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The Big Picture. Assistant Teacher Professional Learning Community Facilitator: Shelita McCadney Brown, HCSD Teacher Quality Team. Session I. Goal: Evaluate your roles and responsibilities to as a Teacher assistant. What hue am I?.

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the big picture

The Big Picture

Assistant Teacher Professional Learning Community

Facilitator: Shelita McCadney Brown, HCSD Teacher Quality Team

session i
Session I


Evaluate your roles and responsibilities to as a Teacher assistant.

what hue am i
What hue am I?

Read the words and describe which of the four letter choices is most like you. “Give that a 4”. Then rank the next three letter choices from 3 -1 in descending preference.

(4 – most like you) – (1 – least like you)

true colors
True Colors

True Color Inventory:

  • Better understand yourself and others
  • Promote appreciation of individual differences
  • Professional relationships
  • Communication
  • Events
  • Use of time
  • Teaching and discipline styles
gold characteristics
Group 2

Loves to plan

Detail oriented

Service Oriented

Values and Family traditions

Helpful and trustworthy

Conservative and stable

Never breaks the speed limit

Strives for a sense of security

Punctual predictable, precise

Duty, loyalty, useful responsible

There is a right way to do everything

Gold Characteristics
how others see gold

Providing security




Executive type

Orderly, neat



Controlling , bossy

Dull, boring

Stubborn, pig-headed






Rigid idea of time

How others see Gold
orange characteristics
Group 1





Tests limits

Quick witted

Master negotiator

Creative, inventive

Impulsive and spontaneous

Natural entertainer

Likes tangible rewards

Appreciate immediate feedback

Orange Characteristics
how others view orange
Fun loving, enjoys life




Problem solver

Good negotiator





Disobey the rules

Not able to stay on task


How others view Orange
blue characteristics
Group 3





True Romantic

Cause Oriented

Cooperative rather than competitive

Need to feel special

Always has a kind word

Strong sense of spirituality

Peace, harmony, and relationship

Motivate and encourage others

Blue Characteristics
how others view blue
Warming, caring compassionate

Likes to please people







Groveling, soft

Too trusting


Ignore policy/creates chaos

How others view Blue
green attributes
Group 4



Idea people


Very complex


Standard sellers

Visionaries, futurists

Can never know enough

Cool, calm collected

Work is play, play is work

Often not in the mainstream

Abstract, conceptual, global

Need for independence and private time

Green Attributes
how others view green
Super intellectual


Calm, not emotional

Able to find flaws, objective

Holding firm to policy

Tough minded

Intellectual snob

Cool, aloof, unfeeling

Afraid to open up

Appreciative, stingy with praise

Does not consider others in plans

How others view Green
color mingle
Color Mingle
  • Which characteristics shined the most.
  • Which characteristics shined the least.
  • Have your partner share their experiences if any with your personality.
  • Share some insights or strategies to enhance characteristics that shined the most.
  • Share some insights or strategies to overcome characteristics that shined the least.

(5 minutes/5 minutes)


“Your perception is your reality”

“You can’t waste time trying to control someone else, but you can always control yourself and be the best you that you can be”

•Everyone has some of each color.

•We each have our strengths and our weaknesses.

•Try to play to each others strengths and consider how others approach ideas, projects, and communication.

•Use this information to become a better communicator and team player.

roles and responsibilities

Roles and Responsibilities

Teacher, Shared, Teacher Assistant

roles and responsibilities1
Roles and Responsibilities

“Staying in our lane.”

roles and responsibilities2
Tries to take control of the class

Not enough to do

Intimidating age (older to younger)

Young teachers are trying to figure out their first job

Young teachers are not trained on how to work with teacher assistants

Roles and Responsibilities
roles and responsibilities3
Roles and Responsibilities

Reports to:

Principal or his/her designee; under the direct supervision of the classroom teacher.

Job Summary:

The basic function of this position is to assist in providing a well-organized and smoothlyfunctioningclass environment in which students can take full advantage of the instructional program and available resource materials.

let s play jeopardy
Let’s Play Jeopardy!

session ii understanding the students you serve

Session II: Understanding the Students You Serve

Marzano Classroom Management that Works

elementary characteristics k 5
Gaining self-confidence

Less quarreling

Perfecting motor skills

Becoming more inner-directed

Likes organized play with definite rules

Bursts of emotion and impatience

Accepts failures and mistakes more realistically

Tries to give impression of being calm and steadfast

Becomes selective in activities and spends more time focused on an activity

Girls may start puberty spurt of growth

Loves to form clubs and be an officer

Sense of humor is well defined

May begin to show signs of neglecting personal hygiene while interest in clothing styles and fads begins to be important

Likes and enjoys friends

Beginning to agree logically

Individual interest more long-lasting

Motor skills fairly well developed

Enjoys ability to "fit in" at home, school and play

Relation with parents, siblings, teachers and friends at all-time high

Enjoys organized activities and has secret groups, codes, etc.

