W HAT TO E XPECT ( AND SOME OF IT IS UNEXPECTED !) Everyday “stuff” How do I teach? – Sources...
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Transcript of W HAT TO E XPECT ( AND SOME OF IT IS UNEXPECTED !) Everyday “stuff” How do I teach? – Sources...
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