Reeds Spring School District - Reeds Spring High School Handbook 14-15.pdf · Overview of...
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Reeds Spring School District B-TAP 2014-2015 Beginning Teacher Assistance Program Handbook
Transcript of Reeds Spring School District - Reeds Spring High School Handbook 14-15.pdf · Overview of...
Reeds Spring School District
B-TAP
2014-2015
Beginning
Teacher
Assistance
Program
Handbook
2
3
New Teacher Academy
Intermediate School Computer Lab
Thursday, August 7, 2014
7:45 Breakfast
8:00 – 8:30 Welcome & Introductions
8:30 –11:30 District Initiatives – Dr. Chris Templeton, Assistant Supt. of
Teaching & Learning & Instructional Coaches
11:30 – 12:00 Lunch and Lore (Information about the Reeds Spring School
District and surrounding communities – Mr. Michael Mason,
Superintendent; Mr. Jim Holt, Director of Public Relations
12:00 –1:30 SISK12 Training; Ms. Melissa Douglas, Data Support
Specialist
1:30 – 2:00 District Initiatives Continued
2:00 – 3:00 Meeting by Building with Instructional Coach
3:00 – 3:30 Technology Q & A – Mrs. Laura Weber, Instructional
Technology Specialist K-6; Mrs. Janna Elfrink, Director of
Instructional Technology
3:30 – 4:00 Special Services Staff – Meet with Mrs. Liz Smith, Director of
Special Services
Friday, August 8, 2014
7:45 Breakfast
8:00 – 11:45 District Initiatives – Dr. Templeton & Instructional Coaches
11:45- 12:00 New Teacher Group Photo for Stone Co. Gazette in HS
Commons
12:00 – 1:00 Lunch with School Board and Administrative Staff
1:00 – 2:00 Webpage Management Training – Mr. Randy Summers,
Technology Specialist; Mrs. Laura Weber; Mrs. Janna Elfrink
2:00 – 3:30 Meet with principals and mentors/buddies in individual
buildings
Beginning
Teacher
Assistance
Program
4
Table of Contents
Chapter Page
1 Meet the district 6
District Mission & Vision 7
2014-2015 School Board Goals 8
Administrative Team & School Board 9
District Information 10
2 Introduction to the B-TAP Program 11
Mission and Objectives; New Teacher Responsibilities;
Observation of Mentor Teachers; University/College
New Teacher Assistance 12
3 Protégé Section 13
Missouri Certification 14
Professional Expectations 15
Overview of Month-by-Month Mentor/Protégé
Activities 16
First Days of School 17
Family-Teacher Communication 25
Substitutes 29
Student Behavior 40
Student Engagement 48
Instructional Strategies 57
4 Mentor Section 68
Beginning
Teacher
Assistance
Program
5
5 Reference Section: 85
District Policies 86
Teacher Year 1 form 89
Mentor Year 1 form 90
Teacher Year 2 form 91
Mentor Year 2 form 92
Procedures Checklist for Transfer Teachers (form) 93
Reporting PD hours for all teachers (form) 94
6 Food for the Soul 95
6
Chapter One:
Meet
the
District
7
Reeds Spring School District
The Reeds Spring School District is located in southwest Missouri, near Branson, the popular
tourist destination. We serve students from five varying communities: Reeds Spring, Branson
West, Kimberling City, Indian Point, and Cape Fair. There are approximately 1,850 students in
K-12. In addition to our five buildings serving Pre-K-12, our school district also houses Gibson
Technical Center and New Horizons Alternative School.
District Mission
The mission of the Reeds Spring R-IV School District is to provide comprehensive educational
experiences that will enable all students to become life-long learners and productive, informed
citizens.
Reeds Spring School District Vision
The Reeds Spring School District strives to create a school for tomorrow where:
• All members take active roles in a team effort dedicated to student success.
• Research-based instructional practices result in the powerful learning experiences needed for
success in an ever changing society.
• All students improve their academic performance and demonstrate their personal best daily
to succeed as life-long learners and problem solvers.
• All students develop an understanding of and a respect for people from varied cultural,
ethnic, economic, and racial backgrounds to become good citizens.
• A safe, caring, and educationally stimulating environment will increase students’ life
chances.
8
Reeds Spring School District
Board Goals for 2014-2015
Striving for Excellence in Student Performance
Student Performance
● Develop and enhance quality educational/instructional programs to improve
performance.
● Enable each student to formulate and meet his or her personal academic and career
goals.
● Maximize each student’s learning to their potential
● Enhance curriculum to assure that practical application of learned concepts and skills
are promoted at all levels
Highly Qualified Staff
Recruit and attract highly qualified staff, and develop and retain highly performing staff to
carry out the District mission, goals, and objectives through a positive school culture and
competitive compensation in order to be a preferred employer in the area
Facilities, Support, and Instructional Resources
● Provide and maintain appropriate instructional resources, support services, and
functional, safe facilities
● The District advances excellence in teaching and learning through innovative and
effective uses of technology
Parent and Community Involvement
Promote, facilitate, and enhance parent, student, and community involvement in the
education of students in the District
Governance
Govern the District in an efficient and effective manner providing leadership and
representation to benefit the students, staff, and patrons of the District
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Administrative Team 2014-2015
Position Name/E-mail Phone
Superintendent of Schools Mr. Michael Mason #4018
Assistant Superintendent, Teaching &
Learning Dr. Chris Templeton #2642
Director of Operations Mr. Steve Verheyen #4161
Director of Special Services and Federal
Programs
Mrs. Elizabeth Smith #4025
Director of Public Relations Mr. Jim Holt #1295
Activities Director Mr. Wayne Haynes #1297
Food Services Director Mrs. Ann Langston #2640
Maintenance/Custodian Director Mr. Tony Haupert #4150
K-6 Instructional Technology Specialist Mrs. Laura Weber
Director of Instructional Technology Mrs. Janna Elfrink #4102
Secretary to Superintendent/School Board Mrs. Rachelle Meats #4021
Secretary to Assistant Superintendent of T
& L, & Director of Operations Mrs. Lana Kay Fleming #4017
Secretary to Special Services Director Mrs. Kristal Black #4020
HR/Finance Manager Mrs. Gayla Shinnebarger #4011
Accounts Payable Mrs. Sandra Hill #4010
Central Office Receptionist Mrs. Brenda Foster #4023 Data Support Specialist (SISK12) Ms. Melissa Douglas #4105
Technology Specialist Mr. Randy Summers #4101
Payroll Clerk Mrs. Malissa Gregory #4012
School Board
2014-2015
Position Name/E-mail
School Board President
Earl Johnson
Vice President/ MSBA representative
Al Morton
Member Owen L. Allphin
Member Jim Meats
Member Mike Anglum
Member Richard "Rick" Porter
Member Matt Greenwalt
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District Information & Policies
Other district information can be found via the district website.
Begin at the school website http://rs-wolves.com/
A quick way to access commonly used links is to click on “Staff” in the tool bar at the top of the
webpage. A drop down menu will appear with those links. This is also where you can access the
RSSD Employee Handbook.
For complete district information that you will need to access, on the right hand side in the black
box, click on “Departments.”
This will take you to the following:
Educational Support:
From here you can access all Reeds Spring School District departments. A few to note:
1:1 Learning Initiative:
Under this link there is a wealth of information pertaining to the Reeds Spring School
District’s 1:1 Learning Initiative. The High School and the Middle School are 1:1
buildings.
Benefit Information:
Under this link are the links to the numerous benefits available for the employees of
Reeds Spring School District.
Human Resources:
When you click on this link, you will be able to access the HR Portal where you enter any
absences. ALL absences must be entered within five (5) days of the absence. Other
benefit and payroll information is available here as well.
Teaching and Learning:
Once you click on “Teaching and Learning,” you will find information related to
curriculum, instruction, assessment, school improvement, and professional development.
Utilize this information to assist you in meeting district expectations, as a comprehensive
teaching and learning resource, as well as for growing yourself as an educator.
Technology Department:
Here you will find the Wolves Help Desk and the District Technology Plan. The SISK12
Portal (the student information system) is also available under this link.
Transportation:
Here you will find the necessary link to make a Transportation Request for field trips or
other events.
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Chapter Two:
Introduction
to the
B-TAP Program
12
Mission and Objectives for the B-TAP
Mission It is our mission to ensure that all Reeds Spring students have high quality teachers.
Objectives To facilitate the professional growth and development of teachers new to the Reeds
Spring School District through a coaching relationship.
To lower teacher attrition
To increase student achievement
To articulate a district-wide, systematic perspective on curriculum and instructional
initiatives (i.e. PLC corollary questions, assessment for learning, differentiated
instruction, etc.) and district structures (i.e. teacher evaluation, professional development,
technology integration, etc.)
(The Reeds Spring School District will also provide a mentor (buddy) for teachers transferring into the District.)
New Teacher’s Responsibilities The beginning teacher will develop and follow a written Professional Development Plan,
which complies with DESE certification guidelines.
The beginning teacher will participate in the district New Teacher Academy both in
August and throughout the year monthly (with the exception of Dec.).
The beginning teacher will meet regularly with mentor.
The beginning teacher will make a minimum of two observations of master teachers.
The beginning teacher will create a positive classroom environment that engages all
students.
Observation of Master Teachers
During a first-year teacher’s initial year, observation and feedback is a required activity. This can
be accomplished in a variety of ways:
1. The beginning teacher can observe a master teacher.
2. The beginning teacher’s mentor may arrange for the observation of another teacher.
3. The mentor can observe the beginning teacher.
4. Video recording is an excellent option to accomplish this objective.
Feedback conferences should be scheduled after each observation. This conference should focus
on the instructional processes and classroom management.
University/College New Teacher Assistance Each beginning teacher is required to attend one or more beginning teacher assistance
workshops provided by a local university, the Southwest Regional Professional Development
Center, or professional teacher organization such as MSTA or MNEA. The workshops meet the
requirements of the Excellence in Education Act mandating beginning teacher assistance
programs. Beginning teachers are required to document the workshops attended and send a copy
of the certificate of attendance to the office of the Assistant Superintendent of Teaching &
Learning before the end of the school year.
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Chapter Three:
Protégé
Section
14
Your teacher certification is your responsibility. Please stay abreast of your certification
expiration dates.
The Department of Elementary and Secondary Education (DESE) website link for teacher
certification follows: http://dese.mo.gov/eq/cert/. All issues regarding teacher certification are
handled online via the DESE Web Applications Portal.
The phone number for the DESE Educator Certification office is (573)751-0051, and the address
follows:
Teacher Certification
PO BOX 480
Jefferson City, MO 65102
Continued employment with the District is contingent upon proper certification issued by
DESE.It is your responsibility to complete and document that the requirements have been met to
advance to the next classification!
****If you hold a provisional certificate or you are working on alternative certification, it is your responsibility to
complete the requirements prior to the expiration of the certificate.
Missouri Certification
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Professional Expectations
DRESS AS A PROFESSIONAL
o An adult coming into the school should be able to tell the difference between you and
the students
o If you don’t have to change clothes when you get home, you were probably not
dressed appropriately for school.
MODEL RESPECTFUL BEHAVIOR TOWARDS:
o Self
o Students
o Staff
o Parents
o YOU EARN RESPECT
KEEP STUDENT INFORMATION CONFIDENTIAL o FERPA-Family Education Rights and Privacy Act
KEEP INFORMED ABOUT EDUCATIONAL ISSUES o Join a professional education organization – local, state, national
o Read widely: educational journals, blogs, Twitter
ACTIONS SHOULD REFLECT YOUR BELIEF THAT ALL CHILDREN CAN
LEARN. o All students are your students
BE A SALEPERSON (PUBLIC RELATIONS OFFICER) o For your content area
o For your school district
o For your profession
o For your colleagues
BE A POSITIVE AND ACTIVE PARTICIPANT TO IMPROVE THE TEACHING
PROFESSION.
CONTINUE TO IMPROVE YOUR PROFESSIONAL SKILLS BY BEING A
LIFE-LONG LEARNER:
o Read journals and blogs
o Attend seminars, real and/or virtual
o Participate in workshops and in-services
o View webinars; e.g., The Teaching Channel or join communities at
www.edweb.net
o Create a Twitter account and engage in fabulous professional learning
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OVERVIEW OF MONTH-BY-MONTH MENTOR/PROTÉGÉ
ACTIVITIES
The following is a tentative month-by-month plan of activities for 1st year teachers and their
mentors. Topics are subject to change based on participants’ needs.
Focus of the Month
August: Orchestrating a Positive Environment
Discipline/Classroom Management
Organization & Procedures
Relationships, Relationships, Relationships
Substitutes
September: Planning Instruction
Curriculum, Unit, & Lesson Planning
Teacher Evaluation & Professional Growth
Your Professional Development Plan (PDP)
October: Partnering with Parents
Working with Families from Poverty
Parent/Teacher/Student Conferencing Tips & Strategies
November: Implementing Instruction
Engaging Learners
Snow Day Procedures at Reeds Spring
January: Assessing Learning
Assessment for Learning
Common Assessments
Formative vs. Summative Assessments
February: Testing & Teacher Stress
MAP & EOC testing
Dealing with Stress
1st Year Continuum
March: Struggling Learners
What to do for students who struggle
Differentiation
Working with students with special needs
April: Teacher Evaluation
Goals for growing in pedagogical skills for next year
May: End-of-Year Procedures:
Submission of all paperwork for B-TAP program to the office of the Assistant
Superintendent, Teaching & Learning.
Building End-of-Year Procedures
Reflection
Celebration
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First Days of School
Professional Development Plans
Certification standards for persons receiving INITIAL certification after September 1, 1998
require an on-going Individual Professional Development Plan for a 10-Year period. The RSSD
requires all teachers to have a PDP as part of the evaluation system.
Since the PDP is tied to certification and contract renewal; the building principal should take the
primary responsibility for working with the teacher on his/her plan. The principal and the teacher
should review progress with the plan on a regular basis and update the plan at least once each
year or as needed. Due dates for PDP’s are set by building principals.
The intent of the plan is that it be a tool for both principals and teachers to foster continual
growth and development of professional skills of the teacher. The PDP is written in relation to
the teacher’s performance with the RSSD Teacher Evaluation process. Once a teacher has
identified their strengths and areas for growth, the PDP is developed to assist the teacher in
improving their area(s) for growth. This area is written with the counsel of the teacher’s
evaluator (building principal).
Please go over the next 7 pages with your mentor before school starts.
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The First Days of School
The first day of school sets the tone for the rest of the year. It is important that you establish rules
and procedures. You will also need to model and practice them with consistency. This will
establish your classroom expectations to help students learn routines and procedures with less
effort and frustration. To ensure student “ownership” of the rules, develop rules as a class.
Building Information Checklist
Consider the following things before the school year begins to help you organize your first
days of school. See your mentor and/or building principal for assistance.
Procedures
for
Emergencies
See Crisis Plan First Day
Paperwork and
Procedures
List of
Special
Service
Students/
Needs
Attendance and
Lunch
Procedure
School Rules
and
Procedures
These are school wide with PBS Student Arrival/
Dismissal
Procedure
School
Discipline
Policy/
Procedures
Bus Schedule
Procedure for
Tornado/ Fire
Drills
See Crisis Plan and/or Handbook Early Dismissal/
Late Arrival
Special Needs
Referral
Procedure
Talk to building counselor Daily Schedule
Counselor
Referrals
School Nurse
Referrals
Location of
Student Files
Ask secretary Lesson Plans
Copying
Procedures
Curriculum
Guides/Learning
Expectations
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Library resources
check-out
procedures
Teaching
Materials &
Resources
Technology
resources
Supervision
duties
Support staff
names
Community
resources
Gum/ candy/
food/ toys/
beepers/ phones
policies
Forming coop.
groups/ group
behavior
Teacher absences
– reporting,
getting subs, etc..
