Rome City Schools New Teacher Orientation 2014-15 Angela Guilford, - - PowerPoint PPT Presentation
Rome City Schools New Teacher Orientation 2014-15 Angela Guilford, Cassie Parson, and Jennifer Wright Rome City Schools, Curriculum Coordinators Tell us a little bit about yourself Name School Subject area/grade level OR
Rome City Schools New Teacher Orientation 2014-’15
Angela Guilford, Cassie Parson, and Jennifer Wright
Rome City Schools, Curriculum Coordinators
Tell us a little bit about yourself…
will be doing at your school
went to college
knowing about you
– Expectations of RCS Employees – Effective Classroom Management – Rigor, Relevance and Relationships – Effective Lesson Planning – The Standards Based Classroom & Best Practices – Professionalism, Motivation and a Teacher’s Influence
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EXPECTATIONS OF ROME CITY SCHOOLS EMPLOYEES
Module 1
All students will graduate from
prepared for college or work.
year.
non-white.
students qualifying for free/reduced lunch.
In 2012, Rome Middle School earned one of the highest
scores possible on the CCRPI.
named one of our nation’s best high schools by US News and World Report.
Rome Home
Expectations of new Rome City Schools Employees
The three R’s – Rigor, Relevance, and Relationships ➢Put students first ➢Maintain a positive and professional demeanor ➢Create a climate of possibilities ➢Cultivate and model an attitude of excellence ➢Emphasize quality standards-based curriculum in a learner-focused environment ➢Ask questions and seek help
Rome City Schools, A Step Above the Rest
➢ Outstanding Teachers ➢ High Expectations for all students and teachers ➢ Clear Procedures and Routines ➢ Supportive Administration, Academic Coaches, Team Leaders, and Colleagues ➢ Community of Learners
as you read:
support these strategic objectives?
personally or as an educator?
questions.
EFFECTIVE CLASSROOM MANAGEMENT
Module 2
How to Have A Well-Managed Classroom
pages 85,86 & 91, and 114 – 115.
characteristics of a well-managed classroom.
GROUP SHARE w/ Padlet
How to Have A Well-Managed Classroom
Classroom Management Tips Sheet
this school year.
Observation Game!!
room for yellow objects.
Focus on the “Positives”
positive reinforcement – what you do or what you have observed someone else doing.
GROUP SHARE w/ Padlet
Focus on the “Positives”
wasn’t covered in any of my education courses.
The First Years of Teaching Can be Frightening
prepared you.
prepared you.
you.
perform immediately.
The Ideal Teacher
techniques.
child (or high school student).
wrong.
subject.
sides of an issue.
challenging work.
misbehaving students in line.
the time.
According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher
School and Teacher Effectiveness Impact on Learning Entering School at 50th Percentile Type of School and Type of Teacher Percentile After 2 Years Ineffective school and Ineffective teacher 3rd Effective school and Ineffective teacher 37th Average school and Average teacher 50th Ineffective school and Effective teacher 63rd Effective school and Average teacher 78th Effective school and Effective teacher 96th
RIGOR, RELEVANCE, AND RELATIONSHIPS
Module 3
“Leadership for
Engaged Learning: Rigor, Relevance, and Meaning for Students and Their Teachers” … John Antonetti …
The BEST Lesson
Write a brief description of the BEST lesson you’ve ever taught…
…the BEST lesson you’ve ever been taught. Share with those near you.
Ponder these…
lecture the teacher ever gave?
your thinking?
involved in the lesson?
The last activity was an example
Anticipatory Set Advanced Organizer Activating Strategy
(This should be done PRIOR to the standard being stated. It provides the hook
the new memory to stick to…) Here comes another example…
On the next slide, look at the three pictures and make a list
mind that could describe something all the photos have in common.
written.
really different?
massive: List 5 synonyms for massive.
sense in the blank: The massive ________________. Who was doing the thinking in this activity?
Look at the cube to the side and circle anything that was applied in the last activity. John Antonetti says that if you have at least one piece from each side
RIGOR of the lesson. In addition, you have also increased the RELEVANCE.
Which one doesn’t belong? (Explain why…)
horse clock anvil nose
Who was doing the thinking in this activity?
Look at the cube to the side and circle anything that was applied in the last activity.
Making Meaning by Making Metaphors
Let’s pretend that you are talking about the digestive system with your students and that you may have even possibly shown a video clip
represent your teeth crushing the food?
Who was doing the thinking in this activity?
Look at the cube to the side and circle anything that was applied in the last activity.
