Final Exam - UNA ED 382

• Have a school newspaper full of school spirit
• organize a first day celebration
• stand at the bus stop and welcome them
• stand at the front entrances of the school and welcome them
• have the band play near the entrance
• no band? have a group of students and teachers assembled to bring a welcome smile
• hand a banner welcoming the students
• have guides in the hallways
• have name & room # visible on doors along with your personal greeting
• let the first message over the PA system be one of welcome and positive expectations for the school year

• that we can be reponsible for one another
• that school is a place to gain knowledge
• that school is a place to give and receive love
• that school is a place to become successful

• respect
• credibility
• acceptance
• authority

the effective teacher is committed to seeing all people as able, valuable, responsible, and possessing untapped potential in all worthwhile areas of human endeavor

• mark your door clearly
• post welcome/info signs
• have the assignments written clear and understandable
• have items that show you can for young people

• first: intentionally disinviting
• second: unintentionally disinviting
• third: unintentionally inviting
• fourth: intentionally inviting

• intentionally disinviting: this is the bottom level were teachers deliberately demean, discourage, defeat, & dissuade students
• Ex: "why do you bother coming to school?"

• unitentionally disinviting: some teachers are oblivious to the fact that they are negative people they feel that they are well-meaning but are seen by others as condescending, racist, sexist, patronizing or thoughtless
• Ex: "i teach only students who want to learn."

• unintentionally inviting: these are the "natural-born teachers" generally well-liked & effective but are unaware of why they are effective
• Ex: "aren't you sweet" & "just try harder"

• intentionally inviting: they have a professional attitude, work diligently & consistently, & strive to be more effective teacherrs
• Ex: "if you try this, you will be sensational" & "would you like to help me?"

• Name
• please
• thank you
• smile
• love

• smile
• feedback (reaction from your smile)
• pause
• name
• pause
• please
• pause
• thank you

consistency

• you know what you are doing
• you know your classroom procedures
• you know your professional responsibilities

• Stage 1: fantasy
• Stage 2: survival
• Stage 3: mastery
• Stage 4: impact

fantasy: many new teachers have the naive belief that to be a successful teacher, all they need to do is relate and be a friend to their students. They rarely talk about standards, assessment, or student achievement

survival: teachers in this stage have not developed instructional skills. they spend their time looking for busywork for the students to do, such as worksheets, videos & doing seat-work -- anything to keep the students quiet

mastery: teachers who know how to achieve student success employ effective practices. these teachers know how to manage their classrooms. they teach for mastery & have high expectations for their students

impact: effective teachers make a difference in the lives of their students. these are the teachers to whom students come back years later & thank for affecting their lives

• has positive expectations for student success
• is an extremely good classroom manager
• knows how to design lessons for student mastery

• know how to design lessons in which a student will be able to learn a concept or a skill to a goal or standard
• know how to deliver the instruction to teach to the goal or standard
• know how to assess & provide corrective action for learning so the student can mastery the concept or the skill 

beg, borrow, & steal (not really stealing but research & learning)

• that your collegues are your best resource:
• work in a collegial manner with your colleagues
• associate with & learn from positive mentors & coaches
• join a professional organization
• continue to learn through classes, workshops, conferences, professional meetings, books, journals, CDs, DVDs

• keep a laser focus on learning for all student
• maintain a "no excuses" attitude
• use research & data to improve teacher practices
• involve everyone in improvement processes
• persist through difficulties & setbacks
• celebrate accomplishments

• it is the teacher who makes the difference in the classroom
• by far the most important factor in school learning is the ability of the teacher
• there is an extensive body of research and knowledge about teaching that must be known by the teacher
• the teacher must be a decision maker, able to translate the research & body of knowledge

• Learn in a safe environment
• Be taught clearly how they are to behave
• Have limits on their behavior that is enforced

• Teach in environment free from disruptions
• Teach in ways that are to their strengths
• Receive backing from parents and administrators