Open House
Acquiring
supplies
Parking
Beginning/Ending
each day
Maintenance
quirks (i.e.,
tape on walls)
When establishing your classroom expectations, it is important for you to remember that the goal
is to help students become more responsible. The intent for setting up behavior standards and
procedures is to help students learn appropriate and productive life skills within a comfortable
environment. Also, keep in mind that your responsibility goes beyond content information.
Teaching and developing student behavior is a critical part of your job as a teacher. It is best to
over plan for the first day activities. It sets the tone for the remainder of the year.
The activities of the first days of school (examples listed below) should lead to some specific
goals. These goals might fit into three categories:
The teacher getting to know students
The students getting to know the teacher and each other
Classroom organization and management
Learning and practicing building-wide expectations
Teacher getting to know students:
Provide review and diagnostic activities, both formal and informal testing and interest
inventories
Maintain a whole-group focus on instruction and review
Monitor student activities, both academic and social
Actively engage all students in learning activities
Students getting to know teacher and each other:
Teacher greets students, demonstrating personal interest
Re-teach and practice as often as needed
Students introduce themselves to each other
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Design activities to make students feel unique and successful. Keep activities simple but
meaningful. Hands-on activities resulting in a product or a sense of productivity are
beneficial
Establish an accepting climate
Conduct student self-assessment activities
Classroom organization and management:
Acquaint students with room and materials they will use
Teach appropriate behavior, standards, norms, procedures, and attention signal – Reteach
and practice as often as needed throughout the school year
Explain homework policy
Demonstrate that teacher is well-prepared and purposeful
Provide an overview of curriculum to be studied
Preview curriculum as motivational device
“Those Things That Can Haunt You and—“
1. Giving assignments that are not collected, given effective feedback, and
returned within a reasonable amount of time.
2. Not having plenty of student learning evidence for each subject during a
grading period.
3. Failing to maintain daily, written plans, which are comprehensive, easy-to-
follow and prepared at least five days prior to instruction.
4. Badmouthing anyone, particularly your colleagues.
5. Failure to recommend investigation into special educational needs.
6. Being in a car that wants to continually arrive late.
7. Assuming anything.
8. Using sarcasm, ridicule, and/or negative or derogatory language.
9. Lack of CONFIDENTIALITY regarding school matters, particularly with
information regarding children. That may be a FERPA violation.
10. Double standards.
11. Thinking the established curriculum and its approved materials are optional.
12. Waiting until the end of a grading period to notify parents of a problem.
13. Leaving students unsupervised!!!
14. Not putting the feelings and needs of children FIRST.
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Preparing for the First Day of School
Know the answers to the following questions before your school year
begins:
1. Where and how do I secure supplies (markers, erasers, paper, desks, chairs, etc.)?
2. How do I check out regular and supplemental curricular materials/resources?
3. How do I make arrangements for a field trip?
4. How do I sign up my class for the library?
5. What are the procedures for taking a class to an assembly?
6. When am I responsible for locking my room?
7. What machines are available for me to use – copier, computer, VCR/DVD player,
laminator, etc?
8. Where can I get free and inexpensive materials?
9. With whom should I consult as I make decisions on the use of supplemental materials?
10. What are the attendance accounting procedures for students, and what are my
responsibilities in attendance record keeping?
11. What do I do with any money I collect?
12. What are the grading guidelines for the school system? What documentation must I
provide?
13. How are progress reports handled?
14. To whom do I report serious problems with a student’s health or behavior?
15. What student records must I maintain in cumulative folders?
16. What procedures do other teachers in my school follow for contacting parents?
17. What should I expect from a parent conference?
18. What should I do if I must leave my room during class?
19. What should I do in case of a medical emergency in my classroom?
20. How do I handle a fight between students?
21. How do I report a disciplinary problem?
22. How do I arrange for a substitute?
23. What does the office require as far as a substitute packet?
24. How do I apply for personal, professional, vacation, or sick leave?
25. What is my salary, and what deductions are taken?
26. Are there any unwritten rules for teachers in my school?
27. Where is my personnel file, and what is in it?
28. Where do I go if I am having trouble?
29. How do I know if I am doing a good job?
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Tips for Establishing Rules and Procedures
As you give thought to establishing rules and procedures, some teachers find it
desirable to have the students participate in making classroom rules - this gives
students a sense of ownership. With student ownership of the rules and procedures,
the students will be more likely to follow them.
1. Limit yourself to 3-6 rules.
2. State rules in positive terms.
3. Keep rules short, precise, and succinct to focus on specific conduct.
4. Post rules and send a copy home to parents/guardians.
5. Rules need to be taught and practiced repeatedly throughout the year.
6. Model rules so as to preserve student dignity.
SAMPLE RULES (Always state rules positively) Treat people with respect.
Be an active listener.
Follow safe practices.
Tips for Procedures Plan for routines and procedures that happen daily or frequently in the classroom.
Procedures should not only be explained, but also taught just like any content material.
Use a visual aide such as a T-chart (Looks like; Sounds like) or a picture of what it looks
like.
What is my procedure?
Roll call, absentees, students who leave early, tardy students
Behavior during announcements
Distributing supplies and materials and putting away supplies/equipment
Student movement within the room and hall
Headings for papers
Degree of student talk during seat work
What students do when they are finished
Dismissing the class
Cues or signals for getting student attention
Make-up work
Fountain, sink, bathroom, pencil sharpener, lining up procedures
Fire and disaster drills
Lunch procedures
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Why Positive Expectations Are So Important As You
Get Started with Students
Your expectations of your students will greatly influence their achievement in your class and in their lives.
Expectations Knowing what you can or cannot achieve is called EXPECTATION. An expectation is what you believe
will or will not happen.
Positive Expectations
An optimistic belief that whomever you teach, or whatever you do, will result in success.
Examples of Positive Expectations
“We are going to win the league championship.”
“I believe that every child can learn and will achieve to his or her fullest potential.”
“I am a good teacher, and I am proud that I am a professional educator.”
“I am always learning and growing!”
Results of Having Positive Expectations
The odds are greater that what you want to happen will happen because you will be expending
energy to see that this will be so. You predispose yourself to realize success both personally and with the
people you deal with, such as students, families, and colleagues.
Results of Having Negative Expectations
When you hold negative expectations, you predispose yourself to realize failure both personally
and with the people you deal with, such as your students, families, and colleagues.
Expectations of Negative or Low Expectations Positive or High Expectations
Parents I’ll be happy if my children do not
become involved with drugs
I want my children to graduate and go
on to college or career education.
Students This class is boring. Why do we have
to study this junk?
My dream and intention is to be a
teacher.
Teachers In-service meetings are so boring. Why
do we have to listen to this?
I learn so much and meet so many
interesting people at conferences.
Expectations are Different from Standards Expectations should not be confused with standards. Standards are levels of achievement.
Teachers who practice positive expectations will help their students reach high standards.
Teachers who practice negative expectations will prevent students from reaching high standards.
There is absolutely no research correlation between success and family background,
race, national origin, financial status, or even educational accomplishments.
There is but one correlation with success, and that is ATTITUDE.
--Harry Wong
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Room Arrangement Tips
Keys to good room arrangements:
High traffic areas should be free of congestion
Pencil sharpener Teacher’s desk
Trash cans Learning centers
Supply areas Computer station
Students should always be visible to the teacher
Frequently used materials need to be readily accessible
Maps Books Flag
Files Supplies Projection screens
Students need a designated area for personal belongings
Tips for arranging furniture
Consider placing student desks in such a way to avoid possible distractions and provide an environment
to facilitate better learning. After the first few days or weeks of school, you may find you may need
adjustments for crowd control of better movement. You might want to reassess the room arrangement on
a regular basis to provide the optimal environment for learning. There are many ways to arrange a room,
but groups of four desks together facilitate cooperative learning.
Materials and Supplies
One thing you will need to do is plan how you will organize the space in your classroom. Thinking about
how and when materials will be needed, as well as who will be using them, will help with your plans.
Do you have the following supplies?
Supplies:
Band-aids
Checking/Feedback markers and pens
Dry-Erase markers and erasers
Envelopes
File Folders
Glue
Lined paper
Masking/Scotch tape
Notebook
Overhead pens
Paper clips
Pencils/pens
Pins/Tacks
Rubber Bands
Whistle
Yardstick/ruler
Scissors
Stapler/remover/staples
Forms:
Class roster
Lesson Plan Book
List of students with health problems
Substitute Folder
Teacher Handbook
Discipline referrals
Health room slips
Helpful Items:
Parent contact notes
Reinforcement notes
Stickers
Timer
Tool Kit
Journal
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Family-Teacher Communication
Effective Communication
Once you have opened the doors of communication with families, you are on the road to developing a
trusting relationship. There are several ongoing means of communication such as phone calls, emails,
newsletters, progress reports, notes, happy grams, volunteering, and conferences (informal and formal).
Here are some general tips for fostering effective communication.
How to Communicate
1. Be professional in dealing with
parents/guardians (avoid rumors and
gossip).
2. Be assertive, yet flexible enough to take
appropriate suggestions from others.
3. Be direct with parents/guardians; be clear
in what you say. Think through what you
are going to say.
4. Be sure to listen to parents/guardians; show
respect.
5. Be friendly.
6. Be positive with parents/guardians, even
when discussing problems with their child.
One way is to involve parents/guardians in
the decision-making process.
7. Be sure to use plain English; don’t use
jargon a parent/guardian might not
understand.
8. Be sure to have someone proofread any
notes and/or newsletters going home.
Don’t rely on spell check.
Frequency of Communication
1. Communicate as often as needed or desired.
2. For documentation, keep a record/log of notes, calls and other communication to and from families.
There is a place is SISK12 where you can log communication with students’ families.
3. If you have any doubt about the communication you are going to send a parent/guardian, discuss it
first with a colleague or your principal.
4. Inform the principal of any problems. This way the principal can be in a position to back you in case
he/she receives an unexpected communication from a parent/guardian.
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Family Communication
A consistent joint effort on the part of the home and school is the key to the total development of the child
and a means of strengthening a sense of community and best supporting a student. The strong family-
teacher relationship is often overlooked. Through ongoing communication, families and teachers begin
working together and understanding each other’s responsibilities and expectations.
Open House
The first formal introduction to parents will usually be during the Open House event. This is usually a
time to introduce yourself and your curriculum.
1. All about families – You will want to talk to colleagues to find out what parents/guardians
expect from this session. You should also seek information regarding the demography of the
family population.
2. About you – As a teacher new to the school district, many families will be coming to “check you
out.” Be prepared to instill confidence regarding your instructional abilities. Communicate about
your relevant experiences. Let your enthusiasm show.
3. All about your classroom – You might consider discussing the following:
* standards for behavior and operating procedures
* the subject(s)
* goals of the curriculum
* expectations for students
* instructional materials
4. Your presentation – You will want to be well prepared for this session. Some of the following
techniques my be helpful:
* handouts of curriculum, grading procedures (SIS online, if relevant to your building),
homework, criteria, etc.
* use of technology
* sample lesson
* outline of what you are going to address (watch your timing to be sure you hit all relevant
points)
5. Working Together – This is a good opportunity for you to identify how home and school can
work together.
* Inform families of when, where, and how you can be reached.
* Discuss how families can best support their child’s learning at home.
6. Cautionary notes
* Don’t let one parent/guardian monopolize the discussion or side track you. Discuss how to
deal with the situation (possible solutions).
* Have a conference sign-up sheet available.
* Don’t get caught in a student conference situation. This is not the intent of the evening. Offer
to schedule a meeting with the parent/guardian at a later time.
27
Suggestions for Family-Teacher-Student Conferences Teachers, like most professionals, have developed their own special language. There are many
expressions which we use that may leave a false or undesirable impression. Below is a list of
expressions which may leave a negative impression, whereas a kinder, more positive, phrase
might be used for better results.
Negative
Expression
Positive Expression Negative
Expression
Positive Expression
Must
Lazy
Trouble maker
Uncooperative
Cheats
Stupid
Never does
the right thing
Should
Can do more when s/he tries
Disturbs the class
Needs to learn to work with others
Depends on others to do his/her
work
Can do better work with help
Can learn to do the right thing
Truant
Impertinent
Steal
Unclean
Help
Below
average
Disinterested
Absent without permission
Discourteous
Without permission
Poor habits
Cooperation
Working at his/her own
level
Lost opportunity;
complacent, not challenged
28
Family Communication * Make clear the four purposes of a
conference
* Information getting
* Information giving
* Joint problem-solving
* Development of mutual trust
* Consider including other staff members
who assist in meeting the child’s needs.
(Counselor, nurse, principal, special
education teachers.)
* Let parents/guardians see first-hand how
their child is doing. Come prepared
with a computer print-out or grade
book, reports, papers, a copy of the
material, grading policy, course
objectives and anything else that might
enhance parents/guardians’
understanding of their child’s progress.
Parents/guardians are impressed with
teachers who are organized.
Remember to protect student
confidentiality when opening your
grade book.
* Sit in an arrangement where you are not
behind your desk or across from the
parent/guardian.
* Establish a positive rapport by making your
first statement about the student a
positive one – even if you really have
to dig for one.
* When you are scheduling conferences, first
call those who need the conference the
most so that they have the widest range
of times to choose from. You want
them to come!
* This should NOT be the parent/guardian’s
“first look” at a student’s grades or
discussion of behavior problems.
* Do NOT get defensive during the
conversation.
* Understand that there is a grief process that
parents/guardians are going through.
* Don’t assume the adult’s relationship to the
child is the natural parent (many step-
parents and guardians occur.)
* Try to get a realistic picture of the home
situation before you make any
suggestions. Often your perspective is
changed when you understand what the
student has gone through.
* Ask the parents/guardians for their
perception of the child’s strengths and
weaknesses before offering yours.
Thank them for their helpful insights
and seek their input. Be positive.
* Don’t let a parent/guardian berate you. If a
parent/guardian becomes verbally
abusive, simply say that you do not
think that the objectives of the
conference are being met and that you
believe another time would prove to be
more beneficial. The next conference
should be in the office with an
administrator.
* Try to end every conference on a happy
note. If some hostility was shown,
document it by making a brief written
evaluation of what transpired and keep
it for future reference. You might want
to inform your principal to expect a
possible call.
* Stick to your conference schedule. If the
parent/guardian seems reluctant to
respond to your lead, schedule another
time and date to finish up loose ends.
* After the conference is over, you may want
to ask yourself the following questions:
* How well prepared was I?
* How well did I use time?
* Did I start on a positive note?
* Did I listen attentively?
* Did I involve the parents/guardians?
* Were follow-up plans made?
* Did I gain any insight?
* What needs to be changed?
Many parents/guardians do not have time or the opportunity to get as involved in their child’s school as they would
like. However, they still desire a quality education for their child. We need to let all parents/guardians know how
much we value and encourage their support and participation in this important aspect of their child’s life.
Parents/guardians typically respond in a positive way. Once we have reached out to them, exchanged our
expectations of each other, encouraged them to keep us abreast of important happenings in their child’s life, we can
look forward to a great partnership and a rewarding year working together for the benefit of the child.
29
Tips for Substitutes
* Prepare a sub folder ahead of time.
* While planning lessons, take precautions not to incorporate manipulative
materials, laboratory supplies and/or objects you do not want to disappear.
* Do not assume the substitute will be knowledgeable in your content area.
* If you feel the substitute would have difficulty following your daily lesson plan,
leave one day’s activities in a special folder for the sub to use.
* You may want to request a particular sub and ask colleagues for
recommendations.
* Try not to be absent on Mondays and Fridays.
* Have a “buddy” teacher who can welcome your substitute and offer her/him help.
When you return, check with your “buddy” to see how effective the sub was in
your classroom. This arrangement can be reciprocal.