Can show concern and is sensitive to others

Begins development of special motor skills (sports, music, dancing, crafts)

Feels more comfortable when their world is organized and schedules are kept

Loves trivia

Enjoys taking and planning outings

May resent being told what to do, yet needs constant reminders regarding routine responsibilities

Elementary Characteristics (K-5)
middle school characteristics 6 8
Appetite increases

At times can be loud, boorish and rude

Tends to be moody, sensitive

With strangers may be cooperative, friendly, lively and pleasant

Frequent arguments with parents

Friends are selected because of mutual interests

Interest in the opposite sex is changing

Attitudes about school are changing

Very active

May read without being able to explain the story sequence, or the consequences of actions

Enthusiastic for short periods

Emotions are extreme; either really likes something or really hates it

No longer wants to be considered a child

Emphasis on "best" friend

Can be critical of physical appearance (especially girls)

Some restlessness, day dreaming and wasting time

Has some difficulty accepting praise

Participates less in family activities

Talks frequently of the opposite sex

Middle School Characteristics (6 -8)
secondary students 9 12
Need to understand the purpose and relevance of instructional activities

Are both internally and externally motivated

Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence

May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning

Want to establish immediate and long-term personal goals

Want to assume individual responsibility for learning and progress toward goals

High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

Interested in co-educational activities

Desire adult leadership roles and autonomy in planning

Want adults to assume a chiefly support role in their education

Developing a community consciousness

Need opportunities for self-expression


Pennington, M. (2009) Characteristics of High School Learner.

Secondary Students (9-12)
Classroom Management (Shared)


Classroom Discipline (Teacher)

“In well-managed classrooms, teachers simultaneously develop a set of rules and procedures and a companion set of consequences….driven by, the building level management system, which allows teachers to individualize…rewards, consequences, etc.
teacher reactions
Teacher Reactions
  • Reactions that address inappropriate behavior.
  • Reactions that reinforce appropriate behavior.
scenario 1
Scenario #1

The teacher has to take an important phone call and you have been asked to monitor the students working while she is away. Johnny (imagine your grade) wants to try his hand at getting the class in an uproar.

reactions that address inappropriate behavior
Reactions That Address Inappropriate Behavior
  • That pregnant pause
  • Moving to the front of the room and stopping instruction
  • Eye contact
  • Subtle gestures
  • Heading students off
scenario 2
Scenario #2

It is center/remedial time and you are working with a group with a range of academic ability. You have been asked to facilitate a group with a variety of questions.

affirmative actions to incorrect responses
Affirmative Actions to Incorrect Responses
  • Don’t tell students that they should have know the answer
  • Don’t ignore a response
  • Avoid subjective comments about incorrect answers *until you fully understand the student’s thinking
  • Don’t allow negative comments from other students.
reactions that reinforce appropriate behavior
Reactions That Reinforce Appropriate Behavior
  • Short verbal affirmations
  • Smiles, winks, and other signals
  • Catching students being good
  • Moving around the room
  • Attribute ideas and comments to those who offered them
  • Encourage everyone’s participation
  • Provide adequate “wait time”
group contingency
Group Contingency

Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior.

Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use)

igc elementary
IGC - Elementary
  • Place a mark or tally on the board by a group or team name when the group is behaving as desired.
  • Recognizing students working in their assigned group role.
  • The group that collects five marbles in the jar.
  • Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system)
igc secondary
IGC - Secondary
  • Grade the entire group on both the academic task and their effective group interactions

* Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform.Older students have a well-developed sense of fairness.

seat work and teacher led activities
Seat Work and Teacher Led Activities

“What is the common denominator?”

Students must remain in their seats

seat work and teacher led activities1
Seat Work and Teacher-Led Activities
  • Set expectations for student working in their seats
  • Maintain Students’ attention during teacher-led activities
seat work
Seat Work
  • Offer rewards
  • Create a list of fun activities at the completion of the class work
  • “Everyone is an Expert” learning station

*Helps students not have a negative view on classwork

teacher led activities
Teacher-Led Activities
  • Quick polls – thumbs up/thumbs down
  • Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet”
  • Random drawings-popsicle sticks, stars, coins, etc.
  • Job assignments/Helpers
brain breaks
Brain Breaks!
  • Dr. John Ratey (2008)

From your genes to emotions, your body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire.

  • Prepares the brain
  • Supports exercise and fitness
  • Develops class cohesion
brain breaks1
Brain Breaks

Midline of the body to get both hemispheres of the brain working.

  • Heel taps
  • Windmills

Reenergize your students

  • Three shakes
  • Freeze dance