2. Content
Workshop Expectations and Team Building
Ground Rules
Agenda
Objective
Team Building
Classroom Management 101
Routines and Procedures
Equitable Classroom Practices
Principles of Differentiation
Individual Professional Development Time
Summarizer and Evaluation
3. Participants will:
Get to know their colleagues through team building
Learn classroom practices to establish equality
among all students
Define differentiation
Develop individual professional/learning goals
Evaluate training
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4. A résumé describe an individual’s
accomplishments. A group resume is a fun
way to help participants get to know one
another or do some team building with a
group whose members already know one
another.
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5. 2. You represent an array of talents and experiences. Your
group will identify and brag about your resources by
composing a group resume.
3. On a chart paper, create a group resume. It should include
any information that promotes your group as a whole. You
may choose to include any of the following information
(be creative):
4.
5.
Educational background
Knowledge about the course content
Total years experience
Positions held
Professional accomplishments
Publications
Hobbies, talents, travel, family
Come up with a name for your group resume.
Present your resume to the large group.
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6. Take responsibility for your own learning and
be willing to experiment with the ideas and
techniques presented.
Be respectful of those speaking (limit sidebar
conversations)
Take risks- participate and enjoy yourself!
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8. Effective Planning
Proper and Effective Discipline
Motivation of Students
Classroom environment conducive to
learning
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9. Less stressful for teachers
Ensures students have appropriate learning tools
Provides calm learning environment
Saves instructional time
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10. Different teaching styles
Different personalities and attitudes of teachers
Different student population and demographics
Same strategy not effective for all teachers
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11. Teach behaviors expected in class
Deliver syllabus (secondary level) and class
expectations (primary level)
Establish routines and procedures
Exude confidence- gain respect by students
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12. Establish classroom rules together.
Create three to five rules you can enforce.
Be consistent. Be fair.
Discipline students quietly and privately, not
across the room or in front the whole class.
Make sure parents are aware of classroom
rules and procedures.
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13. Eye contact.
Proximity control
Silent Signal
Quiet and gentle reminder
Re-direct a student's attention.
Provide positive reinforcement.
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14. If all else fails, try something new…
(for new teachers)…NEVER let them know
you don’t know what you are doing!
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15. Establishes clear expectations and smooth
running of classroom
Helps both teacher and students stay
organized
Contributes to student’s independence and
self-direction
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16. Arrival to class
Dismissal from class
Transitions: in class and out of class
Student seating
Independent work
Movement of materials and paper
Use of restrooms
Attention-getting
Class meetings/small group discussions
Emergency procedures
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17. The Three-Step Approach to Teaching Classroom Procedures
(Harry K. Wong and Rosemary T. Wong)
1. Explain
•
Define the procedure.
•
Demonstrate the procedure
•
Demonstrate the procedure step by step
2. Rehearse
•
Have students practice the procedure under your supervision step by step.
All procedures must be rehearsed! Have students repeat the procedure until it
becomes a routine and can perform the procedure independently.
3. Reinforce
•
Re-teach, Rehearse, practice and reinforce the procedure until it becomes a
student routine. If rehearsal is unacceptable, re-teach the correct procedure
and provide corrective feedback. Praise the students when rehearsal is
acceptable.
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18. Rows
Small groups
U-shaped
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19. Think of a classroom rule in your class
Think of a classroom procedure in your class
Now turn to a partner.
Take turns and share
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20. Communicates expectations and
requirements of each class or subject area
Make sure to refer to this throughout the year
Have them store or write in their everyday
binder/notebook
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21. Basic course outline
Grading policy and procedures in your classroom
Expectations of missing work, homework, etc.
Attendance requirements (should be consistent
with school policy)
Other classroom policy and expectations
Safety and emergency rules
Any accommodations for disability
Signature of student and parent/guardian
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22. Write down a behavior you find extremely
challenging. Explain why.
Share with someone who have shared with
yet.
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23. Reasons for disruptive behavior and how to react
1. Attention seeking:
•
•
•
Power seeking
2.
•
•
•
1.
Don’t like being ignored, prefer being punished or criticized
Commend them when on-task an cooperative
“catch them being good”- let them know.
Provoke teachers into struggle
Stay calm and silent, this shows you are in control
Don’t argue with them,
Revenge seeking
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24. Corrective Procedures
Motivation/Rewards
Time out from rest of
• Lunch Bunch: eat lunch
with teacher
• Free-choice day: select a
free choice activity on a
selected day
• Extra recess time
• Others??
group
Teacher student
conference
Behavior contract
Office referral (vary)
Parent conference with
teacher/Administration
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25. Be familiar with policies relating directly to students:
Attendance/tardy
Academic/grading
Dress code
School safety and emergency protocols
Other school policies- (may vary from school to school)
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27. Establishes high expectations
Provides equality through equity
Research-based
Builds positive student teacher relationship
Simply put
Equitable Classroom Practice establishes good instruction
which promotes student engagement, thus preventing
disruption in the classroom.
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28. Each person assigned an ECP.
Read the ECP text at least twice.
Go to assigned group.
Discuss with group and become an “expert”
about the ECP.
Come back to original group and share your
“expertise” about the ECP.
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30. Activator: KWL
What I already KNOW
What I WANT to know
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What I LEARNED
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31. Meet needs of students
Students learn differently
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32. 1. Teacher understands, appreciates, and
builds on student differences
2. Assessment and instruction cannot be
separated
3. Teacher adjusts the content, process, and
product to the students’ need and
readiness
4. Both student and teacher work together to
create a learning environment as a team
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33. List needs in your classrooms
Discuss in groups successes
Share out with large group
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