* When you return, ask the children how the day went and then put the day behind
you and begin anew.
* Remember, you don’t have control over what the substitute does or does not do
during the day. Don’t judge your effectiveness by someone else’s standards.
* Substitutes are people too. Make them feel welcome. Call them by their name. Do
not refer to them as, “Oh, you must be Mr. Roberts today.”
* You may want to inform the children ahead of time that you will be absent. If
possible, preview the coming day’s assignments. This preparation demonstrates to
students your confidence that they can handle your not being there.
30
Substitute Folder
Dear Substitute,
The information in this folder has been prepared to provide you with a good deal of
general information about my class(es). Specific daily lesson plans will be
furnished in addition to this. I hope the material is useful and that you have a good
day with my group(s).
When you finish the day, please complete the enclosed evaluation sheet.
Sincerely,
Teacher ________________________ Room _________ Grade _________
Phone Number ____________________________
Inside you will find:
Schedules (classroom and building)
Emergency procedures
Classroom rules
Building and playground rules
Attendance forms
Class list
Time schedule
Seating chart(s)
Time Schedule/Routine
Doors open at _______________________________________________
School begins at _____________________________________________
Recess is scheduled at _________________________________________
Lunch time is_________________________________________________
Noon recess is ________________________________________________
Dismissal time is ______________________________________________
31
Information for Substitutes
My signal for getting student’s attention is:
_____________________________________________________________________________
All students should STOP, LOOK and LISTEN
Dependable students:
_____________________________________________________________________________
_____________________________________________________________________________
Discipline
Students are expected to follow building rules as well as reasonable requests from adults.
Specific room rules are:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Consequences for disruptive behavior:
_____________________________________________________________________________
_____________________________________________________________________________
Health concerns:
_____________________________________________________________________________
_____________________________________________________________________________
Extra duties:
_____________________________________________________________________________
_____________________________________________________________________________
Check daily bulletin for any recess, bus, or hall duty.
Out of classroom activities
Special reading, music, art, P.E., library, computers, staff, etc.
Name Activity Time_____________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Student classroom responsibilities
End of day room pick-up, chairs, busses, etc.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Emergency Procedures
See Crisis Plan flipchart.
32
Elementary Daily Routine Correspondence from home ________________________________________________
_______________________________________________________________________
Restroom _______________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Drinking fountain ________________________________________________________
_______________________________________________________________________
Pencil sharpener _________________________________________________________
_______________________________________________________________________
Talking among students ___________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Passing out books/supplies _________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Out-of-seat policies _______________________________________________________
_______________________________________________________________________
What to do when finished with work _________________________________________
_______________________________________________________________________
_______________________________________________________________________
Where to turn in completed work ____________________________________________
_______________________________________________________________________
Failure to bring materials (pencils, paper, textbooks) ____________________________
_______________________________________________________________________
_______________________________________________________________________
Dismissal procedures are __________________________________________________
33
From Your Substitute
Name _______________________________________ Date ______________
The day went . . .
About the lesson plan(s) . . .
Students who were helpful . . .
Students who were absent or tardy
Any problems . . .
Comments . . .
34
Example: Substitute Planning Information Students should leave only if they are called from the office. Do not dismiss anyone unless the
office has called for them or sends a note.
I check the assignments from the day before at the beginning of each subject. I then introduce and
explain the new assignment. I use part of the time designated for each subject for the students to begin
any new assignment that might be given so that I can help them as needed.
The students are to read quietly if they finish their assignments early.
They are expected to come in quietly in the morning and work on the bellringer/sponge activity or
an activity on the round table. They are to work quietly and walk down the hall quietly. A list of class
rules can be found on the whiteboard. They are not to be out of their seats during instruction or when you
are talking.
Lesson Plan Notes:
T = Teacher’s Guide Page
GP = Guided Practice
Ind = Independently
Lunch is 11:45-12:15. They line up by cold lunch, cold lunch with milk, main dish, alternate dish.
They eat in the lunchroom by the office.
Allow the students restroom breaks as follows: 10:00, 11:40, and 1:45.
Recess is 2:35-3:05. I have duty on Wednesdays.
The reading teacher comes in to do class-within-a-class from 9:00-9:45 Monday, Tuesday, and
Wednesday for Reading.
You are to walk the students to special classes, lunch, and recess. You need to stay with them for
computer lab and counselor. Check with ________ in 4A on recess procedure. Each student has signed up
for a specific activity for the week.
Students to ask for help: ______________, _________________, ________________,
________________, and _____________.
____________ and ________________ go to speech from 2:00-2:20 on Monday and Friday.
Example: 8:00 They are expected to come in and work quietly on the bellringer/sponge activity or activity on the
round table.
8:15 They stand and say the pledge and school goal when the 8:15 bell rings. Take attendance and
lunch count. Main Dish: ___ Alternate: ___ count and the attendance slip. Go over your
expectations of them lining up quietly, walking quietly in the hall, being quiet in the restroom,
working quietly during study time, and listening to you without talking when you are teaching.
Tell them any other expectations that you have for the day. What time remains, they can work on
the bellringer/sponge activity or activity on the round table.
8:45-10:30 Communication Arts:
Reading:
Language Skills:
Spelling:
10:30-11:45 Math:
11:45-12:15 Lunch - They go to the multi-purpose room. They line up by cold lunch, cold lunch with
milk, main dish, alternate. You take them to lunch and pick them up.
35
12:15-12:35 Read aloud to them. I usually have them sit in the area in front of the computer to listen
while I read to them.
12:35-1:30 Science:
1:30-2:00 P.E. – You take and pick them up.
2:00-2:35 Social Studies:
2:35-3:05 Recess – Ask teacher next door for procedures.
3:05-3:15 Journal Writing:
3:15-3:25 Study time; Closing the Day. They are to work quietly on their assignments or read a
library book. Pass out any papers that need to go home.
3:25 Bell – Dismiss – Bus – Number ____ and ____ bus riders. Dismiss other bus riders as bus
number is called.
3:30 Dismiss walkers and any remaining bus riders. Please leave a note indicating how the day went.
36
REEDS SPRING HIGH SCHOOL
SUBSTITUTE TEACHER INFORMATION
Substitute teaching is one of the most challenging tasks in education. In addition to having
limited or no content knowledge of the subject, the substitute is also faced with students aged 14-
18 that can be persuasive, convincing, and manipulative at times. In order to make a substitute’s
task effective it is imperative that we, as the classroom teachers, provide explicit instructions and
resources to assist the substitute with this challenge.
Following are items to keep in mind in preparation for having a substitute for your class:
Substitutes are not mind readers; be specific with your instructions.
It is not the substitute’s job to be creative in filling time. Be sure adequate work, tasks, or
projects are assigned to keep the students actively engaged throughout the duration of the
class period.
If possible give an assignment that is to be turned in at the end of the hour so as to keep
the students working with an incentive as well as providing the substitute a way to check
on progress of the assignment.
Substitutes may not be familiar with your individual room so be sure everything indicated
in the lesson plan is readily available.
It is not the substitute’s job to make copies for students or to track down a VCR / DVD
player and/or a portable television. If copies or any technical equipment are needed, the
teacher is responsible to communicate with a fellow colleague to assist in making the
copies of handouts and locating needed equipment.
The following information is to be submitted to the office prior to being absent whenever
possible:
o Substitute folder containing the following information:
Specific lesson plans
Updated class rosters
Student seating charts
Your contact number should questions arise regarding the assignment
Emergency contact extensions (administration, office, nurse)
Bell schedule
Specific information regarding Guided Study Hall (GSH) responsibilities
and lunch shift
Identify a lead student for each class to assist the sub as needed
37
EXAMPLE SUBSTITUTE PLANS 2014-15 NAME
NAME
TEACHING SCHEDULE
1st hour
2nd
hour
3rd
hour
4th
hour
5th
hour
6th
hour
7th
hour
Any questions?
ME
Call , Dept. head, extension
JEANIE SORRELL # 1294
NURSE ROHRER # 1250
Brian Moler (Discipline) #1291
Neighbor Teacher #
YOUR CLASS RULES (Stated Positively)
________________________________________________________________________
MONDAYS, TUESDAYS, WEDNESDAYS & FRIDAYS
7:45 a.m. First bell
7:50—8:40 a.m. 1st hour (Same lesson plan all hours, all day.)
LEAD STUDENT/S:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8:45—9:35 2nd
hour
LEAD STUDENT/S:
9:40—10:30 3rd
hour
LEAD STUDENT/S:
10:35—11:10 Study Hall (GSH = Guided Study Hall)
Take roll, Listen to announcements quietly,
ALL students leave when announcements are over,
EXCEPT______________________________________________________________________
__________________________________________________________________________
38
LEAD STUDENT/S:
11:15—12:02 4th
hour
LEAD STUDENT/S:
12:35—1:25 5th
hour
LEAD STUDENT/S:
PLEASE leave all student papers on my desk.
6th
hour is PREP
LEAD STUDENT/S:
2:13—3:26 7th
hour
LEAD STUDENT/S:
7th
hour likes to talk. I usually project the daily plan on the screen to keep the students focused
and on task. They are Great kids!
IGNORE the bell at 3:19!! Keep students in their desks quietly, so you can hear the intercom,
which dismisses students to the busses (about 3:26 or later).
Please leave all papers & supplies & student papers on the teacher desk.
Attached in the subfolder are:
Seating Charts
Class Rosters
Bell Schedule
GSH/FMP Guidelines and Rules
THANKS,
39
Secondary - From Your Substitute Period 1
st 2
nd 3
rd 4
th 5
th 6
th 7th
This period
went . . .
About the
lesson
plans…
Students who
were
helpful…
Students who
were absent,
tardy, or
caused
problems...
Any other
information…
Comments…
40
Positive Behavior Intervention Support (PBIS)
School wide Positive Behavior Intervention Support (PBIS or PBS) is a process of
creating safer and more effective schools by structuring the learning environment
to support the academic and social success of all students. The process supports the
adoption and long-term implementation of efficient and effective discipline
throughout the school environment. SW-PBIS methods are research-based, proven
to significantly reduce the occurrence of problem behaviors in schools and is
supported by a three-tiered model.
Student discipline is a leading factor in disrupting the teaching and learning
processes in the classroom, often resulting in the exclusion of students during the
class period or throughout the school day. Such exclusion results in lost learning.
School wide Positive Behavior Intervention Support provides a model for a school
wide approach for implementing a system of discipline or positive behavioral
interventions and supports. Each building has developed their PBIS processes that
fit their level of learners.
SW PBIS training will be provided by each particular building.
A wealth of resources for further information may be found at:
http://pbismissouri.org and https://www.pbis.org/
Note: Any violation of the Safe Schools Act or any situation of violence will
immediately advance to the administrative level.
Reeds Spring School District is a
School wide Positive Behavior
Support district with all buildings
now implementing PBS. The High
School has achieved the Silver
Award and the Middle School has
achieved the Gold Award for their
levels of implementation of PBS.
41
Missouri School-wide Positive Behavior Support
Effective Classroom Practices Checklist
The skills and practices that have been shown to increase student engagement, the likelihood of
appropriate behavior, learning time, and achievement have been articulated in the MO SW-PBS
Effective Classroom Practices. These are foundational strategies to decrease the frequency of
student problem behavior overall at the Universal or Tier 1 level, and are essential when working
to ensure effective Tier 2-3 interventions.
Feature Yes Partially No
1. Classroom expectations are aligned with school-wide
expectations, posted, and referred to regularly.
2. Classroom procedures and routines are created, posted, taught,
and referred to regularly.
3. Positive specific performance feedback is provided using a
variety of strategies and at a ratio of 4:1.
4. A variety of strategies (redirect, re-teach, provide choice, and
conference with the student) are used consistently, immediately,
respectfully in tone and demeanor in response to inappropriate
behavior.
5. A variety of strategies to increase students’ opportunities to
respond (e.g., turn to talk, guided notes, response cards, etc.)
are used.
6. The classroom is arranged to minimize crowding and the
teacher actively supervises during instruction.
7. Activity sequencing and choice are offered in a variety of ways
(e.g., order, materials, partners, location and type of desk).
8. A variety of strategies are used to modify difficult academic
tasks and to ensure academic success.
42
Summary of Classroom Strategies
A–B–C
Establish clear classroom
expectations.
Increase predictability through
clear procedures and routines.
Teach and review expected
behaviors and routines.
Use pre-corrects to prompt
students about expectations
Actively supervise–moving,
scanning, and interacting.
Provide a high number of
opportunities to respond to
academic material.
Use a brisk pace of instruction.
Intersperse brief and easy tasks
among difficult ones.
Use behavior momentum to
increase compliance.
Provide opportunities for choice.
Provide alternative modes of task
completion or additional time as
needed.
Present material that is
appropriately matched to student
instructional level.
In
cre
ase
stu
de
nt
en
ga
ge
me
nt
wit
h le
arn
ing
an
d t
ask
co
mp
leti
on
.
Provide high rates of specific
positive feedback.
Use a full continuum of positive
consequences.
Re-teach expected behaviors and
routines as needed
Correct social behavioral errors
swiftly using instructional
responses (re-direct, re-teach,
provide choice, student
conference).
Use a full continuum of negative
consequences.
Antecedent Behavior Consequence
43
BIST
BIST (Behavior Intervention Support Team) processes are utilized in the K-6 buildings.
Saying “NO” to Acting Out, Defiance, & Violence in Our Schools From: BIST (Behavior Intervention Support Team)
Why Students Get in Trouble
They don’t know any better
o Need: Information
They test limits
o Need: Consistency
They can’t manage feelings due to:
o Abuse/Neglect
o Organic/Neurological
o Unattached/Unbounded
Students with Chronic Problems
A “chronic kid” is the student who will not stop doing what s/he does to get in trouble.
When identifying students with chronic behavior, severity of behavior has less impact than
frequency of behavior.
Students with Chronic Problems Are Missing These Skills
They cannot experience an uncomfortable feeling without getting in trouble.
They cannot be OK if someone around them is not OK.
They cannot do something when they don’t want to.
What Students Need in Order to Change
GRACE ACCOUNTABILITY
Adult Accepts Student: Student Accepts Responsibility:
You I did it.
Your problems I’m sorry.
Your pain It is part of a problem in my life.
Your need I accept consequences.
I accept and need help.
Grace Is:
Providing what students need, not what they deserve
Having a relationship when students reject you
Providing the amount of support that students need to feel success
Grace Is Not:
Decreasing structure
Lowering standards
Giving more chances
44
Accountability
I did it.
I’m sorry.
It’s part of a problem in my life.
I accept consequences.
I accept and need help.
Accountability Is:
Guiding students to look at what problems the behaviors create in the students’ lives
Providing consequences to protect them
Waiting for students to partner with adults
Accountability Is Not:
Using anger to get compliance
Punishing students
Withholding attention
Discipline in the Balance
ENABLE COUNTER AGGRESSIVE
Lecture Blame
Explain Go off
Give reasons why…. Predict failure
Rescue Abandon/reject
Ignore
BALANCED RESPONSES:
Provide empathy (“This is hard.” “How sad.”)
Increase supervision
Provide restricted environment to allow accountability
Ask questions that allow the student to get past denial and blame rather than give information
Providing What Students Need
4 STEPS
Early Intervention (When)
Caring Confrontation (How)
Protective Plan (What)
Outlast the Acting Out
Early Intervention
It’s never okay to be disruptive.
It’s never okay to be hurtful.
One redirect per activity/subject.
45
Caring Confrontation
Intervening with disruptive or hurtful behavior
“I see…(disruptive behavior)”
“Can you…(desired behavior)”
“Even though…(student’s feeling)”
When Confronted, Predictable Student Reactions/Adult Responses
Student Reactions: Adult Responses:
Shut down Set limits and follow through
Questioning, “Why? “Great question. Can you go
What did I do?” ahead and move to…?”
