The Teacher-Student Relationship 1. You should show that you care about your students. Attend sporting events, ask about their hobbies, make a connection. 2. You should have a thorough knowledge of your subject matter. Being prepared builds trust. 3. You should take command of the class. If you are not the classroom leader, the students will gladly assume the position. 4. You should act in a mature manner all of the time. Don’t be sarcastic. Don’t tell lies. Don’t lose your temper. 5. You should maintain a certain emotional distance between yourself and your students. Students have peers. They need you to teach. From First-Year Teacher’s Survival Kit, by Julia G. Thompson
I can live for two months on a good compliment. Mark Twain Read pgs. 104 & 105 .
Side note from Dr. Caroline Leaf… “When you think happy, positive, healthy thoughts, not only do you improve your own mental and physical health, but you impact the mental and physical health of those around you as well.”
In each of the activities today, who was doing the thinking? John Antonetti says there is a difference between students being “on task” and students being “engaged in the learning.” Unless students are thinking , they are not truly engaged.
Consider… 1. Students are not truly engaged unless they are THINKING. 2. According to John Antonetti who referenced Marzano: The Anticipatory Set/Advanced Organizer/Activating Strategy should be done prior to the standard or EQ being stated in the lesson. 3. Relationships are vital to learning!
In closing… • What did I learn from John Antonetti today? • What can I take back to my classroom and try?
Welcome Back
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CUP STACKING!!!
Module 4 EFFECTIVE LESSON PLANNING & THE STANDARDS-BASED CLASSROOM WITH BEST PRACTICES
Effective Lesson Planning • Read pages 12-14, 256 & top 260, 262 • What struck you in the text?
Parts to a Standards-based Classroom Standards-based Assessment Standards-based Instruction Standards-based Structures Practices and Procedures
Standards-Based Instruction feels like …? “Kids enjoy classes like shop, gym, and band because there’s a premium placed on doing the activity rather than talking about it. Workshop embraces that same premise.” --Ralph Fletcher, Writing Workshop: The Essential Guide, p.2
Predictable Classroom Structures “It is significant to realize the most creative environments in our society are not the ever-changing ones. The artist’s studio, the researcher’s laboratory, the scholar’s library are each deliberately kept simple so as to support the complexities of the works-in-progress. They are kept predictable so that the unpredictable can happen.” Lucy Calkins, Lessons From a Child, 1983
Practices and Procedures
Practices and Procedures “I plan the first days in more detail than any other week of the school year. A lot has to happen. Kids will get to know each other and start to come together as a community of learners. They’ll become acquainted with the space, how it’s organized, and what it offers them in terms of materials, resources, equipment and options. Many of the routines and procedures of the workshop/class are established during the first week; so is my role as teacher and community leader.” Nancy Atwell, In the Middle
Standards-based Practices and Procedures “PREDICTABLE” Classrooms What does the research tell us? Many students’ lives are not predictable. Some aren’t sure who will be at home….if someone will be at home. There is no routine for doing homework or getting help. Life might be chaotic. As educators we cannot control these environments. We CAN control the environment of our classroom. When students know what happens and when it happens every single day in our classrooms, those very procedures can provide a sense of security in students’ lives….if only for an hour or two.
Procedures and Routines • Harry Wong writes in The First Days of School , “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.” • Wong also states, “A procedure is simply a method or process for how things are to be done in a classroom.” • Procedures answer the question, “What do I do when…?”
Classroom Procedures That Must Become Routine 1. Beginning of a period. Do students know what to do? 2. Quieting a class. Do students know how you will quiet them down? 3. Students seeking help. Do students know how to get your attention? 4. Movement of students and papers. Do students know how to move about the room and pass papers in? 5. End of period. Do students know who or what will dismiss them at the end of the period? From The First Days of Schoo l, by Harry Wong
What routines do you plan to establish during the first two weeks of school? Share your thoughts…
Procedures to Consider • Entering the classroom • Asking a question • Getting to work • Responding to fire, immediately severe weather, and tornado drills • End of class dismissal • Leaving the classroom • Participating in class discussions • When visitors arrive • Changing groups • Keeping a notebook • Turning in papers • Interruptions • When you finish early • Getting classroom materials From The First Days of School , by Harry Wong
Ideas for the Beginning of Class • It is ESSENTIAL • Have your that the students students: have an activity – Create a test question. to complete as – Illustrate important soon as the bell information. rings. – Scan the day’s reading assignment. • Take roll while – Take a mini-quiz. the students are – Draw a cartoon. working on the – Summarize the assignment. previous day’s topic. According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher
Managing Transitions • Julia G. Thompson suggests the following techniques: ❖ Time students between transitions. ❖ Provide students with a checklist of the day’s activities. ❖ Give students activities to “sponge” any dead time. • List ten words associated with the lesson today. • Defend your position on… • Make flashcards for this unit. • Circle the key words from yesterday’s notes.
Ending Class Without Chaos • The end of class should be as structured as the beginning. • Closing exercises will provide a constructive review of the day’s lesson. • Some more ideas to • Be sure that you try from Julia G. dismiss the students Thompson: and not the bell. – Chain Games – Rapid-fire drills – Predict the next lesson – Review homework directions – Show a relevant cartoon – Play a game for bonus points
Teaching students to interact in A civil and polite manner… • How do we/ When do we : Get in line, Take turns, Raise our hand, Share materials, Help one another • Levels of Voices : Class voices, Hallway voices, Conference voices, Discussion voices, Presentation voices • Building a Community of Learners : Civil words - Excuse me, May I, Thanks, Please, Could you help me? I think I heard you say, I’m not sure I agree with that statement. Civil actions - Show compassion for others Look at people when they are talking, Raise hand to speak, Ask for help or to borrow items, Stay in your space, Accept differences in other people Accountability -Students hold each other responsible for the practices in this room
Materials (suggestions only) • How does the room arrangement support the learning? • Writing & Reading Notebooks for each student • Paper, Pencils, Pencil sharpener – How does one get things done? • Tissues- How and when may I blow my nose or throw away trash? • Classroom library – When may I peruse the library? • Writing Folders - Two writing folders per student: • Works-in-Progress Folder • Finished Work Folder • How and when do I get my folder?
