WHAT TO EXPECT (AND SOME OF IT IS UNEXPECTED!)

Everyday “stuff”How do I teach? – Sources &

Resources

Ch. 14

PICKING UP WHERE WE LEFT OFF

Read article: Career Advice: Getting Beyond First-Year Jitters by Justin MinkelWhat did the author learn about teaching that

allowed him to move from a Level 1 teacher to Level 2 and beyond?

Read “Voices from the Classroom: Professionalism” – p. 520What did the author learn about the value of

professional learning? Read From Pre-service to Practice scenario - P. 458

What didn’t Julia know to expect?

REVIEW ACTIVITY: CUBE IT

1. Ethics

2. Child Abuse

3. Due Process

4. Effective Teaching

5. Professional Learning

6. Diverse Learners

1 = Define it 2 = Explain how it

relates to students or learning

3 = Explain how it relates to teachers or teaching

4 = Give an example of it

5 = Visual representation

6 = Ask a question about it

TOPICS CUBE IT NUMBERS

7. Common

Core

8. Rigor &

Relevance

9. Communicati

on

10. Classroom

Management

11. Bullying

12. PovertyCards A = 1, 2-10; Jack = 11; Queen = 12; King = choice

WHAT TO EXPECT (THAT YOU MIGHT NOT HAVE EXPECTED)

Read the From Pre-service to Practice scenarios (1 per student) 462-463 464-5 466-467 467 469 472

Guiding Question: What did the teachers from these scenarios learn that they might not have expected before becoming a teacher?

WHAT TO EXPECT: THE ROLE OF THE PRINCIPAL Colleague: fellow educator Official Leaders of the building: He/she is

responsible for EVERYTHING that goes on! No surprises: keep them informed Check with principal before… Copy the principal on parent communication

Ask for INPUT (not for them to tell you what to do) Have a plan and then be prepared to revise as advised Ask for help but don’t seem helpless or overwhelmed unless

you really are

Policy: makers and enforcers From discipline to dress codes Programs Represent the District goals and policies

WHAT TO EXPECT: THE ROLE OF THE PRINCIPAL (CON’T) Facilitators

Keeping the school running smoothly by delegating to teachers, providing resources, and supplies

Facilitating the implementation of teaching strategies, curriculum, school policies

Assign & reward Teaching responsibilities (including extracurricular) Students & paras to your class Recognition of work/performance

Evaluation/judgment Will teachers return? Will teachers be granted tenure?

Buffers between parents/teacher or students/teachers Vulnerability: the buck stops here

Read: Scenarios on p. 462 and 463. Compare experiences.What could have been done differently in the 1st scenario?

WHAT TO EXPECT: TEACHER TO TEACHER Mentoring: Use your assigned mentor;

develop relationships with other teachers too Beware: Form your own opinions

Avoid the pitfalls of Negative Nellies Disillusioned attitudes corrupt Remember Confidentiality

Collaboration: Do your part Contribute Share Learn from others

Awareness: Avoid frequently taking up another’s plan time to ask for help for YOUR situation – ask what time is best (before or after school, etc.)

WHAT TO EXPECT: TEACHER-STUDENT ROLES & RELATIONSHIPS

Caring Attitude – Focus on helping students learn/succeed They have to know you care before they care what you know

Classroom Management/Discipline Easier to start tough and ease up than to start soft & try to

get stricter Routines promote expectations; equity; consistency

Respect: Give it; expect it in return What students call you How they talk to you (what do you allow) How do you treat students

Everyone needs a champion

WHAT TO EXPECT: TEACHER-STUDENT ROLES & RELATIONSHIPS (CON’T)

Draw the line: Social Distance Friendly but in charge (act professional)

Dress/Act professional Personal space (yours and theirs)

Sexual attractions - (crushes, flirtations, and other MS/HS issues)

Limit socializing outside of school Challenge: when you’re friends with parents of your

students Challenge: when you live in small communities

P. 577 – Protecting yourself against sexual misconduct

P. 476 – Scenario: What should Gary have done?

WHAT TO EXPECT: TEACHERS - PARENTS Emphasis should be on partnerships Reasons for problems between parents &

teachers – p. 480 Varied perceptions Judgments on students Differences of social class and/or experiences Stressed out parents (overburdened) Changes in the child Privilege and responsibility

Consider scenario – p. 478 – What to say? Not all conferences are conflicts – p. 479

scenario

HOW TO SURVIVE: TIPS FOR SUCCESS Start Now – get prepared through education &

experiences (see. List p. 468) List 10 Things you need to survive (refer to scenarios)

Teaching Journal Find a Mentor Frame of Mind:

Perspective; Positive; Persevere Doubt is OK but link it with confidence. (article) Be open to suggestions (coachable)

View parents as allies/partners in student learning Evaluation

To improve practice Key to being rehired

Take care of yourself physically & emotionally

HOW CAN WE GET TEACHERS TO STAY? Read Article: Why Do Teachers Quit? Create T-Chart

Why they Quit Why they Stay

What Conclusions can you draw from this? Consider:

As an potential educator: how can you prepare to stay?

As a community member: how can you help make your school a place where teachers want to stay?

HOW TO SURVIVE: RESOURCES General:

Charlotte Danielson – Framework for Effective Teaching Todd Whitaker – Great Teaching

Instructional Planning Understanding by Design:

Backwards Design 6 Facets of Understanding Essential Questions

Marzano – Effective Instructional Strategies Carol Ann Tomlinson – Differentiated Instruction (next

slide) Gardner’s Multiple Intelligences (we looked at this earlier)

Classroom Management Harry Wong – 1st Days of School Randy Sprick – Classroom Management: CHAMPS

COMPONENTS OF DIFFERENTIATED INSTRUCTION

Content –What you want them to know (Curriculum/Standards)

• Process –How they will learn the content

• Product –How you will know they learned it (monitoring or end result)

• Environment –The tools and circumstances of learning

•Assessment – How you know what they know (or

don’t know) and the skills they have (or don’t have)

WRAP UP Reflection – due Monday, Oct. 28th before

midnight Article review: Why Do Teachers Quit – see slide

12 for specifics Quiz What First Year Teachers Can Expect –

Ch. 14 Not your typical test – be ready to justify what

you think (bring notes on this topic with specifics!)

Interview due Oct. 30th Next time:

Philosophical Influences on Education Developing Educational Opportunities

Historical Struggle for equality