Everything you didn’t learn in college

1. The Teacher and the Classroom: Everything you didn’t learn in college

2. What will we accomplish here? • we will explore students’ behaviors and their cause; • we will determine some components of good teaching; • we will consider our own practices and plan for change; • we will make a commitment to do our best.

3. PLANNING COMMUNICATION OF GOALS REGULATION OF ACTIVITIES CREATION AND MAINTENANCE OF THE LEARNING ENVIRONMENT SUPERVISION MOTIVATION EVALUATION SIMULTANEOUS HANDLING OF: PACING SEQUENCING TIME ORDER FOCUS SURPRISE The Teacher is Responsible for:

4. WHAT DO WE MEAN BY GOOD TEACHING? • THE ABILITY TO DETERMINE WHAT ACTIVITIES WILL MOTIVATE THE STUDENTS; • THE ABILITY TO DETERMINE LEARNING STYLES OF STUDENTS; • THE ABILITY TO HANDLE THE ELEMENT OF SURPRISE; • THE ABILITY TO ASSESS CORRECTLY

5. Skills • Listening • Following directions • Sharing • Social Interaction • Cooperation • Problem-solving • Organization • Service

6. Listening Following directions Sharing Social Interaction Cooperation Problem-solving Organization Service Which of these skills do your students need to master?

7. PHYSICAL FACTORS THAT AFFECT STUDENT BEHAVIOR WEATHER SENSE OF TIME CIRCADIAN RHYTHMS COLOR DARK/LIGHT PHYS.WELL-BEING OPEN/CLOSED LEARNING STYLE NOISE, SMELL AFFECTIVE CLIMATE SENSORY LEARNING PREFERENCES

8. REALITY CHECK: 1. WHAT DID YOU JUST HEAR THAT YOU WANT TO REMEMBER? 2. HOW WILL YOU APPLY IT TO YOUR SITUATION?

9. students are enthusiastic(motivated) when: • they feel the subject is relevant • they can do real and challenging work • they have some control over their activities • they feel connected to the school • they are not compelled to compete against their classmates

10. When was the last time your students were really motivated? WHAT WAS IT THAT YOU DID?

11. THE BASICS • USE OF TIME • GROUP MANAGEMENT • DESIGNING ENGAGING LESSONS • GIVING DIRECTIONS • MANAGING PAPERWORK • DELEGATING RESPONSIBILITIES • HANDLING MISBEHAVIOR • SETTING THE TONE

12. What are some other skills you’d like to master? For example: • Use of technology • More participation • Use of teaching materials • Inclusion of all students • Cooperative learning • Projects

13. Time on Task: Timewasters • Lack of Planning • Lack of clarity in giving direction • Students unclear about supplies and materials they need • Students unclear about how to get help • Lack of routine for distributing and collecting materials • Lack of planning for transitions

14. KEYS TO TEACHING: • ROUTINE • RULES • RESPECT • REFLECT • REVIEW • RETURN • REACT

15. 1. ROUTINE If classroom activities are not carefully structured, disruption can occur, inviting additional disturbance by students.

16. Routine: some suggestions • Prepare well in advance • Be consistent • Let students take care of routine tasks • Give clear concise directions • Make routine tasks sequential • Periodically review the routine

17. Routine for student work: 1. Gather materials 7. Begin another activity -ongoing project -help other students -complete past work 2. Carry out the task: -where to sit -how much talk/movement is acceptable -work alone/with others -signaling for help 6. Return all materials 5. Turn in completed work to central location 3. Getting work checked and signed off 4.Students check off work

18. The teacher intercepts students at 3 points in the work cycle: 1 7 6 2.When students ask for help 5.When checking and recording completed work 3 When students ask to have work checked 4

19. 2. Rules Students need defined, mutually agreed-upon enforceable standards of behavior with logical consequences for misbehavior.

20. 2. Rules • Involve students in rule-setting • Involve students in consequence-setting • Give concrete examples • Be consistent in enforcing • Post the rules and communicate them to students’ homes

21. Some Basic Rules: • Come to class prepared • Pay attention to directions • Work quietly when the teacher is not present • Respect other persons and their possessions • Wait for the teacher to call on you before you answer a question or ask for help

22. Ignoring Inappropriate Behavior • 1. The problem is momentary; • 2. It is not serious or dangerous; • 3. Drawing attention would cause more disruption; • 4. The student is usually well-behaved; • 5. Other students are not involved.

23. Time for a reality check: 1. What did you just hear that you want to remember? 2. How can you apply it to your situation?

24. 3. R-e-s-p-e-c-t Students need to know that they are respected as persons.

25. 3. Respect • Familiarize yourself with students’ learning styles • Learn motivational techniques • Convey high expectations to all students • Speak and write respectfully • Be fair

26. Students Like Dislike

27. Learning Pyramid Average Retention Rate Lecture----------------------------5% Reading--------------------------10% Audio-visual---------------------20% Demonstration-------------------30% Discussion Group------------------50% Practice by Doing----------------------75% Teach Others/Immediate Use of Learning------------------------90%

28. Consider: How can I teach so that students will remember what I taught?

29. What’s Important to Adolescents is Relationships • We need to teach adolescents when and where interaction is appropriate • Need to utilize more cooperative learning opportunities, and work activities • We need to decide, as a faculty, how, when and where students get “processing time”, i.e. when they get to talk with their friends, reflect with others, interact with adults.

30. 4. Reflect Effective planning, solving of problems, strategizing as to instructional approaches requires some time for reflection.

31. 4. Reflect • Strategize approaches to problems with other teachers • Plan lessons that call for a variety of learning activities • Plan for a “Plan B” • Be sensitive to clues and cues from students

32. Classroom Seating sweet spot reluctant learners

33. 5. Review Summarization, careful assessment and testing, homework that offers reinforcement and application of learning obviate a sense of “drift”

34. 5. Review • Design tests to assess • Develop and communicate homework policy • Allow students to start homework • Summarize each lesson • Summarize each unit

35. 6. Return Students respond to feedback, whether written or spoken

36. 6. Return • Return all written work in a timely manner • Look for ways to give some positive feedback • Provide ways in which to reinforce learning • Try to give immediate feedback

37. 7. React Realize that teaching is a human activity where there is mystery and, perhaps, even magic

38. 7. React • Convey a sense of excitement • Ask probing questions • Relate learning to real life • Strive to involve all students • Use low-profile intervention • REACT!

39. Some Questions: 1. How does the arrangement of my classroom enhance my teaching objectives? 2. How do I manage transition time? 3. How do I signal for attention? 4. How do I alternate classroom activities? 5. How do I manage student written work?

40. Some more questions.... • 6. How do I develop and teach rules? • 7. How do I communicate with parents? • 8. How do I divide and allocate tasks? • 9. How do I model acceptable behavior? • 10. How do I insure age-appropriate behavior? • 11. How do I meet student learning differences? • FINALLY: What will I do differently this year, so that I teach smarter, not harder?

41. I have come to a frightening conclusion: I am the decisive element in the classroom. It is my personal approach that creates the class. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and child will be humanized or de-humanized. -Haim Ginott