The Big Picture
description
Transcript of The Big Picture
The Big PictureThe Big PictureAssistant Teacher Professional Learning CommunityFacilitator: Shelita McCadney Brown, HCSD Teacher Quality Team
Assistant Teacher Professional Learning CommunityFacilitator: Shelita McCadney Brown, HCSD Teacher Quality Team
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Session ISession I
Goal:Evaluate your roles and
responsibilities to as a Teacher assistant.
Goal:Evaluate your roles and
responsibilities to as a Teacher assistant.
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What hue am I?What hue am I?
Read the words and describe which of the four letter choices is most
like you. “Give that a 4”. Then rank the next three letter choices from
3 -1 in descending preference.
(4 – most like you) – (1 – least like you)
Read the words and describe which of the four letter choices is most
like you. “Give that a 4”. Then rank the next three letter choices from
3 -1 in descending preference.
(4 – most like you) – (1 – least like you) 3
True ColorsTrue Colors
True Color Inventory:Better understand yourself and
othersPromote appreciation of individual
differences
True Color Inventory:Better understand yourself and
othersPromote appreciation of individual
differences
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ApplicationApplication
Professional relationshipsCommunicationEventsUse of timeTeaching and discipline styles
Professional relationshipsCommunicationEventsUse of timeTeaching and discipline styles
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Gold CharacteristicsGold Characteristics
Group 2 Loves to plan Detail oriented Service Oriented Values and Family
traditions Helpful and
trustworthy Conservative and
stable Never breaks the
speed limit Strives for a sense of
security
Group 2 Loves to plan Detail oriented Service Oriented Values and Family
traditions Helpful and
trustworthy Conservative and
stable Never breaks the
speed limit Strives for a sense of
security
Punctual predictable, precise
Duty, loyalty, useful responsible
There is a right way to do everything
Punctual predictable, precise
Duty, loyalty, useful responsible
There is a right way to do everything
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How others see GoldHow others see Gold
Stable Providing security Firm Dependable Decisive Executive type Orderly, neat Punctual
Stable Providing security Firm Dependable Decisive Executive type Orderly, neat Punctual
Rigid Controlling , bossy Dull, boring Stubborn, pig-
headed Opinionated System-bound Unimaginative Judgmental Uptight Rigid idea of time
Rigid Controlling , bossy Dull, boring Stubborn, pig-
headed Opinionated System-bound Unimaginative Judgmental Uptight Rigid idea of time7
Orange CharacteristicsOrange Characteristics
Group 1 Playful Energetic Charming Risk-taker Tests limits Quick witted Master negotiator Creative,
inventive
Group 1 Playful Energetic Charming Risk-taker Tests limits Quick witted Master negotiator Creative,
inventive
Impulsive and spontaneous
Natural entertainer
Likes tangible rewards
Appreciate immediate feedback
Impulsive and spontaneous
Natural entertainer
Likes tangible rewards
Appreciate immediate feedback
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How others view OrangeHow others view Orange
Fun loving, enjoys life
Spontaneous Care-free Proficient Problem solver Good negotiator Eclectic
Fun loving, enjoys life
Spontaneous Care-free Proficient Problem solver Good negotiator Eclectic
Irresponsible Flaky Wishy-washy Disobey the rules Not able to stay
on task Indecisive
Irresponsible Flaky Wishy-washy Disobey the rules Not able to stay
on task Indecisive
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Blue CharacteristicsBlue Characteristics
Group 3 Mediators Optimistic Caretakers Passionate True Romantic Cause Oriented Cooperative
rather than competitive
Group 3 Mediators Optimistic Caretakers Passionate True Romantic Cause Oriented Cooperative
rather than competitive
Need to feel special
Always has a kind word
Strong sense of spirituality
Peace, harmony, and relationship
Motivate and encourage others
Need to feel special
Always has a kind word
Strong sense of spirituality
Peace, harmony, and relationship
Motivate and encourage others
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How others view BlueHow others view Blue
Warming, caring compassionate
Likes to please people
Trusting Romantic Spiritual Creative Unselfish
Warming, caring compassionate
Likes to please people
Trusting Romantic Spiritual Creative Unselfish
Overemotional Groveling, soft Too trusting Mushy Ignore
policy/creates chaos
Overemotional Groveling, soft Too trusting Mushy Ignore
policy/creates chaos
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Green AttributesGreen Attributes
Group 4 Intellectual Theoretical Idea people Philosophical Very complex Perfectionists Standard sellers Visionaries, futurists
Group 4 Intellectual Theoretical Idea people Philosophical Very complex Perfectionists Standard sellers Visionaries, futurists
Can never know enough
Cool, calm collected Work is play, play is
work Often not in the
mainstream Abstract,
conceptual, global Need for
independence and private time
Can never know enough
Cool, calm collected Work is play, play is
work Often not in the
mainstream Abstract,
conceptual, global Need for
independence and private time 12
How others view GreenHow others view Green
Super intellectual Rational Calm, not
emotional Able to find flaws,
objective Holding firm to
policy Tough minded
Super intellectual Rational Calm, not
emotional Able to find flaws,
objective Holding firm to
policy Tough minded
Intellectual snob Cool, aloof,
unfeeling Afraid to open up Appreciative,
stingy with praise Does not consider
others in plans
Intellectual snob Cool, aloof,
unfeeling Afraid to open up Appreciative,
stingy with praise Does not consider
others in plans
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Color MingleColor Mingle
1. Which characteristics shined the most.2. Which characteristics shined the least.3. Have your partner share their experiences if
any with your personality.4. Share some insights or strategies to enhance
characteristics that shined the most.5. Share some insights or strategies to overcome
characteristics that shined the least.