Once again, if we have touched on three sides of the cube we have increased the RIGOR and RELEVANCE
“Those who do the talking, do the learning.”
Students should be richly engaged in activities where they can talk about what they are learning.
Rigor
This is defined as curriculum that challenges all learners to demonstrate depth of understanding.
…that which causes students to think, to reason, to analyze, to prove
What about Relationships?
engaged is: The teacher likes me.
she/he does.
embarrassed, wrong, or wronged, they can not learn for 20 minutes.
that student’s brain will shut down for 8-10 minutes.
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
From First-Year Teacher’s Survival Kit, by Julia G. Thompson
I can live for two months
Mark Twain
Read pgs. 104 & 105.
Side note from
“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.
In closing…
today?
and try?
Welcome Back
RCS e-File
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CUP STACKING!!!
EFFECTIVE LESSON PLANNING & THE STANDARDS-BASED CLASSROOM WITH BEST PRACTICES
Module 4
Effective Lesson Planning
262
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.”
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
start to come together as a community of
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
happens and when it happens every single day in
provide a sense of security in students’ lives….if
Procedures and Routines
“The number one problem in the classroom is not discipline; it is the lack of procedures and routines.”
method or process for how things are to be done in a classroom.”
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 School, by Harry Wong
What routines do you plan to establish during the first two weeks of school?
Share your thoughts…
Procedures to Consider
immediately
discussions
severe weather, and tornado drills
materials
From The First Days of School, by Harry Wong
Ideas for the Beginning of Class
that the students have an activity to complete as soon as the bell rings.
the students are working on the assignment.
students:
– Create a test question. – Illustrate important information. – Scan the day’s reading assignment. – Take a mini-quiz. – Draw a cartoon. – Summarize the previous day’s topic.
According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher
Managing Transitions
❖ Time students between transitions. ❖ Provide students with a checklist of the day’s activities. ❖ Give students activities to “sponge” any dead time.
today.
notes.
Ending Class Without Chaos
be as structured as the beginning.
provide a constructive review of the day’s lesson.
dismiss the students and not the bell.
try from Julia G. Thompson:
– 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…
Share materials, Help one another
Discussion voices, Presentation voices
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)
things done?
away trash?
Characteristics of an Effective Classroom
teacher
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.)
You Must Teach Procedures! EXPLAIN REHEARSE REINFORCE
Routines & Procedures: What does it look like in the classroom? Setting and Achieving High Expectations: Teaching Channel
The Workshop Model
Work Time Closing Opening
Opening Lesson
The opening lesson is a focused lesson regarding the
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
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:
Author’s Chair (10 min.)
Mini-Lessons (10–15 min.)
Work Time (40 min.)
Writing Independent Reading
Guided leveled reading
Words Their Way
Road to the Code
Time to Teach Time to Work Time to Share
Opening
(10 minutes)
to clarify task instructions
Work Time
(30 minutes)
solo, with a partner, or in a group
and/or different strategies Closing (15 - 20 minutes)
strategies
different strategies and content areas
Mathematicians Need Regular Chunks of Time:
Scientists and Historians need Regular Chunks of Time:
Author’s Chair (10 min.)
Opening (10–15 min.)
Work Time (40 min.)
Time to Teach Time to Work Time to Share
Artifacts –
the tangible supports that assist in student learning
(not pre-made)
What in the room can students use to help themselves?
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
and return instructional materials without interrupting the class or teacher
structures
room
Diagrams, Pictures, Models, Portfolios)
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
expected and “How do I know if my work is Good Enough?”
A “Thinking Curriculum”
Students should be able to
talk about, write about and draw about what they know. Not only should they be able to tell how they arrived at their thinking, but why they arrived at that thinking.
“Those who do the talking, do the learning.”
Students should be richly engaged in activities where they can talk about what they are learning.
Standards-based Teaching Requires a Learner-focused Mentality
Rather than emphasizing what the teacher taught, the emphasis is on WHAT THE STUDENT LEARNED. – What do we want each student to learn? – How will we know when each student has learned it? – How will we respond when a student experiences difficulty in learning? → RTI and the Pyramid of Interventions
HOW DO YOU LEARN AND REMEMBER BEST?
Teaching Methods and Retention Rate (Kay Burke)
Average Retention Rate after 24 hours
Teach Others/Immediate Use of Learning Practice by Doing Discussion Group Demonstration Audio-Visual Reading Lecture 90% 75% 50% 30% 20% 10% 5%
WHAT SPECIFIC STRATEGIES CAN I USE IN MY CLASSROOM TO MAKE IT MORE STANDARDS-BASED SO ALL CHILDREN CAN BE SUCCESSFUL?