Blaming “This is really hard. Can you go
“He did it too. I’m ahead and move to…?” not the only one.”
Placement Continuum
Regular Seat
Safe Seat (K-6)
Buddy Room
Recovery Room
Office
Home
Processing
Things to do Things to avoid
Listen Give answers
Validate Escalate
Use verbal judo Use of sarcasm
Plan Lecture
Elements of Processing
Build relationship – “How are you?”
What happened – “Can you tell me what happened?”
Identify feeling or missing skill – “Were you mad when…?” “Sounds like you did not
want to do it.”
Validate – “I would be mad too if…”
Connect the feeling to the behavior – “What did you do when you were mad?”
Set standard and goal – “At this school, it’s never going to be okay to…”
Plan
Practice
Guide an apology or restitution
46
Goals
I can be safe and productive even though I am overwhelmed by my feelings.
I can be productive even though I don’t want to be.
I can take good care of myself when others are not.
I can be where an adult at school tells me to be.
Plan What to say?
o “I think…”, “I feel…”, “I need…”, “I want…”
What will your body look like?
Where to go?
o safe seat, buddy room, recovery room
Who to talk to?
o Which adult can the student partner with?
Triage – Prevention Based
Stopping the student before the problem happens
Recognizing nonverbal indications that a student is not okay
Three Levels of Triage
Building level
Classroom level
Individual or small group
Building Triage
Arrange supervision so every child is greeted.
The best way to keep problems out of the building is through personal contact.
It’s all about building relationships!
Classroom Triage
A quick glance at the class.
Teachers already do this, but we need to be consistent and intentional.
It takes 5-7 minutes.
Be sure to include a way to know how students are doing emotionally.
Individual Triage
This meets the needs of students who need more than we can provide in the classroom.
Students develop specific plans and work individually with an adult.
Includes morning check-in, but can be several times during the day.
47
Five Goals of Triage Relationship & Planning
Determine the level of need of the student.
Establish a relationship.
Establish that the adults are in charge and that there is order.
Establish focus about what it means for the child to have a good day.
Anticipate problems; formulate solutions.
Writing a Formal Plan for Student Success
Plans create predictability/consistency
Plans allow adults to respond instead of reacting at an emotional level (proactive, not
reactive)
Student, parents, and school personnel are involved in developing plans
Plans should be modified when student isn’t progressing
Plans are reviewed on a regular basis
Six Items to Include in a Plan
Early identification
Plan to enhance relationship with student
Visual monitor
Student’s plan to manage missing skill
Adult’s plan to manage student
Sense of contribution/purpose in community
Partnering with Families – Four Common Goals
Teachers and families share the same four goals for their student/child:
to be successful and learn (be smart)
be trusted and respected; have friends (be liked)
to feel good about him/herself (feel good)
to take good care of him/herself, make good decisions, and stay out of trouble
Students Who Won’t Work Cognitive Motor Deficits
ADHD
Passive Aggressive
Lack of Adequate Sleep
Disturbed Home Life
Substance Abuse
Mental Illness
Getting to the Problem Ask students questions from these areas:
Home
History
Obstacles
Focus
Sleep
Planning
48
Student Engagement
Create a Positive Learning Environment
A harmonious classroom is developed through a teacher’s awareness of how to create a positive
learning environment with emphasis on building a child’s self-efficacy. Through intentional,
specific teacher behaviors and strategies, you will make the difference in how your classroom
“feels” – to you and your students.
Building Student Self-Efficacy Self-efficacy is a person’s belief in their ability to accomplish something. Self-efficacy is built
when people are actually able to accomplish something. Since there is a correlation between
academic achievement and self-efficacy, you are a facilitator of self-efficacy. It makes a
difference. You can promote a feeling within a child of being lovable and capable. As the
teacher, you can create a safe and accepting environment where the child feels free to grow and
change, and to take learning risks. As you build a child’s self-efficacy, you also influence your
own self-efficacy.
Tips for Fostering Self-Efficacy
Be non-judgmental; accept students as they are
Validate feelings and respect other’s feelings
See uniqueness and acknowledge positive qualities
Encourage positively; say, “You can succeed.” “You can do this.”
Reaffirm a child’s existence; a touch, a compliment, eye contact, smile
Develop skills to help children feel better about themselves
Provide personal recognition and encouragement
Provide a safe classroom; where it is safe to take learning risks
Foster openness and honesty
Participate, as well as facilitate; share feelings
Emphasize what each student knows and support growth and change
Use humor, but not at the expense of students
Give students choices
Use “I” messages – “Heather, I hear exciting events in your story.”
Separate the action from the person
Teach self-awareness
Demonstrate appropriate ways of releasing anger
Listen reflectively and genuinely
Continually tell students they can do…
49
Developing a Classroom Climate Conducive to Learning
Nearly all learning that occurs in schools involves complex cerebral processing. This occurs more
easily in environments free from threat or intimidation. Whenever a student detects a threat, the
cerebrum downshifts and thoughtful processing gives way to emotion or survival reactions.
Experienced teachers have seen this in the classroom. Under pressure to give a quick response, the
student begins to stumble, stabs at answers, gets frustrated, angry, and may even resort to violence.
There are ways to deal with questions and answers that reduce the fear of giving a wrong answer. The
teacher could:
Supply the question to which the wrong answer belongs. “You would be right if I had
asked…”
Give the student a prompt that leads to the correct answer.
Ask another student to help.
Threats to students loom continuously in the classroom. The teacher’s capacity to humiliate,
embarrass, reject, and punish all constitute perceived threats to students. Many students even see
grading more as a punitive, than as a rewarding process. Students perceive threats in varying
degrees, but the presence of a threat in any significant degree impedes learning. One’s thinking and
learning functions operate fully only when one feels secure.
Teachers can make their classrooms better learning environments by avoiding threats (even subtle
intimidation) and by establishing democratic climates in which students are treated fairly and feel
free to express their opinions during discussions. In these environments, students:
Develop trust in the teacher
Exhibit more positive behaviors
Are less likely to be disruptive
Show greater support for school policy
Sense that thinking is encouraged and nurtured.
Encouragement
All children do not react to encouragement in the same way. Your objective in providing
encouragement is to get children to develop an internal focus of control to improve behavior and
academic achievement.
Suggested uses of encouragement:
Give encouragement for desired behavior, and to define the behavior. “Thank you for picking
up the paper. You really helped the class save time.”
Vary your encouragement and be creative. Don’t use trite phrases such as: great, fine, and
wonderful. Be specific.
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At times, provide encouragement privately to avoid competition, embarrassment or “teacher’s
pet” syndrome.
Encouragement needs to be genuine and matched by your body language.
Draw the student’s attention to his/her effort. “You sure learned those 10 addition facts
quickly. You must have spent a lot of time practicing.”
Be careful not to compare children to each other. “Gee, you have almost caught up to
Karen.”
Avoid teacher-pleasing phrases. “I really like the way you used descriptive words in your
poem.”
Don’t minimize a child’s success. “Your math assignment must have been easy. You
finished so quickly.”
Focusing on the Positive
According to research, teachers typically fail to recognize about 98 percent of all appropriate student
behavior occurring in the classroom. In fact, they are usually far more likely to recognize and
intervene when they encounter inappropriate behavior.
Yet we know that humans crave and respond to attention. Successful, experienced teachers
understand that, in the long term, providing positive attention, and reinforcement for desirable
behaviors is far more effective for creating a classroom environment supportive of learning than is
focusing on unacceptable behaviors.
The reinforcement may come in any number of forms. But whether it is verbal or nonverbal, the
positive interactions need to outnumber negative interventions by a minimum of eight to one in order
to impact student behavior. This ratio is particularly important when working with students who lack
confidence (self-efficacy) or have unproductive behavior habits.
Further, teachers need to be objective about their own actions. It is only human nature for us to
perceive our behaviors as more positive than they are. Therefore, it might be a good idea to collect
some data to gain a sense for the frequency of positive and negative interactions engaged in with
students. This data might be collected by maintaining a log of interactions, or a colleague or
instructional coach may observe and keep track of teacher-student interactions over the course of a
lesson or class period.
Once teachers have the information, they can focus on those circumstances in which they are
most likely to be either positive or negative. Then they can develop specific strategies to decrease the
tendency to interact negatively while expanding those circumstances where the approach is more
positive. In addition, they should analyze situations in which their interactions are likely to be more
negative, and develop strategies and alternatives to their typical response. In this way, they will
recognize ways to turn these negatives into positive interactions by refocusing the student, offering
choices, or even ignoring the situation if it is not interfering with the abily of the student and class to
continue learning.
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1. Sarcasm – Students’ feelings can be hurt by sarcastic put-downs thinly disguised as “humor.”
2. Negative Tone of Voice – Students can “read between the lines” and sense a sarcastic,
negative, or condescending tone of voice.
3. Negative Body Language – Clenched fists, a set jaw, a quizzical look, or standing over a
student in a threatening manner can speak more loudly than any words.
4. Inconsistency – Nothing escapes the students’ attention. They will be the first to realize the
teacher is not enforcing the rules consistently.
5. Favoritism – “Brown-nosing” is an art and any student in any class can point out the
“teacher’s pet” that gets special treatment. There are no secrets in a class!
6. Put-Downs – Sometimes teachers are not aware they are embarrassing a student with subtle
put-downs, but if teachers expect students to encourage rather than put down, they need to model
positive behavior.
7. Outbursts – Teachers are sometimes provoked by students and they “lose it.” These teacher
outbursts set a bad example for the students, create a negative climate, and could lead to more
serious problems.
8. Public Reprimands – No one wants to be corrected or humiliated in front of his/her peers.
One way to make an enemy out of a student is to make him or her lose face in front of the other
students.
9. Unfairness – Taking away promised privileges or rewards; scheduling a surprise test;
“nitpicking” while grading homework or tests; or assigning punitive homework could be
construed by students as being “unfair.”
10. Apathy – Students want teachers to listen to them, show them they are important, and
empathize with them. If teachers convey the attitude that teaching is just a job and students are
just aggravations that must be dealt with, students will respond accordingly.
11. Inflexibility – Some students may need extra help or special treatment in order to succeed. A
teacher should be flexible enough to “bend the rules” or adjust the standards to meet students’
individual needs.
12. Lack of Humor – Teachers who cannot laugh at themselves usually have problems
motivating students to learn, and usually have boring classes.
“Dirty Dozen” Teacher Behaviors that
Can Erode the Classroom Climate
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Classroom Management of Different
Personality Styles
This information is designed to offer you some practical information concerning a variety of children you
may find in your classroom. It is also hoped that this information will help you identify and better
understand those children who may have personality problems.
This information does not intend to replace therapeutic treatment. For that, you should use all the
resources available, such as guidance counselors, nurses, doctors, school psychologists, and outside
agencies, for consultation.
Regardless of the resources used, however, the brunt of coping with children’s personality
problems falls on the teacher. A teacher with an intelligent, constructive, and positive attitude and actions
can be a tremendous help to children.
You may also want to keep in mind that there are many overlapping characteristics in the “types”
of personalities mentioned. Also, every child does not evidence all the symptoms listed. You should look
for a pattern of behavior but always keep in mind that there is something to like about every child. This
information deals with the Aggressive Child, the Withdrawn Child, the Underachieving Child, the
Frightened Child, and the Slow Learner.
THE AGGRESSIVE CHILD
Symptoms
Looks for trouble
Wants his or her own way
Is always on the defensive
Blames others for inappropriate behavior
Is quarrelsome
Disrupts class and the routine procedures
Destroys property
Is resentful, defiant, rude, sullen, or insolent
Defies authority
May bully other children
Possible Reasons for Behavior
Domineering, overstrict parent/guardian
Weak overindulgent parents who give into the child’s every whim
Fear of expressing feelings to his/ her parents/guardians – takes it out on other children
Lack of parents/guardians’ affection
Unhappiness in his or her relations with others
Masking intense feelings of vulnerability or inadequacy
Teaching/Management Suggestions
Direct child’s energy to keep him or her busy
Give child large muscle activities to do
Give child leadership responsibilities
Place child on a daily progress report so that positive changes are seen immediately
Reprimand child in private
Attempt to reach or make friends with child
Meet with child more often privately on a one-to-one basis
Give simple but definite standards of conduct
Hold conferences with parents/guardians and student
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Let child work with modeling clay to release frustrations
Recommend individual or group in-school counseling
Shape positive behavior with success oriented tasks
Try to reward, compliment, or encourage child when s/he least expects it
Things to Keep in Mind
Improvement will usually be slow, especially if symptoms have been historic
Parents/guardians may not recognize or may deny the problem
There will be relapses even with improvement
Arguing will not solve the problem
Review your own feelings and actions toward the child
Be sure the child’s actions are not just “normal” misbehaving
THE WITHDRAWN CHILD
Symptoms
Talks in a very soft voice
Sits quietly most of the time
Has difficulty in carrying on a conversation
Withdraws and hangs back
Has few, if any, friends
Has difficulty making decisions
May be fearful of adults
Tires without apparent reason
Avoids contact with people
Possible Reasons for Behavior
Family may be the same way
Fear of failure; child may come from an overly critical home and does not want to try anything
new
Parents/guardians may be perfectionists
Low energy levels resulting from depression
Extremely overprotected
Learned helplessness
Teaching/Management Suggestions
Encourage, notice, and talk with the child
Find occasions for errands – first with no oral message and later with very simple messages
Always call on child when volunteering
Have a smile ready for child any time you catch his or her eye
Use puppets and have child talk for the puppet
Encourage child’s interest in collecting things such as baseball cards or coins
Assign routine tasks with automatic rotation such as leading the pledge or taking the lunch count
Try to involve the child in a group with other shy children in the school
Consult with parents/guardians and professionals if a pattern exists
Things to Keep in Mind
The child will need to know exactly what to do in each situation
Pushing the child into the limelight may make the situation worse
Make sure other students do not always do things for the child or always come to the rescue
Recognize that courage follows success
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Improvement will be slow and growth may be gradual
Determine if child may have some health problem or hidden physical abnormality
THE UNDERACHIEVING CHILD
Symptoms
Avoids effort – dawdles over writing assignments
Does messy, incomplete work
Waits for help and does not try to solve problems
Tends to be listless and careless
Seldom volunteers
Gives many excuses for failure to complete work
Is slow in starting a task or assignment – cannot find pencil or paper; is slow in doing or finishing
anything
Daydreams
Fails to concentrate on work
Possible Reasons for Behavior
Frustration – work is difficult
Inappropriate parental expectations
Too many failures and too few successes – low self-esteem/self concept
Little encouragement and much criticism
Lack of challenging school work
Health or physical deficiencies
Cover-up for lack of ability
Lack of adequate sleep
Teaching/Management Suggestions
Encourage child for each effort (Ask, “How did you do that?” to build self efficacy.)
