Promises To KeepPromises To KeepWhose woods these are I think I KnowWhose woods these are I think I KnowHis house is in the village thoughHis house is in the village thoughHe will not see me stopping hereHe will not see me stopping hereTo watch his woods fill up with snowTo watch his woods fill up with snow

My little horse must think it queerMy little horse must think it queerTo stop without a farmhouse nearTo stop without a farmhouse nearBetween the woods and frozen lakeBetween the woods and frozen lakeThe darkest evening of the yearThe darkest evening of the year

He gives his harness bells a shakeHe gives his harness bells a shakeTo ask if there’s some mistakeTo ask if there’s some mistakeThe only other sound’s the sweepThe only other sound’s the sweepOf easy wind and downy flakeOf easy wind and downy flake

The woods are lovely, dark and deepThe woods are lovely, dark and deepBut I have promises to keepBut I have promises to keepAnd miles to go before I sleepAnd miles to go before I sleepAnd miles to go before I sleepAnd miles to go before I sleep

Robert Frost: Stopping by Woods on a Snowy EveningRobert Frost: Stopping by Woods on a Snowy Evening

What Are the Promises We Must Keep?

What Are the Promises We Must Keep?

•What Promises Did we Make in the PreExistence?

•As Daughters and Sons of God?

•As Parents and Grandparents?

•As Church Members?

•Covenants made in the Temple?

•As Church Employees?

•C

•What Promises Did we Make in the PreExistence?

•As Daughters and Sons of God?

•As Parents and Grandparents?

•As Church Members?

•Covenants made in the Temple?

•As Church Employees?

•C

Promises To Keep Teaching at Moroni High

Promises To Keep Teaching at Moroni High

Moroni High School Professional DevelopmentMoroni High School Professional Development

Adapted from Power PointAdapted from Power PointBy Hasan Abdul-Malik

Vice-Principal Solano Middle School

Time-On-Task:Time-On-Task:The intent of this presentation is to help The intent of this presentation is to help teachers improve the quality of classroom teachers improve the quality of classroom instruction instruction

Teachers will:Teachers will:

1. Identify common causes of student 1. Identify common causes of student misbehaviormisbehavior

2. Describe the relationship of teachers’ 2. Describe the relationship of teachers’ lesson preparation and student behaviorlesson preparation and student behavior

3. Examine teacher directed behaviors that 3. Examine teacher directed behaviors that directly influence student off-task behaviorsdirectly influence student off-task behaviors

4. Identify a variety of effective classroom 4. Identify a variety of effective classroom methods and instructional strategiesmethods and instructional strategies

What is Time-On-Task?What is Time-On-Task?

Time-on-taskTime-on-task is defined as the is defined as the percentage of classroom time percentage of classroom time when students are actively when students are actively engaged in learningengaged in learning

When students are actively When students are actively engaged in learning they engaged in learning they are:are: Focused, Listening, Focused, Listening, Reading, Writing, Discussing Reading, Writing, Discussing and Learningand Learning

The most content-rich, creative The most content-rich, creative lessons delivered with the latest lessons delivered with the latest technology technology will notwill not mean much for a mean much for a student staring out the windowstudent staring out the window. .

Nor will the latest textbooks, hands-Nor will the latest textbooks, hands-on materials, or cooperative on materials, or cooperative groupings, have much effect upon groupings, have much effect upon students who are goofing off and students who are goofing off and socializingsocializing

Time-On-Task in the Time-On-Task in the ClassroomClassroom

5 Types of Student Misbehavior5 Types of Student Misbehavior•Aggression: physical and verbal attacks by students on the teacher or other student

•Dishonesty: acts such as cheating, lying and stealing.

•Defiance of authority: refusal, sometimes hostile to do as the teacher requests

•Goofing off: fooling around, not doing assigned task, dropping a book, day dreaming

•Disruptions talking loudly, calling out, getting out seat and walking around, clowning, tossing objects and the like.

•

Class disruptions talking loudly, calling out, getting out seat and: walking around, clowning, tossing objects and the like.

•Aggression: physical and verbal attacks by students on the teacher or other student

•Dishonesty: acts such as cheating, lying and stealing.

•Defiance of authority: refusal, sometimes hostile to do as the teacher requests

•Goofing off: fooling around, not doing assigned task, dropping a book, day dreaming

•Disruptions talking loudly, calling out, getting out seat and walking around, clowning, tossing objects and the like.

•

Class disruptions talking loudly, calling out, getting out seat and: walking around, clowning, tossing objects and the like.

Some Common Causes of Misbehavior

Some Common Causes of Misbehavior

Research finds the common behavior problems in the classroom that teachers frequently encounter, include:

Acts of inattention such as being off task; out of seat, or not doing one’s work

Acts of defiance such as disrespectful behavior and disobedience

Acts of disruption such as talking and fidgeting

These categories accounted for 79% of all the misbehaviors

Lost Classroom TimeLost Classroom TimeAbout 50% of classroom time is lost due to student misbehavior and students’ being off task

80% of that lost time is due to talking without permission.

