Mayfield

People will forget what you said, people will forget what you did, but people will never forget how you made them feel.

Maya AngelouIntroduction and Chapter 1Pages 1-32JohnDoes anyone know who said this?

Maya Angelou (/ma. ndlo/;[1][2] born Marguerite Ann Johnson; April 4, 1928) is an American author and poet. She has published seven autobiographies, five books of essays, and several books of poetry, and is credited with a list of plays, movies, and television shows spanning more than fifty years. She has received dozens of awards and over thirty honorary doctoral degrees. Angelou is best known for her series of autobiographies, which focus on her childhood and early adult experiences. The first, I Know Why the Caged Bird Sings (1969), tells of her life up to the age of seventeen, and brought her international recognition and acclaim.Angelou's list of occupations includes pimp, prostitute, night-club dancer and performer, castmember of the opera Porgy and Bess, coordinator for Martin Luther King, Jr.'s Southern Christian Leadership Conference, author, journalist in Egypt and Ghana during the days of decolonization, and actor, writer, director, and producer of plays, movies, and public television programs. Since 1982, she has taught at Wake Forest University in Winston-Salem, North Carolina, where she holds the first lifetime Reynolds Professorship of American Studies. She was active in the Civil Rights movement, and worked with both Martin Luther King and Malcolm X. Since the 1990s she has made around eighty appearances a year on the lecture circuit, something she continued into her eighties. In 1993, Angelou recited her poem "On the Pulse of Morning" at President Bill Clinton's inauguration, the first poet to make an inaugural recitation since Robert Frost at John F. Kennedy's inauguration in 1961.With the publication of I Know Why the Caged Bird Sings, Angelou was one of the first African American women who was able to publicly discuss her personal life. She is respected as a spokesperson of Black people and women, and her works have been considered a defense of Black culture. Although attempts have been made to ban her books from some US libraries, her works are widely used in schools and universities worldwide. Angelou's major works have been labeled as autobiographical fiction, but many critics have characterized them as autobiographies. She has made a deliberate attempt to challenge the common structure of the autobiography by critiquing, changing, and expanding the genre. Her books center on themes such as racism, identity, family, and travel. Angelou is best known for her autobiographies, but she is also an established poet, although her poems have received mixed reviews.

1Student SupportsLori Dehart, KEDC John Winslow, OVEC Leslie Flatt, WKEC Carla Jordan, OVEC Renee Leach, SESCKelly Walker, Big East Brenda Combs, KVEC

Introduce presenters and Student Support Team Members

2Carla Jordan, Strategies ConsultantCarol Beth Mooneyhan, Strategies ConsultantSharon Dawson, Strategies Consultant

Ohio Valley Educational CooperativeSharon will discuss co-teaching with three. 3

LeaderTime KeeperScribeDevelop Your Team!Name It

Now that you know our team.develop your team!Participants should name the team, determine roles (leader, scribe, time keeper) and create a table tent.

Introduce rules of the game:Place a star on the table tent for every good act from a team member, (answering a question, volunteering to do a chore, leading an activity, etc.) You cannot give yourself a star.only team members! Stars will be calculated at the end of the day to determine the winners! 4ConsensogramYellow Dot Ive never connected student/teacher relationships with increased student achievementIve never deliberately built in activities to improve student/teacher relationshipsI do attempt to build relationships but not consistentlyI understand the importance of consistently planning and monitoring activities to build positive student/teacher relationshipsParticipants will move to a designated area to complete a Consensogram indicating their knowledge/implementation level of building teacher/student relationships

Instructions: Rate yourself on your knowledge of activities to build positive student relationships at the beginning of the training today with yellow and then rate yourself on your current knowledge of activities to build relationships with students in your class in Red.

Ive never connected student/teacher relationships with increased student achievementIve never deliberately build in activities to improve student/teacher relationshipsI do attempt to build teacher/student relationships but not consistentlyI understand the importance of consistently planning activities/strategies to build student/teacher relationships

5Expected OutcomesParticipants will..Understand the importance of student/teacher relationshipsIncrease behaviors for building positive relationships with studentsDevelop a plan to implement and monitor behaviors that increase positive student/teacher relationships

6Meet Jeff Bliss

2 minutesParticipants will view the video and complete the following activity

7InstructionsTake one minute to write your initial individual thoughtsWith your team, discuss your initial thoughts and together create one statement that describes your collective thoughtsWrite that on chart paper and post somewhere near your table5 minutesGive them two minutes to write down your initial thoughtsThen direct them toWork with your team to discuss and create a statement of your collective thoughts, write one comment that reflects those thoughts on a piece of chart paper and post them on a wall near your table.