• Leaders in classroom
• Clearly communicate expectations
• Care enough about themselves not to allow students to disrupt teaching
• Care enough about students to not allow them to behave bad (students best interest)

• Specify expectations clearly
• Set and enforce limits on students behavior
• Use hints and eye-messages to change behavior
• Interact with students on why they have rules
• When misbehavior occurs => follow through with punishment

• Recognize and remove road blocks
• _{Negative expectations on behaviors}
• Negative expectations about being able to give positive influence
• Belief that one function in isolation
• Practice assertive response styles different among
• _{Non-assertive comments    ex}: would you please stop that
• Hostile comments   ex: you either do it or you will regret it
• Assertive comments    ex: it’s against our rules to be  disruptive – this is a warning
• Make a discipline plan that contains clear rules, positive recognitions, andeffective consequences with the class
• _{Discuss clear rules}
• Discuss examples of positive recognition
• Discuss examples of effective consequences
• Teach the discipline plan to students
• _{Teach the plan, expectations, positive recognition, and consequences throughexplanation and demonstration}
• Teach students how to behave responsibility
• _{Demonstrate exactly how they are to behave and have them role play to show understanding}

• No consequences need to be invoked
• _{Make eye-contact}
• Stand by them
• Say their name
• Praise a student not misbehaving
• Invoking consequences
• _{Follow your plan calmly}
• Be consistent
• Provide an escape   ex: allowing the student to write about the behavior problem
• Give the good students positive recognition
• Dealing with difficult students
• _{For repeats => use one-on-one problem solving conferences}
• _{Try to build positive relationships with students by giving them personal attention, spending time with them, and visiting home}

• an important part of teaching is dealing with misbehavior
• student dignity must be preserved
• lasting results are only achieved over time
• good discipline must not interfere with motivation
• responsibility is more important than obedience

• Do's: teach as much good behavior as bad
• treat students with dignity (show concern, understanding)
• provide opportunities for students to exercise responsibility
• look for ways to help student
• Don'ts: rely on short-term solutions (write their names on board etc)
• use discipline that could damage students motivation to learn

• Prevention Dimension: _{develop clear, brief rules}
• _{establish a list of consequences}
• _{ask students to agree and sign a “social contract”}
• _{treat students as individuals}
• Action Dimension: _{look upon the situation as an opportunity to interact productivity with the students}
• _{invoke consequences but avoid power struggles}
• _{remain positive and mindful of student dignity}
• Resolution Dimension: _{try to find out what will prevent the problems occurring again}
• _{with the student make a plan for future positive action}
• _{implement and monitor the plan}

Demoncratic techniques: sharing ideas, inviting students to cooperative learning, including students in decisions, recognizing mistaken goals on behavior, and showing responsibility

• Mistaken goal --> Teacher emotion
• attention getting --> annoyed
• power seeking --> threatened
• revenge seeking --> hurt
• displaying inadequacy --> powerless

• BLIEH: Body Language Incentive & Efficient Help
• "Be positive, be brief, be gone."

• People behave differently when they are in groups than they do as individuals
• Group expectations influence an individual’s behavior.
• If someone leaves or joins a group, the behavior of the group changes.
• Everyone in a group plays a different role.

• Leaders – natural and appointed
• Class Clown
• Fall Guys – takes blame to gain popularity in the group
• Instigator – Cause trouble yet appears innocent
• Scapegoat – is blamed for everything, often picked on by the group

• 1.  Form a first hunch (What is the probable cause?)
• 2.  Gather facts (Facts that are evident)
• 3.  Apply hidden factors (Any background behavior)
• 4.  Take Action
• 5.  Remain Flexible (correct mistakes or take a new action if old doesn’t work)

• 1. Support student self-control _{-  send hand signals, use physical proximity, use humor, ignore minor infractions, and show interest in student’s work}           
• 2.  Provide situational assistance _{- change times schedule/routine, remove student from situation} 
• 3.  Reward good behavior and as a last resort punish bad behavior           
• 4.  Conduct reality appraisal _{-  help student consider the cause and effect of their bad behavior}