19% is lost to daydreaming,out of seat, making noises, etc.

1% is lost to more serious misbehavior.

Effective Teachers use Rules and Procedures to prevent

lost instructional time

What is Wrong with this Picture?What is Wrong with this Picture?

Teacher Preparedness Increases Time-On-Task

Teacher Preparedness Increases Time-On-Task

One of the first steps towards increasing student time-on-task is

teacher preparedness. Being prepared sounds very obvious and simplistic but good planning will help to avoid many problems with classroom management, time-on-task, and academic achievement.

What Can Teachers Do? What Can Teachers Do? 1. Have the assignment planned and well thought out. Anticipate and plan for unexpected occurrences or events that could impact students time-on-task

2. Have all the necessary materials available and easily accessible

3. Post the assignment forstudents to see and copy

4. Have the students to beginworking immediately with an assignment

5. Monitor to ensure students have begun their assignment

How To Increase Student Time On TaskHow To Increase Student Time On Task

Incorporate Preventive Management teaching strategies that focuses on a range of skills, including alertness, keeping up the pace, establishing routines and procedures

It is the teacher that set the learning climate of the class during the course of

instruction and the teacher can take students off-task with unnecessary conversations or by causing distractions

Teach Students ProceduresTeach Students Procedures

A procedure is simply a method or process for how things are to be done in a classroom

There should be a procedures for almost everything the students must do in the classroom

All procedures must be rehearsed until they become routines

A smooth-running class is based on the teacher’s ability to teach students procedures.

A well-managed classroom is a task-oriented and predictable environment.

ProcedureProcedureStartStart

Teach the ProcessTeach the Process

RehearsalRehearsal

RehearsalRehearsal

RehearsalRehearsal

FinishFinish

Established RoutineEstablished Routine(Students (Students

automaticallyautomaticallyknow what to do)know what to do)

RulesRules•Specific Rules (brief, simple, positive, and willing to enforce)

•Rules in Theory

•Rules in Practice (Are Those You Consistently Enforce)

•Classroom Structure will be taught, Question is by whom: teacher or student

•Specific Rules (brief, simple, positive, and willing to enforce)

•Rules in Theory

•Rules in Practice (Are Those You Consistently Enforce)

•Classroom Structure will be taught, Question is by whom: teacher or student

Formula for Success Formula for Success

Time On Task Actual Learning Time = % of time students # of instructional *275 minutes engaged in actualminutes per day learning

*5 periods of instructional time (55 minute per period)

Time-On-TaskTime-On-Task

Students Focused on Students Focused on LearningLearning

Expected Student Expected Student BehaviorBehavior

Think through how well you are prepared as a teacher

Procedures Will HelpProcedures Will Help1. How long does it take to get class 1. How long does it take to get class started?started?

2. Time spent on clerical tasks? (taking 2. Time spent on clerical tasks? (taking roll, read announcements)roll, read announcements)

3. Which part of class suffers must from 3. Which part of class suffers must from off-task behaviors?off-task behaviors?

4. What portion of time is allocated to 4. What portion of time is allocated to seat work?seat work?

5. How smooth are transitions from one 5. How smooth are transitions from one task to next?task to next?

6. Time spent on discipline?6. Time spent on discipline?

7. How many interruptions? How much 7. How many interruptions? How much time consumed?time consumed?

8. How much time for students waiting for 8. How much time for students waiting for help?help?

Developing Positive Habits of the MindAt the end of every day, identify three things that went well in your classroom

For each thing that went well, what was your role in it? What action did you take that resulted in the positive outcome?

Our brains as "like Velcro" - negative experiences stick -- we dwell on them, while positive experience are like “Teflon" -- they slide right out of our minds

Brooding over the negative - - cause us to be discouraged and lessens our resilience, causing us to “burn out”. Learn from mistakes but don’t dwell on them

Reflecting on the positive things that went well will keep you fresh and energized. It will become a positive “habit of the mind” and revitalize and increase your love for teaching

“Variety is the Spice of Life”

“Variety is the Spice of Life”

•Do you use the same teaching pattern day after day?

•When you teach with variety, learners tend to understand better and retain more

•Do you use the same teaching pattern day after day?

•When you teach with variety, learners tend to understand better and retain more

Helpful Teaching Strategies and Methods Helpful Teaching Strategies and Methods

http://www.lds.org/service/teaching-the-gospel?lang=eng

Prepare Prepare YourselfYourself

SpirituallySpiritually

Love Those Love Those You TeachYou Teach

Methods of Methods of TeachingTeaching

What methods can I use What methods can I use to teach an effective to teach an effective

lesson?lesson?

How can loving those I How can loving those I teach make a difference teach make a difference

in their lives?in their lives?

How can I prepare How can I prepare myself spiritually to myself spiritually to

teach?teach?

http://www.lds.org/service/teaching-the-gospel?lang=eng

-Love Those You Teach-Love Those You Teach

-Teach By the Spirit-Teach By the Spirit

-Teach the Doctrine-Teach the Doctrine

-Invite Diligent Learning-Invite Diligent Learning

-Create a Learning Atmosphere-Create a Learning Atmosphere

-Use Effective Methods-Use Effective Methods

-Prepare a Lesson to Teach-Prepare a Lesson to Teach

-Methods of Teaching-Methods of Teaching

What methods can I use to teach an effective

lesson?

