Each of the practices in Prepared Classroom are supported by research and are in the areas of: relationships, environment, routines, self-regulation, choice, individualized learning, brain compatible teaching, and conferring.
Establishing and growing relationships.
Careful and thoughtful design of the physical and emotional environment in which you teach and students learn.
Use of a structured system for explicitly teaching students anything you want them to do in the classroom or school.
Allocation of time for daily learning transfer that is both teacher and learner driven.
Giving children the ability and opportunity to choose.
Students are working on individualized goals, determined and chosen by assessed needs.
Teaching lessons that are brain compatible in length.
Teachers have frequent conferences with students.
Small groups are based around need rather than level.
Each of the practices in Prepared Classroom are supported by research and best practice. As teachers we know that everything we do makes a difference, but we want to make sure that what we are doing has the greatest positive impact on our students' growth and achievement. Cross check our practices to the variables in Professor John Hattie’s research, and you will see that our practices measure up!
Take a look.
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We start with building solid relationships before the school year even begins, and we continue employing intentional relationship building strategies throughout the year. It’s never too late!
We are deliberate and purposeful in planning our classroom environments. We avoid over the top visual noise, and center the design around student creation, charts we build with students, and student learning.
We establish rock solid routines using explicit instruction, and then we revisit expectations when necessary (or when behavior challenges start to bubble up.) We take the time to save time.
We build independent and collaborative engagement and while students are transferring their learning, we confer one-on-one and meet with small groups based on what they need, not level.
As we confer with students we assess and set individual goals that we talk with them about. We make learning visible to accelerate student achievement and provide access to learning all year long. We record the information in a conferring notebook, and let them know when we will talk with them again.
Our whole group lessons are brief and focused on one or two teaching points.
When you put these practices in place, you will have a system that provides consistency in management, teaching, planning, assessing, and relationship building so that you can make the biggest impact on your students.
Select the option that best meets your learning style.