Welcome! Classroom and Lab Management for CTE Part 2 Please write your first name on your name tent! Spring, 2014 Presenters: Judy Hammann and Ann Tebo
Teambuilding Activity Analogies / Similes Analogy – cognitive process of transferring information or meaning from one subject to another Similes – a figure of speech in which two essentially unlike things are compared, often in a phrase constructed with “like” or “as”
For Example… Teaching (or taking) a class is like opening a can of soda – If you don’t hear the pop or taste the carbonation, you will assume it is flat.
Do Your Own! • Each table has three propsCome up with ways that teaching is like a: • Coffee • Balloon • Straw • See if you can come up with “how teaching is like” at least two of the three items. We will share in 5 minutes.
Norms/Expectations “Norms” for a training session are the equivalent of “Classroom or Lab Expectations” that a teacher would have for his/her students Defined: Rules that govern individual behaviors within a group In a classroom there is “buy in” to the expectations if participants have had the opportunity to contribute to their development
Our Norms… • Be respectful, and listen, being open-minded • Stay on topic and on-task • Come prepared to contribute at each session • Refrain from off-topic and sidebar conversations • Silence electronics
For ADE Credit One ADE credit will be available to those provisionally certified teachers who complete the requirements for the class which will be to have Ann in to observe three times demonstrating concepts covered in this class which will include: • Developing a culture for learning • Students working effectively in labs and group work • Grading policies • Demonstration of established routines for procedures Additionally, the Student KWL chart must be completed and turned in (more details are forthcoming!)
Framework for Teaching Connections • Domain 1 • B. Demonstrating knowledge of students • E. Designing coherent instruction • F. Designing student assessment • Domain 2 • A. Creating an environment of respect and rapport • B. Establishing a culture for learning • C. Managing classroom procedures • D. Managing student behavior • E. Organizing physical space • Domain 3 • A. Communicating with students • C. Engaging students in learning • D. Using assessment in instruction • E. Demonstrating flexibility and responsiveness
Domain 2The Classroom Environment Referring to the Danielson Rubric for this domain focus on the “proficient” column. Read the description and the critical attributes. In the last row write specific examples of things that you do or could do to demonstrate proficiency in each of the components Be prepared to share!
Sharing Domain 2 Examples Within your table groups discuss what was written for evidence of each component among your group members. Choose one example to share for each component, making an effort to get input from everyone at the table.
Objective • Topic: Classroom Culture • Do: Identify characteristics of classroom culture and analyze how it impacts student learning • Level Of Thinking: Analyzing
“Classroom Culture Jigsaw” • Each person in the group gets part of the reading selection “Classroom Culture” to read • Expert groups are formed from each group that read the same part silently and then discuss that portion and take notes • Members return to your base groups to teach the most important parts
Examples/ Non Examples Complete Classroom Culture activity with a partner using examples and non examples from your own classrooms for each prompt provided.
If time permits… Sort activity
Closure: 12 Word Summary Write 12-word summary explaining why developing a positive culture for learning is an important aspect in the classroom. Once you have your 12 words, write them on the back of your name tent. Use exactly 12 words!