foundations for effective teaching session 2 i never let my schooling interfere with my education....
TRANSCRIPT
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
I never let my schooling interfere with my education.I never let my schooling interfere with my education.
The man who does not read good books has no The man who does not read good books has no advantage of the man who cannot read them.advantage of the man who cannot read them.
Mark TwainMark TwainWrite your reflections in your Write your reflections in your Idea Cookbook, Idea Cookbook, and and
we’ll discuss it when everyone is finishedwe’ll discuss it when everyone is finished ..
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Beginning Class Items Beginning Class Items
• Announcements Announcements • Book shareBook share• Article shareArticle share• General thoughts or commentsGeneral thoughts or comments• Anyone change any personal information?Anyone change any personal information?• Anyone have a job to report?Anyone have a job to report?
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A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age:----------------------------------------------------------------------
A. focus on the present and have trouble appreciating long-term consequences B. are not yet able to recognize and distinguish the diverse roles of individuals and groups in societyC. find it difficult to apply reasoning skills to any issues that are affecting their own livesD. view the authority figures in their lives, including teachers, as being able to make the best decisions
A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age:----------------------------------------------------------------------
A. focus on the present and have trouble appreciating long-term consequences B. are not yet able to recognize and distinguish the diverse roles of individuals and groups in societyC. find it difficult to apply reasoning skills to any issues that are affecting their own livesD. view the authority figures in their lives, including teachers, as being able to make the best decisions
The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher’s best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to:----------------------------------------------------------------------
A. make use of experiential and hands-on activities to complement and illustrate more abstract contentB. group students as much as possible according to level of cognitive developmentC. plan to work with students one-on-one to the greatest extent possibleD. target instruction at the average level of cognitive development represented by the class overall
The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher’s best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to:----------------------------------------------------------------------
A. make use of experiential and hands-on activities to complement and illustrate more abstract contentB. group students as much as possible according to level of cognitive developmentC. plan to work with students one-on-one to the greatest extent possibleD. target instruction at the average level of cognitive development represented by the class overall
Ticket ReviewTicket Review
• Let’s review all the ticketsLet’s review all the tickets
Your TeachersYour Teachers
• Think about a teacher you had that you rememberThink about a teacher you had that you remember• Consider both positive and negative experiencesConsider both positive and negative experiences• Why was this person memorable?Why was this person memorable?• What did they do?What did they do?• How did they make you feel?How did they make you feel?• Share your thoughts Share your thoughts
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Homework and Practice (pp. 17-28)Homework and Practice (pp. 17-28)Discussion Discussion
• Social Contract/Classroom Covenant (appendix)Social Contract/Classroom Covenant (appendix)• Texas Pledge (appendix) Texas Pledge (appendix)
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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• KWL Chart (appendix)KWL Chart (appendix)• Human Growth and Development Human Growth and Development
– Group Activity Group Activity • 4-H Study 4-H Study
– Group Activity Group Activity
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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• Your Philosophy of Education Your Philosophy of Education • As part of your portfolio for interviewing As part of your portfolio for interviewing • Interview tips Interview tips • Review Ticket #1Review Ticket #1
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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• Kronowitz (pp. 11-13)Kronowitz (pp. 11-13)– Phases teachers go throughPhases teachers go through
• Kronowitz (p. 15)Kronowitz (p. 15)– Reflective practices Reflective practices
• Kronowitz (p. 17)Kronowitz (p. 17)– Challenge cards Challenge cards
• Kronowitz (p. 13)Kronowitz (p. 13)– Apply It! Write your thoughts in your Idea CookbookApply It! Write your thoughts in your Idea Cookbook
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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• Ticket 1 Discussion Ticket 1 Discussion
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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Why do you want to enter the profession?Why do you want to enter the profession?Compare your thoughts with the statistics on page 5 Compare your thoughts with the statistics on page 5
in Kronowitz.in Kronowitz.DiscussionDiscussion
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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Read Mark’s letter on page 4 of Kronowitz.Read Mark’s letter on page 4 of Kronowitz.
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
When compiling a list of qualities that “good” teachers When compiling a list of qualities that “good” teachers possess, it is always good to ask students for their possess, it is always good to ask students for their ideas. Sharon Draper, English teacher in Ohio, who ideas. Sharon Draper, English teacher in Ohio, who was named the 1997 National Teacher of the Year, was named the 1997 National Teacher of the Year, asked fourth-graders for their definition of a “good” asked fourth-graders for their definition of a “good” teacher.teacher.