Study child’s home life; talk to parents/guardians
Help develop a skill or hobby at which child might succeed
Overlook minor failures
Study results of diagnostic tests for clues
Adjust work to child’s ability level
Time child’s assignments and try to have student beat his or her record
See that child starts work more promptly by helping him or her through transitions
Use shorter but more frequent assignments
Use the “I noticed…” technique (Love and Logic)
Things to Keep in Mind
Underachievement is not normal – it is a symptom
A child who appears lazy has some sort of problem
Encouragement for good work promotes activity
Apparent signs of laziness may disappear in later stages of development
Underachievement is not necessarily an indication of intelligence
A capable student’s work should meet certain standards before acceptance
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THE FRIGHTENED CHILD
Symptoms
Panics easily or gets frustrated
Shows anxiety
Withdraws
May tremble at the slightest provocation
May be moody
May be overly afraid of being hurt
Rarely takes chances
May be extremely emotional
Fears criticism
Requires constant reassurance
Possible Reasons for Behavior
Parents/guardians who also have fears and openly express them
Death or injury to someone close to them
Overly protective parents/guardians
A history of unfortunate or traumatic experiences
Constant and harsh punishments
Slow physical development
Bullying playmates
Teaching/Management Suggestions
Try a variety of creative activities to release child’s fears
Have child write an article on “Things That Make Me Afraid”
Reassure child whenever s/he shows fear
Suggest to the parents/guardians that they seek outside consultation if the pattern is historical
Give child work at which s/he can succeed
Build up child’s confidence (self-efficacy) by using a variety of success oriented tasks
Encourage child for his or her accomplishments
Explain that others also have fears
Check child’s health record
Organize a group of other children with the same condition
Things to Keep in Mind
Fears may be imaginary
The teacher’s own reactions are important since they affect the child
Fears melt with affection
Fears diminish with maturity
It is natural for most people to fear some things
THE SLOW LEARNING CHILD
Symptoms
May have a short attention span
May not be able to generalize
May feel insecure
Consistently achieves below grade level
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Has a low intellectual ability
Withdraws and does not participate
Seldom volunteers in class
Has trouble getting started
Has trouble finishing assignments
Possible Reasons for Behavior
Familial pattern of slow learners
Lack of environmental stimulation
Possible learning disabilities especially if greater potential is indicated in spite of a low
intellectual quotient
Frequent illness causing gaps in critical stages of learning
Rejection by parents/guardians or playmates
Low nutrition
Severe emotionality interfering in cognitive functioning
Teaching/Management Suggestions
Provide many learning materials at child’s level of ability
Ask for an intellectual or academic evaluation using individual tests
Give child many opportunities for success and a feeling of achievement
Try to get child interested in hobbies or extracurricular activities
Provide a place to work where distractions are at a minimum
Investigate child’s physical and health condition
Encourage child whenever possible and build up his or her good qualities
Have child work with a peer tutor
Make the parents/guardians aware of child’s limitations so that they do not add to the problem
with inappropriate demands
Things to Keep in Mind
Requiring more than s/he can do will cause frustration
Improvement in academic achievement will always be slow
Parents/guardians often reject the idea that their child is a true slow learner
Be careful child does not get “lost in the crowd”
Try to keep in mind that the learning disabled and the slow learner may exhibit many of the same
behaviors. However, there are specific differences between these two groups:
True slow learners present intellectual patterns within the low average range usually between 80
and 89. The pattern is also consistent with past evaluations and does not indicate any further
potential as reflected by the scatter of the scores. Children with learning disabilities, on the other
hand, may also score within the low average range. However, their patterns indicate a greater
potential, probably well within the average to above average range.
True slow learners will not perform on grade level in all areas. The underlying assumption with
learning disabled children is that they will attain grade level performance with support and
modifications.
Learning-disabled children show a marked discrepancy between intellectual potential and
academic achievement. Slow learners will have academic percentiles very close to their
intellectual ability.
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The Essential Nine (Classroom Instruction That Works) Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine
instructional strategies that are most likely to improve student achievement across all content areas and across
all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert
Marzano, Debra Pickering, and Jane Pollock.
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers
The following is an overview of the research behind these strategies as well as some practical applications for
the classroom.
1. Identifying Similarities and Differences
The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often
solve) complex problems by analyzing them in a more simple way. Teachers can either directly present similarities
and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and
differences on their own. While teacher-directed activities focus on identifying specific items, student-directed
activities encourage variation and broaden understanding, research shows. Research also notes that graphic forms
are a good way to represent similarities and differences. • Use Venn diagrams or charts to compare and classify items.
• Engage students in comparing, classifying, and creating metaphors and analogies.
2. Summarizing and Note Taking
These skills promote greater comprehension by asking students to analyze a subject to expose what is essential and
then put it in their own words. According to research, this requires substituting, deleting, and keeping some things
and having an awareness of the basic structure of the information presented. • Provide a set of rules for creating a summary.
• When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will
happen next in the text.
Research shows that taking more notes is better than fewer notes, though verbatim note taking is ineffective because
it does not allow time to process the information. Teachers should encourage and give time for review and revision
of notes; notes can be the best study guides for tests. • Use teacher-prepared notes.
• Stick to a consistent format for notes, although students can refine the notes as necessary.
3. Reinforcing Effort and Providing Recognition
Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between
effort and achievement. Research shows that although not all students realize the importance of effort, they can learn
to change their beliefs to emphasize effort. • Share stories about people who succeeded by not giving up.
• Have student keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically
analyze the data.
According to research, recognition is most effective if it is contingent on the achievement of a certain standard.
Also, symbolic recognition works better than tangible rewards. • Find ways to personalize recognition. Give awards for individual accomplishments.
• “Pause, Prompt, Praise.” If a student is struggling, pause to discuss the problem, then prompt with specific
suggestions to help her improve. If the student’s performance improves as a result, offer praise/encouragement.
4. Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom. However, research
shows that the amount of homework assigned should vary by grade level and that parent/guardian involvement
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should be minimal. Teachers should explain the purpose of homework to both the student and the parent/guardian,
and teachers should try to give feedback on all homework assigned. • Establish a homework policy with advice – such as keeping a consistent schedule, setting, and time limit – that
parents/guardians and students may not have considered.
• Tell students if homework is for practice or preparation for upcoming units.
• Maximize the effectiveness of feedback by varying the way it is delivered.
Research shows that students should adapt skills while they are learning them. Speed and accuracy are key
indicators of the effectiveness of practice. • Assign timed quizzes for homework and have students report on their speed and accuracy.
• Focus practice on difficult concepts and set aside time to accommodate practice periods.
5. Nonlinguistic Representations
According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in
the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven
to not only stimulate but also increase brain activity. • Incorporate words and images using symbols to represent relationships.
• Use physical models and physical movement to represent information.
6. Cooperative Learning
Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When
applying cooperative learning strategies, keep group small and don’t overuse this strategy – be systematic and
consistent in your approach. • When grouping students, consider a variety of criteria, such as common experiences or interests.
• Vary group sizes and objectives.
• Design group work around the core components of cooperative learning – positive interdependence, group
processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.
7. Setting Objectives and Providing Feedback
Setting objectives (learning targets) can provide students with a direction for their learning. Goals should not be too
specific; they should be easily adaptable to students’ own objectives. • Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to
them. Questions like “I want to know” and “I want to know more about…” get students thinking about their interests
and actively involved in the goal-setting process.
• Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those
goals.
Research shows that feedback generally produces positive results. Teachers can never give too much; however, they
should manage the form that feedback takes. • Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge.
Rubrics are a great way to do this.
• Keep feedback timely and specific.
• Encourage students to lead feedback sessions.
8. Generating and Testing Hypotheses
Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best.
Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions. • Ask students to predict what would happen if an aspect of a familiar system, such as the government or
transportation, were changed.
• Ask students to build something using limited resources. This task generates questions and hypotheses about what
may or may not work.
9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what they already know about a topic to enhance further
learning. Research shows that these tools should be highly analytical, should focus on what is important, and are
most effective when presented before a learning experience. • Pause briefly after asking a question. Doing so will increase the depth of your students’ answers.
• Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways
to expose students to information before they “learn” it.
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Instructional Strategies
Principles of Learning
New learning is shaped by the learner’s prior knowledge. Students’ learning must be built on what they already know. New information is
always filtered by prior conceptions and related information. You not only have to know
what they know but how they are thinking about what they know.
Learning occurs through social interaction. Learning is largely a social process. A lot of our learning comes through
interaction with others. The teacher who recognizes the social nature of learning treats the
classroom group not as a collection of individuals learning on their own but, instead, as a
small community whose members are learning together, learning from one another. That
means students do a lot of talking. It is more than practice and recitation. It is a place
where they can explain to each other and help each other explain. This is only possible in
a climate of trust and mutual respect. Students need to develop the skills and
understandings that make for a productive discussion.
Learning is closely tied to particular situations. Learning is “situated.” We create knowledge as we go and that is crafted or
adapted to the very situation we are in. The more different from past situations, the more
new work there is going to be to do. The challenge is to maintain intellectual rigor while
providing student experiences that do have carryover to real-world situations - getting
students involved in realistic, purposeful tasks and then providing whatever support the
students need to do it successfully. People learn whole to part more efficiently. It is better
to focus on the problems and let the bits of knowledge that are needed arise within the
context of solving the problem.
Successful learning involves the use of numerous strategies. The following universal thinking strategies can and should be explicitly taught
across the curriculum and grade levels: the importance of elaboration, the role of
imagery, the power of comparing and contrasting, and the power of anchoring your
understanding in examples. It is important that people think about what they’re learning,
that they imagine it, that they make connections, that they seek evidence, that they try to
build comprehensive mental models, and that they work together in their learning, using
techniques of cooperative and collaborative learning.
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Seven Elements of an Effective
Learning Environment Implications for the Classroom
1. Students/teachers actively engaged in the learning process
Provide exploratory experiences
Promote problem solving
Engage students in simulations
Make use of role-playing
Include active learning
Encourage authentic, cooperative projects
Include teacher/student demonstrations
Include hands-on experiences
2. Students’ ideas are respected and valued; stress is low; self-efficacy is high
Create a feeling of community
Foster low-stress environments
Provide support.
Provide positive feedback
Promote individual/cooperative successes
Encourage interdependency and peer support
Practice conflict resolution
Support children’s dreams and aspirations
Create multiple, varied situations when
individuals are repetitively successful
3. Students have ownership of their learning and assessment
Give students voice in what/how they learn
Engage students in designing assessment
Use peer teaching; reciprocal teaching
Develop flexible learning activities that meet
individual needs and interests
Create experiences where students are
committed to both the content and the nature of
the learning activity
4. Students engage in both social interaction and self-reflection
Create learning activities that allow for
communication in flexible, diverse, and
adaptable settings
Provide instruction on how to engage in
positive social interaction and self-reflection
Facilitate a classroom environment conducive
to social interaction and self-reflection
Provide opportunities for individual/group
reflection
Encourage multiple forms of appropriate
journaling
5. Students develop/use critical-thinking skills and numerous strategies for problem solving
Teach students how to think critically and use
numerous strategies
Engage students in activities which facilitate
the use of higher-order thinking and numerous
problem solving strategies
Support students’ sharing of ideas and
strategies used to accomplish tasks
Provide learning experiences that challenge
students’ engagement
6. Student learning is tied to particular situations and illustrates a “value beyond school.”
Create learning experiences that are directly
related to the learners’ immediate and not-so-
immediate life outside of school
Build upon students’ prior experiences and
viewpoints
Relate new experiences to past ones, aiding
students’ recall and transfer of ideas
Develop learning experiences that have
personal and emotional ties for students
7. Students/teachers use prior knowledge to construct new knowledge, attitudes, and beliefs.
Assess prior knowledge of content, attitudes,
and beliefs
Address misconceptions prior to and during
learning of new ideas
Link new information to old ideas
Make use of students’ emotional ties to ideas
and experiences
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THIRTEEN TIPS FOR TEACHERS Who Want to Improve Their Effectiveness
1. Formulate a mission statement for your work with children. Inform the students and families of your
mission.
2. Become aware, through honest self-examination, of the impact of your prejudices, intolerances,
attitudes, behaviors, language, and levels of academic and behavioral expectations on the
achievement of your students.
3. Revise your lessons plans so that they reflect escalated academic and behavioral expectations.
4. Use informal written surveys, essays and discussions to discover your students’ talents, strengths,
aspirations, and activities and interests outside of school; build lessons and projects around these
discoveries.
5. Find other staff members who believe, as you do, that all children can and must learn. Share
expectations, plans, strategies, and methodologies with them.
6. Share your new plans and ideas obtained from the surveys, essays, and discoveries with your
students.
7. Train students, during class time, to meet your escalated expectations, i.e., practice in the classroom
effective ways to study, to take notes, to use the textbook as teacher and guide, and to organize their
time and energy for school success.
8. Give each student early success (first day, first week) and recognize and reward success frequently.
9. Examine your grading and testing policies and purposes. Discuss them with your students. Discuss
the concept of competition with self, i.e., beating your personal best. Also, discuss the lessons to be
learned from failure. It is important for students to learn/understand that it is through effort – not
intelligence – that they can succeed.
10. Increase in-class, hands-on experiences and cooperative learning activities.
11. Increase out-of-school cultural and work experiences. These should include contact with successful
ethnic and gender role models.
12. Connect all students to a significant adult advisor and to a club, team, service, or school activity
early in the school year.
13. Talk to parents/guardians (via telephone, email, newsletter, lunch or dinner meetings) about your
plans and expectations for their children and how they, at home, can work collaboratively with you
for their children’s success. This should occur during the first two weeks of school and at regular
intervals throughout the year.
From: Lorraine Monroe
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Brain Compatible Components
1. Absence of Threat Daily Agendas
Procedures
Feeling Included
2. Meaningful Content Apply to the Real World
“Being There”
Age Appropriate
Theme
Curriculum Connections
Student Binders
Key Points
3. Choices Eight Intelligences
Bloom’s Taxonomy
4. Adequate Time Less is Best
Patterns and Programs
5. Enriched Environment Music/Plants
Resource Books
Clutter Free
Hands-on Activities
6. Collaboration Cooperative Groups
Class Meetings
Team-building Activities
Community Circle
7. Immediate Feedback Journal Writing
Guided Practice
Student Binder
8. Mastery Student Portfolio
Authentic Assessment
Closures
Put Variety in Your Teaching Brainstorming
Case Histories
Charts
Debate
Demonstration
Field Trips
Flannel graph
Games/Crossword Puzzles
Interview
Laboratory
Maps
Models
News Articles
Problem Solving
Projects
Quiz
Questions & Answers
Reports
Role-Playing
Skits
Storytelling
Symposiums & Forums
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Instructional Tips
Require participation by all students in
whole group instruction by using the
following strategies:
In deciding on lesson activities, always
consider, “Is the activity cute, or does it
count?”
Signal the class that someone else may
be called on to add to, clarify or
summarize another student’s response.
While some students are performing a
task at the whiteboard, require others to
do the same task on a worksheet, slate,
or device.
Call on students in a random or
unpredictable pattern.
Ask questions of the class in a fashion
that implies that any one of them could
be asked to respond.
Make use of wait time after asking the
question and after student’s initial
response.
Have materials ready so that your
planning and preparation are not the
cause of students being off task.
To keep students motivated, vary your
routines and materials.
Plan for, and provide, appropriate
activities for the early finisher and the
“nothing-to-do” students (not just more
of the same). Consider provisions to
meet the needs of slower paced
students, giving help or giving
additional time. Beware of holding up
the majority of the class for these
slower paced students.
Provide frequent shifts to activities as
opposed to long periods of just
listening or copying.
When you put student(s)’ names in
your grade book, number the names in
consecutive order. Have students write
their names and numbers on their
papers. You (or a student) can quickly
see which papers are missing and, when
they’re corrected, they will be in the
correct order to put into your grade book.
Consider ways to reduce the time the
students spend waiting: for the teacher,
lining up, etc.
Realize that busy work (such as
worksheets) may keep students occupied
but may not be a worthy “on task” activity.
Increase student-student academic
interactions. Ask students more questions
including open-ended, critical and creative
types.
Make certain that high, yet reasonable,
expectations for all students are clearly
stated.
Move around the room regularly and
systematically to ensure on-task behavior
and to answer student questions.
Plan smooth transitions between
instructional activities thereby reducing
off-task behavior.
Make a “to do” list every morning. Check
off tasks as they are completed.
Train students to hand papers in, right side
up, with their name at the top, into the
designated completed work basket. Have a
basket for each subject of class so papers
are sorted for you.
Assign each student a partner. When a
student is absent, his/her partner can
gather notes, handouts and assignments
that the absent student has missed.
