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Teaching Strategies for Setting Explicit Student Expectations

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Teaching Strategies for Setting Explicit Student Expectations

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Articulate Assessment Criteria
Provide Timely Feedback
Establish Community Agreements & Discussion Guidelines
Provide examples of Exemplary
Model Expected Behavior

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Inner to outward- Look within to see how you navigate your environment. 

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Inner to outward- Look within to see how you navigate your environment. 

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They should be aware of the impact of exclusion, stereotypes, and microaggressions
Reduce anonymity in the classroom by learning names given by students, and getting to know them through in-class surveys and activities, office hour visits, online chats, etc
Learner centered/Microagressions. Conveying the same level of confidence in the ability of al our students. Addressing the issues, not challenges.

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Perception: How we see ourselves and how others see us. 

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Perception: How we see ourselves and how others see us. 

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Understanding our privilege, and how our privilege can take up space. Be mindful of how we take that space. 

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Understanding our privilege, and how our privilege can take up space. Be mindful of how we take that space. 

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Rapport between students-students is just as important as teacher-student rapport. If students don't feel comfortable in the classroom of their peers they aren't going to have an environment conducive to learning

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How do we position children in our classroom and how our bias influence how we position students in our classroom. 

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How do we position children in our classroom and how our bias influence how we position students in our classroom. 

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How are we defining these spaces for our kids and ourselves? How are creating these spaces? 

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How are we defining these spaces for our kids and ourselves? How are creating these spaces? 

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Just as we give students feedback on their learning and behavior, we should seek to get feedback on our own teaching and "behavior." By being transparent, and allowing constructive criticisms, or just reinforced ideas, it gives us the ability to better serve our students. It also helps them to understand that their opinions and viewpoints are just as valid as ours are.

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-Conveying the same level of confidence in the ability of all our students
-Focusing on the issues, not individuals during classroom challenges
-Instructors & students sharing responsibility in creating conditions for learning-(shared meaning)
-Managing micro-aggressions & stereotypes

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 Select course content that recognizes diversity and acknowledges barriers to inclusion (NYC - Team 4)

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 Select course content that recognizes diversity and acknowledges barriers to inclusion (NYC - Team 4)

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+ Must be actively conscious abut the identities and backgrounds in the classroom and how to include them into the content of your classroom.
+ Develop teachers capacity to recognize the deficiencies of their curriculums and teach them how to adjust to be more inclusive
+ It is not just the texts but the ways in which they are taught, analyzed, talked about, and how students engage with the work.
+ All content areas and all subjects can do better at being inclusive
+ Making the content available for students to access representative work on their work. Develop the mindset for students to question and critique content themselves.

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Convey the same level of confidence in all student's ability to succeed by being even-handed in your acknowledgment of students' accomplishments and areas of growth.

Instructors & students share responsibility in creating conditions for learning (shared meaning).
Managing micro aggressions and stereotypes

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NYC 2- Convey the same level of confidence in all students' abilities. 

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NYC 2- Convey the same level of confidence in all students' abilities. 

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Be even handed in your acknowledgement of each students' accomplishments and areas for growth.

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Sometimes, teachers are so focused on establishing relationships with their students that they forget it's equally important for students to have the opportunities to work together and interact/establish relationships with one another.

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PRINCIPLE 3: "Select course content that recognizes diversity and acknowledges barriers to inclusion"
> content includes curriculum, presentation, and forms communication (metaphors, analogies, etc)
> ensure that examples are inclusive and representative
> avoid tokenizing marginalized perspectives
> acknowledge the information/ perspectives missing
> be aware of the interactions, words, and behavioral tendencies that you favor (biases)
> neutral is not inclusive
> curriculum has the power to legitimize  knowledge and experiences
> it is important to recognize the teachers' needs and that they are well equipped to further investigate inclusivity and the realities of the cultural wealth in their classroom

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Having greater self-awareness of the ways you handle difficult moments in class.

Be aware of how we are interacting with students in the classroom.

Rename the article "Adulting"!!!

Consider the experience of the students in the classroom when teaching lessons.

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The ideal classroom environment is one in which all students feel a sense of value and inclusiveness. It is one in which co-creation occurs in the learning environment encouraging students to take ownership of their learning. When or if an issue arises the teacher seizes opportunities to correct behavior that does not align with the classroom vision. The teacher turns issues into teachable moments. An ideal classroom is also one where teachers build genuine relationships with students. Through these relationships, teachers learn about the students' individual abilities and ensure they all have equity of voice.

To create a positive classroom culture, the teacher is also self-actualized. The teacher is transparent with their struggles which invites students to engage fearlessly in the learning process. Teachers may also be vulnerable with their traumas creating safe spaces for students to share theirs.

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- Provide multiple ways for students to access and express their learning. (UDL)
- Recognize and respond to students as individuals

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Explicit expectations for performance (exemplars), assessment & feedback, and environment.

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Addressing challenges directly and collectively

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Addressing challenges directly and collectively

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- Take responsibility for addressing challenging classroom moments
- Use challenging classroom moments as opportunities for dialogue
- Focus discussion on comments, behaviors, actions, etc. NOT on individuals

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-There are issues with following leaders who are not modeling the behavior that they are expecting from their subordinates.
-Articulation of assessment criteria and providing that feedback in a timely fashion. It is a challenge for students to pass classes when they are not receiving feedback in a timely fashion. Assessment criteria should be more intentional for where students are starting from. Not everyone starts at the same level. Grading practices should be equitable and put in place that is supportive of diverse learners.
-Transparency of expectations, grading, and inclusivity is important to ensuring the success of all students and their learning needs.

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Principle 4- Design all course elements for accessibility:
- Providing multiple ways for students to learn through content process/learning activities
-We want students to be able to demonstrate mastery and acknowledge the many ways students can display an expression of knowledge/comprehension (that can take many forms and shapes of instruction/assessment)
-Scaffolding: Chunking various parts of a project/assignment to provide feedback to students so they know they are moving in the right direction
-Eliminating barriers to learning for students/ and eliminating assumptions and biases in regards to student learning and prior knowledge
-Encouraging learner autonomy
-Connecting the feedback process to assessments
-Allow students to join in the process of learning & advocate for the learning that works best for them to succeed.
-Implement appropriate & supportive class climate
-Legally mandated accommodations should be viewed as the floor to the support and resources provided to students to succeed---instructors should think outside of the box to find ways to accommodate the needs of their learners.

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Design all course elements for accessibility (NOLA 4)

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Design all course elements for accessibility (NOLA 4)

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- Strategic use of technology; Making sure there are multiple means/modes of representation, action, expression; and engagement.
-  It is important to remember that the legally mandated accommodations—for example,  having double the time to take a written exam—almost always set a minimum standard for instructors to meet.
- Affirm students by creating a environment of collaboration instead of competition.
- Eliminate bias in methods of expression and definitions of mastery by acknowledging that challenges may exist that are beyond the course focus and learning goal.