Well come back to this later.

8Why Focus on Teacher Student Relationships?Students with academic failure and problem behaviors likelywill drop out of school andbe involved with the corrections systembe single parentsbe involved with the social services systembe unemployedbe involved in automobile accidentsuse illicit drugs

Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, DAmico, Marder, Newman,Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

9Why Focus on Teacher Student Relationships?Since 1999 the number of students being home schooled has increased 56.6%In a recent survey more than half of 414,000 students surveyed said they felt that teachers did not care about their problems or feelings

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Research shows that .relationships play an important role in reducing the achievement gapsImpact of the classroom teacher on learning is key in student achievementThe classroom teacher is the single best influence on student achievement and the best form of interventionWhy Focus on Teacher Student Relationships?11

Simply The Best

29 Things Students Say theBest Teachers Do Around Relationships Kelly E. Middleton & Elizabeth A. PetittPublished in 2010Kelly E. Middleton is associate superintendent of Mason County Schools in Kentucky, a district focused on implementing customer service practices and developing relationships with students. He is co-author of the book, Who Cares? Improving Public Schools Through Relationships and Customer Service. In addition, he speaks and trains on customer service in public schools and school leadership. Kelly initiated a collaborative leadership program with Morehead State University to develop the Principal Excellence Program, where he served as coordinator and part-time instructor for a number of the administrative classes. He is also committed to working with pre-service teachers as liaison for Midway College. As a former high school teacher, coach and principal at all levels, he has worked to improve student achievement in schools and to improve the perception of public schools.Elizabeth A. Petitt is assistant superintendent of Mason County Schools with job responsibilities that encompass curriculum, instruction, and assessment. She has twenty-six years of experience in the public school setting, including K-8 teaching experiences, and K-12 district administrative experiences. Liz is co-author of the book, Who Cares? Improving Public Schools Through Relationships and Customer Service and has served on the editorial board of the Kentucky Reading Journal. She has also taught classes as a part-time instructor at Eastern Kentucky University, Indiana University, and Morehead State U n i v e r s i t y < / s t 1 :PlaceType>12No significant learning occurs without a significant relationship.Dr. James Comer

Do we really know our students? Do we make them feel important & valued? Do we maximize their experiences? Do we know them as individuals? We, as members of the school community, exist to EDUCATE to nourish, bring up. We cannot educate without considering the who Who are the students we teach? There are those who believe teachers should only focus on instruction, while sacrificing relationships. However, these are embracing a premise that diminishes the nature of what constitutes good teaching. (Middleton and Petitt)

The premise of the book is that relationships have to be in place before any SIGNIFICANT learning takes place. The point is, do we really get to know our students and meet them at their level of need? Are we making our students feel important, valued? Do we maximize their experiences by anticipating their needs. Do we anticipate their needs by knowing them as individuals?

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What would we see? Hope?Understanding?Connections?Interest? Tick? If we looked into your classroom, what would be see? Hope? Understanding? Do we see you connecting with your students? Do we know their interest and what makes them tick? Do we greet them everyday as if this was going to be the best day ever?!!!

Each student brings a different set of experiences which forms his/her personalities. In order to reach each student effectively we must know them..So we begin the year with Multiple Intelligence Inventories

14What Co-Teaching Model was just demonstrated? TeamTeachingAdd Frequency15

Activity 1

Multiple Intelligence InventoryParticipant Packet

Multiple Intelligence Activity (10-15 minutes)

There are many avenues that allow us to get to know students better. At your tables you will find a Pink packet. In it are several Inventories. Please complete the white sheet Multiple Intelligence Inventory individually.

Give participants ____ minutes to complete the Multiple Intelligence Survey. Give the following directions:

When you have completed, tally your score and determine which multiple intelligence theory applies to you. While you are waiting for your team to finish review the additional materials in your colored packet. When everyone is finished compare results with team members, then discuss how you can use this in your classroom and create a plan.

Put aside, we will use this latter16InstructionsPull your Multiple Intelligence Survey Sheet (White), your Multiple Intelligences: Strategies in the Classroom (Pink)Take your chairs and go where directedComplete the white copy of the Multiple Intelligence Inventory individually and tally your scoreWait quietly while your team members are finishingCompare your results with your team membersUsing the Strategies in the Classroom (pink sheet) discuss how you can use this to develop your lessons17Return to your tablesWhat Co-Teaching Model was just demonstrated? ParallelAdd Frequency19Its all about

RelationshipsCustomer ServiceIn current research by Bain and Company 362 companies were surveyed and found while 80% of companies believed they provided superior service, only 8% of their customers were in agreement.

