Culture & Climate Topics

Each topic described embeds current pedagogical research and offers the most up-to-date application through authentic opportunities. Drawing on nearly 27 years of teacher-leader experience and 20 years of presentation expertise, Peg Grafwallner will craft a professional development to target improvement in the culture and climate in your school.

How to Coach Effective Teachers

There are subtle and substantial differences between coaching our novice teachers and our veteran teachers. Novice teachers, while inexperienced in the classroom, may have studied the latest technological insights or most recent learning trends. Our veteran teachers have years of teaching experience and familiarity with student relationships and lesson planning – knowing what “works” and what doesn’t. Where does one begin to assist both groups in creating the best learning experience for students, parents and colleagues? Join Peg as she explores the role of Coach and how to respectfully and successfully support teachers and their students. Based on Peg’s Edutopia articles, “How to Coach the Veteran Teacher” and “How to Coach the Novice Teacher.”

Change Your Language; Change Your Mindset

Educators want to create empowering and engaging relationships with colleagues, students, and parents. One tenet to that approach is successful and inspirational communication. In this presentation, Peg will critically review our language and determine if it creates barriers to learning. Then, participants will discuss ways in which to change classroom language to achieve teacher collaboration, student success and parent partnerships. Changing one's language ultimately changes one's mindset. (Based on Peg’s book: Lessons Learned from the Special Educational Classroom: Creating Opportunities for All Students to Listen, Learn, and Lead)

HOW TO WRITE VIGOROUS LEARNING INTENTIONS AND SCAFFOLDED SUCCESS CRITERIA FOR STUDENT SUCCESS

The wording of vigorous learning intentions and scaffolded success criteria has implications for student choice and empowerment. In this full-day presentation, Peg will show you how to write vigorous learning intentions that utilize intentional language, quality, clarity, and student choice. In addition, Peg will demonstrate how to write scaffolded success criteria that motivates students to self-assess their own work instead of always relying on teacher feedback to determine their level of mastery. Finally, participants will have the opportunity to practice writing vigorous learning intentions and scaffolded success criteria based on standards that they are already applying in their classroom. (Based on Peg’s book: Ready to Learn: The FRAME Method for Optimizing Student Success)

How to F.R.A.M.E. (Focus, Reach, Ask, Model, and Encourage) the First Ten Minutes of Your Class

Educators spend a great deal of time lesson planning; creating the best opportunities for learning for students. But, those first 10 minutes of class - building relationships and creating the engagement and motivation for the lesson is as critical. In this full-day presentation, Peg will show you how to Focus your class by writing a successful Learning Intention and Success Criteria; explore different ways to Reach each student prior to class; demonstrate how to teach students to Ask/Analyze the LI and SC, briefly Model the day’s lesson to lower student concern and finally, Peg will describe ways to Encourage all students to be their best learning selves! (Based on Peg’s book: Ready to Learn: The FRAME Method for Optimizing Student Success)

What Does it Mean to be a Not-Yet Teacher?

Every learning challenge is an empowering opportunity to grow. Peg shares how teachers can help students celebrate the academic experience and all it has to offer. Learn specific ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers. Peg will demonstrate how to design classrooms and routines that normalize productive struggle as part of the learning process. She will show you how to write and apply rigorous learning intentions and scaffolded success criteria that are student friendly. You will have a chance to study classroom scenarios and authentic, firsthand look-insides of educators demonstrating the not-yet approach, and finally we will discuss how to communicate with colleagues, students, and parents and guardians to foster positive relationships. (Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning)

WHAT IS PRODUCTIVE STRUGGLE AND HOW CAN IT WORK FOR MY STUDENTS?

Productive struggle is defined as giving students the opportunity to work through their struggles independently before we offer our assistance. Yet, when we give students the chance to be self-reliant, some students give up and give in to frustration; often waiting for us to provide the answer. In this full-day workshop, Peg offers ways to engage students in productive struggle that empowers students to realize that obstacles are part of learning; that overcoming obstacles are part of the learning process; that obstacles are often trial-and-error opportunities, and finally, that graciously accepting obstacles can support student’s social-emotional growth. Participants will learn how to apply scaffolding techniques, differentiation methods, and reflective practices to help students become independent learners in the face of challenges.

(Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning)