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Learning Climate. Participant Outcomes:. Participants will have a clear understanding of the TIIES rubric descriptors for learning climate. Participants will have some classroom activity ideas that can be used to enhance learning climate.

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participant outcomes
Participant Outcomes:
  • Participants will have a clear understanding of the TIIES rubric descriptors for learning climate.
  • Participants will have some classroom activity ideas that can be used to enhance learning climate.
  • Participants will understand the “TIIES” between Kids At Hope and Boys Town with learningclimate.
time to take a trip down memory lane
Time to take a trip down memory lane…
  • Think back to when you were an elementary student. Think about the best teacher you ever had? Share at your tables what made that teacher special to you.
  • Now think about the one teacher you dreaded the most and why. Have a table discussion about what made him/her so terrible.
  • Record the characteristics that were common from your tables and be prepared to share out.
The teacher creates and maintains a learning environment that is safe, orderly, and supports the development of students abilities to meet Arizona’s Academic Content standards.
students demonstrate respect towards their teacher s and peers
Students: Demonstrate respect towards their teacher(s) and peers.
  • Evidence
    • Demonstration of Boys Town skill steps, consistently follows established rules, procedures and expectations, positive student conversations, students praise one another (Kids at Hope culture)
  • Activities
      • Kids at Hope: Destination Points, Passports
    • Class celebrations, role plays, class meetings, community circles, connections to literature, team building activities,
      • Hooway for WodneyWat by Helen Lester , Wilfrid Gordon McDonald Partridge by Mem Fox, Chrysanthemum Kevin Henke, Hooray for You by Marianne Richmond, Any Patricia Polacco books!
Students: Students are self disciplined and responsible for completion of classroom learning activities.
  • Evidence
    • Appropriate use of Social Skills, code switching, engaged in learning activities, self managing (academic learning and personal well being), organization
  • Activities
    • Role plays, development of class rules and procedures, use of management/organizational tools (checklists, menus, agendas), self monitoring/reflection (behavioral/academic)
Teachers exhibit respect, warmth and friendliness, positive verbal and nonverbal interactions with students.
  • Evidence
    • Use of specific/general praise (4:1), promotes positive student conversations, positive nonverbal interactions (smiles, nods, high 5’s, thumbs up, etc.), appropriate tone of voice, appropriate proximity, pointing out the treasures within students, utilizing ACES, student conferences/check-ins, provides encouragement
  • Activities
      • Post and recite the Treasure Hunter’s Pledge, eat lunch with your students, join your students at recess occasionally, display student work, use student interest surveys to get to know your students, community circle discussions, positive phone calls home
Teachers displays and consistently references classroom and school wide procedures, routines, or expectations for student and academic behavior and attends to disruptions.
  • Evidence
    • Rules and procedures are posted, teacher states both academic and behavioral objectives with every learning activity (preventative prompts), positive and negative consequences posted, students can articulate learning objectives, implements and refers to Boys Town life skills (skill posters are up), proactive teaching, corrective teaching, preventative prompts, modeling social skills
  • Activities
    • Boys Town Skill teaching, students and teacher collaboratively determine class rules, skits for what is/isn’t, implements reward system (treasure box, positive choice tickets, etc), blended teaching
teachers organizes classroom time and materials to maintain an effective learning environment
Teachers organizes classroom, time, and materials to maintain an effective learning environment.
  • Evidence
    • Daily schedule posted, materials organized and easily accessible for students, room is clean, adhering to campus schedules
  • Activities
    • Lesson planning: materials, pacing, early finishers, and transitions. Create student jobs to manage classroom materials
think about that one special teacher that made a difference in your education
Think about that one special teacher that made a difference in your education?

“Children succeed when they are surrounded by adults who believe they can succeed.” Rick Miller

Did he/she believe you could succeed?

“No significant learning occurs without a significant relationship.”

Dr. James Comer

Was he/she an ACE?

“Children don’t care how much you know until they know how much you care.” Theodore Roosevelt

Did you feel that he/she genuinely cared about you?

“A successful relationship occurs when emotional deposits are made to the student and emotional withdrawals are avoided.” – Stephen Covey

Did he/she build you up and make you feel valued?

“To teach a child you must first reach a child.” – Rick Miller

How did that teacher reach YOU???

building class climate
Building Class Climate
  • Make it a priority to build relationships with your students especially the first month of school.
  • Find way to give out your ACES
  • Utilize your resources:

Kids at Hope Treasure chests

Well Managed Classroom

Teach Like a Champion

Tribes Book

Kagan Strategies

Boystown skill building ideas (A.P’s have on campus)

Grade level team


  • During the next mentor observation a learning climate reflection sheet will be left with you to complete. The reflection will be due at the time of the debriefing conversation.
ticket out the door
Ticket out the door!
  • Write down one or two ideas on an index card you can walk away with and implement in your classroom tomorrow!