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1. Sign in 2. Name Tag 3. Complete Bell Work (in packet) . Classroom Management: Under-Resourced Learners. Ground Rules . Take responsibility for your own learning. Participate. Ask questions. Listen to learn. Respect participants and presenter. Honor time limits.

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1 sign in 2 name tag 3 complete bell work in packet

1. Sign in2. Name Tag3. Complete Bell Work (in packet)

Classroom Management:

Under-Resourced Learners

ground rules
Ground Rules
  • Take responsibility for your own learning.
  • Participate.
  • Ask questions.
  • Listen to learn.
  • Respect participants and presenter.
  • Honor time limits.
  • Silence cell phones (including texting)
goals
Goals
  • Understand resources needed for success in school.
  • Determine what resources can be developed in our classroom(s) and/or school(s) for under-resourced learners.
  • Understand the 8 strategies identified to boost student achievement according to the text.
slide6

What does Under-Resourced Mean?

  • Terminology from the United Nations
  • Students who do not have access to a number of the resources necessary for school success.

(For our session)

  • Purpose: What resources can we develop in our classroom or school?
strategy 1 assess resources of individual students to determine interventions
Strategy #1: Assess Resources Of Individual Students To Determine Interventions

Why look at resources?

They tell us where to make interventions.

Where do we start with interventions?

We work from strengths.

Why look at relationships first?

Because they are a primary motivation for learning.

how do you determine resources
How do you determine resources?

Elementary

  • Draw a picture
  • Tell Stories
  • Do Journal Writing

Secondary

  • Share experiences
  • Have individual conferences
  • Write about oneself. (some fill in the blank examples)
strategy 2 build relationships of mutual respect with students
Strategy #2: Build Relationships of Mutual Respect with Students

Seven Characteristics of Relational Learning

mutual respect
Mutual Respect

(as viewed by students)

  • Teacher calls students by name.
  • Teacher uses courtesies.
  • Students use courtesies with each other and with teacher.
  • Teacher calls on all students.
  • Teacher gets into proximity of all students – daily.
  • Teacher greets students at door.
  • Teacher smiles at students.
  • Classroom has business – like atmosphere.
  • Grading/Scoring is clear and easily understood.
  • Students may ask for extra help from teacher.
slide12

Mutual respect is taught, it is earned, it is reciprocated, and it is insisted upon by the teacher. However, students will not automatically respect a teacher just because he/she insists upon respect. It also must be earned.

student school connectedness
Student - School Connectedness
  • Leads to greater academic success
  • Increases classroom and school attendance
  • Lowers incidents of fighting, bullying, and vandalism
strategy 3 teach formal register and story structure
Strategy #3: Teach Formal Register and Story Structure

Language allows a person to…..

  • Share understandings, experiences, and information with others
  • Build social capital, express thinking, and organize personal experience
registers of language joos 1967
Registers of Language (Joos, 1967)
  • Frozen - language that is always the same
  • Formal - the standard sentence syntax and word choice of work and school.
  • Consultative – formal register when used in conversation
  • Casual – Language between friends (400-800 word voc.)
  • Intimate – language between lovers or twins
vocabulary development
Vocabulary Development

Knowledge Ratings

Word Web

story structure
Story Structure

Formal –Register Story Structure

beginning plot end

Casual- Register Story Structure

Part of an episode Audience participation ______

strategy 4 teach tools for negotiating the abstract representational world
Strategy #4: Teach Tools for Negotiating the Abstract Representational World

Focuses on the learning part

Abstract Representational is the paper world or world as represented on a computer screen

Examples: Words represent a feeling, but they are not a feeling. Numbers represent an amount, but they are not the actual item being counted.

hidden rules of learning at school
Hidden Rules of Learning at School

School Learning

  • Decontextualized and abstract
  • Laughter during conflict is viewed as disrespectful

Situated Learning

  • Learning is always contextualized and relationship-based
  • Ex. Laughter is used to lesson conflict
six key issues
Six Key Issues
  • Mental Models
  • Vocabulary – the “what”
  • Direct Teaching the Processes- the “how”
  • Having the Students Develop Questions
  • Relational Learning
  • (Secondary) Content Availability
strategy 5 teach appropriate behaviors and procedures
Strategy #5 Teach Appropriate Behaviors and Procedures
  • Relationships of Mutual Respect with Students
  • A Systems Approach in the Classroom and on the Campus
  • Administration Support
strategy 5 teach appropriate behaviors and procedures1
Strategy #5 Teach Appropriate Behaviors and Procedures
  • Relationships of Mutual Respect with Parents
  • Classroom and Campus Procedures
  • Mediation and Consequences
strategy 5 teach appropriate behaviors and procedures2
Strategy #5 Teach Appropriate Behaviors and Procedures
  • Adult Voice and Reframing
  • Strategies for the 10% of Students Who Cause 90% of the Problems
  • An Understanding of the Law of Truly large Numbers
strategy 6 use a 6 step process to keep track of every student s learning
Strategy #6: Use a 6-step Process to Keep Track of Every Student’s Learning

Schools must have a systematic process for keeping track of student learning.

how are our individual students performing against a larger population
How are our individual students performing against a larger population?

Process 1: Gridding individual student performance

What does a student actually get the opportunity to learn, and how much time does he/she get to learn it?

Process 2: Establishing a relationship between content and time

what was the quality of teaching
What was the quality of teaching?

Process 3: High-Quality Instruction – Teaching

How do we know they are learning?

Process 4: Measuring the Learning – Formative Assessments

what do you do when they did not learn it
What do you do when they did not learn it?

Process 5 : Interventions

  • Is there a relationship issue?
  • Is there an issue with the paper world?
  • Is it a resource issue?
  • Is there a skills issue?
  • Is there a biochemical issue?
  • Is there a curriculum issue? (was it actually taught)
  • Did the student have enough time to learn it?
how do you make sure this process occurs on a systematic basis
How do you make sure this process occurs on a systematic basis?

Process 6:

Embedding these processes into the schedule so that professional time is devoted to it.

strategy 7 build relationships of mutual respect with parents
Strategy #7: Build Relationships of Mutual Respect with Parents

Where there is little respect for parents, there is little respect for students.

revisit goals
Revisit Goals
  • Understand resources needed for success in school.
  • Determine what resources can be developed in our classroom(s) and/or school(s) for under-resourced learners.
  • Understand the 8 strategies identified to boost student achievement according to the text.
learning log
Learning Log

Thank you for being here today!