professional development 1, nepal

Nepal

February 2011

By Farhana N. Shah, USA

Content

Workshop Expectations and Team Building

Ground Rules

Agenda

Objective

Team Building

Classroom Management 101

Routines and Procedures

Equitable Classroom Practices

Principles of Differentiation

Individual Professional Development Time

Summarizer and Evaluation

Participants will:

Get to know their colleagues through team building

Learn classroom practices to establish equality

among all students

Define differentiation

Develop individual professional/learning goals

Evaluate training

3 Farhana N. Shah, 2011

A résumé describe an individual’s

accomplishments. A group resume is a fun

way to help participants get to know one

another or do some team building with a

group whose members already know one

another.


2. You represent an array of talents and experiences. Your group will identify and brag about your resources by composing a group resume.

3. On a chart paper, create a group resume. It should include any information that promotes your group as a whole. You may choose to include any of the following information (be creative): Educational background Knowledge about the course content Total years experience Positions held Professional accomplishments Publications Hobbies, talents, travel, family

4. Come up with a name for your group resume.

5. Present your resume to the large group.


Take responsibility for your own learning and be willing to experiment with the ideas and techniques presented.

Be respectful of those speaking (limit sidebar conversations)

Take risks- participate and enjoy yourself!


Effective Planning

Proper and Effective Discipline

Motivation of Students

Classroom environment conducive to

learning 8 Farhana N. Shah, 2011

Less stressful for teachers

Ensures students have appropriate learning tools

Provides calm learning environment

Saves instructional time


Different teaching styles

Different personalities and attitudes of teachers

Different student population and demographics

Same strategy not effective for all teachers


Teach behaviors expected in class

Deliver syllabus (secondary level) and class

expectations (primary level)

Establish routines and procedures

Exude confidence- gain respect by students


Establish classroom rules together.

Create three to five rules you can enforce.

Be consistent. Be fair.

Discipline students quietly and privately, not

across the room or in front the whole class.

Make sure parents are aware of classroom

rules and procedures.


Eye contact.

Proximity control

Silent Signal

Quiet and gentle reminder

Re-direct a student's attention.

Provide positive reinforcement.


If all else fails, try something new…

(for new teachers)…NEVER let them know

you don’t know what you are doing!


Establishes clear expectations and smooth

running of classroom

Helps both teacher and students stay

organized

Contributes to student’s independence and

self-direction


Arrival to class

Dismissal from class

Transitions: in class and out of class

Student seating

Independent work

Movement of materials and paper

Use of restrooms

Attention-getting

Class meetings/small group discussions

Emergency procedures 16 Farhana N. Shah, 2011

The Three-Step Approach to Teaching Classroom Procedures

(Harry K. Wong and Rosemary T. Wong)

1. Explain

• Define the procedure.

• Demonstrate the procedure

• Demonstrate the procedure step by step

2. Rehearse

• Have students practice the procedure under your supervision step by step.

All procedures must be rehearsed! Have students repeat the procedure until it

becomes a routine and can perform the procedure independently.

3. Reinforce

• Re-teach, Rehearse, practice and reinforce the procedure until it becomes a

student routine. If rehearsal is unacceptable, re-teach the correct procedure

and provide corrective feedback. Praise the students when rehearsal is

acceptable.


Rows

Small groups

U-shaped


Think of a classroom rule in your class

Think of a classroom procedure in your class

Now turn to a partner.

Take turns and share


Communicates expectations and

requirements of each class or subject area

Make sure to refer to this throughout the year

Have them store or write in their everyday

binder/notebook


Basic course outline

Grading policy and procedures in your classroom

Expectations of missing work, homework, etc.

Attendance requirements (should be consistent with school policy)

Other classroom policy and expectations

Safety and emergency rules

Any accommodations for disability

Signature of student and parent/guardian


Write down a behavior you find extremely

challenging. Explain why.

Share with someone who have shared with

yet.


Reasons for disruptive behavior and how to react

1. Attention seeking: • Don’t like being ignored, prefer being punished or criticized

• Commend them when on-task an cooperative

• “catch them being good”- let them know.

2. Power seeking • Provoke teachers into struggle

• Stay calm and silent, this shows you are in control

• Don’t argue with them,

1. Revenge seeking


Motivation/Rewards

• Lunch Bunch: eat lunch

with teacher

• Free-choice day: select a

free choice activity on a

selected day

• Extra recess time

• Others??

Corrective Procedures

Time out from rest of group

Teacher student conference

Behavior contract

Office referral (vary)

Parent conference with teacher/Administration


Be familiar with policies relating directly to students:

Attendance/tardy

Academic/grading

Dress code

School safety and emergency protocols

Other school policies- (may vary from school to school)


Establishes high expectations

Provides equality through equity

Research-based

Builds positive student teacher relationship

Simply put

Equitable Classroom Practice establishes good instruction

which promotes student engagement, thus preventing disruption in the classroom.


Each person assigned an ECP.

Read the ECP text at least twice.

Go to assigned group.

Discuss with group and become an “expert”

about the ECP.

Come back to original group and share your

“expertise” about the ECP.


What I already KNOW What I WANT to know What I LEARNED

Activator: KWL


Meet needs of students

Students learn differently


1. Teacher understands, appreciates, and

builds on student differences

2. Assessment and instruction cannot be

separated

3. Teacher adjusts the content, process, and

product to the students’ need and

readiness

4. Both student and teacher work together to

create a learning environment as a team


List needs in your classrooms

Discuss in groups successes

Share out with large group


Objective enhance instruction-teachers are lifelong learners


Process Meet individually with Farhana

Meeting will last approximately 10 minutes


3-2-1


Thank you for your attendance,

participation, and feedback.

I will upgrade tomorrow’s

session based on your input.


Teachers are “naTion builders”

(from President’s Obama’s State of Union Address, January 25, 2011)