(5 minutes/5 minutes)
1. Which characteristics shined the most.2. Which characteristics shined the least.3. Have your partner share their experiences if
any with your personality.4. Share some insights or strategies to enhance
characteristics that shined the most.5. Share some insights or strategies to overcome
characteristics that shined the least.
(5 minutes/5 minutes)
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TruthsTruths
“Your perception is your reality”
“You can’t waste time trying to control someone else, but you can always control yourself and be the
best you that you can be”
“Your perception is your reality”
“You can’t waste time trying to control someone else, but you can always control yourself and be the
best you that you can be”
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•Everyone has some of each color. •We each have our strengths and our
weaknesses. •Try to play to each others strengths and
consider how others approach ideas, projects, and communication.
•Use this information to become a better communicator and team player.
•Everyone has some of each color. •We each have our strengths and our
weaknesses. •Try to play to each others strengths and
consider how others approach ideas, projects, and communication.
•Use this information to become a better communicator and team player.
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Roles and ResponsibilitiesRoles and ResponsibilitiesTeacher, Shared, Teacher AssistantTeacher, Shared, Teacher Assistant 17
Roles and ResponsibilitiesRoles and Responsibilities
“Staying in our lane.”“Staying in our lane.”
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Roles and ResponsibilitiesRoles and Responsibilities
1. Tries to take control of the class
2. Not enough to do3. Intimidating age
(older to younger)4. Young teachers
are trying to figure out their first job
5. Young teachers are not trained on how to work with teacher assistants
1. Tries to take control of the class
2. Not enough to do3. Intimidating age
(older to younger)4. Young teachers
are trying to figure out their first job
5. Young teachers are not trained on how to work with teacher assistants 19
Roles and ResponsibilitiesRoles and Responsibilities
Reports to:Principal or his/her designee; under the direct supervision of the classroom teacher.
Job Summary:The basic function of this position is to assist in providing a well-organized and
smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.
Reports to:Principal or his/her designee; under the direct supervision of the classroom teacher.
Job Summary:The basic function of this position is to assist in providing a well-organized and
smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. 20
Let’s Play Jeopardy!Let’s Play Jeopardy!
http://www.superteachertools.com/jeopardy/usergames/Dec201251/game1355842670.php
http://www.superteachertools.com/jeopardy/usergames/Dec201251/game1355842670.php
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Session II: Understanding the Students You ServeSession II: Understanding the Students You ServeMarzano Classroom Management that WorksMarzano Classroom Management that Works
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And…..dealing with children too…this is too much!
And…..dealing with children too…this is too much!
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Elementary Characteristics
(K-5)
Elementary Characteristics
(K-5) Gaining self-confidence Less quarreling Perfecting motor skills Becoming more inner-directed Likes organized play with definite
rules Bursts of emotion and impatience Accepts failures and mistakes more
realistically Tries to give impression of being
calm and steadfast Becomes selective in activities and
spends more time focused on an activity
Girls may start puberty spurt of growth
Loves to form clubs and be an officer
Sense of humor is well defined May begin to show signs of
neglecting personal hygiene while interest in clothing styles and fads begins to be important
Gaining self-confidence Less quarreling Perfecting motor skills Becoming more inner-directed Likes organized play with definite
rules Bursts of emotion and impatience Accepts failures and mistakes more
realistically Tries to give impression of being
calm and steadfast Becomes selective in activities and
spends more time focused on an activity
Girls may start puberty spurt of growth
Loves to form clubs and be an officer
Sense of humor is well defined May begin to show signs of
neglecting personal hygiene while interest in clothing styles and fads begins to be important
Likes and enjoys friends Beginning to agree logically Individual interest more long-lasting Motor skills fairly well developed Enjoys ability to "fit in" at home,
school and play Relation with parents, siblings,
teachers and friends at all-time high
Enjoys organized activities and has secret groups, codes, etc.