What does the previous activity say about the customer service your school provides?

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80% of companies believed they provided SUPERIOR service to their customersOnly 8% of customers agreedIn current research by Bain and Company 362 companies were surveyed and found while 80% of companies believed they provided superior service, only 8% of their customers were in agreement.

What does the previous activity say about the customer service your school provides?

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Activity 2

IIII4/7Your cell phone vibrates during class and you thought it was on silent. A Lecture follows about school policy and disrespect. The phone is confiscated and your parents must find a time to come to school and pick up from the office. IIIII5/7You turn in all your homework on time and everything complete. You always get it back with just a check on it. IIIIIII7/7You are sick and out of school for a week. No one calls to check on you. When you return to school, you are asked for all your work in one class by the next day. II2/7No adult smiles as you enter the class, and hardly anyone at school calls you by name.III3/7You dont understand something in school and the teacher goes on with the content stating, Why dont you listen? Maybe you dont belong in my class and need to be moved to a remedial class.0/7Theres a knock on the classroom door. You are taking a test in this class. You are informed that your grandmother has died. The teacher asks you to finish the test before you leave. IIIII5/7You must move to a different classroom. Upon entering, the teacher rolls her eyes announcing. I dont have enough chairs and Im already at capacity. Activity:Have chart on page 18 copied, cut apart and placed in envelops at each table. Participants will pull one sentence each from envelop, read it aloud to others at the table and the scribe will chart the number of times participants have seen this or something similar happen during their career. Teams will report out using the Beach Ball thrown from one team to the other to determine who will share next.

Discuss results and answer the following questions: What were the percentages for each question? Were you surprised at the results? Did you think they would be higher or lower? Is this indicative of good customer service?

22Discuss results and answer the following questions:Were you surprised at the results? Did you think they would be higher or lower? Is this indicative of good customer service?

23What Co-Teaching Model was just demonstrated? One TeachOne AssistAdd Frequency24

Which were you? Every child requires someone in his/her life who is absolutely crazy about themUrie BronfenbrennerI would like to think that I was student # 4, intelligent, poised, and accomplished. However, truth be told, I was more similar to student #2 or depending on the day, student #5.a bit crazy!

For me that special someone was my first grade teacher.Mrs. Buchanan. It was Friday before Mothers Day in 1964 and I was in first grade. I was very excited as I walked to school that cool May morning. It was a special day because my first grade class was going on our first field trip. We were going to walk to a local florist to buy a rose for our mothers for Mothers Day. When I got to school and approached Mrs. Buchanans desk I realized that I had forgotten my dollar.. I was mortified! With tears in my eyes I explained my dilemma to Mrs. Buchanan. Without embarrassing me Mrs. Buchanan discretely discussed it with the shop owner and created a charge account, (for a first grader!) She allowed to me choose my rose just like everybody else and I proudly took my rose home to my mother! Today, I still have a charge account at that same store. The store just happened to belong to Mrs. Buchanans son, Tom.

As Maya-Angelous quote states, I dont remember much about first grade! I dont remember much about what I learned in first grade, I really can only remember a few friends from first grade but I remember how Mrs. Buchanan made me feel..SPECIAL and TRUSTWORTHY!

Mrs. Buchanan retired after 44 years of teaching and went to work in her sons florist. She still had that same knack of making me feel special and valued. Every time I visited the shop she encouraged me just by being there. She would tell me, and anyone else in the shop at the time how smart I was, how pretty I looked that day, what a good student I was in first grade. I found myself seeking her out more and more, especially on days I felt down in the dumps, unloved or just worn out. She always lifted my spirits and may me feel loved and valued!

When I attended her funeral just a few years ago I learned that she was special to many people from our small town. Mayors. Ex-mayors, attorneys, Doctors, teachers, administrators, politicians.and the list goes on, all packed into the pews to pay our final respects. Obviously, it wasnt just me that she made feel special, the secret was out. I wasnt her favorite after all. She made everyone she talked with feel special! She had that special knack that all good teachers have. The ability to make each student feel like they were her only student and she was absolutely CRAZY about them!

25Reflection #1A trip down memory lane

15 MinutesComplete Reflection 1 on your Reflection handout.

As you think about the student voice and the teacher-student relationship, with your team compile four or five ideas you think students might identify as being important to them. Write them on a piece of chart paper and hang near your table.

