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SurvivalSkillsfortheFirstYearTeacher
February 19th
ASCD Future
Teachers
Conference
Presented by
Samantha Steele and Robin McMillin
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|1
Page|2 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Top 10 Tips
From First-Year and Veteran Teachers
1. Planrelentlessly:Createbackupplansandplansfor
teachingstudentsofvaryingabilities.
2. Sethigh,consistentlyreinforcedexpectationsforbehavior
andparticipation.
3. Showandrequirerespectintheclassroomatalltimes.
4. Reachouttoparentsandyouradministration,preferably
earlyonandbeforeaproblemarises.
5. Considerparticipatinginanextracurricularactivity,which
strengthensrelationshipswithstudentsandcanbeenjoyableaswell.
6. Seekmentors,teamteachingassignmentsandregularexchanges
withfellowfirstyearteachers.
7. Beflexibleandreadyforsurprises:forexample,youcouldbe
assignedmultiplegrades,classroomsorsubjectareas.
8. Workcloselywithcounselorsorotherschoolpersonnel
authorizedtorespondtochildrenssocialproblems.
9. Takecareofyourselfphysicallyandspiritually.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|3
Whatdoesmyclassroomneed?
BeforeSchoolStartsTop10ToDoList......................................................................22
CreatingaProductiveLearningEnvironment............................................................23
FirstDayPriorities......................................................................................................24
FirstDayScripting.......................................................................................................25
HowtoMakeaDisciplinePlan...................................................................................27
WhatShouldMyRulesBe?........................................................................................28
DisciplinePlanExample..............................................................................................29
ClassRulesPosterExample........................................................................................30
PolicyExample............................................................................................................31
Whatwillmystudentsneed?
7ThingsStudentsWanttoKnow...............................................................................36
ProcedurestoRehearse.............................................................................................37
TeachingProcedures..................................................................................................38
ProceduresExample...................................................................................................39
CreatingaPositiveLearningEnvironment.................................................................41
Praise,Encouragement&Feedback...........................................................................43
BehaviorLessons........................................................................................................44
WhatdoIteachandhowdoIteachit?
StateStandardsInformation/Resources/Summary...................................................49
Top10QuestionstoAskMyselfasIDesignLessons.................................................50
NewBloomsTaxonomy,Keywords&Phrases..........................................................54
HowtoPlanforDifferentiatedInstruction................................................................60
DiscussionTips&Stems.............................................................................................62
HowtoHelpELLStudents..........................................................................................64
PlanningforAssessment............................................................................................65
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OnmywayWhatnow?
InternetResources.....................................................................................................91
AnEthicofExcellence.................................................................................................93
TheCaseAgainstZero................................................................................................97
DreamsandWishesCanComeTrue..........................................................................99
HabitsofMind:AJourneyofContinuousGrowth...................................................105
MyOwnTop10Lists................................................................................................106
EDUCATIONISNOT
teachingpeoplethings
theydontcurrentlyknow.
EDUCATIONIS
teachingpeoplebehaviors
theydontcurrentlypractice.
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Page|6 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
What Do I Need?
SurvivalSkillsfortheFirstYearTeacher
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Page|8 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Meet people.
Ask questions.
If you dareto teach, you must dare tolearn. Teacher education rarely
preparesthestudentteacherfornoninstructionaltasks.Youmayhave
lots of ideas for instructional activities, but you probably received no
training in such noninstructional tasks such as how to keep a
gradebook,actanddressforsuccess,teachproceduresandroutinesor
deal with negative, nonsupportive and energy draining students and
colleagues. Knowing who to ask and developing good working
relationshipswithsupportstaffandcolleagueswillstartyouoffonthe
rightfootandkeepyoumovingforward.
HarryWong,TheFirstDaysofSchool
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|9
AttendanceProcedures
GradingRecordKeeping&Posting
PhoneCallsRecordKeeping
NetworkUsername&PasswordandEmailAddress
EmergencyProcedures
LunchroomProceduresStudentsTeachers
OfficeDisciplineProcedures(Referrals)
Calendar/BigYearlyEvents
ParentConferencesProcedures,Schedule,Records
ResourcesWithintheBuilding
Library,Production(copying,etc.),Aides,Supplies
ResourcesOutsidetheBuildingESD
MoreGoodThingstoKnow:
OverviewoftheStaffHandbook
Stafflistroomassignments,preptimes,contactinformation
StudentFilesWheretheyarekeptandwhentoaccess.
