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As you enter, please take f a few moments to answer the Guiding Questions
posted around the room on several post-it notes. on several post it notes. Then post your answers
on the chartson the charts.
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B i WIZ tBecoming a WIZ at Classroom ManagementClassroom Management
Utilizing Brain-Compatible Strategies
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Presented by:
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AssumptionsAssumptions
Teachers need to discipline students.
A quiet classroom is conducive to learningA quiet classroom is conducive to learning.
All students learn in the same way.
It’s the students fault for misbehaving.
Parents know how to parent effectivelyParents know how to parent effectively.
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Beliefs
All students can learn.
Effective teachers manage the learning
environmentenvironment.
Planning is key.
Effective teachers engage their students.
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NormsNorms
• Participate activelyA k ti• Ask questions
• Learn by doingy g• Set your learning into action
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OutcomesOutcomes
• Consider beliefs that determine what happens in the classroom.
• Clarify expectations for positive classroom behavior.
• Develop a plan for effective classroom management• Develop a plan for effective classroom management.
• Utilize brain-compatible strategies that engage students in learning.learning.
• Gain strategies for addressing defiant students.
• Understand the need to develop a partnership with students’ families.
U d d h d h d f di l• Understand the need to meet the needs of diverse learners.
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Agenda• Assumptions
• Beliefs
• Norms
• KWL
• Principles of Brain-Based Learning
B i tibl t t iNorms
• Outcomes
• Florida Educator
• Brain-compatible strategies
• Brain facts
• Who wants to be a Millionaire? Accomplished Practices
• Introductions
F C
• Dealing with defiant students
• Building partnerships with families• Four Corners
• Quadrant Partners
• Anticipation Guide
• Implementation plan
• Intention statementp
• Characteristics of a
well-managed classroom
• Rules & Procedures
• Jigsaw & Gallery Walk
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Learning Goalsea g Goa s
1. ____________________________2. ____________________________3. ____________________________44. ____________________________5. ____________________________
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Educator Accomplished Practices
http://www fldoe org/profdev/FEAPSRehttp://www.fldoe.org/profdev/FEAPSRevisions/pdf/6A-5.065.pdf
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Educator Accomplished Practices
http://www fldoe org/profdev/FEAPSRehttp://www.fldoe.org/profdev/FEAPSRevisions/pdf/6A-5.065.pdf
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Code of Ethics• The educator shall make reasonable effort to protect students from
conditions harmful to learning and/or their mental and/or physical safety.
• The educator shall not intentionally expose a student to unnecessary
embarrassment or disparagement.
• The educator shall not harass or discriminate against any studentThe educator shall not harass or discriminate against any student.
• The educator shall not exploit a relationship with a student for personal
gain or advantage.
• The educator shall not intentionally violate or deny a student’s legal
rights.
Th d t h ll t bl d t d t t di• The educator shall not unreasonably deny a student access to diverse
points of view.
http://www.fldoe.org/dpe/publications/ethics.pdf
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Choose one of the characters from theWizard of Oz shown on the cards at yourWizard of Oz shown on the cards at yourtable with which you identify in some way.Then introduce yourself to the group andThen introduce yourself to the group andexplain your choice.
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Four Corners Activityy
Dirt Road
Paved Road
Highway
Yellow Brick Road
Which picture best depicts the learning environment in your classroom? Go to the corner of the room with the picture that best represents the climate in your classroomclimate in your classroom.
Have a conversation with your group on why you selected this picture.
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Find Your Quadrant Partners
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“I have come to a frightening conclusion. I am th d i i l t i th l It ithe decisive element in the classroom. It is my approach that creates the climate. It is my daily mood that makes the weather As a teacher Imood that makes the weather. As a teacher, I posses tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or j yan 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 escalated or de-escalated and a child humanized or dehumanized ”humanized or dehumanized.
~Dr. Haim Ginott
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Be Proactive Not ReactiveBe Proactive, Not Reactive
The most effective way to deal with misbehavior is to prevent the misbehavior in the first place.
~ Burke, 1992
Because classroom management is tightly tied to how we deliver instruction, lessons that engage and motivate students minimize management concerns.
~ Smith, 2004
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Good Planning Paves the Road
Effective teachers plan backward by starting where they expect to end up.G k 2001~ Guskey, 2001
•Create a an inviting, home-like environment.
•Determine expectations and procedures that will be required of students to maintain appropriate classroom discipline.p
•Create lessons that actively engage students in the learning process.
•Arrange your classroom to facilitate the physical movement of students.
•Make plans to celebrate successes and consequences for those that choose not to follow the procedures.
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Meet with your Lion Quadrant Partner and discuss what your plan is forand discuss what your plan is for
becoming a proactive, not reactive, classroom managerclassroom manager.