Start Music

Gallery Walk to view each teams ideas. Make a list of ideas from other teams that are not on your list. Return to your table and add those to your list. 26

Beginning Chapter 2 Pages 33-76These slides are what research says about the topic. Lorie

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1. Students say the best teachersKnow us personally

All humans have a desire for someone who cares about them enough to look beyond the outside and see what matters most. We all desire to feel special and appreciated. Schools must place more priority on learning about who students are, what they care about and what they do.

282. Students say the best teachersLet us know who they are as individuals or people

Hobbies?Interest? Pets?Family?Relationships are dependent on two individuals having a common focus and understanding. Students not only want teachers to know them, they also want to know about the person who is instructing them.

We are not advocating the practice of students and teachers being best friends. You are there to be the childs teacher and to support and encourage students on their academic journey.There must be a clear distinction between the role of the adult and the role of the students.

Let them know about your hobbies, interests, pets, and about your family and why you entered the field of education.The highest complement from a student is the ability to employ the word mentor, to capture the essence of the relationship they are seeking.Students are always assessing the degree of risk involved in developing a relationship with a teacher. They may ask: Who is this teacher as a person? Will the teacher treat me as a human being? Q: What are YOU or YOUR SCHOOL dong to let students know who you are as people?

293. Students say the best teachersSmile at us

Does my teacher like me? A smile is powerful! A smile is important to students because it directly relates to students perceptions around the question Does my teacher like me?Although students may never directly ask this question, never doubt that this question exists.Be aware of your body language and what it conveys to others.

30Positive InteractionsThe single most important thing that a teacher can do to improve the overall behaviors of students in the classroom is to increase the number of positive interactions 31Ratios of InteractionsCreate more positive than negative interactions: 4 to 14. Students say the best teachersRemember our names and use them

The sweetest sound to a person is the sound of his or her own name. Failure to learn and use students names depersonalizes the learning process and negatively impacts the probability students will achieve at an optimum level.

335. Students say the best teachersSpeak to us

They say hello and good-bye

Speaking to students, saying hello or good-bye suggests the adults in the schools are in the moment with students. Every person likes to be spoken to and acknowledged. Some students have no interactions throughout their school day, they are not acknowledged by anyone.

34The Story ofA Simple TouchRead aloud A Simple Touch from Chicken Soup For the Soul 2nd Helping356. Students say the best teachersArgue (banter, tease, joke) with us in a fun way in informal situations

Increases attentionIncreases motivationIncreases student achievement

Sarcasm Do what is in your comfort zone. Some are good at telling stories, others at sharing appropriate jokes, while some might revert to quotes or cartoons. According to Performance Learning Systems (2002), humor in the classroom can yield positive results, especially for males. These include increasing student involvement, attention, and motivation, enhancing group cohesion, and defusing tense situations.

Caution: Adults must be careful this bantering does not evolve into the use of sarcasm. Students despise sarcasm and interpret it as demeaning.

367. Students say the best teachersVisit us at our homes before school starts

Home visits make students feel special and provides the opportunity to not only communicate face-to-face, but also to communicate in an environment where the student is comfortable. Home visits convey to students you care about them and their world.

Share home visit story with the group.

Question: How do YOU or others at YOUR SCHOOL get to know students and their parents???378. Students say the best teachers

Check on us when we are sickOr even when we have sickness in our family389. Students say the best teachersRemind us about school events and activities and encourage us to participate

Students want to feel connected to their school. One of the best avenues for this sense of connection is through student involvement in clubs and extracurricular activities. While many students do not need any prodding or hints about belonging to a club, team, or participating in a school function, there are those students who lack confidence and do not see themselves as a part of the school. They feel they are unable to contribute and fear others will see the flaws they see in themselves in lieu of the contributions each could make. By knowing the interests and gifts of each of the student, teachers can steer students in the right direction.

3910. Students say the best teachersCome see us perform in activities beyond the school day

Teacher commenting the next day makes it even more powerful! The value of teachers taking time to watch a student in a play, a musical performance, a sporting event, or in an academic event should not be underestimated. It has an even greater impact when the teacher comments about the event when the student returns to school.

4011. Students say the best teachersEstablish rules for everyone including themselves

Model RulesStudents need and want boundaries. Rules are perceived by students to be expectations for appropriate behavior in the classroom. However, the kicker, as some students put it, is that rules must apply to everyone, without exception.