CurriculumResources
TeacherEvaluationProcess/EvaluationSchedule
BacktoSchoolNight/ParentNight
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Education Acronyms
ARepresentativeSampling
504 Section504oftheRehabilitationAct(planforspecialneedsstudents)
ACT AmericanCollegeTest
ADD AttentionDeficitDisorder
ADHD AttentionDeficitHyperactivityDisorder
ADM AverageDailyMembership(Attendancerecordforstatefunding)
AP AdvancedPlacement(collegepreparationclass)
AR AcceleratedReader
AYP AdequateYearlyProgress
CBM CurriculumBasedMeasurement
CIP ContinuousImprovementPlan(District)
CWPM CorrectWordsPerMinute(DIBELS,AIMSWeb)
DIBELS DynamicIndicatorsofBasicEarlyLiteracySkills
ELD EnglishLanguageDevelopment
ELL EnglishLanguageLearners
ERIC EducationResourcesInformationCenter
ESD EducationServiceDistrict
ESL EnglishasaSecondLanguage
FBA FunctionalBehaviorAssessment
FFA FutureFarmersofAmerica
FTE FullTimeEquivalency(studentenrollmentoremployeestatus)
GED GeneralEducationDevelopment(ApassedGEDresultsinaGEDdiploma)
GRE GraduateRecordExamination
IDEA IndividualswithDisabilitiesEducationAct
IEP IndividualEducationPlan
LD LearningDisabled
LEP LimitedEnglishProficiency
NCLB NoChildLeftBehind
NEA NationalEducationAssociation(Unionnationallevel)
Page|16 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Education Acronyms
ARepresentativeSampling
OAKS OregonAssessmentofKnowledgeandSkills(StateStandardsTesting)
OC OccupationalTherapist
OCD ObsessiveCompulsiveDisorder
ODE OregonDepartmentofEducation
OEA OregonEducationAssociation(Unionstatelevel)
ORF OralReadingFluency
OSAT OregonStatewideAssessment
PBS PositiveBehaviorSupport
PDU ProfessionalDevelopmentUnits
PEP PersonalizedEducationPlan
PLC ProfessionalLearningCommunity
PSAT PreliminaryScholasticAptitudeTest
PTA/PTO ParentTeacherAssociation/Organization
RTI ResponsetoIntervention
SAT ScholasticAptitudeTest
SED SeverelyEmotionallyDisabled
SES SocioEconomicStatus
SIP SchoolImprovementPlan
SIR SupportedIndependentReading(SchoolwideInterventionProgram)
SLP SpeechLanguagePathologist
SpEd SpecialEducation
SRO SchoolResourceOfficer
SSID SecureStudentIDNumber(State)
SST StudentServicesTeam
SWIS SchoolWideInformationSystem
TAG TalentedandGifted
Title I ProvidesfundingtolowSESschoolstoassistacademicallybehindstudents.
TSPC TeacherStandardsandPracticesCommission
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Page|18 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
What Does My
Classroom Need?
SurvivalSkillsfortheFirstYearTeacher
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Page|20 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
The most important thing to establish the first week of school is
CONSISTENCY. People do not want surprises or disorganization.
Students want an environment that is safe, predictable and
nurturing. Effective teachers have classrooms that are caring,
thoughtprovoking, challenging and successful. They have this
becausetheybeginwithclassroommanagementproceduresthat
createconsistency.
HarryWong,TheFirstDaysofSchool
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|21
Create a daily routine for the first five minutes of class (Bellwork).
Have your first one ready and doable for student success.
Page|22 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Besureyouhavestudentattentionbeforebeginninginstructionorgiving
directions.
Providepracticeandprocessingtime
Posttheagendaandthelearningoutcomesontheboard,overheadorchartin
thesameplaceeachday
Explaintheworktobedoneandhowtodoit
Beforestudentsstartworking,checktobesuretheyknowwhattodoand
howtodoit.
