Teaching and Learning in the ClassroomTeaching and Learning in the Classroom

•Needs for LearningNeeds for Learning •Needs for managing a Needs for managing a classroomclassroom

•Needs for effective Needs for effective discipline proceduresdiscipline procedures

•Establish a purpose

• Establish and implement classroom routines

•Set and communicate levels of rewards and consequences

•Connect to prior knowledge

•Write, post, and communicate classroom rules in clear precise language

•Offer options consistently

•Build trusting relationships

•Sequence steps in the learning process in clear precise language

•Implement rewards and consequences consistently

Why do you want to learn?

- Post on the chart. - Compare answers.

Needs for Learning

Purpose

Prior Knowledge

Trusting Relationships

Establish a PurposeEstablish a Purpose

Motivate for future use of knowledge.

Stimulate and challenge.

Connect to parent expectation/ pride.

Connect to Prior KnowledgeConnect to Prior Knowledge Connect to other subjects / interests.

Connect to students’ cultures.*

Connect to prior experiences / real life experiences.

EXAMPLES

Paris When it Sizzled:Accounts of the Lost Generation

The French historian Henri Blet claimed: "Frenchmen have never adopted racial

doctrines affirming the superiority of whites

over men of color."

Yet France, like other European powers, was an active participant in the transatlantic slave trade and developed a colonial empire that systematically subordinated blacks

to whites.

Persons of color came to France in the late 19th and early 20th century. As in prior centuries most worked

as servants, although artists and intellectuals also settled in France or stayed for extended periods.

Prominent 20th Century visitors were preceded by Ira Aldridge in 1867; Frederick Douglass in 1886; Mary

Church Terrell, who repeatedly visited between 1888

and 1921; and Booker T. Washington in 1899.

Many 20th-century black musicians, writers, and artists experienced France as a haven of

racial tolerance.

W. E. B. Du Bois fell in love with France during visits in 1894, 1906, and in 1918,

when he was sent by the NAACP to investigate anti-black prejudice in the American forces in France during WWI.

Leading African American writers in Paris included Langston Hughes, Walter White, Jean Toomer and

Gwendolyn Bennett.

During the 1950s James Baldwin joined other prominent African American writers -Richard

Wright and Chester Himes- and settled in France.

With the reinstitution of jazz came another African-American musical form - - -

BE - BOP!

Most African Americans after World War II congregated in the

Latin Quarter and in Montparnasse.

VocesLangston Hughes hermanohermano de razay también por ser hombrey humano,mi admiracíon te alcanza.

Pilar Barrios, Piel negra,p. 37, Uruaguay

Black Writers in Latin America, Richard WrightUNM Press, 1979

Langston Hughes (1902-1967

Langston Hughes worked as a teacher, seaman, columnist, and poet. His poems used jazz and Black folk rhyme to expose social injustice and frustration.

He learned Spanish while visiting/living with his father in Mexico. During the Spanish Civil War, he was Madrid correspondent to a Baltimore paper (Afro-American). During the war he escaped capture by posing as Moroccan. His fluent Spanish saved his life.

Build Trusting RelationshipsBuild Trusting Relationships

Content -Teach me about my

history and culture.

Context - Create positive learning environment for me.

Process - Teach me using my

learning style(s).

Content (My History?)

Context (Learning Environment?)

Process (Learning Styles?)

Registers of LanguageRegisters of Language

Frozen - Always the same (Lord’s Prayer)

Formal - Word choice of school or work Consultative - Formal conversation

pattern Casual - Language between friends Intimate - Lovers, twins, or sexual

harassers

Impact of Language Register Impact of Language Register on Minority and Poor Childrenon Minority and Poor Children

Majority do not access formal register at home

Many cannot use the formal register

State tests written in formal register

Formal register needed for well-paying job

Casual register uses non-verbal assists

Discourse* Patterns in Discourse* Patterns in Formal and Casual RegisterFormal and Casual Register• Formal - Pattern is straight to the point

• Casual - Pattern goes around and around

Acquisition and LearningAcquisition and Learning

Acquisition (immersion in, and constant interaction with that language) is the best and most natural way to learn.

Learning (the direct teaching of a language) is usually at the more meta-cognitive level.

Double impact when teaching the formal register of a second language to students who do not know the formal register of their primary language

Needs for Managing a Classroom

Establish and Implement Routines

Develop and Post Classroom Rules

Sequence Steps During Instruction

Establish and Implement Establish and Implement Classroom RoutinesClassroom Routines

Teach routines through structured activities

Demonstrate and model expected behaviors

Check for understanding through guided practice

Write, Post, and Communicate Write, Post, and Communicate

Classroom RulesClassroom Rules Develop 4 to 6 positive rules with the

class

Compose rules in positive command format using 4 to 6 words

Post and refer to the rules in the classroom

Sequence Steps in the LessonSequence Steps in the Lesson

Develop and share lesson objective(s) with students

Connect to students’ prior knowledge/ experience

Model or demonstrate the skill, process, or strategy with concrete examples

Sequence Steps in the Lesson Sequence Steps in the Lesson (Con’t)(Con’t)

Students complete direct choice activity with teacher’s directions

Teacher provides feedback / re-teaches if needed

Students demonstrate what they have learned by practicing then applying

Needs for Effective Discipline Needs for Effective Discipline ProceduresProcedures

Set /communicate rewards and consequences

Offer students options when rules/procedures are violated

Implement rewards/ consequences consistently

Set and Communicate Rewards Set and Communicate Rewards

and Consequencesand Consequences Post rewards and consequences in the

classroom

Set reward /consequence to align with level of the offense /positive behavior

Communicate rewards/ consequences with students

Offer Options ConsistentlyOffer Options Consistently

Provide options for students - rewards and punishments

Record positive behavior on reward charts

Catch students being good / on task

Implement Rewards/ Implement Rewards/ Consequences ConsistentlyConsequences Consistently

Show objectivity when giving rewards/ and consequences

Speak slowly, monotone voice, using few words in giving options / consequences

Impose consequences in a positive manner to train students in responsibility

Assessment and EvaluationAssessment and Evaluation

Assess/ test in the format in which the information was taught

Score tests/ assessments objectively using rubrics

Inform students of the levels in the rubric

Use Resources in the BuildingUse Resources in the Building

Communicate frequently with the principal and other support staff

Talk / plan with other teachers to maintain/ improve student behavior

Plan integrated/ interdisciplinary units in in collaboration with other teachers