When students check each other’s papers,
have the checker sign their name at the
bottom. Students are then more careful.
Write frequently used directions on a chart
instead of the whiteboard. When needed,
hang the chart on the whiteboard. Good
idea for: Assignment guideline, book
report outline, paper heading, studying for
a test, many others.
If your classroom is far away from the
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Use an answer column along the right
margin of the paper when doing math
assignments from textbooks or short
answer assignments. Have student
transfer answers from the problem to
the answer column. You can correct
half a dozen papers at a time by looking
at several answer columns. (Learning to
copy answers into an answer column
carefully is an important skill,
especially for taking standardized
tests).
Make a stencil from which you can cut
out the answers to check multiple
choice answer sheets.
Display answers with projector to have
students check homework while you
take attendance.
Parents may be able to help with some
clerical work such as typing a
newsletter, preparing teaching
materials, preparing book club orders,
laminating, etc.
Designate one spot on the whiteboard
where you write what students should
do as soon as they enter your
classroom. Teach students to look there
and begin without wasting time. It will
give an orderly beginning to your
classes.
Laminate often-used materials if reused
in subsequent years.
Have a personal care kit at school,
which might include aspirin, needle and
thread, etc.
Teach students to do as many clerical
tasks (attendance, lunch count, etc.) as
possible.
Make two blank copies of student
worksheets – one to use, one to file for
future reference or to make copies for
an answer key.
office or teacher workroom, keep a supply
box “hidden” somewhere. Include: pens,
pencils, scissors, class list with student
phone numbers, tape, etc.
Save time by designing your own lesson
plan book. Take a page from your book
and put in room numbers, times, subjects,
special classes and any other constant
features. Duplicate this page and, when
you make your lesson plans weekly, you
will only need to add the lessons for the
week.
Place extra copies of worksheets in a
“homework box.” Students can help
themselves for extra practice.
Identify your supplies (pencils, scissors,
markers, etc.) with a masking or colored
tape strip.
With notes on your computer, use the
projector to display class notes and
presentations instead of the whiteboard.
This way you can date and save them, use
them again, give them to an absent
student, or review them on another day.
Make a poster to keep a daily list of
assignments for the students who are
absent.
Ideas for “floating” teacher: Make a box or
use a cart to keep your “desk” materials
with you as you travel from room to room.
Instead of collecting checked homework
every day, have students keep it in a folder
and collect once a week for recording.
Designate one day a week to send student
work home to families.
Re-file your materials as soon as possible
so you can find them later.
Have a bulletin board that includes special
class schedules, announcements, lunch
menu or important things you or your
substitute might need.
Use one calendar to keep track of future
important events – pocket calendar, desk
calendar, lesson plan book, etc.
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Rules for Brainstorming No criticism or compliments are allowed
No expectations are needed.
No initial discussion of ideas.
Strive for quality of ideas first.
Encourage participation of all members.
Allow anything to be contributed.
Post the ideas publicly throughout the process.
Content Area Reading Strategies Before Reading: KWL Chart
Graphic Organizers
Anticipation Guides
Vocabulary Sorts
Questionnaire
During Reading: Reading logs
Post-it Note Strategies
Partner Reading
Mind Mapping
Note Taking
DRTA (Directed Reading and Thinking Activity)
After Reading: Story Map
Character Map
Exit Slips
Response Journals
Reaction Guide
Discussion Web
Things to Keep in Mind About Reading in the Content Areas Teachers need to be aware of each student’s independent and instructional reading levels.
A wide variety of materials need to be made available to meet the needs of the students.
Reading strategies are necessary in every subject area.
Before, During, and After reading strategies should be present for every lesson, no matter the content.
Teachers need to provide many forms of experiences to connect reading and writing to individual
interests and strengths. (Multiple Intelligences)
Teachers must present reading and writing in smaller chunks and must provide guidance through each
step.
Teachers must build on prior knowledge and provide experiences for those without any.
All teachers must read aloud to students DAILY!!
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Waiting Time Becomes Learning Time
Classrooms have been accused of being slaughterhouses of time. Time is killed, and much of it
wasted in the same way that, in the past, animals were slaughtered and much of them wasted. Now,
an industry with its emphasis on extracting everything of value, has eliminated such waste and
“everything but the moo” is used.
In education, the current emphasis on accountability has forced similar conservation of our most
valuable educational resource - the time and energy of the teacher and the learner. In classrooms, that
precious time and energy can be expended with great learning dividends or dissipated with little or no
learning return. Educational ‘conservation’ can minimize or eliminate waste that occurs when
valuable student time is expended WAITING, WAITING, and WAITING! Serious erosion of time
and energy occurs when learners are waiting: waiting for the class to start, waiting for the reading
group to gather, waiting for papers to be passed out or collected, waiting to be dismissed, waiting for
the teacher to get to them. All this waiting leaves students with nothing to do but to entertain
themselves. Usually they fill this time by daydreaming, talking and playing/messing around with their
friends, or getting into trouble.
The technique of using ‘sponge’ activities to productively utilize, rather than dissipate, waiting time
has been developed at the Laboratory School of UCLA. These activities can be modified or tailored
for use in any classroom, at any age level, with any content for students. “Sponge activities” are the
name of learning opportunities which “sop up” those precious droplets of “waiting time” which
otherwise would be lost. Sponge activities are designed to:
1. Review or extend previous learning.
2. Build readiness or “set” for the learning that is about to occur.
3. Eliminate the discipline problems, which can be generated in transition periods.
Sponge activities, because they occur during transitions or at the beginning and end of an assignment,
must be designed to accommodate late arrivals (latecomers can join in the activity without feeling lost) or
early departures (students can be dismissed or depart without missing something essential). Whenever
there is an unavoidable waiting period before a planned activity can start, or when students finish an
assignment and have some time left over, the effective teacher utilizes this time either to strengthen
learning that needs extension and/or additional practice, or to prepare learners to move more successfully
into the next learning.
To design a sponge activity that will promote motivation and set to perform, a teacher needs to examine
the ensuing lesson and decide what students would be thinking about or considering beforehand that will
provide a springboard for the new learning. This “prior propulsion” not only focuses the learner, but also
provides impetus that will carry a lesson much farther with efficiency and effectiveness. In addition to
focusing potential, sponge activities also contribute to students assuming the responsibility for starting
themselves and, if the question is written on the board, for practicing reading and generating responses.
Teachers who systematically make use of sponge activities that are appropriate to their group in order to
give students practice or create an anticipatory mental set will find their students arrive more promptly
because there is something interesting to do. Additionally, students are more alert because they are used
to “turning on” thinking as soon as they arrive. As a result, many discipline problems will be eliminated,
and valuable time becomes a powerful “learning time” which teachers and children enjoy and which pays
tremendous dividends in increased achievement.
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Homework Tips
Homework is becoming a growing issue. Some schools have homework policies.
Consider these purposes for homework. Homework can provide:
Different ways to monitor student learning
other than tests.
Opportunity for practice of a skill or concept
that has been taught.
An opportunity to tie in school learning with
real world experiences.
Open-ended activities that allow for success.
Means of communicating with the home about
student progress.
Ways to actively involve the family in the
student’s education.
Preparing the student for in-school activities.
“Homework” takes on a whole new meaning
when instruction is “flipped.”
Homework Do’s and Don’ts Do’s Don’ts
Do have a homework policy and be prepared to
communicate it to students and parents.
Do make sure students know objectives of the
assignments.
Do give feedback and acknowledgment on
completion of homework.
Do hold students responsible for completion of
homework, but be sensitive to outside
obligations.
Do be aware of the resources that are, or are not
available at students’ homes in order to
complete the assignment.
Don’t give 25 problems if 5 will accomplish the
objective (more is not always better).
Don’t give homework as punishment.
Don’t use homework as busy work.
Don’t assume that homework should be
assigned every night. Check on your policy.
Don’t assign homework just because a parent
requests it.
Don’t make unrealistic demands on students’
time.
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Chapter Four:
Mentor
Section
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Mentor
A mentor, by common definition, is an experienced adult who befriends and guides a less
experienced adult. In so doing, mentors can serve many roles: teacher, coach, role model,
developer of talent, a protector, and a sponsor.
TEACHER – Teaches specific skills necessary for successful job performance.
ADVISOR – Gives advice based on a high degree of competence and extensive
experience; guides the protégé in understanding school policies and unwritten rules.
COUNSELOR – Provides emotional support and encouragement.
ROLE MODEL – Models professionalism and demonstrates realistic ways of solving
problems with energy and self-confidence.
PROTECTOR – Provides a safe environment where the new teacher can make mistakes
without losing self-confidence and acts as a buffer between the protégé and staff.
COMMUNICATOR – Establishes open lines of communication through which concerns
can be discussed clearly and effectively.
COACH – NOT evaluator.
Mentor Rules and Responsibilities
As a mentor, it is expected that you will:
1. Ensure a strong start to the year
Participate in district provided mentor training opportunities and other professional
growth activities offered by the district for mentors and new teachers
Contact new teachers prior to the new teacher orientation to begin to develop an ongoing
relationship
Introduce the new teacher to key people in the building and within the District
Assist with setting up classrooms, and aid in preparation for the beginning of school
Orient new teachers to building practices and procedures
Be available to the new teacher during the orientation week
Make sure the new teacher procures needed curricular materials and supplies
Familiarize the new teacher with the school building, rules, routines, and equipment and
its usage
2. Provide instructional support
Aid the new teacher in planning lessons and assessments
Assist the teacher in creating a classroom atmosphere which is motivating and positive
Support the new teacher in trying new teaching strategies, using differentiation, and
addressing individual student needs
Model new strategies for the new teacher or do side-by-side teaching in order to
introduce a new strategy
Observe the new teacher in the classroom environment regularly to coach and provide
assistance and support; these observations will be entirely removed from the evaluation
process-and provide follow up reflection and discussion
Plan times for the new teacher to observe in the classrooms of experienced teachers with
similar content; provide coverage if necessary
Provide feedback that is two-way, nonjudgmental, descriptive and positive
3. Provide ongoing professional support
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Be available to new teachers on a weekly basis by having a standing meeting time
Attend and /or lead on-going support sessions and study groups for new staff throughout
the year
Acquaint the new teacher with the school and District policies
Make the new teacher aware of the various District workshops, projects, and programs
that are offered for staff members
Review the school calendar to anticipate coming activities
Assist beginning teachers in developing their Professional Learning Plan
Be a resource for information on formal evaluation and professional practice
Suggest summer institutes and /or professional development opportunities for summer
growth
4. Provide personal support
Encourage social activities and maintaining a support system
Help the new teacher put problems in perspective to reduce stress
Help the new teacher prioritize work in order to make best use of their time
5. Maintain a confidential relationship with the new teacher
Serve as a confidential consultant and friend to the new teacher
Organize weekly meetings to share ideas and information
Be available on an as-needed basis for emergencies and questions
6. Serve as a liaison
Refer the new teacher to other teachers and educational resources for a variety of
perspectives and instructional practices
Help the new teacher build strong links and remain open to learning from others besides
the mentor
Inform the new teacher of opportunities and supports provided by various professional
associations
7. Participate in mentor preparation, trainings, reflection, and program evaluation opportunities
Maintain collaborative assessment log of meetings between mentor and mentee, and
encourage new teacher journal use to keep communication flowing between mentor and
mentee
Use collaborative log to problem solve and record “to dos” for mentor and mentee*
*Mentors do not evaluate; confidentiality is critical. The mentor’s feedback to the protégé always is
in the strictest confidence. The mentor must not be part of the district’s system of teacher
evaluation, nor does the mentor discuss the performance of the beginning teacher with other staff.
All written communication should be left with the beginning teacher.
Conversational Planning Guides
This guide is intended to focus discussions for new teachers and “mentors” on several issues. It
is hoped that these conversations will be personalized to meet the needs of various staff and
positions, while also providing guidance regarding issues that new staff members in the past
have reported as important to address. Mentoring New Teachers by Hal Portner Corwin Press,
Inc. 2003
FOCUS: The Nitty-Gritty/Nuts and Bolts
1. Walk through a typical day’s schedule
What are the routines, transitions, routes through the building
You might want to physically visit particular areas or routes
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2. Procedures
Absence reporting
Lunch count and use of cafeteria
Safety/emergency procedures
Field trips, bus procedures
3. Locations/How to’s
Copy machine
DVD, TV, Projector, etc.
4. Technology
Laptops
Check out procedures
Online resources
Internet
Computer lab (if applicable)
5. People
Specialists/resource staff
Administrators – who is responsible for what
Library media
PDC reps
Building leadership
Support staff
FOCUS: Personnel 1. Custodians
What are their names?
Which one will work on your hallway, in your classroom?
Where are they headquartered?
How can a teacher secure their help? For special events? For an Emergency?
Are there any special procedures that the custodial staff requires?
2. School Secretaries
What are their names and responsibilities?
What office machines are available for teachers?
How can you obtain the usual office supplies?
Is there a departmental assistant? What can we expect them to do? How much lead time do they
require?
What teacher-kept records are required of you?
How is school wide attendance handled?
How can teachers make and receive phone calls during the day?
3. School Cafeteria
Who are the staff members, and what are their hours?
What lunches are available for teachers and students, and at what prices?
What responsibilities will the teacher have in the cafeteria?
4. Principal
How and why might a teacher refer a student to the principal or assistant principal?
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When and where are faculty meetings?
What responsibilities will you have outside the classroom?
What school traditions are there to be aware of?
How are assemblies panned and handled?
What roles do principals and other staff members pay in evaluating teachers? What is expected of the
teacher evaluation?
5. The library
Who comprises the library staff and what are their responsibilities?
When may students visit the library? How do they check out materials? For how long?
What classification system is used to organize books? What methods are used for information
retrieval?
How do you checkout, reserve, or order materials?
What special services will librarians provide?
6. Counselors
Who are they and how are students assigned to their caseload?
How and why might a teacher refer a student to a counselor?
Where are the student records kept? Who has access to the these records? What is the procedure to
check a student’s records?
What kinds of grading system and report cards are used?
What state and national tests are given to students? When?
What special services do counselors provide students and teachers?
7. Specialists
Who are the specialists in the building and district?
What are their roles, and what service do they provides?
8. School Nurses
What are their names and responsibilities?
When may students/teachers go to their office?
What procedures must be followed to send students to the nurse’s office?
What is the procedure if a student becomes ill during class?
Who is the emergency “first on site” person in my hall?
FOCUS: Getting to know the Culture of the School
In order to help a new teacher get an idea about the culture of the school, discuss any of the
following stems:
1. The students in this school…
2. Their parents/guardians…
3. The teachers in this school…
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4. The non-teaching professional staff, secretaries, and custodians…
5. The school’s major claim to fame is…
6. The first thing that would inspire a stranger entering the school is…
7. Teaching in this school is like…
8. The surrounding community is…
9. Some interesting places in town are…
10. Local community support for education comes from ____________ in the form of…
FOCUS: Student, Discipline, and Resources
1. Discipline Procedures
If there are written procedures or handbooks for your building, make these available
and review.
If there are unwritten procedures for your building, review them.
Discuss the norms for expected student behavior in your building.
2. Students
Explore the new teacher’s previous experiences…
What were the students like?
What was the atmosphere like; the school environment?
From your perspective, are there things you think will be different here?
Describe particular characteristics that you find common to Reeds Spring students.
3. Resources
Who do you go to in your building when you need help with a particular student?
What are the resources available to the classroom teacher?
What are the processes for utilizing resources in your building?
FOCUS: The Parent/Guardian Community
1. Explore the new teacher’s previous experiences…what was the previous parent/guardian
community like?
2. Based on that information, discuss aspects of this community that will likely be similar,
different.
3. Discuss strategies that you have found successful for establishing positive rapport with
students’ families.
4. Discuss expectations that families in your learning community have of teachers that are
important for new staff members to understand.