Teacher should be role models for appropriate behavior.

41RulesRules are the FOUNDATION for EFFECTIVE classroom management SafetyRespectResponsibilityThe number one problem in the classroom is not discipline, it is the lack of procedures and routines 43Research says..

you can avoid most (if not all)of behavior problems by clearly defining for yourself and communicating to your students how you expect them to behave

Every classroom activityEvery Transition Procedures things you want your students to do

45Routinesthings you want your students to do automatically

Teach Model MonitorThere is no hard rule for the time that you focus on building routines/procedures. Some classes may have them quickly and others may take awhile. You may continually have to revisit the rules, routines and procedures. If you have a student who is not getting it you may have to work with that student individually. 4712. Students say the best teachersShow no favoritism or perception of favoritism

Students often perceived that some of their classmates received a free pass and that decisions are made based on who one is. Favoritism is one of those emotional barometers students frequently check and are keenly alert to in the classroom. Students are quick to share one of the things they dislike the most is students having different privileges. Teachers must monitor their interactions and their words to ensure they are not consciously or subconsciously creating a favored student status in the classroom.

4813. Students say the best teachersAre Consistent

Teaching school wide and classroom expectations is the way to provide consistencyA productive learning environment is one where positive learning dispositions exist on a daily basis. Students become frustrated when they must constantly adjust to the mood of the adults in the building, determine what is acceptable or unacceptable in the classroom, or try to hit a moving target on what they need to do or learn.

Teaching school wide and classroom expectations is a way to provide consistency.

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14. Students say the best teachersCook (or do something special) for us

Share a special skillStudents are able to recall with vivid detail not only memorable experiences in schools, but negative ones which made them feel humiliated or embarrassed. Students enjoy it when a teacher who has a special skill or talent finds a way to share it with his or her class.

5115. Students say the best teachersKnow we are always watching

We observe their behavior before, during, and after school.Students observe you in various settings because they want to know they can trust you. Students want teachers who walk the talk, who are genuine in their interactions, who view teaching not as a job, but as a difference-maker for students. Students are looking for adults whose temperaments are consistent, whose efforts direct their paths in a positive direction, and whose encouragement sustains them when they fail or experience self-doubt.

52Rita Pierson: Every kid needs a champion | Video on TED.comThe Lesson for EducatorsWe need to not only make a personal connection to our students but also an emotional one!54Reflection #2A

A trip down memory lane

Complete Reflection Activity #2 in your Reflection Journal55

Chapter 3Page 77-96BrendaOne of the best ways of getting students engaged in the curriculum is knowing the students and then finding ways to connect them to what they will be learning. We often hear from students, Why do we have to do this? Students need to understand how the content they are learning is important and how it relates to real life situations. This is called relevance. As teachers we need to ensure that relevance is systematically addressed and shared with the students. Knowing how the content can be applied in everyday life helps establish a purpose.Effective teachers provide specific examples of how learning can be applied by students in a way that is relevant to them. Once students see the relevance of what they are asked to do, their natural, internal motivations leads them to do higher-quality academic work.

Students learn more and retain more when they actively participate in the learning process and when they can relate to what is being taught. Drawing connections between information taught and real life, such as social issues and personal concerns of the age groups of students is highly effectively In engaging students in the lesson.

Relationships are instrumental in providing a vehicle for teachers to incorporate students interests to the curriculum. Letting the students complete a short simple interest inventory is one way to finding the interest of each student. Knowing each students learning style and what motivates them enables the teacher to seek opportunities to link the curriculum to the students interests. Knowing the background knowledge of the student is also important when thinking about relationships around the curriculum. Making connections among content by incorporating interdisciplinary lessons is another way to help students with the curriculum. Students enjoy seeing their work displayed. It gives them a sense of ownership of the classroom and their learning.

Understanding how students perceive the curriculum and what enables them to become friends with it, as opposed to ignoring it enables teachers to be more deliberate in their planning efforts related to the curriculum. Students know when lessons are carefully planned with them in mind because curricula designed around relationships answer many of the questions students have without them ever having to ask. Teachers need to hear their voices and listen to their words. Jeff Bliss made some powerful statements in his video. A teacher cannot sit at the desk and hand out math packets for them to work each day. There is no instruction on how to complete the packets. Students need to fully understand how to complete a task as a opposed to the student having to figure it out on their own.

56 16. Students say the best teachersTell us why

I said so!