Repeatandstresscomplexdirectionsanddifficultpoints;writeoutstepsto
anyprocesshavingthreeormoresteps
Havestudentsrepeatandrephrasequestionsandexplanationstoeachother
Teachstudentshowtousegraphicorganizers,mnemonics,visualizationsand
notetakingstrategies
Useaknownprocess(likeagraphicorganizerpreviouslyused)tointroduce
orteachdifficultnewmaterial
Provideopportunitiesforstudentstouseavarietyoflearningstrategies
Matchthepaceofinstructionwiththecomplexityoftheconceptsbeing
studied.
Masspracticeatthebeginningofnewlearningandfollowupwithdistributed
practicethroughoutlearning
Afterpracticeofsmallchunks,movequicklytomeaningfuluseofinformation
andskills
Buildinandorchestratemovement;notifystudentsofupcomingtransitions
Useflexiblegroupingdeterminedbysuchvariablesasinterest,readiness
levels,informationprocessingstyles,studentchoiceand,onoccasion,random
order
Organizesupplies,equipment,andpaperssothattheyareeasilyaccessible;
eliminateclutter
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Greet Greetyourstudentsatthedoor
Direct Directthemtotheirassignedseat
Work Tellthestudenttofollowtheassignment
About Me Introduceyourself
Rules Teachclassroomrules,consequences&rewards
Expect Communicatetheexpectationsoftheclass
Move Planfortransitionsandtrafficcontrol
Planadailyclosingprocedure.Remember,thebell
Close doesnotdismisstheclass,theteacherdoes!
Resources
HereareadditionalexamplesofFirstDayScripting(oneexampleisonthenextpage):
www.teachers.net/gazette/JUN00/covera.html
www.teachers.net/gazette/JUN02/wong.html
www.teachers.net/gazette/MAR03/wong.html
http://teachers.net/wong/JAN10/
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Before Class
Haveaclearlymarkedsignonthedoorandonthefrontchalkboardthatindicatesthenameoftheclass,
theteacher,thehour,andtheroomnumber.
HandacopyoftheStudentInformationSheettoeverystudenttobecompletedasbellwork.
Setupindividualtraysforeveryhandoutthestudentswillneedtopickup.Besureto3holepunchall
handouts.Placeasignthatreads"PleaseTakeOne"nearthetrays.
Setupasamplefolderandapencilonthechalkboardsilltodemonstrateforkeepingpapers.
Usetheoverheadprojectortodisplaytheseatingchart.~OR~Whenclasslistsareinaccurateornot
available,numberthesurveyhandoutswiththecomputerstationnumbersandhavestudentsfindthe
stationnumberintheclassroom.Whentheyturnintheirsurveywiththeirnameandthestation
number,youcanputthemontheseatingchartlaterintheday.
Welcomeeachstudentwithahandshakeandhello.
Lookdirectlyateachstudent,notthebusyhallwayorthegrowinglineofpeopleatthedoor,whenthey
introducethemselves.
Makesureeverystudentisintherightplaceattherighttime.
Telleachstudentthefollowing:
1. Theycanfindtheirseatbyreferencingtheseatingchartontheprojection
screen(orthenumberonthehandout).
2. Handthemthestudentinformationsheet
3. Theyshouldgrabthe3handoutsonthetableatthestudentcenter.
4. Theyshouldfilloutthestudentinformationsheetimmediatelyasbellwork.
Welcomeeveryonetothefirstdayofschoolandaskthestudentstotakeafewmoreminutestofinish
thebellwork.
Takeattendancebyreferencingtheseatingchart(ifavailable).
Welcomeeveryoneagainandintroduceyourself.
Provideafewtidbitsofappropriatepersonalinformation(educationalbackground,family,pets,etc.).
Explainyourpersonaleducationalphilosophyhandson,hearseewritedo,activelearning.
Stressthatyouareveryexcitedtobehereandthatyoulookforwardtoasuccessfulyearahead.
AskthestudentstoreferencetheCourseSyllabushandout.
Explainthebasiccourseinformation.
Provideinstructorcontactinformation.
Discussthecourseobjectives.
Identifytherequiredclassmaterialsandreferencetheitemssetuponthechalkboardsillasavisual
reminderofwhateachstudentwillneed.
Explainthegradingscale.
Discussspecificacademicrequirements.
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AskthestudentstoreferencetheClassPolicieshandout.
Discussyouroveralldisciplinephilosophy.
Stressthatastudentchoosestobreakarule.
Explaintheshortlistofsimpleclassrulesandaskthestudentstoexplainwhytheyareinplace.