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Anticipation GuideAnticipation Guide
• Mix mingle freeze and shareMix, mingle, freeze and share
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Classroom Management refers to all of the things that a teacher a o e gs a a eac edoes to organize students, space, time and materials so thattime, and materials so that teaching and learning can take placeplace.
~Dr. Harry K. Wong
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Physical EnvironmentPhysical Environment
Careful planning of the physical environmentCareful planning of the physical environment is an integral part of good classroom management.••
g
Room arrangement might invite inappropriate interactioninteraction.
Room arrangement should support the tasks to be carried outto be carried out.
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When Planning the Room Arrangement:When Planning the Room Arrangement:g gg g
Be sensitive to the messages communicated to gstudents.
Be able to evaluate the effectiveness of theBe able to evaluate the effectiveness of the classroom environment
Be alert to time when a poor physical arrangement may be causing problems.
Be able and willing to modify the environment when the problem arises.
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Procedures Prevent Road BlocksProcedures Prevent Road Blocks•Examine your day and determine what procedures are neededneeded.
•Explain the procedures
R l l th d•Role-play the procedures
•Practice the procedures
•Provide feedback on accurate use of the procedures
•Re-teach the procedures as needed
•Review the procedures every day during the first few weeks of school.
•Review the procedures following the holidays.
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Procedures for Running a ClassroomProcedures for Running a Classroom
•Late arrivals to class •Heading on papers
•Sharpening pencils •Dismissal from class
•Quieting the class•Using the restroom
•Distributing materials
Quieting the class
•When students finish work early
•Working in groups•Distributing materials
•Collection of work
•Working in groups
•When students need help
•Lining up
•Going to the office
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RULES make sure everyone stays
on the ROAD.
•Limit your rules to three to five.
•State your rules briefly and in a positive way.
•Give students the opportunity to create the rules.
•Use signals to get students’ attentionUse signals to get students attention.
•Use music to set time limits to activities.
U h t d h d i t iti ti•Use chants and rhymes during transition times.
•Rules should be posted as a constant reminder of expectationsexpectations.
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Characteristics of a WellCharacteristics of a Well--Managed ClassroomManaged Classroomgg
Students know what is expected of them andStudents know what is expected of them and are generally successful.
There is relatively little wasted time, confusion ordisruption.
The climate of the classroom is work-oriented and pleasant.
Students are involved in their work.
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Meet with your Tin Man Quadrant Partner and discuss specific rules and
procedures needed to effectively manage a classroom.
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A t h t hibitA teacher must exhibit positive expectations toward p pstudents because research shows that whatever theshows that whatever the teacher expects from the student is exactly what the student will producestudent will produce.
~ Wong & Wong 1998~ Wong & Wong, 1998
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Great Expectations Start your Journeyp y y
Expect only the best
Communicate high expectations “You’re a joy to teach”
Model courtesy “Please & Thank you”
Teach on your feet
Use proximity while teaching “Praise, Prompt & Leave”
Ask higher-order questions and use wait time
R b 7% dRemember 7% are your words
93% is your body language!
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Meet with your Scarecrow Quadrant Partner to discuss your plans for
communicating high expectations to your students.
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Why do they misbehave?
Research says students misbehave for the following reasons:
They need attention
They need control
They are bored
They have feelings of inadequacy
“Once you look beyond the symptoms,
you may discover the causes”y y
~Tate, 2007
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What can we do?What can we do?
If they need attention… Give them positive attentiony
If they need control…
p
Give them responsibilities
If they’re bored… Provide them with active learning strategies
If they feel inadequate… Give them opportunities to be successful
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“Hook”“Hook” Them in…Them in…
Need – people learn what they need to know h th d t k itwhen they need to know it.
Novelty- The brain pays attention to things thatNovelty The brain pays attention to things that are new or different. (story-telling, jokes, games)
Meaning- Connect the learning to real-life.
Emotion- Emotionally connect your students to the content.
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Making it Relevantg
The chances that new information will be remembered are increased when that information is connected to relevant issues.
S~ Sprenger, 2005
Tell them hat the ’re learning and h it’s importantTell them what they’re learning and why it’s important.
Connect your course content to real-life examples.
Engage students in real-life projects.
Invite guest speakers.
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Jigsaw ActivityJ gsa ct ty
&
Concept Map
“The Key to Classroom Management”M & MMarzano & Marzano
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G ll W lkGallery Walk
OnOn
The Yellow Brick RoadThe Yellow Brick Road
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Feed the Brain!Feed the Brain!
On your way out to lunch…
Take two post-it notes
Write down one “AHA” that you have gainedW i d i ill hWrite down one question you still have
P t th th h t t th dPost these on the chart on your way out the door
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ABC’s of Classroom Management
As you walk in from lunch, please it th d th t twrite the words that come to your
mind when you think of classroom management on our ABC chart.
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K W L ChartK W L ChartK W LK W L
What do I What do I What did IWhat do I know
about how
What do I want to know
What did I learn
about howabout how the brainlearns?
knowabout how the brain
about how the brain learns?
learns?
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Heat marlins
Mark base pete
batBall dolphinsp
sue
Panthers Kathy glove
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M li P t b llMarlins Pete ballDolphins Sue baseP th M k b tPanthers Mark batHeat Kathy glove
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The Core Principles of Brain-based Learning
•The brain is a parallel processor, meaning it canf l ti iti t lik t ti d
g
perform several activities at once, like tasting andsmelling.
•Learning engages the whole physiology.
•The search for meaning is innate.
•The search for meaning comes through patterning.
•Emotions are critical to patterning•Emotions are critical to patterning.
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Word SplashWord Splash
oar
keelkeel
New York
iceberg
passengerspassengers
lifeboats
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The Core Principles of Brain-based Learning
•The brain processes wholes and parts simultaneously. L i i l b th f d tt ti d•Learning involves both focused attention and peripheral perception. •Learning involves both conscious and unconscious•Learning involves both conscious and unconscious processes. •We have two types of memory: spatial and rote. yp y p•We understand best when facts are embedded in natural, spatial memory. •Learning is enhanced by challenge and inhibited by threat. •Each brain is unique•Each brain is unique.
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Generation Jinglesg“Fill-in the generation gaps”
• Double your pleasure, __________.• Two all beef patties, _____________.
t k !• ___________,take me away!• ___________, the choice of a new generation.• Where’s the ____________?• I wish I were an Oscar Myer _________!• Leave the _________ to us!• I’m a you’re a wouldn’t you like toI m a ______, you re a _______, wouldn t you like to
be a _______ too!• Don’t squeeze the ___________!
I’d lik t t h th ld t i f t !• I’d like to teach the world to ________ in perfect _________!
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If I only had a BRAIN…
People often say that everyone can learn. Yet the reality is that everyone does learn. Every person is born with a brain that functions as an immensely powerful processor. Traditional schooling, however, often inhibits learning by discouraging, ignoring, or punishing the brain's natural learning processeslearning processes.
~Tate, 2007
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Interesting Brain Facts
An adult brain
75% of your b i i t !brain
weighs 3 pounds!
brain is water!
YourYour brain
stopped growing
60% of your brain is white
matter growing when you were 18!
Your brain could power
matter,
40% is grey matter.
Your brain
Your brain could power a
10-watt light bulb!
Your brain is 2% of
your totalhas 100 billion neurons!
your total body
weight!
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This is your Brain!This is your Brain!
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Shouting Won’t Grow Dendrites!Shouting Won t Grow Dendrites!
Dendrites are strand-like fibers emanating from the neuron.Similar to spider webs or cracks in a wall, they are receptor it f E h ll ll h d d itsites for axons. Each cell usually has many, many dendrites
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Conversation and the BrainCo e sa o a d e a
In classrooms that are truly brain compatibleIn classrooms that are truly brain-compatible, students don’t have time to be bored because one of the things that engages their brains is excessive talking.
~ Tate, 2007
The brain learns 90% of what itThe brain learns 90% of what it teaches to another brain
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Humor and the Brain
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Fun is one of five crucial needs that must be satisfied if students are tomust be satisfied if students are to
be effectively motivated. The others are the need for survival, belonging and love, power, and g g p
freedom.~Glasser 1999Glasser, 1999
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Music and the BrainMusic and the Brain
There is a correlation between a person’s ability to
solve problems and their ability to play a musicalsolve problems and their ability to play a musical
instrument.
M i h l bMusic helps you remember.
Music calms students down and gets their brains in
a state for learning.
Music evokes emotions.
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Musical Notes
Begin a collection of music using variety
Use soothing music to calm students as they enter the
class and energizing music to actively engage them in a
lesson
Select songs that fit the contentSelect songs that fit the content
Celebrate successes using music
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Over the Rainbow…C l d h B iColor and the Brain
Use light blue or yellow colored transparencies for
reading.
Use blues, greens and pastels to create a
soothing environment.g
Use reds, oranges and yellows to motivate and excite
studentsstudents.
Use concept maps and graphic organizers with
lcolor.
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Shadow DancingS ado a c g
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Movement and the Braino e e t a d t e a
Procedural memory is accessed when studentsProcedural memory is accessed when students
are actively engaged.
P d l i f th t tProcedural memory is one of the strongest
memory systems in the brain.
The brain produces positive chemicals when
people are moving.
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Movement combines mind, body, and emotion, ensuring that learning is meaningfulthat learning is meaningful
and will be retained.~Jensen, 2003
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Follow the Yellow Brick Roado o t e e o c oad
Look for the good in your students and you’ll find it
Give students positive feedback
Use intrinsic as well as extrinsic rewards
Give your students specific praise
Offer students choiceOffer students choice
Celebrate Good Times
Remember the Tin Man was looking for a heart, so are your students!
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Who Wants to be aWho Wants to be a Millionaire!
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Violent or aggressive behavior inViolent or aggressive behavior in students can be escalated with
screaming humiliation andscreaming, humiliation, and sarcasm. Teachers should model the calm behavior that they expectthe calm behavior that they expect
others to exhibit.
~Kottler, 2002
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Dealing with Chronic Behaviors
Co morbidity is a term that describes overlapping conditions. Research states that those children who are your greatest behavior h ll fl t t f l diff tchallenge reflect symptoms from several different
disorders.
~Tate, 2007
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Five Chronic Behavior Challenges
1.Attention Deficit Disorder
2 Conduct Disorder2.Conduct Disorder
3.Learned Helplessness
4.Oppositional Disorder
5 Stress Disorder/Depression5.Stress Disorder/Depression
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Attention Deficit DisorderAttention Deficit Disorder
Shouting out answers in classShouting out answers in class
Inability to complete class assignments
Moving or fidgeting constantly
Messy desk and lack of preparationMessy desk and lack of preparation
Lack of concentration and need for
immediate gratification.
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Conduct DisorderA teacher’s greatest challenge
More prevalent in males than females
Using profanity and verbal abuseUsing profanity and verbal abuse
Random acts of violence
Blaming others for one’s own shortcomings
Emotional outburstsEmotional outbursts
Refusing to follow stated directions and lack
of social skills
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Learned HelplessnessLearned Helplessness
A condition, not a disorder and can be unlearned
More prevalent in Junior and Senior High studentsMore prevalent in Junior and Senior High students
Increased sarcasm and “Who cares?” statements.
Lack of motivation and inactivity.
Blaming the world for everything out of their controlBlaming the world for everything out of their control
Loss of appetite and weight
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Oppositional DisorderOppositional Disorder
Combination of genetic and environmental factorsCombination of genetic and environmental factors
Exhibiting aggressive, aggravating or confrontational
behavior
Arguing with peers and adultsArguing with peers and adults
Low self-esteem and tendency to blame others
Becoming angry and losing one’s temper
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Stress Disorder/DepressionStress Disorder/DepressionThe brain releases large amounts of cortisol which wig
cause one to become numb or overly sensitive
fBoredom and lack of creativity
Decreased energy and loss of short-term memory
Lack of social skills and evidence of rote behavior
U f dUse of drugs
Mood swings, irritability and persistent sadness
Lack of interest and concentration
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Acts of violent behavior asActs of violent behavior, as well as verbal abuse and blatant disrespect, can be very effective in getting avery effective in getting a
student’s needs met and can b f t f thbe a perfect way for the student to exert power.p
~Kotter, 2002
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Role-play Chronic Behavior Disorders
Select the behavior you want to role-play
Role-play the symptoms
Determine the best strategy to handle the
h ll i b h ichallenging behavior
As a whole group, discuss alternative solutions to
the problem
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“Auntie Em, Auntie Em,
Where are you?”Where are you?
The job of every teacher is to win the support and assistance of every parent
~Kottler, 2002
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Finding your way Homeg y y
Create a proactive, positive relationships with
parents.
Establish positive communication with theEstablish positive communication with the
parents. (Make deposits before withdrawals)
Assume the parent is doing the best they can
based on their knowledge skills experiencesbased on their knowledge, skills, experiences,
and circumstances.
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Knocking at the Doorg
Knock with good news in a positive note, newsletter
or email.
Knock with your classroom management plan inKnock with your classroom management plan in
writing.
Keep your door OPEN and let them in .
Knock on the door oftenKnock on the door often.
Include them IN on the decision-making.
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Often, parents of children living in poverty will side withliving in poverty will side with their child against the teacher
in an effort to s r i ein an effort to survive.~Rudney 2005Rudney, 2005
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A Ruby Slipper’sA Ruby Slipper’s Implementation Plan
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Meet with your Dorothy Quadrant PartnerMeet with your Dorothy Quadrant Partner and share your Ruby Slipper’s
Implementation plansImplementation plans.
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“I am the Three F’s”“I am the Three F’s”I am the Three F sI am the Three F s
I FiI FiI am FirmI am Firm(They know I mean what I say)(They know I mean what I say)
I am FairI am Fair(I i t t d )(I i t t d )(I am consistent everyday)(I am consistent everyday)
I F i dlI F i dlI am FriendlyI am Friendly(They know I care in every way)(They know I care in every way)
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Intention StatementIntention Statement
I discovered ______________.
Now, I will ________________.
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There’s no place like home.There s no place like home.
The End!The End!