UPDATED: 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
• Hang 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 responsible 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 care 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?"

• Unintentionally 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 teachers
• Ex: "if you try this, you will be sensational" & "would you like to help me?"

Name, please, thank you, smile, & love

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

• Have 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 master the concept or the skill

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

• That your colleagues 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 students
• 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 badly (student’s best interest)

• Specify expectations clearly
• Set and enforce limits on student’s 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, and effective 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 through explanation 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 student’s 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

Democratic 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

Cause & effect relationships between teacher acts and student behaviors

Ripple-effect

With-it-ness

Movement management

Pacing, momentum, transition, & overlapping

• Jerky-ness
• Slow-downs
• Satiation

Group alerting

• Teacher creates a higher thinking question
• Students are divided into heterogeneous groups & given the Q
• After groups have had time to discuss the different sides of the Q assign roles to each group
• After the groups have had time to discuss the Q with assigned role, assign fish
• Arrange the desks where the fish are in the middle plus one empty chair & the rest create an outer circle
• Each fish will present the groups view
• Outer circle group members take notes
• After all fish have presented, 5 minute is given for preparation of rebuttal
• Fish present rebuttals
• Then begin the closure process: Class discussion, writings, Qs (individual or group), writing, webs, research assignment, & other...

• Quiets those who monopolize
• Allows quiet student to speak confidently
• Can be made into cooperative learning activity
• Elicits higher level thinking
• Encourages students to understand other viewpoints
• Accommodates diverse learners/culturally responsive
• Encourages team work

• Time consuming
• Requires social skills
• Difficult to assess
• Difficult to manage with absentees

Students-teams-achievement-divisions

Lower

• Material is taught by teacher
• Students are put in heterogeneous home groups
• Directions are given (team building, what to do, grading, and bonus)
• Team building is done
• Study material is distributed to each group
• Home teams study together
• Students take individual quiz
• Quizzes are graded
• Teams average their scores
• Teams are recognized
• Group processing is done

• A problem or scenario is presented
• Students are either put in small groups or the whole class is treated as one group
• The teacher asks students to explore the problem using the red hat, then the white hat, then the black hat etc.
• Discussion is done so that the different viewpoints are noted

• Blue: sets goals & objectives; rarely used in schools
• Red: emotions; intuitive or instinctive gut reactions
• White: consider facts
• Black: logic applied to identifying reasons to be cautious/wary
• Yellow: logic applied to identifying benefits
• Green: generates possible new ideas and solutions; creative thinking

Teams-games-tournaments

• NO individual accountability
• COMPETITION between students and between groups
• Also, home group is heterogeneous while the tournament table is homogenous

• 1 teacher teaches material
• 2 students are ranked according to academic ability
• 3 home groups are formed with heterogeneous groups
• 4 team building is done; directions are given
• 5 home teams study Qs together & help each other learn material
• 6 students are put at tournament tables; they compete with those at their level (originally, all tournament table members come from different home groups)
• 7 Qs are called out & each person writes down his/her answer; tournament table members check everyone's answer as answers are given by teacher
• 8 students at tables keep track of points for each student
• 9 a student gets a point for each Q answered correctly
• 10 scores are totaled at the end of the day and given to the teacher
• 11 teacher changes tournament tables for the next set of games. The person with the highest score at the tournament table moves up to the next table; the person with the lowest score at the table moves down a table. The middle person stays at the table.
• 12 the next tournament begins as new members are assigned to different tournament tables based on their previous performance; Qs are asked, scores are kept as before
• 13 after games/tournaments are done, each student, with the total points he/she earned, returns to the home group where all scores are totaled
• 14 home groups are recognized based on the total points the members earned
• 15 group processing is done

• Introduction to tutoring/explain roles
• Roleplay
• Assign groups
• Give out directions
• Give out materials
• Team building
• Facilitate tutoring 1
• Facilitate tutoring 2
• Ask students to return to desks
• Distribute quiz
• Facilitate quiz taking
• Facilitate grading and averaging
• Recognize teams
• Distribute Group Processing Forms

• I. Objective
• II. Activities (2 columns)
• III. Resources (Materials)
• IV. Evaluation

• Audience
• Behavior
• Condition (Learning or Testing)
• Degree

• Students are deeply involved with their work, especially with academic, teacher-led instruction
• Students know what is expected of them and are generally successful
• There is relatively little wasted time, confusion, or disruption
• The climate of the classroom is work-oriented but relaxed and pleasant

• Separate school from personal work
• Clear your desktop
• Create a place for incoming and outgoing papers
• Consolidate

• Have your name, room number, section/period (if appropriate), grade level or subject, and a welcome sign
• Stand at the door and greet them with a smile, hand ready to shake, and have an expression that says you can't wait to meet them
• As they stand there wondering you are the correct teacher/room tell them your name, room number, section/period, maybe seating assignment
• Check the students schedule to see if they are in the correct place
• After you greet the student, they should be able to see the info displayed in the room (your name, room number, section/period, grade level/subject, and an appropriate welcome)

• Have names on place cards on the desks
• Have names written on a seating chart transparency/PowerPoint projected on the screen
• As you greet students at the door, give them an index card with a letter and a number on it (A1, A2 ...)

• Check each students schedule at the door
• Put a friendly smile on your face
• Look each student in the eyes and verbally welcome and acknowledge each one
• Lower your voice to a firm but soft tone. Speak slowly and tell the student if seating is open or assigned
• Follow this with "when you sit down, you will find an activity on your desk. I think you will enjoy doing it. Please begin working on it right away. Thank you."

• Facilitates roll taking
• Aids name memorization
• Separates problem students

• Attendance
• Scores
• Running total

• Problem-solving
• Responsibility
• Self-discipline

• Explain: state, explain, model...
• Rehearse: practice the procedure
• Reinforce: reteach, rehearse, practice...

• Hand signals: holding up different fingers to mean restroom etc.
• Toilet tissue tube: holding up different color tubes
• Styrofoam cup: holding the cup in different positions
• Index card: holding up an index card with a short message
• Textbook: holding up the book upright

• Specify the group name
• Specify the group size
• State the purpose, materials, and steps of the activity
• Teach the procedures
• Insist on individual accountability for the work of the group
• Teach evaluation methods the students can use to determine how successfully they have worked together