Can show concern and is sensitive to others
Begins development of special motor skills (sports, music, dancing, crafts)
Feels more comfortable when their world is organized and schedules are kept
Loves trivia Enjoys taking and planning outings May resent being told what to do,
yet needs constant reminders regarding routine responsibilities
Likes and enjoys friends Beginning to agree logically Individual interest more long-lasting Motor skills fairly well developed Enjoys ability to "fit in" at home,
school and play Relation with parents, siblings,
teachers and friends at all-time high
Enjoys organized activities and has secret groups, codes, etc.
Can show concern and is sensitive to others
Begins development of special motor skills (sports, music, dancing, crafts)
Feels more comfortable when their world is organized and schedules are kept
Loves trivia Enjoys taking and planning outings May resent being told what to do,
yet needs constant reminders regarding routine responsibilities 24
Middle School Characteristics (6 -8)
Middle School Characteristics (6 -8)
Appetite increases At times can be loud, boorish
and rude Tends to be moody, sensitive With strangers may be
cooperative, friendly, lively and pleasant
Frequent arguments with parents
Friends are selected because of mutual interests
Interest in the opposite sex is changing
Attitudes about school are changing
Very active May read without being able to
explain the story sequence, or the consequences of actions
Appetite increases At times can be loud, boorish
and rude Tends to be moody, sensitive With strangers may be
cooperative, friendly, lively and pleasant
Frequent arguments with parents
Friends are selected because of mutual interests
Interest in the opposite sex is changing
Attitudes about school are changing
Very active May read without being able to
explain the story sequence, or the consequences of actions
Enthusiastic for short periods Emotions are extreme; either
really likes something or really hates it
No longer wants to be considered a child
Emphasis on "best" friend Can be critical of physical
appearance (especially girls) Some restlessness, day
dreaming and wasting time Has some difficulty accepting
praise Participates less in family
activities Talks frequently of the opposite
sex
Enthusiastic for short periods Emotions are extreme; either
really likes something or really hates it
No longer wants to be considered a child
Emphasis on "best" friend Can be critical of physical
appearance (especially girls) Some restlessness, day
dreaming and wasting time Has some difficulty accepting
praise Participates less in family
activities Talks frequently of the opposite
sex
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Secondary Students (9-12)
Secondary Students (9-12)
Need to understand the purpose and relevance of instructional activities
Are both internally and externally motivated
Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning
Want to establish immediate and long-term personal goals
Want to assume individual responsibility for learning and progress toward goals
Need to understand the purpose and relevance of instructional activities
Are both internally and externally motivated
Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning
Want to establish immediate and long-term personal goals
Want to assume individual responsibility for learning and progress toward goals
High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:
Interested in co-educational activities
Desire adult leadership roles and autonomy in planning
Want adults to assume a chiefly support role in their education
Developing a community consciousness
Need opportunities for self-expression
SourcePennington, M. (2009)
Characteristics of High School Learner.
High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:
Interested in co-educational activities
Desire adult leadership roles and autonomy in planning
Want adults to assume a chiefly support role in their education
Developing a community consciousness
Need opportunities for self-expression
SourcePennington, M. (2009)
Characteristics of High School Learner.
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Classroom Management (Shared)Vs.
Classroom Discipline (Teacher)
Classroom Management (Shared)Vs.
Classroom Discipline (Teacher)
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“In well-managed classrooms, teachers simultaneously develop a set of rules and procedures and a companion set of consequences….driven by, the building level management system, which allows teachers to individualize…rewards, consequences, etc.
“In well-managed classrooms, teachers simultaneously develop a set of rules and procedures and a companion set of consequences….driven by, the building level management system, which allows teachers to individualize…rewards, consequences, etc.
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Teacher ReactionsTeacher Reactions
Reactions that address inappropriate behavior.
Reactions that reinforce appropriate behavior.
Reactions that address inappropriate behavior.
Reactions that reinforce appropriate behavior.
