less invasive redirection before proceeding to more invasive.
Sound off: What are some of your favorite strategies in building and/or remote that you use to refocus your students on learning?
Download a summary of the EdConnective Thrive Framework here. EdConnective provides 1:1, personalized non-evaluative coaching to teachers, instructional coaches, and administrators, as well as small group coaching and large group training.