Small children are curious about the world and how it works. They ask many why questions. As they grow, the why questions continue. Even as adults, we want to know why we are asked to engage in certain practices. The fact is that when a statement is followed by the word because, attention increases exponentially. Students want to know why they need to do things. Using the I said so reply is not the why they want answered. Its an Im the boss mentality. By adding because to a statement or telling a student why that makes everyone listen and react more positively. Somehow the word because gets left out of the discussions at school. We are quick to address what we need to do but seldom take the time to explain why. Think about the students that have behavior problems. Most do not work well in classes that have teachers answering their questions Because I said so. These students have issues with authority anyway. Making them feel they are not part of the class or that the class is owned by the teacher is not a good route to take for any student.

5717. Students say the best teachersTell us how we will use what we are learning in the real world

Make Connections!Tell us how we will use what we learn is a close relative of telling us why we need to engage in certain behaviors or practices. Students want to understand the importance of the concept in curricular experiences. There are 2 nuances pointing a finger at current practices in schools based on this response. First, the students interpret school experiences as something distinct and very different from what one is required to do in the real world. Secondly, discussions focused on how one can use information and how it applies to the real world is nonexistent in many classrooms.

Students like knowing real life applications, but they also respond favorably to classroom experiences where teachers are engaged in interdisciplinary studies where they can see the interconnectedness of the ideas they are learning. As teachers, we need to show the connection and how the curriculum and real world are similar. We now have college and career ready standards beginning at the elementary level. Therefore, the students can view the similarities of curriculum to the real world. We assist the students in gaining knowledge for twelve years in order to prepare them for either college or a career. So it is imperative we, as educators, tell the students how they will use the curriculum in the real world.

5818. Students say the best teachersHelp us learn about our future and our role in making it better (e.g. going green)

How can I become a better citizen?ScoutsPrideJR. ROTC?Students want to take an active role in their own futures. They want to make connections about the curriculum they are learning with issues that will impact them in their future. They are aware the world is complex and is constantly changing. Yet these students want to make a difference and examine their roles as students and as future citizens within their communities. The curriculum needs to capitalize on these intrinsic elements whenever possible. Teachers need to look for opportunities to incorporate ideas into the curriculum for discussion and action that relate to the future and how each student can make a difference. This is where we need to incorporate higher level thinking skills where we analyze situations, or where students problem solve how things could function differently as it relates to becoming a more responsible citizen. The students need curricular experiences so the student can understand all actions have a level of accountability with regard to the environment and the world we leave for future generations. Students need to know they can and do make a difference with their input, collective action, and involvement. There are multiple social and environmental issues providing the springboard where students can experience that being a citizen requires active involvement, not blind acceptance.There are many organizations and programs available for student participation. Some examples are the Junior Red Cross, Boy Scouts, Girl Scouts, and PRIDE. The more active we can get students engaged during their school years, the better chance of them being involved afterwards.

59The Lesson for EducatorsStudents are more motivated if they are provided a context for their learning60Reflection #3A

A trip down memory lane

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Chapter 4Pages 97-119LeslieChapter 4Pages 97-119LeslieResearch based strategies should serve as a road map to a learning destination. Active engagement - must be one of the cornerstones of lesson design.Emotional engagement is one of the best ways of ensuring active learning by students. Eric Jensen states that emotion is one of the best avenues for engaging the brain in learning. Some examples of emotionally engaging activities are: simulations, mystery situations, debates, and presentation of mulitple perspectives.Asking Higher Level Questions-An important outcome in educations is for students to think critically and creatively about ideas. If only basic comprehension questions are posed, it is unlikely that they will be able to achieve this key outcome.Choice-Relationships around instruction must include a healthy dose of student choice. Choice is still a powerful motivator and often overlooked in the classroom. Teacher Interest in Students and Expectations- Teacher interest in students goes beyond knowing the student and extends to having high expectations for each student.Availability of additional support/individual help -Simply providing students with additional support and individual help communicates to students the school wants them to succeed.

62Tell me, I forgetShow me, I rememberInvolve me, I understandChinese Proverb63Good teaching is more a giving of right questions than a giving of right answers

Josef Albers6419. Students say the best teachersUse effective practices, like hands-on projects

They keep up with the latest ideas.Math and ELA Instructional StrategiesSDIIDifferentiatedInstruction Active Engagement strikes at the heart of the learning process. All students benefit, especially underachieving students when teachers plan lessons where students have an opportunity to actively learn.Students want to be involved in their own learning.

