Professional Development for Teachers in Nepal, Day 1

Transcript

1. Nepal February 2011 By Farhana N. Shah, USA
2. Content Workshop Expectations and Team Building  Ground Rules  Agenda  Objective  Team Building Classroom Management 101  Routines and Procedures  Equitable Classroom Practices  Principles of Differentiation Individual Professional Development Time Summarizer and Evaluation
3. Participants will:  Get to know their colleagues through team building  Learn classroom practices to establish equality among all students  Define differentiation  Develop individual professional/learning goals  Evaluate training 3 Farhana N. Shah, 2011
4. A résumé describe an individual’s accomplishments. A group resume is a fun way to help participants get to know one another or do some team building with a group whose members already know one another. 4 Farhana N. Shah, 2011
5. 2. You represent an array of talents and experiences. Your group will identify and brag about your resources by composing a group resume. 3. On a chart paper, create a group resume. It should include any information that promotes your group as a whole. You may choose to include any of the following information (be creative):  Educational background  Knowledge about the course content  Total years experience  Positions held  Professional accomplishments  Publications  Hobbies, talents, travel, family 4. Come up with a name for your group resume. 5. Present your resume to the large group. 5 Farhana N. Shah, 2011
6.  Take responsibility for your own learning and be willing to experiment with the ideas and techniques presented.  Be respectful of those speaking (limit sidebar conversations)  Take risks- participate and enjoy yourself! 6 Farhana N. Shah, 2011
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8. Effective Planning Proper and Effective Discipline Motivation of Students Classroom environment conducive to learning 8 Farhana N. Shah, 2011
9.  Less stressful for teachers  Ensures students have appropriate learning tools  Provides calm learning environment  Saves instructional time 9 Farhana N. Shah, 2011
10.  Different teaching styles  Different personalities and attitudes of teachers  Different student population and demographics  Same strategy not effective for all teachers 10 Farhana N. Shah, 2011
11.  Teach behaviors expected in class  Deliver syllabus (secondary level) and class expectations (primary level)  Establish routines and procedures  Exude confidence- gain respect by students 11 Farhana N. Shah, 2011
12.  Establish classroom rules together.  Create three to five rules you can enforce.  Be consistent. Be fair.  Discipline students quietly and privately, not across the room or in front the whole class.  Make sure parents are aware of classroom rules and procedures. 12 Farhana N. Shah, 2011
13.  Eye contact.  Proximity control  Silent Signal  Quiet and gentle reminder  Re-direct a student's attention.  Provide positive reinforcement. 13 Farhana N. Shah, 2011
14.  If all else fails, try something new…  (for new teachers)…NEVER let them know you don’t know what you are doing!  14 Farhana N. Shah, 2011
15.  Establishes clear expectations and smooth running of classroom  Helps both teacher and students stay organized  Contributes to student’s independence and self-direction 15 Farhana N. Shah, 2011
16.  Arrival to class  Dismissal from class  Transitions: in class and out of class  Student seating  Independent work  Movement of materials and paper  Use of restrooms  Attention-getting  Class meetings/small group discussions  Emergency procedures 16 Farhana N. Shah, 2011
17. The Three-Step Approach to Teaching Classroom Procedures (Harry K. Wong and Rosemary T. Wong) 1. Explain • Define the procedure. • Demonstrate the procedure • Demonstrate the procedure step by step 2. Rehearse • Have students practice the procedure under your supervision step by step. All procedures must be rehearsed! Have students repeat the procedure until it becomes a routine and can perform the procedure independently. 3. Reinforce • Re-teach, Rehearse, practice and reinforce the procedure until it becomes a student routine. If rehearsal is unacceptable, re-teach the correct procedure and provide corrective feedback. Praise the students when rehearsal is acceptable. 17 Farhana N. Shah, 2011
18. Rows Small groups U-shaped 18 Farhana N. Shah, 2011
19.  Think of a classroom rule in your class  Think of a classroom procedure in your class  Now turn to a partner.  Take turns and share 19 Farhana N. Shah, 2011
20.  Communicates expectations and requirements of each class or subject area  Make sure to refer to this throughout the year  Have them store or write in their everyday binder/notebook 20 Farhana N. Shah, 2011
21.  Basic course outline  Grading policy and procedures in your classroom  Expectations of missing work, homework, etc.  Attendance requirements (should be consistent with school policy)  Other classroom policy and expectations  Safety and emergency rules  Any accommodations for disability  Signature of student and parent/guardian 21 Farhana N. Shah, 2011
22. Write down a behavior you find extremely challenging. Explain why. Share with someone who have shared with yet.  22 Farhana N. Shah, 2011
23. Reasons for disruptive behavior and how to react 1. Attention seeking: • Don’t like being ignored, prefer being punished or criticized • Commend them when on-task an cooperative • “catch them being good”- let them know. 2. Power seeking • Provoke teachers into struggle • Stay calm and silent, this shows you are in control • Don’t argue with them, 1. Revenge seeking 23 Farhana N. Shah, 2011
24. Motivation/Rewards • Lunch Bunch: eat lunch with teacher • Free-choice day: select a free choice activity on a selected day • Extra recess time • Others?? Corrective Procedures  Time out from rest of group  Teacher student conference  Behavior contract  Office referral (vary)  Parent conference with teacher/Administration 24 Farhana N. Shah, 2011
25. Be familiar with policies relating directly to students:  Attendance/tardy  Academic/grading  Dress code  School safety and emergency protocols  Other school policies- (may vary from school to school) 25 Farhana N. Shah, 2011
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27.  Establishes high expectations  Provides equality through equity  Research-based  Builds positive student teacher relationship Simply put Equitable Classroom Practice establishes good instruction which promotes student engagement, thus preventing disruption in the classroom.  27 Farhana N. Shah, 2011
28.  Each person assigned an ECP.  Read the ECP text at least twice.  Go to assigned group.  Discuss with group and become an “expert” about the ECP.  Come back to original group and share your “expertise” about the ECP. 28 Farhana N. Shah, 2011
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30. What I already KNOW What I WANT to know What I LEARNED Activator: KWL 30 Farhana N. Shah, 2011
31. Meet needs of students Students learn differently 31 Farhana N. Shah, 2011
32. 1. Teacher understands, appreciates, and builds on student differences 2. Assessment and instruction cannot be separated 3. Teacher adjusts the content, process, and product to the students’ need and readiness 4. Both student and teacher work together to create a learning environment as a team 32 Farhana N. Shah, 2011
33. List needs in your classrooms Discuss in groups successes Share out with large group 33 Farhana N. Shah, 2011
34. Objective enhance instruction-teachers are lifelong learners 34 Farhana N. Shah, 2011
35. Process  Meet individually with Farhana  Meeting will last approximately 10 minutes 35 Farhana N. Shah, 2011
36. 3-2-1 36 Farhana N. Shah, 2011
37. Thank you for your attendance, participation, and feedback. I will upgrade tomorrow’s session based on your input.  37 Farhana N. Shah, 2011
38. Teachers are “naTion builders” (from President’s Obama’s State of Union Address, January 25, 2011) 38 Farhana N. Shah, 2011