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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Assistant Teacher Professional Learning Community
Facilitator: Shelita McCadney Brown, HCSD Teacher Quality Team
Evaluate your roles and responsibilities to as a Teacher assistant.
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 Color Inventory:
Loves to plan
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 everythingGold Characteristics
(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”
•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.
Teacher, Shared, Teacher Assistant
“Staying in our lane.”
Principal or his/her designee; under the direct supervision of the classroom teacher.
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.
Marzano Classroom Management that Works
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
Enjoys taking and planning outings
May resent being told what to do, yet needs constant reminders regarding routine responsibilitiesElementary Characteristics (K-5)
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
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 sexMiddle School Characteristics (6 -8)
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 Discipline (Teacher)
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.
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.
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)
* 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.
“What is the common denominator?”
Students must remain in their seats
*Helps students not have a negative view on classwork
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.
Midline of the body to get both hemispheres of the brain working.
Reenergize your students