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This is a more specific list that you can check off as you make your way through the discussions.
In some cases, it is recommended to walk through this list over several different meetings so that
information does not become overwhelming.
______ Briefly, outline your role as a support to the new teacher
______ School year in review
______ Office procedures
______ Schedule
______ Review class list
______ Set up a routine meeting time
______ Discipline
______ Curriculum
______ Meet staff – you might want to loan them a yearbook with photos
______ Organization procedures
______ Share hidden rules of your building
______ Sub folder and absence procedures
______ Supplies/classroom physical space
______ Budget procedures
______ Offer to help them prepare their room
______ Arrange for someone to answer emergency questions throughout the year in case you
are unavailable
______ Share what is the most important building issue and/or initiative for someone new to
your building
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Professional Learning Plan
The mentor teacher can assist in planning professional learning by:
Providing direct assistance, e.g., answering questions,
suggesting strategies, identifying resources.
Creating opportunities for the protégé to become involved in
professional activities.
Providing information on the mentor’s own professional
learning plan as a model.
Assisting the protégé in setting short and long-term
professional goals.
Acting as a resource to help the protégé obtain information
such as certification and continuing education requirements.
Since the PLP is tied to certification, thus contract renewal, and to evaluation, the building
principal should take the primary responsibility for working with the teacher on his/her plan.
The principal and the teacher should review progress with the plan on a regular basis and
update the plan at least once each year, or as needed.
The intent of the plan is that it be a tool for both principals and teachers to foster continual
growth and development of professional skills of the teacher.
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Administrators’ Responsibilities
1. Provides time for protégé to observe master teachers in the instructional setting.
2. Assists with selection of mentors.
3. Respects confidentiality of mentor/protégé relationship.
4. Provides encouragement and support for the success of the mentoring program.
The Mentor as a Role Model
The mentor teacher becomes a role model:
In relations with colleagues, students, families, and others
By demonstrating a commitment to student growth and development
By demonstrating exemplary skills in the classroom
In collaborative endeavors with other professionals (collegial interaction and support)
In work habits
By modeling a professional growth commitment; having a personal and professional
learning plan
By active involvement in professional activities and professional organizations
By seeking knowledge of trends in education, including materials, research, and
methodology
By expressing a positive set of values and beliefs concerning teaching as a career
By being a facilitator of change and improvement
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New teachers often find more difficulty in implementing school procedures
than teaching students. The mentor should facilitate the new teacher by
covering all items on this checklist:
Topics Preparing for the first few days of school
Using the curriculum guides and Grade Level Expectations
to plan lessons – what should be taught and tested
Building checklist
Managing classroom instruction including: planning
instruction, finding resources and materials, evaluating
student progress, and coping with a wide variance of student
ability in the same class
Experiencing feelings of isolation
Coping with the workload
Developing positive relationships with families,
administrators, colleagues, and students
Maintaining classroom management and discipline (SW
PBS, principles of Love & Logic, and BIST)
Motivating students, especially working with students who
have special needs
Managing time, including striking an appropriate balance
between personal and professional time
Effective classroom and student engagement strategies
MAP and EOC testing
Evaluations
End of year procedures
Any concerns of beginning teachers are valid subjects for frequent informal conferences.
Consequently, the mentor should make an effort to be both available and easily accessible to the
beginning teacher, especially the first few weeks of the school year.
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Year At A Glance – Mentor Checklist of Responsibilities JULY
_____Initial introductory phone call to your protégé.
AUGUST _____Meet, welcome your protégé at B-TAP, Thursday, August 7, 2014
_____Develop collegial relationship (Continue to monitor progress in this area)
_____Communication with principal at B-TAP
_____B-TAP
_____Provide support and help for protégé to begin the year
_____Building checklist/prepare for B-TAP
_____Professional Learning Plan (PLP)
_____Regular conferences
SEPTEMBER _____Informal meetings (share events and happenings of the day)
_____Monthly conference on Planning Instruction and Substitutes
_____Professional learning opportunities
_____“Socializing” protégé (Discuss school norms, traditions, socials, and
introduce to other staff)
_____Continue to develop collegial relationship
_____Observation and feedback – Initial demonstration is in the mentor’s or other
experienced teacher’s classroom
_____Share resources (Show where to find supplies, materials, etc.)
_____Review standard operating procedures
_____Promoting positive relationships with students and families
OCTOBER _____Monthly conference on Partnering with Parents (Conferences)
_____Observation and feedback
_____Informal discussions
_____Professional learning opportunities
_____Review PLP
_____Parent/teacher conferences and report cards
NOVEMBER _____Monthly conference on Planning & Implementing Instruction
_____Observation and feedback
_____Informal discussions
_____Review PLP
DECEMBER _____Monthly conference on Personal Time Management
_____Informal discussions
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_____Review PLP
JANUARY _____Monthly conference on Assessing Learning
_____Observation and feedback
_____Informal discussions
_____Review PLP
FEBRUARY
____Monthly conference on Testing & Teacher Stress _____Observation and feedback
_____Informal discussions
_____Review PLP
MARCH _____Monthly conference on Struggling Learners
_____Observation and feedback
_____Informal discussions
_____Review PLP
APRIL _____Monthly conference on Teacher Evaluation
_____Informal discussions
Review all forms and turn in as needed
_____Review PLP
_____Set professional learning goals for next school year
MAY
_____Monthly conference on End-of-Year Procedures
_____Informal discussions
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Providing Direct Assistance
Mentors can directly assist their protégés by:
Making time available on a regular basis to address the protégé’s concerns
and progress, and to ensure interaction
Helping the protégé organize and manage materials
Helping the protégé develop and maintain a record-keeping system
Responding to specific requests by the protégé
Informing the protégé about professional learning opportunities
Helping the protégé to understand the written and unwritten rules and norms
in the school and community
Observing the protégé and providing feedback to facilitate professional
growth
Helping the protégé develop a classroom management system
Assisting the protégé’s socialization to the school environment
Modeling and/or suggesting techniques for conferencing with families
Acting as a confidant for the protégé to express personal/professional
concerns
Helping the protégé identify specific competencies which need improvement
Encouraging and supporting self-direction and autonomy
Helping the protégé diagnose students’ learning styles and modify teaching
strategies to meet all students’ needs
Bringing new methods, materials, and resources to the attention of the
protégé and providing assistance in their implementation
Conferring with the protégé regarding effective ways of meeting student
learning objectives and District instructional goals
Providing examples of unit plans and course syllabi
Giving feedback on the protégé’s progress in meeting instructional goals
Identifying resource people, e.g., the principal, staff development specialists,
District and regional support agencies
Encouraging the protégé’s efforts to try his/her own ideas, teaching style,
and classroom management plan
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Observation and Feedback Conference
Formal Observation and Conferences
The formal B-TAP observation/conference has three parts:
1. Pre-observation conference
2. Observation
3. Post-observation conference
Ideally, the mentor and protégé will engage in the formal observation/conferencing process at
least once a month.
Observations Establish Trust
Mentors and protégés may require more than one observation and conference sequence to
establish a strong relationship. Once this level of trust has been achieved, the mentor and
beginning teacher are ready to proceed on to the observations and conferences that have as their
focus specific instructional growth for the beginning teacher. This process of pre-conference,
observation and post-conference should continue throughout the year, changing as the needs of
the beginning teacher change.
Stay Positive Trust and support will be enhanced and anxiety reduced if the mentor takes care to offer
feedback in positive terms.
Focus feedback on the behavior rather than the person
Describe rather than judge
Point out specific causes and effects
Share ideas rather than give advice
Explore alternatives rather than give solutions
Provide feedback valuable for the receiver rather than the giver
Give only the amount of feedback the receiver can use
Pre-Conference The mentor and protégé should determine the goal of the observation and what the mentor
should observe and record. During the pre-conference, the date and time for observation and
post-conference should be agreed upon. Also determine where the observer is to sit in the class,
and discuss the lesson plan. (Only one or two teaching behaviors or strategies should be
observed).
Feedback Conference:
Conferencing is an important part of the improvement process. Your role as mentor is to help the
new teacher self-analyze and assess strengths and weaknesses.
Giving constructive feedback is an indispensable tool in collaboration, teamwork, and other
group efforts. When it is done properly, feedback is a very specific kind of communication: it
focuses on sharing with another person the impact their behavior has had on you, and has as its
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purpose helping that person improve their effectiveness. Your feedback will be most useful when
it is understandable, acceptable, and usable.
Give it with care To be useful, feedback requires the giver to want to help, not hurt, the other person. Set a
relaxed tone.
Be specific Good feedback deals clearly with a particular incident and behavior. Making vague
statements is of little value. The most helpful feedback is concrete and covers the areas of
interest specified by the receiver. Explore strategies, causes and effects, and alternatives.
Avoid evaluative judgments The most useful feedback describes behaviors without value labels such as
“irresponsible”, “unprofessional”, or even “good” and “bad”. If the recipient asks you to
make a judgment, be sure to state clearly that this is your subjective opinion.
Feedback is confidential The mentor’s feedback to the protégé is in strict confidence. The mentor must not be part
of the district’s system of teacher evaluation, nor does the mentor discuss the
performance of the beginning teacher with other staff.
Speak for yourself When giving feedback; be sure to discuss only things you witnessed. Do not refer to
absent or anonymous people (e.g. “A lot of people didn’t like it …”).
Ask probing questions This allows the new teacher to do the talking. It promotes self-evaluation and self-
improvement. When the new teacher comes to the conclusion this part of the lesson was
not effective, you should “brainstorm” for ideas that would increase effectiveness. These
ideas have a much greater chance of success if the new teacher has ownership of the idea
that improvement is needed.
o In cases where significant concern is noted, the mentor may have to take control
of the conference. You may have to be more direct about what you say that was
not effective and point out ways for improvement. In either case, it is important to
schedule another observation as soon as possible to follow up on your discussion.
Sample Coaching Questions
What are you seeing that indicates you are getting the results you want?
What are your concerns about this option?
Which part of the new ________ seems to be the most challenging?
How did the implementation of your plan go?
What other possibilities might there be to produce different results next time?
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Reflecting Conference
(Assess) Express feelings about the lesson. As you reflect back on the experience, how
do you feel it went?
(Recall and Relate) Recall student
behaviors observed during the lesson to
support those feelings.
What did you see students doing that made
you feel that way?
(Recall) Recall their own behavior during
the lesson.
What do you recall about your own
behavior during the lesson?
(Compare) Compare student behavior
performed with student behavior desired.
How did what you observe compare with
what you anticipated?
(Infer) Make inferences about the
achievement of the purposes of the student
lesson.
As you reflect on the goals of the lesson,
what can you say about your achievement
of them?
(Metacognition) Become aware and
monitor thinking during the lesson.
What were you thinking when you made a
change in the lesson?
(Analyze) Analyze why the student
behaviors were or were not achieved.
Explain why some students performed as
they did and others did not.
(Cause-effect) Draw causal relationships. What did you do to produce the results you
wanted?
(Synthesize) Synthesize meaning from the
lesson.
What big ideas or insights are you
discovering?
(Self –prescription) What ideas might be carried forth?
(Evaluate) Give feedback about the effects
of this coaching session and the coaches’
conferencing skills.
What has this session done for you? What
could I do differently in future sessions?
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Open-Ended Coaching Questions
1. What do you see as some strengths of the lesson?
2. Share with me what led up to the lesson.
3. How did you feel about my coming in to observe the lesson?
4. How did you feel about the student responses in the lesson?
5. What are your perceptions about the effectiveness of the lesson?
6. How did you feel about the lesson?
7. What parts went as planned?
8. What would you do differently?
9. Were you pleased with the way the lesson went today?
10. What unexpected outcomes did you receive?
11. How did you feel your students were responding?
12. What were the unexpected gains?
13. What specific student behaviors pleased you?
14. What did not go as planned?
15. Tell me a little about this group.
16. Did you think that my being in the class affected the students’ behavior?
17. Please help me with this. I don’t understand.
18. In what way . . . ?
19. What have you tried so far?
20. How do you think this will work?
21. What are some other possibilities?
22. What are some obstacles?
85
Chapter Five:
Reference
Section
It is imperative that you read the Employee Handbook!
86
District Policy 4630
PERSONNEL SERVICES
Performance Evaluation
Staff Conduct
The Board of Education requires all staff members to serve as positive role models for
District students. District schools exist to provide quality, cognitive, and affective education
for District students. In achieving these objectives, staff are required to meet certain
performance criteria including, but not limited to:
1. Properly prepare for student instruction.
2. Fully utilize instructional time for learning activities.
3. Maintain students under active supervision at all times.
4. Assess student performance in regular and accurate manner.
5. Modify instructional goals to meet the needs of each student.
6. Comply with administrative directives.
7. Motivate students to achieve learning objectives.
8. Communicate with students in a professional and respectful manner.
9. Maintain relationships with students in a professional teacher-student model.
10. Review and comply with Board policies, regulations, and procedures as well as related
building rules and practices.
11. Properly operate and maintain district property.
12. Utilize district technology solely for school district business.
13. Maintain required records and submit requested reports in a timely manner.
14. Comply with all safety guidelines and directives.
15. Refrain from the use of profane and obscene language.
16. Dress in a professional manner.
17. Attend to all duties in a punctual manner.
87
Mandatory Reporting Policy
STUDENTS Policy 2710
(Regulation 2710)
Student Welfare
Reporting Student Abuse
The Board of Education believes that school staff members are in a unique position to assist children, families, and
the community in dealing with the issue of child abuse and neglect. Child abuse is defined as any physical injury,
sexual abuse or emotional abuse inflicted on a child other than by accidental means. Neglect is defined as the failure
to provide the proper or necessary support, education, nutrition, or medical, surgical or other care necessary for the
child’s well being.
If a student reports alleged sexual misconduct on the part of a teacher, or school employee, to a school employee,
such employee and the Superintendent shall forward the information within twenty-four hours of receiving the
information to the Children’s Division. The District will investigate the allegation for the purpose of making
decisions about the accused person’s employment.
However, if the report of alleged sexual abuse is received from someone other than a student, a report will be made
to the Children’s Division if a District administrator has reason to believe that a child has been or is likely to be
abused or neglected.
If the District receives a report of child abuse against a school employee involving a spanking or the use of
reasonable force to protect persons or property, the Superintendent or the School Board President must send a notice
to county law enforcement officials. Such notice will be given in addition to notice to Children’s Division. The
investigation into such child abuse allegation will be conducted by a law enforcement official in the county.
Any school district employee, acting in good faith, who reports alleged sexual misconduct on the part of a school
employee will not be disciplined or discriminated against because of such reporting.
The District will annually provide employee training, which will include but not be limited to current information
concerning identification of the signs of sexual abuse in children as well as the identification of the danger signals of
potentially abusive relationships between children and adults. This training will emphasize the importance of
mandatory child abuse reporting, including the obligation to report suspected abuse by other mandated reporters.
Employees will receive training on the need for and methods to create an atmosphere of trust so that students believe
their school and school employees are available to discuss matters concerning abusive behavior.
(Regulation 2710)
Procedure for Reporting Abuse and Neglect
1. When a student reports alleged sexual misconduct on the part of a teacher or other school employee to another
school employee such employee and the Superintendent shall forward the information within twenty-four (24) hours
of receiving the information to the Children’s Division at 1-800-392-3738.
2. However, if the report of alleged sexual abuse or neglect is received from someone other than a student, a report
will be made to the Children’s Division if the District has reason to believe that a child has been or is likely to be
abused or neglected by telephoning the Abuse Hotline at 1-800-392-3738. The call will be logged with the date,
time and nature of the report.
3. When CD representatives interview students on District property, a school staff member will be present. CD
representatives may not meet with a child at any school or childcare facility where abuse of the child is alleged to
have occurred.