6520. Students say the best teachersUse technology and find ways we can use our own

technology at school in appropriate waysIncrease Choice MakingCustomizing learning via technology begins by planning, not banning it as students walk through our doors.

How are you or your school promoting student use of technology to improve student learning?

6621. Students say the best teachersGive meaningful work

They know we do not like word searches, worksheets, or busy work.Busy Work

Busy work may be well-intentioned, but is seldom well-designed. The concept of busy work extends not only to assignments in class but also to homework tasks. Research suggests that schools should reflect thoughtfully about the work students are asked to engage in on a consistent and systematic basis.

6722. Students say the best teachersAre energeticenthusiastic, and enjoy their job

Students are aware of the roles teachers play in helping students succeed. These teachers take ownership of students, take responsibilty for presenting their love of content in an engaging way, but most of all they convey in words and actions, I want to be here and Im here for you!

6823. Students say the best teachersHelp us with our work beyond the school day or on their own time

Although students mainly discussed academic assistance, there were also those who said teachers assisted them with personal issues or problems such as listening and encouraging, removing obstacles and finding resources, checking a schedule change, or being sensitive about desks in a classroom that called undue attention to an overweight student in front of her peers. These actions affirm learning is intricately intertwined with caring for many of our students.

6924. Students say the best teachersAre in control of the class

Classroom management was identified as one of the most important corollaries for student achievement. Effective teachers have order in class, have structure, and create a positive environment where everyone is treated fairly. Students do not function well and learning is jeopardized in chaotic classrooms.How would students describe the classroom management in your classroom or the other classrooms in your school?

70Active SupervisionUtilize proximity controlProvide positive and corrective feedbackProvide multiple opportunities to respond Provide multiple methods or means to respond71The Lesson for EducatorsWe need to systematically incorporate the most effective and engaging instructional practices when presenting lessons72Reflection #4A

A trip down memory lane

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Chapter 5Pages 121-143ReneResearch shows that: The first assessment sets the stage for further performance.

Assessments can provide educators with information they can utilize to plan ways to engage students in new learning.Student goal setting should be used in assessment process. Students should not be seen as silent partners

Ongoing assessments, reviews and observations in a classroom with the purpose of modifying or adapting instruction based on frequent learning checks7425. Students say the best teachersTell us how we did on our workTimely Specific

Figure it out on your own!You ask too many questions.My teacher read my essay out loud in class as a reference on what not to do when writing which was humiliating and caused me to lose respect for that teacher.The teacher told me in front of the class that my book was trash and that my opinion on the Twilight Saga didnt matter.

These are examples of some of the comments students have received about their work in school. They are non-examples of what students perceive as effective feedback.

Some students report never receiving any of their work back. When this happens, students do not perceive the work as being meaningful.75

26. Students say the best teachersValue our work and effort

Goal SettingThe goal for feedback is learning, do the assessments you give reflect this?

A teachers words and comments have a direct impact on how students view themselves and their ability to be successful in an educational setting.

There are ways of providing feedback which can motivate students to improve. It starts by valuing the work and effort of students.7727. Students say the best teachersTell us they believe in us and work with us to be successful

Meet them where they are!The students in our classroooms do not come to us having the same backgroud knowledge, the same skills sets in leteracy, numeracy, and reasoning which translates to success for all students during the initial instruction. We teach in classrooms with individual students. Students need to know you believe in them and will work to help them be successful.

A powerful reminder that grounds us to the reality of some of our students is a quote from a presentation give by Dr. Roger Cleveland, an assistant professor: Few realize the courage it takes to return to a place where he/she failed yesterday, the day before, and in all probability will fail again the next day.Would we be able to match the courage of these learners? Students have tremendous respect for educators who believe in their abilities and are willing to find ways to help them succeed.

78The Lesson for EducatorsStudents view assessments as value judgments not only about their work but about themselves79Reflection #5A

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Chapter 6145-163KellyWhen mistakes result in someone being hurt by our words or deeds, it requires action. Apologizing is Important with colleagues, students, supervisors, and our personal relationships.

