What’s Up Today?

1. What’s Up Today? • 1:00 Hot Topics • 1:15 Peer Feedback Activity on Teaching Belief Statement (include break) • 2:15 Classroom Management Session

2. Peer Editing This is designed to be: • A positive experience • A way of sharing ideas • A way of developing a stronger sense of how you see your teacher identity and pedagogy Focus comment on positives and ways of encouraging a more refined articulation of what appears in the text.

3. Peer Editing(thanks to Greg Bunyan) Process: • Each triad should take some time to read each statement and underline statements that you think are particularly powerful, as well as those that evoke questions for you. Jot a few notes down on the margins to illustrate what you notice. 10 minutes • Each person should go around the circle and talk about her/his own philosophy statement.The other two students should be “active listeners”, giving non verbal feedback until at least five minutes has been spent on the first individual articulating his/her beliefs. This can be followed by a short period (2-3 minutes) of questions seeking clarification: this is not about giving advice; it about helping to get clear on what the speaker believes. 25 minutes

4. Questions to get Started • Tell me how that would look in your classroom: what would I see you do? What would I see the students do that reflect this philosophy? • What metaphors help you think about learning? How might this image help your approach to teaching? • Imagine we’re parents at your school. How would you express your approach to teaching and learning? What elements would be the most important to stress? Are these views expressed in your teaching philosophy? • How will you keep track in terms of your teaching philosophy: that is , how will you review your own professional learning journey? What are some short or long term goals that you might have? • Do you have any gaps in your teaching knowledge that you are concerned about? How might you address these gaps? Would this be useful to put into your teaching philosophy?

5. Statement of Teaching Beliefdue Thurs Jan 16th • Mail to : gtreloar@uvic.ca & jdmallet@uvic.ca • Use this format for Subject line:STB Draft 2 for YourName • Send as a Word, Pages or text document attachment

6. Classroom Management • 2:15-2:40A quick review of the basics of classroom management • 2:40 – 3:25Group work: Practical Applications/discussion - Elementary Case Studies, guided responses & discussion(build in 5 minute break) • 3:25 – 3:50Group findings, discussion (Values action plan from yesterday included)

7. Classroom Management • Going to recess

8. Burning Questions for Today • The benefits of spending time building relationships and a solid classroom community • Building a foundation governed by effective management strategies in 8 weeks • New tips, tricks – how to capture the attention of young students • How to teach/ address sexuality, Religion, evolution • Students asking re religion; Offending or making fun of peoples’ beliefs • How do we successfully meet the needs of all students (planning?) • Dealing with students with IEP’s (esp medication)

9. Burning Questions for Today • Ideas and methods for classroom behaviour in older classes (Gr 6/7) • Engagement/Consequences for “older Students” who don’t want to “do it” (who don’t feel consequenced at home – suspension not workable • What do you do with students who are undiagnosed/way behind without letting them steal your time • What’s more important: delivering solid lessons vs leaving a lasting impression on students with your personality • How to balance organization with not spending every second ovethinking things • The academic brain vs the social-emotional brain • Teaching to animalistic needs • Incorporating outdoor and hands-on activities in academic subjects

10. • Think about your favourite teacher(s) • Write 3-5 qualities that made them your favourites? • Meet in 2’s or 3’s and come up with your “top 2” • • closest BD to Jan 1 is scribe • • closest BD to August 31 facilitator • • closest BD to June 30 is speaker

11. Building A Learning Community…

12. “Children learn by doing and finding success in the doing”

13. Positive

14. Approach

15. Proactive

16. Taking the time

17. Discipline • know the child • provide the structure for the child to learn

18. Discipline Goals • Self control • Creation of community

19. Self-Control – power • to listen • to wait

20. 3 Points of Self-Control • We teach it like all academics • It is on-going and day-to-day • Self-control leads to greater success

21. Creation of Community in a Classroom • Teach children : • To give care as well as receive care • To learn to contribute • Belonging to a group means being needed as well as to need • Creating a community gives children the power to care

22. a. Expectations The Three R’s Children make mistakesand need practice • Remind • Reinforce • Redirect

23. b. Stages – a progression •Whole Class •Small Group/Independent work •Skill & Content Instruction

24. Making the Community Work The way we handle and manage challenges is critical… Goal: Children learn from mistakes by helping them learn different causes of action Logical Consequences provide a connectionbetween the behaviour and consequence and provide opportunity to make better choices

25. Making the Community Work A logical Consequences reinforces a child’s desire to be in control, BUT it demands the positive relationship and respect from the teacher…. KNOW YOUR STUDENT