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Here is what they offered: A good teacher... 1. is soft enough to hug, but too
hard to punch
2. knows lots of dirty jokes but only tells the clean ones that make you laugh
3. is not scared of thunder and lightning and knows what to do when the lights go out
4. never makes fun of you when you do dumb stuff like throw up or forget the answer
5. would be fun to have at your house for dinner, but you’d never want him to come for real
6. knows a little bit about a lot of stuff and a whole lot about things you need to know
7. never has bad breath
8. loves you and you know it
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
What kind of qualities do good teachers have?What kind of qualities do good teachers have?Share with the classShare with the class
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
““Hiring the Best Teachers” (Appendix)Hiring the Best Teachers” (Appendix)What is an Effective Teacher? SectionWhat is an Effective Teacher? SectionTeacher Skills Checklist handout Teacher Skills Checklist handout
– Represent research Represent research – Each quality includes multiple indicators of successEach quality includes multiple indicators of success– Rating system that can be used for self-reflectionRating system that can be used for self-reflection
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
What is an Effective Teacher? What is an Effective Teacher? I.I. The Teacher as a PersonThe Teacher as a PersonII.II. The Teacher as Classroom Manager & OrganizerThe Teacher as Classroom Manager & OrganizerIII.III. Organizing for InstructionOrganizing for InstructionIV.IV. Implementing InstructionImplementing InstructionV.V. Monitoring Student Progress & Potential Monitoring Student Progress & Potential
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Five groups, 3 or 4 per groupFive groups, 3 or 4 per group1.1. Assigned a sectionAssigned a section2.2. Fold chart paper in half (long way)Fold chart paper in half (long way)3.3. Make the left side of the sheet visible Make the left side of the sheet visible 4.4. Develop a visual representation of your assigned qualityDevelop a visual representation of your assigned quality5.5. Could be a chart, graph, map, drawing, cartoon, picture, list, etc.Could be a chart, graph, map, drawing, cartoon, picture, list, etc.6.6. Share with the class when completeShare with the class when complete
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
According to the 1995 article “Leading Change from the According to the 1995 article “Leading Change from the Classroom: Teachers as Leaders,” Classroom: Teachers as Leaders,” teachers do not teachers do not subscribe to the traditional definitions of leadership subscribe to the traditional definitions of leadership as “high” or “superior” positions within the as “high” or “superior” positions within the organizational hierarchy. Instead, teachers view organizational hierarchy. Instead, teachers view leadership as a collaborative effort, a “bonding leadership as a collaborative effort, a “bonding together” with other teachers to promote together” with other teachers to promote professional and development and growth and the professional and development and growth and the improvement of educational services.improvement of educational services.
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Teachers learn a variety of leadership skills while on the Teachers learn a variety of leadership skills while on the job. These skills include:job. These skills include:
1.1. Building trust and developing rapportBuilding trust and developing rapport2.2. Diagnosing organizational conditions Diagnosing organizational conditions 3.3. Dealing with processesDealing with processes4.4. Managing the workManaging the work5.5. Building skills and confidence in others Building skills and confidence in others What do you think?What do you think?
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Review examples of characteristics of teacher leadership Review examples of characteristics of teacher leadership in the handoutin the handout
Read and discuss the definition of teacher leadership Read and discuss the definition of teacher leadership from “Awakening the Sleeping Giant”from “Awakening the Sleeping Giant”
Teachers who are leaders lead within and beyond the Teachers who are leaders lead within and beyond the classroom, identify with and contribute to a classroom, identify with and contribute to a community of teacher learners, and influence others community of teacher learners, and influence others toward improved educational practicetoward improved educational practice
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
The goal is…The goal is…Not simply to be effective teachers but to be effective Not simply to be effective teachers but to be effective
teacher-leadersteacher-leaders
In the same groups, create a visual representation on the In the same groups, create a visual representation on the right side of the chart paper of characteristics of right side of the chart paper of characteristics of teacher-leadersteacher-leaders
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Piaget’s Levels of Cognitive Development (pp. 15-16)Piaget’s Levels of Cognitive Development (pp. 15-16)– Group Activity Group Activity
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
• Traits of Highly Effective Teachers (pp. 31-32)Traits of Highly Effective Teachers (pp. 31-32)1.1. Personal Traits that signify character Personal Traits that signify character 2.2. Teaching Traits that get results Teaching Traits that get results 3.3. Intellectual Traits that demonstrate knowledge, Intellectual Traits that demonstrate knowledge,
curiosity, and awarenesscuriosity, and awareness• Oval Web Binder (p. 37)Oval Web Binder (p. 37)• Discussion of Similarities and Differences Discussion of Similarities and Differences
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Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Getting Acquainted with the Essential Nine (pp. 37-39)Getting Acquainted with the Essential Nine (pp. 37-39)DiscussionDiscussion
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
ReadRead““Teacher Leader” (appendix)Teacher Leader” (appendix)By Roland BarthBy Roland Barth
Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2
Code of Ethics for Teachers (1872) (p. 39)Code of Ethics for Teachers (1872) (p. 39)Texas Teacher Code of Ethics (pp. 37-38)Texas Teacher Code of Ethics (pp. 37-38)Ethics Rubric Ethics Rubric
Please return from break within 15 minutesPlease return from break within 15 minutes