What methods can I use to teach an effective

lesson?• Activity Verses Likening Application Techniques Maps Attention Activities

Memorization Audiovisual Materials Music BrainstormingMusic with Narratives Discussions Case Studies

• Paper Stand-Up Figures Chalkboards Readings Puppets

• Comparisons and Object Lessons Readers’ TheatersDemonstrations

• Recitations Dioramas Role Playing Dramatizations

• Roller Boxes Drawing Activities Scriptures, Teaching from

• Examples Stations Flannel Boards Stories Games

• Visuals Guest Speakers Work Sheets Lectures

•  

• Activity Verses Likening Application Techniques Maps Attention ActivitiesMemorization Audiovisual Materials Music Brainstorming

Music with Narratives Discussions Case Studies

• Paper Stand-Up Figures Chalkboards Readings Puppets

• Comparisons and Object Lessons Readers’ TheatersDemonstrations

• Recitations Dioramas Role Playing Dramatizations

• Roller Boxes Drawing Activities Scriptures, Teaching from

• Examples Stations Flannel Boards Stories Games

• Visuals Guest Speakers Work Sheets Lectures

•  

Final Thoughts Final Thoughts •Think through how well you are prepared

as a teacher

•In HOD meetings collaboratively set goals, objectives and discuss ways to improve student and teacher time-on task

•Teach students procedures that will become routines and help facilitate academic achievement.

•Have a positive and optimistic attitude and it will become a reality

•Think through how well you are prepared as a teacher

•In HOD meetings collaboratively set goals, objectives and discuss ways to improve student and teacher time-on task

•Teach students procedures that will become routines and help facilitate academic achievement.

•Have a positive and optimistic attitude and it will become a reality

Be PreparedBe Organized

Be Ready

Now Go ForthNow Go Forthandand

Do Good Do Good ThingsThings

IntroducingIntroducing our most effectiveour most effective

teachers andteachers andadministratorsadministrators

and some thoughts by Harry K Wongand some thoughts by Harry K Wong

““There is overwhelming evidenceThere is overwhelming evidence that the first two to three weeks of school are that the first two to three weeks of school are

critical in determining how students will achieve for critical in determining how students will achieve for the remainder of the year.”the remainder of the year.”

Mwea Marinoa Ioram VaieliMwea Marinoa Ioram Vaieli Maingatara Bouri Maingatara Bouri

An effective teacher has planned the procedures for the year. An effective teacher has planned the procedures for the year.

““The effective teacher is committedThe effective teacher is committed to seeing all people as able, valuable, responsible to seeing all people as able, valuable, responsible

and possessing untapped potential in all worthwhile and possessing untapped potential in all worthwhile areas of human endeavor.”areas of human endeavor.”

Boutara Titeebwa Boutara Titeebwa TeakaTeaka

Abakite FateleAbakite Fatele

““School does not begin School does not begin until the teacher walks until the teacher walks

into the classroom.”into the classroom.”

Peter TetobiPeter TetobiTeaa Rena MaryTeaa Rena Mary

RebwaRebwa

‘‘Successful teachers are innovative planners, Successful teachers are innovative planners, exceptional classroom managers, adept critical exceptional classroom managers, adept critical

thinkers, and competent problem solvers.’’thinkers, and competent problem solvers.’’

They are also creative procedure planners.They are also creative procedure planners.

BanririeBanririeEmely Tiorika MaerereEmely Tiorika Maerere

ArietaArietaTititaakeTititaake

““What teachers do is a miracle. Teachers accept all What teachers do is a miracle. Teachers accept all children from every imaginable situation and care children from every imaginable situation and care

for them, nurture them, and teach them. You are to for them, nurture them, and teach them. You are to be thanked for choosing such a noble profession.”be thanked for choosing such a noble profession.”

Eutee Tanouea Bwebwennang Tabakaro Eutee Tanouea Bwebwennang Tabakaro PopeietaPopeieta

Effective teachers know how to open the door and Effective teachers know how to open the door and invite their students to learn.invite their students to learn.

““Consistency means the classroom is organized and Consistency means the classroom is organized and predictable. There are no surprises; the teachers predictable. There are no surprises; the teachers and the students know how the class is structured and the students know how the class is structured

and run. The students know what to do. They know and run. The students know what to do. They know the procedures.”the procedures.”

An effective teacher taught them.An effective teacher taught them.

Marian Tereke Taakire Marian Tereke Taakire Tioeta Ataruru PaulaTioeta Ataruru Paula

““It is the administration who makesIt is the administration who makes the difference in the school.”the difference in the school.”

Directed byDirected byRusilaRusila

and Produced byand Produced byLitaLita

And they want you to use procedures.And they want you to use procedures.

We Have Promises To We Have Promises To KeepKeep

And Miles to Go Before We And Miles to Go Before We SleepSleep