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Scenario #1Scenario #1
The teacher has to take an important phone call and you have been asked to monitor the students working while she is away. Johnny (imagine your grade) wants to try his hand at getting the class in an uproar.
The teacher has to take an important phone call and you have been asked to monitor the students working while she is away. Johnny (imagine your grade) wants to try his hand at getting the class in an uproar.
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Reactions That Address Inappropriate BehaviorReactions That Address Inappropriate Behavior
That pregnant pauseMoving to the front of the room
and stopping instructionEye contactSubtle gesturesHeading students off
That pregnant pauseMoving to the front of the room
and stopping instructionEye contactSubtle gesturesHeading students off
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Scenario #2Scenario #2
It is center/remedial time and you are working with a group with a range of academic ability. You have been asked to facilitate a group with a variety of questions.
It is center/remedial time and you are working with a group with a range of academic ability. You have been asked to facilitate a group with a variety of questions.
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Don’t tell students that they should have know the answer
Don’t ignore a responseAvoid subjective comments about
incorrect answers *until you fully understand the student’s thinking
Don’t allow negative comments from other students.
Don’t tell students that they should have know the answer
Don’t ignore a responseAvoid subjective comments about
incorrect answers *until you fully understand the student’s thinking
Don’t allow negative comments from other students.
Affirmative Actions to Incorrect Responses
Affirmative Actions to Incorrect Responses
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Reactions That Reinforce Appropriate Behavior
Reactions That Reinforce Appropriate Behavior
Short verbal affirmationsSmiles, winks, and other signalsCatching students being goodMoving around the roomAttribute ideas and comments to
those who offered themEncourage everyone’s participationProvide adequate “wait time”
Short verbal affirmationsSmiles, winks, and other signalsCatching students being goodMoving around the roomAttribute ideas and comments to
those who offered themEncourage everyone’s participationProvide adequate “wait time”
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Managing Cooperative Learning Groups and Independent Seatwork
Managing Cooperative Learning Groups and Independent Seatwork
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Group ContingencyGroup Contingency
Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior.
Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use)
Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior.
Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use)
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IGC - ElementaryIGC - Elementary
Place a mark or tally on the board by a group or team name when the group is behaving as desired.
Recognizing students working in their assigned group role.
The group that collects five marbles in the jar.
Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system)
Place a mark or tally on the board by a group or team name when the group is behaving as desired.
Recognizing students working in their assigned group role.
The group that collects five marbles in the jar.
Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system)
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IGC - SecondaryIGC - Secondary
Grade the entire group on both the academic task and their effective group interactions
* Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform. Older students have a well-developed sense of fairness.
Grade the entire group on both the academic task and their effective group interactions
* Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform. Older students have a well-developed sense of fairness.
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Seat Work and Teacher Led Activities
Seat Work and Teacher Led Activities
“What is the common denominator?”
Students must remain in their seats
“What is the common denominator?”
Students must remain in their seats
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Seat Work and Teacher-Led Activities
Seat Work and Teacher-Led Activities
Set expectations for student working in their seats
Maintain Students’ attention during teacher-led activities
Set expectations for student working in their seats
Maintain Students’ attention during teacher-led activities
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Seat WorkSeat Work
Offer rewardsCreate a list of fun activities at the
completion of the class work“Everyone is an Expert” learning
station*Helps students not have a negative
view on classwork
Offer rewardsCreate a list of fun activities at the
completion of the class work“Everyone is an Expert” learning
station*Helps students not have a negative
view on classwork
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Teacher-Led ActivitiesTeacher-Led Activities
Quick polls – thumbs up/thumbs down
Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet”
Random drawings-popsicle sticks, stars, coins, etc.
Job assignments/Helpers
Quick polls – thumbs up/thumbs down
Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet”
Random drawings-popsicle sticks, stars, coins, etc.
Job assignments/Helpers 42
Brain Breaks! Brain Breaks!
- Dr. John Ratey (2008) From your genes to emotions, your
body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire.
1.Prepares the brain2.Supports exercise and fitness3.Develops class cohesion
- Dr. John Ratey (2008) From your genes to emotions, your
body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire.
1.Prepares the brain2.Supports exercise and fitness3.Develops class cohesion 43
Brain BreaksBrain Breaks
Midline of the body to get both hemispheres of the brain working.
- Heel taps - Windmills Reenergize your students- Three shakes- Freeze dance
Midline of the body to get both hemispheres of the brain working.
- Heel taps - Windmills Reenergize your students- Three shakes- Freeze dance
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