4. When CD receives a report of suspected abuse involving a school employee, other than reports made under
subsection (1), the CD is required to notify the Superintendent. If the alleged perpetrator is the Superintendent, CD
88
will notify the Board President. However, if the report relates to spanking or the use of reasonable force to protect
persons or property pursuant to Board policy, a report will be made to county law enforcement officials. The
investigation into such report will be made by a law enforcement official in the county.
5. When the District and student involved request mediation of the child abuse situation in a school setting, the
matter will be referred to the Office of Child Advocate.
89
Reeds Spring School District
B-TAP
Beginning Teacher Assistance Program
B-TAP
Teacher Year 1 Name: School:
Year: Grade/Content:
Date:
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
DATE
AUG. SEPT. OCT. NOV. DEC/JAN. FEB. MARCH APRIL MAY
F. Peer Observation: Observed other teachers recommended by Principal/Mentor- see
page 12 of B-TAP Handbook. Date
1st Semester (as documented on 1
st semester Checklist)*
2nd
semester (as documented on 2nd
Semester Checklist)*
Teacher
Mentor
Assistant Superintendent of Teaching & Learning
*Please attach all certificates and documentation to this form (D & E).
This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.
Date
A. Attended New Teacher Academy – B-TAP Aug. 7-8, 2014 B. Attended Monthly New Teacher Sessions C. Mentor Observed Classroom Management D. Attended DESE Required New Teacher Meeting (off-site)* E. Created Professional Development Plan
E. New Teacher Conference Sessions with Mentor
90
Reeds Spring School District
B-TAP
Beginning Teacher Assistance Program
B-TAP
Mentor Year 1 Name: School:
Year: Grade/Content:
Mentee: Date:
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
DATE
AUG. SEPT. OCT. NOV. DEC/JAN. FEB. MARCH APRIL MAY
Mentor
Assistant Superintendent of Teaching & Learning
This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.
Date
A. Made Initial Contact with Protégé
B. Participated in B-TAP Aug. 7-8, 2014
C. Took Protégé on Building Tour
D. Provided Building Introductions of Personnel to Protégé
E. Peer Observation of mentor (1 required for year) see page 12.
F. Peer Observation of colleague (1 required for year)
E. New Teacher meetings with Mentor
91
Reeds Spring School District
B-TAP
Beginning Teacher Assistance Program
B-TAP
Teacher Year 2 Name: School:
Year: Grade/Content:
Mentee: Date:
Professional Development Plan (completed)*
Protégé attends monthly B-TAP sessions.
Document meeting dates below between Mentor and Year 2 Teacher
Mentor
_________________________________________________
Year 2 Teacher
Assistant Superintendent of Teaching & Learning
*Please attach all documentation to this form.
This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.
Date
Professional Learning Plan
Date Date Date
1. Planning Meeting
Planning Meeting Planning Meeting
2. Planning Meeting
Planning Meeting Planning Meeting
3. Planning Meeting
Planning Meeting Planning Meeting
4. Planning Meeting
Planning Meeting Planning Meeting
92
Reeds Spring School District
B-TAP
Beginning Teacher Assistance Program
B-TAP
Mentor Year 2 Name: School:
Year: Grade/Content:
Date:
Document meeting dates below between Mentor and Year 2 Teacher
Date Date Date
1. Planning Meeting
Planning Meeting Planning Meeting
2. Planning Meeting
Planning Meeting Planning Meeting
3. Planning Meeting
Planning Meeting Planning Meeting
4. Planning Meeting
Planning Meeting Planning Meeting
Mentor
Year 2 Teacher
________________________________________________
Assistant Superintendent of Teaching & Learning
This form is due to the office of the Assistant Superintendent of Teaching & Learning upon
completion.
Date
Protégé’s Professional Development Plan Completed and Submitted
93
Reeds Spring School District
B-TAP
Beginning Teacher Assistance Program
Transfer Teacher Name ____________________________________________________
Mentor/Buddy Name ____________________________________________
School Year _________________ Building _________________________________
Please check off each item as it is completed:
Familiarize transfer teacher with building and District procedures.
Make sure transfer teacher has curriculum materials/resources.
Assist transfer teacher with location, selection, and access to instructional materials and equipment.
Meet with transfer teacher as needed.
Assist transfer teacher with building and District record keeping procedures. (SIS)
Familiarize transfer teacher with family/teacher conference procedures.
Discuss professional learning opportunities with transfer teacher.
Encourage the transfer teacher to be involved in the District community.
Familiarize transfer teacher with faculty and student handbooks.
Help transfer teacher prepare for the first day of school.
Review emergency and safety procedures with transfer teacher.
Familiarize transfer teacher with lunch routines.
Review teacher evaluation process with transfer teacher.
Discuss involvement in professional organizations with transfer teacher.
Review achievement/MAP/EOC testing procedures with transfer teacher.
Familiarize transfer teacher with snow and inclement weather policies.
I certify that the above is true to the best of my knowledge.
Mentor Teacher Signature Date
Transfer Teacher Signature Date
Assistant Superintendent of Teaching & Learning Date
Mentors - This form must be completed and turned in to the office of the Assistant
Superintendent of Teaching & Learning prior to payment.
Procedures Checklist for Transfer Teachers
94
REQUIRED PROFESSIONAL LEARNING FOR EDUCATORS
Reeds Spring R-IV School District
Educator Name:
Beginning Year of Teaching Career:
Beginning Year at Reeds Spring:
Date of current year’s PBTE Name of evaluator
This section is only for 1st and 2
nd year teachers or teachers new to the district.
Mentor Subject area Observation date(s) Meeting/discussions Year
Beginning Teacher Assistance at:
From/To:
Professional Learning Class/Courses (this includes workshops attended)
Date Name of
Class/Course
Characteristics Contact
Hours
Current
Year
Year
Total
Initial Certification requires total of 30-contact hours.
Career Certification requires 15-contact hours yearly.
Data Screen: Educator met the yearly requirements to continue his/her current
certificate of license to teach. The numbers of PD hours completed are: _______
Teacher Signature __________________________________ Date _______________
95
Chapter Six:
Food for the Soul
96
Today!
I woke up early today, excited over all I get to do before the clock strikes midnight.
I have responsibilities to fulfill today. I am important. My main job is to choose what kind of day
I am going to have…
Today I can complain because the weather is rainy or … I can be thankful that the grass is
getting watered for free.
Today I can feel sad that I don’t have more money or … I can be glad that my finances
encourage me to plan my purchases wisely and guide me away from waste.
Today I can grumble about my health or … I can rejoice that I am alive.
Today I can lament over all that my parents didn’t give me when I was growing up or … I can
feel grateful that they allowed me to be born.
Today I can cry because roses have thorns or … I can celebrate that thorns have roses.
Today I can mourn my lack of friends or … I can excitedly embark upon a quest to discover new
relationships.
Today I can whine because I have to go to work or … I can shout for joy because I have a job to
do.
Today I can complain because I have to go to school or … eagerly open my mind and fill it with
rich new tidbits of knowledge.
Today I can murmur dejectedly because I have to do housework or … I can feel thankful because
I have shelter for my mind, body and soul.
Today stretches ahead of me, waiting to be shaped. And here I am, the sculptor who gets to do
the shaping.
What today will be like is up to me. I get to choose what kind of day I will have!
Have a GREAT DAY … unless you have other plans.
Author Unknown
97
Attitude The longer I live, the more I realize the impact of attitude on life.
Attitude, to me, is more important than facts. It is more important
than the past, than education, than money, than circumstances, than
failures, than successes, than what other people think or say or do.
It is more important than appearance, giftedness, or skill. It will
make or break a company, a church, a home. The remarkable thing
is we have a choice every day regarding the attitude we will embrace
for that day. We cannot change our past. We cannot change the fact
that people will act in certain ways. We cannot change the
inevitable. The only thing we can do is play on the one string we
have, and that is our attitude. I am convinced that life is 10% what
happens to me and 90% how I react to it. And so it is with you. We
are in charge of our attitudes.
Author Unknown
George Smith, communications consultant, said to one of his
audiences, “Say something positive to everyone you meet.”
Can you imagine what it would be like if everyone practiced
that idea? Positive attitudes are only developed within
people who practice thinking, acting, and talking positive.
The more we practice it, the more opportunities there are
for people to switch from negative to positive. Take today
and share something positive with everyone you meet. Then
watch to see if it makes a positive difference for them.
It takes just as much energy to achieve positive results as it does to achieve negative results. So why
waste your energy to fail when that same amount of energy can help you and your students succeed? Harry Wong
98
Want to Benefit from Stress?
Stress is a two-sided coin. It can be productive when it motivates
you to do your best. It also has a positive influence when you achieve a
good outcome and feel good about what you did. The flip side of the
coin, however, shows that stress can be counter-productive. It can
overwhelm you and cause you to become frustrated, angry, hostile, or
disillusioned to the point that you simply can’t get anything done or,
worse, don’t care enough to do anything.
One way to avoid the negative side of stress is to make a conscious
decision to not resist when faced with opposition or when attempting to
overcome an obstacle that is getting in the way of your progress. To not
resist requires you to face reality. It also means that you don’t fight or
get angry, because that is simply a waste of time, and it consumes your
energy.
A better stance is to analyze the dispute, find out what you can do
to resolve it, and then forget about what you can’t do. Note: You’re not
always right; no one ever is, so don’t fall into the trap of thinking that
you have to get your way. This is an important point because if you have
to have your way to be happy, you will – sooner, rather than later – find
that you are burned out as a result of having to deal constantly with the
negative side of stress.
Remember, if you face every problem or confrontation with a
commitment to do your best and, at the same time, avoid pushing your
beliefs, ideas, and opinions to the point that you ignore the benefits that
can come form others’ input, you can avoid creating conditions that lead
to continued negative stress.
A better way to proceed is to demonstrate to others that you think
what they have to say is important – something that you can’t do if you
are in a resistive condition. Position yourself to use the positive side of
stress, not resisting, and then enjoy the payoff.
99
The Importance of Attitude
Attitude is the difference between an opportunity and a problem.
Attitude is the difference between an interruption and a break. Attitude
is the difference between boredom and reflection. Attitude is the
difference between stress and excitement. Attitude is the difference
between a failed effort and a learning opportunity.
The choice is ours. We can be positive, growth-oriented problem
solvers or negative, change-resistant problem makers. The consequence
of this choice is likely to affect the quality of our lives, the success of
our careers, and the soundness of our health.
100
These 10 Qualities Make a Winner
Motivational speaker Patrick O’Dooley addresses hundreds of audiences a
year. At one point during his speeches, he asks the audience to tell him what words
they use to describe “a winner.”
He goes to a board or flip chart as people in the audience call out the words
they associate with winners and writes down the first ten he hears.
Over the years, O’Dooley has dept these top 10 lists of winning qualities,
and he recently compiled them into a list ranked in the order of occurrence:
1. Positive attitude 6. Optimistic
2. Enthusiasm 7. Dedicated
3. Determined 8. Happy
4. Motivated 9. Good listener
5. Confident 10. Patient
This list is useful for what is says, and for what it omits. For example, note
that none of these top winning qualities has anything to do with physical or mental
ability.
As O’Dooley points out, this indicates that anyone on earth can be a winner
because winning is based on attitude, not aptitude. You control whether or not you
will be a winner in life, regardless of your natural abilities.
When writing down the list of winning qualities that people call out,
O’Dooley invariably misspells one of the words, and someone always points that
out to him.
Then O’Dooley reveals that he is dyslexic and frequently reversed letters
when reading and writing in school. His teachers thought he had low aptitude, so
O’Dooley developed what he did have control over, his attitude. He has achieved
much more than he ever would have as a perfect speller with a poor attitude.
To make this point another way, he also suggests that his audience imagine
some of them are reborn as a five-pound bar of raw iron ore (worth about $5.00)
and some are five-pound bars of gold (worth about $30,000). The gold bars begin
life worth far more than those made of iron.
But if the gold ore people are complacent, and the iron ore people work on
themselves, and transform themselves into watch springs, for example, they can go
from a worth of $5.00 to a worth of hundreds of thousands of dollars – by making
the best possible use of what they are.
Although we can’t change our “raw materials” much, O’Dooley point out
that the “process of refinement is one thing you can control.”
Suggestion: Don’t view potential in terms of physical or mental aptitudes –
attitude makes the difference!
101
Keeping Your Sunny Side Up Five Ways to buck up and stay bucked.
By Susan C. Vaughan, MD
Recent research suggests an optimistic state comes from a series of active inner processes,
psychological somersaults. That’s good news because it means that optimism – like other skills such as
putting on eyeliner or hitting a tennis ball – is something we can improve with practice. Here are five
exercises rooted in scientific studies to help train your brain for optimism.
1. PLAY INTERPERSONAL PING PONG. If you serve up a smile to people, they usually
bounce it back. Hit them with a snarl and watch them scowl instead. Research shows that facial
expressions and the moods that accompany them are contagious, probably because they evolved
as a means of nonverbal communication between people. You can use the infectious effects of a
grin to jump-start an optimistic outlook in yourself by sending others what you want them to lob
back at you. A kind word to the man behind the deli counter can get your day bouncing in the
right direction.
2. SHORT-CIRCUIT PESSIMISM. There’s another reason for putting on a happy face: it
influences your brain in a positive way. In one study, subjects who were asked to hold a pen in
their mouth (causing them to inadvertently make the facial muscle movements characteristic of a
smile) rated cartoons to be funnier than did other subjects, even though they were unaware that it
was the smile that was boosting their reaction. There’s an interesting biological reason for this
effect: When you feel down, your brain tells your face you’re sad and your facial muscles
respond by putting on a depressed expression – and convey back to the brain that, yes, you’re
feeling blue. Consciously changing the facial muscles so they don’t correspond to what you’re
feeling is a way of sending a different message: “Hey, it’s not so bad down here after all.” The
brain will respond by beginning to change your mood accordingly.
3. EXPLAIN SUCCESS AND FAILURE LIKE AN OPTIMIST. Research shows that it’s not
what happened that determines your mood but how you explain what happens that counts. If an
optimist encounters a computer program she can’t figure out, she’s likely to say, “Either the
manual is unclear or this program is hard or maybe I’m having an off day.” The optimist keeps
the failure outside herself (“the manual”), specific (“this program”), and temporary (“an off
day”), while the pessimist would make it internal, global, and permanent. When success occurs
optimists say, “Of course dinner turned out; I’m a good cook,” while pessimists say, “Boy, was I
lucky today,” literally snatching defeat from the jaws of victory. If you start to speak to yourself
in a more positive way when you succeed and fail, you’ll gradually become more optimistic.
4. STACK THE DECK IN YOUR FAVOR. It’s easy to be envious: Compare yourself to those
with thinner thighs and fatter bank accounts and you’ll always come up wanting – and
pessimistic. But the corollary is also true: No matter how bad things get, there’s always someone
who’s worse off. In one simple study, subjects were randomly divided into two subgroups. One
group was to finish the sentence “I wish I were a __________.” The other was asked to complete
the sentence “I’m glad I’m not a __________.” When individuals rated their sense of satisfaction
with their lives before and after this task, those who completed the “I’m glad I’m not a
__________” sentence were significantly more satisfied than before.
5. EARN TO SHIFT YOUR FOCUS. Pessimists can’t stop depressing facts or negative thoughts
from poking into their consciousness, but they can choose not to dwell on them. If you look
through a camera lens, you’ll find that when one part of the picture is in focus, the other areas
blur a bit. (This is a distortion, sure, but sometimes we need to sustain the idea of being in a
protective bubble to feel optimistic.) This active self-direction of your own moment-to-moment
perspective allows you to create a new life story, one in which you take charge of your emotions
and actions. Since research shows that those who feel they have a better sense of control tend to
be the most optimistic, why not take charge of where your psychological lens is focused.