You are not on your own… Professional Learning Communities
communities which provide a spirit of collaboration where teachers work with other teachers, special education teachers, support staff, curriculum specialists, and administrators to achieve a common goal.
growing number of schools have made a momentous discovery: when teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens.”
READ, WRITE, TALK READ, WRITE, DRAW READ, WRITE, LISTEN
(Kindergarten and 1st)
https://www.teachingchannel.org/videos/teaching-declaration-of-independence
PROFESSIONALISM, MOTIVATION, & A TEACHER’S INFLUENCE
Module 5
“You never get a second chance to make a first impression.”
~Source Unknown
Turn & Talk
I Bleed Professionalism
I bleed professionalism, yet I don’t need medical attention. The blood is not the red kind, but the kind of another dimension- A dimension where I am a role model, and my blood spills into each student. From me, I hope they will learn to be sensible, practical, prudent, For everything I do and say is under their scrutiny Because everything I do and say influences who they will be. My coworkers watch me also-I’m under a microscope. So, I’m careful about my words, my dress, and the look upon my face. One’s professionalism or lack of it can make or break a place.
(Pg. 65) A.L.B., Seven Simple Secrets
Dressing Appropriately
Harry Wong, “We are walking, talking advertisements for who we are.”
dress for respect, credibility, acceptance, and authority.
Dress as a Professional
101 Answers for New Teachers and Their Mentors)
dress code with your mentor
Maintain a Positive Reputation
R e p u t a t i
Answers for New Teachers and Their Mentors
thoughts with your partner.
Don’t be Influenced by Negative Coworkers
101 Answers for New Teachers and Their Mentors
with your partner.
Grow as a Professional
95 of 101 Answers for New Teachers and Their Mentors
thoughts with your partner.
Discipline
Answers for New Teachers and Their Mentors
partner.
Your Performance Task
With a partner, come up with 3 varying scenarios of students making poor decisions at school.
situation?
Be detailed and descriptive.
Points to Remember:
relationship with students and fellow colleagues.
students regardless of who they are.
misbehaviors.
extracurricular activities.
An Effective Discipline Plan
The 3 most important student behaviors to teach on the first days of school are: –Discipline –Procedures –Routines “If you do not have a plan, you are planning to fail.”
From The First Days of School, by Harry Wong
The Rules About Rules
prevent or encourage behavior by clearly stating student expectations.”
General Rules:
Respect others. Be polite and helpful.
Specific Rules:
Be in class on time. Keep your hands, feet, and
What are the advantages and disadvantages to both?
Creating Class Rules
your students to remember.
consistently.
– Rules deal with behavior, not procedures.
Enlist Parent Support
your discipline plan home to parents the first day of school.
contact before you need their assistance with a problem.
you see a change in their child’s behavior patterns.
biggest allies in managing the student’s behavior. Teacher Keys Effectiveness System (TKES) (Performance Standard 10: Communication)
effectively with students, parents or guardians district and school personnel, and
enhance student learning.
Rewards
Harry Wong emphasizes, “The best reward is the satisfaction of a job well done.”
Motivation and Rapport
Answers for New Teachers and Their Mentors
Sarcasm Sets a Great Tone - NOT!
Teacher: (to her 6th graders) Take out your pencils and your journals. Student: I can’t find my journal. Teacher: What a surprise, because you are always such a neatnik. Do you think people are going to follow you around cleaning up after you for the rest of your life? (Other students in the group laugh and look at the
Sarcasm Sets a Great Tone- NOT!
connection with classroom management?
environment/community?
Communicating with Families Section?
Sarcasm Sets a Great Tone-NOT!
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I posses tremendous power to make a student’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 established or de- escalated and a student humanized or de- humanized.” (Ginott, Ginott, and Goddard 2003, 76)
Avoid Sarcasm
116,101 Answers for New Teachers and Their Mentors
thoughts with your partner.
Is Your Glass Half Empty
124, 101 Answers for New Teachers and Their Mentors
Contrast the two poems
A Teacher’s Influence
My teacher many years ago influences me today The things that she instilled in me have never gone away In fact, they are a part of every fiber of my being The love that I am giving; the decisions that I am making The things that I’ve accomplished and the ones I’m undertaking For once someone influences you, they live inside your heart And so of all I am today, my teacher is a part A.L.B. 101 Poems for Teachers
Ticket out the Door
today.
reminded of today.
more about. Any questions??
(Feel free to talk with me after the session
AFTERNOON ASSIGNMENTS
At your school: