If you could meet and “do lunch” with one personality from history, who would it be?

Why?

If you were shipwrecked on a deserted island, what two songs would you want to have on your ipod? Why?

How will I… communicate high expectations for all students?

establish or maintain classroom rules and

procedures?

establish and maintain effective relationships with

students?

engage students?

establish and communicate learning goals,

track student progress and celebrate success?The Art and Science of Teaching by Robert Marzano

I can intentionally build relationships with and among students through carefully planned activities.

I can design instruction that promotes an engaged and active learning environment.

I can explain how assessment can be active and engaging.

Invisible

If I stay very stillAnd breathe

very quietly,the Magic happens:

I disappear- and no one sees me- and no one hears me- and no one even thinks

about meAnd the teacher won’t call on

me

being invisible.I’m perfect!

I can’t make mistakes- at leastnobody sees them,so nobody laughs.

Text Copyright © 1999 by Jane Medina from “My Name is Jorge on Both Sides of the River,” by Jane Medina. Published by Wordsong, Boyds Mills Press, Inc. Reprinted by permission.

“When we create effective communities of learners in which the needs of all learners are specifically and systematically addressed, we will go a long way toward addressing both equity and excellence in schools.”

(Thomlinson, 1999)

Looks Like Sounds Like Feels Like

Think-Pair-Share

To a teacher or mentor who helped you learn something that was difficult. Did the teacher directly instruct you? Provide feedback? What made your learning easier? What did that teacher do to ensure you felt safe in the classroom? Jot down your ideas.

BUILDING RELATIONSHIPS

“To this day, I remember the first day

that words on the page had meaning to me…Mr. Falker had reached into the most lonely darkness and pulled me into bright sunlight and sat me on a shooting star. I shall never forget him….so this book was written both to honor Mr. Falker, but also to warn young people that mean words have a terrible power…and that they should do all that they can to see that teasing stops at their school.”

-Patricia Polacco

Meet students as they come in the door.

Stand at the door or close to it. Greet them with a compliment or a genuine query about how they feel, why they look happy, worried, tired, etc.

Do what you can to let each student know that you consider them a person, as well as a student.

“Nobody cares how much you know until they know how much you care.” ~ William Purkey

Invite each student to “color” the room with – a photograph, a poster, a piece of artwork, a newspaper clipping or magazine cover of a favorite activity

Quote of the day – teacher posts for first 2 to 4 weeks, then students choose and contribute.

“Graffiti” Board where they leave messages for each other – appropriate for public viewing.

Birthday line – working in teams of 10-12, get in a line according to your birthday with January at the front. NO TALKING AT ALL.

Lifesaver Relay – popsicle sticks, large gummy lifesaver shape.

This link has many other team-building activities:

http://widerdom.com/games/Icebreakers.html

Historicalnovels

Mystery

Romance

Science fiction

Biography Sports

True crime

NatureScience

History

ThrillersGraphic Novels

Magazinearticles

Poetry or Drama

Together, create a team resume` on chart paper. Include: Names Education Honors/awards Work history Years of experience Strengths Hobbies/interests

Skim the article Forming Positive Student-Teacher Relationships.What characteristics do teachers need

to form positive relationships?How do the relationship needs differ

between high-achieving and low-achieving students?

How can positive student-teacher relationships be promoted?

Classrooms are powerful places.

They can be dynamic settings that launch dreams and delight

minds, or arid places that diminish hope

and deplete energy. --from “The Engaged Classroom” by Sam M. Intrator. Educational

Leadership (Sept., 2004)

Understandings& Beliefs

Assumptionsabout

Learners Practices& Protocols

Reality of your classroom

✚

“Success in school is a matter of life and death,” especially for the poor and struggling student.

He exposed the paradigm many educators in inner city schools adopted in teaching these students: routinized activity, strict discipline, compliance, teachers teach/students learn.

involved in issues they regard as vital concerns

being helped to see major concepts, big ideas, and general principles, not simply isolated facts.

involved in planning what they are doing. involved in applying ideals such as

fairness, equity, and justice to their world.(Haberman)

It’s more than just a diamond ring!

“Engaged learning doesn’t just happen. It is the result of a cluster of practices that systematically over time build a learning community in the classroom, bolster student confidence and self-esteem, and lead towards greater student achievement because students believe they can accomplish the tasks of learning.”

Are convinced that they are capable of learning or doing what is being demonstrated

• Believe that learning has value, purpose and use for them

• Are free from anxiety• Admire, like, respect, and trust the teacher and peers

(Cambourne, 1988)

As we start a new school year, Mr. Smith, I just want you to know that I’m an

abstract sequential learner, and conduct yourself accordingly.

Student engagement is the continuous involvement of students in learning. It is a cyclical process, planned, and facilitated by the teacher, in which all students constantly move between periods of action and periods of reflection. Learning requires engagement in tasks that are structured and are sufficiently similar to allow for effective transfer of knowledge. (Marzano, 2004)

“Students need fences to bump up against.” ~ John Leeds, Principal No more than 3-5 basic ground rules…even 2

Treat others the way you want to be treated Respect the learning of everyone

Routines Agenda of day’s activities Situational routines Startup, transition, and close-down routines

Rules and Routines

Allocated time: the time periods you intend for your students to be engaged in learning activities

Transition time: time periods that exist between times allocated for learning activitiesExamples

Getting students assembled and attentive Assigning daily focus and directing to begin Getting students’ attention away from group work

and preparing for class discussion

1. Be respectful2. Make this a place of learning3. ?4. ?5. ?

Think through class procedures and learning activities and arrange the room in the best possible way.

Make sure all students can see and hear clearly.

Allow room and easy access for students with special needs, as well as proximity control.

Community of Learners

engagement

strategies

reading

goals

discussion

writing

interests

Timelinemotivation

Mind Mapping

Use think, pair, share, or inside/outside circles: What is an important

environmental issue in today’s world?

Use rubrics with students when assignments are made to help them understand targets and their progress toward them

Articulate the criteria for success clearly.

Assure that the definition of success is clear to everyone. Students need to know when they are doing a good job and when they need to improve.

Show students that the skills they need to succeed are within their reach; model these skills.

Help students to understand that self-monitoring and self-correcting are valuable tools for achieving success.

Be a guide on the side. Support the right moves and directions.

Conference with students. Ask questions to lead them forward.

Be an encourager. Tally the positives, not the negatives.

Celebrate their strengths.

Looks Like Sounds Like Feels Like

I’ve come to the frightening conclusion that I am the decisive element in the classroom.

It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a

child’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 escalated or de-escalated and a child humanized or de-humanized. –Haim Ginott

•I can use strategies to build relationships within the classroom.•I can identify and employ specific methods to establish a safe and productive classroom environment.•I can explain how assessment can be active and engaging.

Black, P., William, D. (1998). Assessment in education: Principles, policies, & practice, Assessment in Education. Vol. 5, Issue 1., pages 7-74.

Costello, C. (2008, Nov. 19). Building an engaging leaning community in your classroom. PowerPoint presented at The Quest for Increased Student Achievement Conference, Ontario, CA retrieved 4/14/10 at www.leadingedgelearning.ca/summer/drupal-5.9/files/.../Quest%202008.ppt

Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Haberman, M. (1991). The pedagogy of poverty versus good teaching. The Phi Delta Kappan, Vol. 73, No. 4, pp. 290-294.

Jensen, E. (1998). Teaching with the Brain in Mind. Virginia: Association for Supervision & Curriculum Development.

Marzano, R.(2007) The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Virginia: Association for Supervision & Curriculum Development.

Pope, D. C. (2001). “Doing school”: How we are creating a generation of stressed out, materialistic, and miseducated students. New Haven, CT: Yale University Press.