Classroom Values

Mrs. DiZebba's Classroom Values.

Mrs. DiZebba's "Core 4":
Safety
Interruption-Free Environment
Learning
Responsibility

Participate in learning experiences where you locate examples of the values in action. ​Then, identify non example of the values in action. Finally, for each non-example, create a fair solution to "make the situation right".

Classroom Climate Is Important

Lesson Question: What type of learning environment does Mrs. DiZebba want to create in here? How will you make positive contributions in this classroom?

Directions: Read the scenario along with me  and use your eyes to begin to find examples of the specific value taking place. Once we have read the scenario, you have 10 seconds to highlight those examples. You are told how many examples are in each scenario.

Draw

Scenario: Highlight what makes this classroom a safe place.

Draw

Scenario: Highlight what makes this classroom interruption free:

Draw

Highlight what makes this classroom a place where everyone is learning:

Draw

Scenario: Highlight what makes this classroom one where everyone is responsible for what they say and do.

Multiple Choice

Which value is not being supported here? During a group discussion, Tom and Alex are arguing loudly over a point. Tom makes a sarcastic comment, “You’re always wrong, and no one cares about your opinion,” which visibly upsets Alex and makes the classroom environment uncomfortable.

• Safety

• Interruption Free Learning

• Learning

• Responsibility

Multiple Choice

Which value is not being supported: Jason, sitting at the back of the room, is not participating in the group activity and instead is scrolling through social media. He is not engaged with the material and is not making any effort to contribute or learn from the lesson.

• Safety

• Interruption Free Learning

• Learning

• Responsibility

Multiple Choice

Which value is not being supported: Sara, who has been whispering disruptive comments to her friend throughout the class, comments loudly, “I don’t see why we have to do this boring project anyway,” causing further disruption and annoyance among her peers and undermining the classroom’s learning environment.

• Safety

• Interruption Free Learning

• Learning

• Responsibility

Multiple Choice

Which value is not being supported: Meanwhile, Emily is playing a video loudly on her phone, distracting her classmates and interrupting Ms. Garcia’s explanation of the day’s lesson. The noise makes it difficult for other students to concentrate and follow along.

• Safety

• Interruption Free Learning

• Learning

• Resonsibility

Open Ended

1. What could Tom and Alex have done differently?

2. What should Tom do to make the situation right?

During a group discussion, Tom and Alex are arguing loudly over a point. Tom makes a sarcastic comment, “You’re always wrong, and no one cares about your opinion,” which visibly upsets Alex and makes the classroom environment uncomfortable.

Open Ended

1. What school rule is Emily breaking?

2. How can Emily make this situation right?

Meanwhile, Emily is playing a video loudly on her phone, distracting her classmates and interrupting Ms. Garcia’s explanation of the day’s lesson. The noise makes it difficult for other students to concentrate and follow along.

Open Ended

1. Why do you think Jason doesn't want to learn?

2. How could his group or teacher help motivate him?

Jason, sitting at the back of the room, is not participating in the group activity and instead is scrolling through social media. He is not engaged with the material and is not making any effort to contribute or learn from the lesson.

Open Ended

1. What is one reason why Sara might be acting out about this project?

2. What is a possible solution, that would allow Sara to be successful and the teacher to teach?

Sara, who has been whispering disruptive comments to her friend throughout the class, comments loudly, “I don’t see why we have to do this boring project anyway,” causing further disruption and annoyance among her peers and undermining the classroom’s learning environment.