ATTRIBUTES OF RECOVERING FROM A MISTAKE (Visual Graphic)Apologize quickly The more immediate the better. If done within 24 hours it makes a big difference in how the apology is perceived. At times there may need to be a cool down moment in which you would apologize at the earliest time possible.Sincere and empathetic When you acknowledge the hurt or damage done you validate the offend partys feelings. This is important to rebuilding your relationship because it legitimizes their reaction. (Perfect Apology, 2009, p. 2). Dont attempt to justify. Dont start your apology with the following phrases, If I did something- or I may have offended you Omit the words if and may. Assure others that the mistake wont be repeated- A promise to the individual we understand our error and making sure the infraction will not occur again. Doing this we are taking responsibility for our actions.The apology equals the offense- example If you make a negative remark to a student in front of the class you must apologize in front of the class. Apologizing in private doesnt match the offense. Resolving an issue to the satisfaction of the injured party - This is the benchmark of an effective apology. The injured party must accept your apology though. After the apology ask questions to determine if the issue has been resolved. Examples: What can I do to make this situation better? Do you feel the situation has been resolved to your satisfaction. Add an extra or personal touch to the apology A note acknowledging the value or importance of the relationship.

The heart of the apology? Trust. Can you earn trust by giving an effective apology?

J. D. Powers said in the book Satisfaction It may be better to make a mistake and recover well than to never make any mistakes at all.

81Discuss at your tableWhat do you think is the greatest fear of students in the school system?

Please, dont embarrass me!According to book Simply the Best: 29 Things Students Say the Best Teachers Do Around Relationships the number one fear of students in school is being publicly humiliated or embarrassed.

8328. Students say the best teachersAdmit it when they mess up or make mistakes

It is important to recover from mistakes with students. With students trust is fragile and respect is important. What students say: Admit it when you mess up or make a mistake. Embarrassing a student in front of the class or using inappropriate sarcasm which demeans the student, no matter how unintentional, are examples of situations of misunderstandings with students. Student will shut down when embarrassed. The acts or words may be inadvertent, but the impact is not.An apology can mean the difference of a student who will never respond in class again or on who will come to class pay attention and be well behaved.

When teachers admit their mistakes the students feel valued and important in the classroom.

8429. Students say the best teachersTake up for us

They have the courage to stand up for us when we are treated unfairlyWe all remember times when we felt left out, falsely accused or were undermined by others. This cant be eliminated in schools or life. Teachers can help manage and diminish the occurrences at school.Students say the best teachers: Take up for them. They have the courage to stand up for them when they arent treated fairly. This is being compassionate.

Standing up for students and managing the environment to help eliminate the embarrassment they have to face everyday. Students vividly remember these acts of compassion years later. (Thompson, Greer, & Greer, 2004. p. 6)

85The Lesson for EducatorsWe need to develop an awareness of our words and actions, knowing when these result in offending or hurting students86The Lesson for EducatorsA sincere apology should be forthcoming87What Co-Teaching Model was just demonstrated? TeamTeachingAdd Frequency88Reflection #6A

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90Activity 3 Score the completed Multiple Intelligence Survey Determine which category Jeff Bliss falls intoFrom the 29 Strategies weve discussed today list at least three to improve this student/teacher relationship

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Lets Wrap This Thing Up!Develop a PDSA for your first commitmentThroughout your Reflection Activities, you developed specific things in each of the five areas: Building Relationships Around 1) Moral Imperative, 2) Curriculum 3) Instruction 4) Assessment 5) Recovery that you committed to implement in your classroom during the upcoming year.

Review your reflection activities and compile those commitments onto the purple sheet of your Reflection/Activity packet.

Develop a PDSA for your classroom

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Plan, Do, Study, ACT

From your reflection Activities, compile the commitments onto the purple Commitment Sheet 93PDSA

PlanChoose the first commitment from your Commitment Sheet.Write an I will statement (include amount of time and criteria for success) Determine how students will evaluate your performance

95DoWrite an I will.. statement Post in your classExplain procedure to your studentsCollect the dataDo whatever your commitment statement says that youll do for the allotted time.96StudyReview the dataDetermine successWhy or Why not?At the end of the allotted time frame, review the data, determine if you were successful. If so, continue to your next commitment. If not, review to determine why you were not successful and revise your plan and repeat the steps. 97ActMove on to next commitment Adapt/Modify current commitment98ConsensogramStudent RelationshipsRED dot Participants will move to a designated area to complete a Consensogram indicating their knowledge/implementation level of building teacher/student relationships

Instructions: Rate yourself on your knowledge of activities to build positive student relationships at the beginning of the training today with yellow and then rate yourself on your current knowledge of activities to build relationships with students in your class in Red.

I never really thought about building student relationships in terms of increasing student achievementI know that student/teacher relationships are important but I never deliberately build in activities that would improve student/teacher relationshipsI do attempt to build teacher/student relationships but not consistentlyI understand the importance of consistently planning activities/strategies to build student/teacher relationships

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