Characteristics of an Effective Classroom • There is little or no down time • Procedures and routines are evident and consistent • The teacher's rapport with students is evident • The classroom is well organized • The teacher is well prepared for each lesson • The lessons relate to real life and are student oriented • Transitions are smooth • The teacher moves around the room frequently • Incorrect responses from students are dignified by the teacher • The teacher models skills for students • The students are actively involved in all lessons • The atmosphere is comfortable and pleasant with lots of smiles and encouragement
Effective Teaching Practices (Look at the words below. Think of a teacher you have seen exemplify one of the following or a practice you have, share your thoughts with those at your table.) • Expectations • Model • Consistent • Variety • Positive Reinforcement • Planning
You Must Teach Procedures! EXPLAIN REHEARSE REINFORCE
15 mins
Routines & Procedures: What does it look like in the classroom? Setting and Achieving High Expectations: Teaching Channel
The Workshop Model Work Opening Time Closing
Opening Lesson The opening lesson is a focused lesson regarding the standard. The lesson focuses on either a process, a skill, or a procedure for rituals and routines. 15 mins
Work Time Students are using the strategy/skill they learned in the opening lesson. Students also reference the artifacts/charts in the room when they have a question. Students become more independent learners in the workshop. 25 mins.
Conferencing Teachers and students are involved in conferences and monitoring. Students may also participate in peer conferences during the work time.
Conferencing: Teacher Responsibilities ➢ Listen to what the student says. ➢ Look at the student as you speak. ➢ Ask questions that help the student think about his/her work. ➢ Take notes. ➢ Guide the student in setting specific goals.
Conferencing: Student Responsibilities ➢ Come with the things you need. ➢ Be prepared to discuss your work with the teacher. ➢ Look at the teacher as she speaks. ➢ Listen to what the teacher says. ➢ Think! ➢ Ask questions. ➢ Walk away with a specific goal. ➢ Come back for another conference if you need one.
Small Group Instruction The work time is also a time to meet with a small group for guided instruction.
Closing Students share their work and receive meaningful feedback from their peers.
Writers and Readers Need Regular Chunks of Time: Time to Share Author’s Chair Mini-Lessons (10 min.) (10–15 min.) • Students Share • Instruction • Read Around Time to - Skills • Tie to Lesson - Strategies Teach - Craft - Procedures Work Time (40 min.) Writing Independent Reading • Planning Guided leveled reading • Drafting Words Their Way • Revising Road to the Code • Editing Road to Reading • Publishing Quick Reads Time to • Genre Studies • Writing/Reading Conferences Work • Response Groups •Social Studies and Science Non-fiction texts
Mathematicians Need Regular Chunks of Time: Closing Opening (15 - 20 minutes) (10 minutes) • Students share solutions and • Discussion of standard strategies • Presentation of task • Clarification of any confusion or errors • Students asking questions to clarify task instructions • Connections between different strategies and content areas • Emphasis on accountable talk Work Time (30 minutes) • Students actively engaged in task either solo, with a partner, or in a group • Focused math groups • Teacher making notes of common errors and/or different strategies
Scientists and Historians need Regular Chunks of Time: Time to Share Opening Author’s Chair (10 min.) (10–15 min.) • Students Share • Instruction • Tie to Lesson Time to - Anticipatory Set • Close Reading Teach • Discussion • Directions for task or experiment Work Time (40 min.) • Performance Task/Experiment •Group work •Teacher will be conferencing with students • Response Groups •Writing to sources Time to •Research Work • Social Studies and Science Non-fiction texts
Artifacts – the tangible supports that assist in student learning • Posting the standards • Focused lessons tied to the standards • Specific studies around topics or genres • Anchor charts produced by you and your students together (not pre-made) • Room arrangement conducive to learning • Classroom Library • Word Wall • Student Work displayed • Useable print – What in the room can students use to help themselves? Large 3-ring binder for your conference • documentation
Reading Anchor Chart
Science Opening Lesson with Anchor Chart
Reading Opening Lesson with Anchor Chart
Writing Anchor Chart
Artifacts from Math Workshop
Word Wall
Evidence – the proof of student learning • Students can demonstrate/explain where to obtain and return instructional materials without interrupting the class or teacher • Students can explain the procedures and classroom structures • Students can reference the useable print in the room • Work samples (Written entries, Graphic Organizers, Diagrams, Pictures, Models, Portfolios) • Accountable talk • Group or independent work are evident every day The students are doing the learning; they are the ones who are thinking and working!
The 5 Principles of Teaching ❑ The teacher matters. ❑ Focused teaching promotes accelerated learning. ❑ Clear expectations and continuous feedback activate learning. ❑ Good teaching builds on students’ strengths and respects individuals’ differences. ❑ Good teaching involves modeling what students should learn.
Powerful Knowledge Standards tell us: 1.What a student should know 2.What a student should be able to do 3. The level of performance that is expected and “How do I know if my work is Good Enough?”
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