Stressthattheclassruleswillbeconsistentlyenforced.
Explainthetardyandlatearrivalpolicy.
Discusstheimportanceofacademichonesty.
Discusstheattendancerequirements.
Explainthelateworkpolicy.
Explainthemakeuptestpolicy.
AskeachstudenttosignthebackoftheStudentInformationSurveyinthespacethatindicatesthatthey
understandandagreetoalloftheclasspolicies.
AskthestudentstoreferencetheClassProcedureshandout.
Explainthepurposeofclassproceduresbyusinganappropriateanalogyfromreallife(likedrivingacar)
Promisethestudentsanorganizedandefficientclassroom.
Explaintheimportanceoffollowingprocedures.
Explainthedifferencebetweenproceduresandrules.
Explainandrehearsethefollowingprocedures:enteringtheroom,bellwork,pickingupmaterials,
comingtoattention,arrivinglate,andleavingtheclassroom.
Explainthatotherprocedureswillbeexplainedandrehearsedastheybecomenecessary(gettingabsent
work,makeuptests,usingthebathroom,gettingadetention,gettingextrahandouts,handingin
homework).
Withafewminutesremaining,reiterateyourexcitementfortheupcomingyear.
Tellthestudentsthatitwasnicetomeetallofthem.
Rehearsetheprocedureforleavingtheclassroomandrequirethestudentstowaitforteacherdismissal
beforeleavingtheclassroom.
Collectstudentinformationsheetsasthestudentsleavetheclass.
Notes:
Whenpossible,setupseatingchartsaheadoftimeasrandomselectionseldomworks.
HavealistofT.A.jobsreadytogo.
Haveaplaceonthesyllabusforparentstosignacknowledgingpolicies&proceduresaswellas
grades&expectations.
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HarryWong,TheFirstDaysofSchool
Clearrulesprovideforconsistencyintheclassroom.Studentsmuchpreferknowingthe
rules,consequences,andrewardsratherthanhavingateacherwhoarbitrarilychangesor
makesupnewrulestofitthemoment.Ineffectiveteachersmakeuprulesasareactionto
problems,whichmakestherulesfeelpunitive.Settingrulesbeforeaproblemarisesallows
theclasstohaveanunderstandingoftheexpectedbehaviorsintheclassroom.
Basic Structure for a Discipline Plan
Rules: Whattheexpectedbehaviorsare.
Consequences: Whatthestudentchoosestoacceptifaruleisbroken.
Rewards: Whatthestudentreceivesforappropriatebehavior
Whyyoushouldhaveonlythreetofiverules
Haveyoueverynoticedthatyourphonenumber,creditcard,socialsecuritynumber,
autolicensenumberandZIPcodearewritteningroupsoffivenumbersorless?Thatis
becausepeoplefinditeasiertoremembernumbersingroupsofthreetofive.
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Page|28 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Signature_________________________________________________________ Date______________________
PARENTS:Mychildhasdiscussedtheclassroomdisciplineplanwithme.Iunderstanditandwillsupportit.
Signature_________________________________________________________ Date______________________
TEACHER:IwillbefairandconsistentinadministeringthedisciplanplanforRoom16.
Signature_________________________________________________________ Date______________________
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|29
5. No put-downs of classmates.
Thank You!
Page|30 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Keep Your Hands to Yourself- Respect your fellow classmates and their belongings by
asking permission before initiating physical contact. Please respect the person who says
no and refrain from touching them or their belongings.
Come Prepared- Bring two sharpened pencils (or a pencil and a pen), your spiral
notebook and your binder for handouts. If literature books are needed, it will be posted by
the door.
Use Respectful Language- Students will exhibit courtesy and respect toward all other
students at all times. Hateful comments concerning race, gender, sexuality, political
views, appearance, or of any other type will not be tolerated; this applies to serious as
well as "joking" comments.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|31
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What Will My
Students Need?
SurvivalSkillsfortheFirstYearTeacher
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|33
Page|34 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Get to school
earlier than normal.
Dress professionally.
The first days of school are critical. Your mission is to establish
studentroutinesandclassroomprocedures.Studentsdonotwant
nor do they learn well in a disorganized environment. A well
organized, uncluttered and attractive room gives a professional
andauthoritativeimagethatstudentsrespect.
HarryWong,TheFirstDaysofSchool
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Teaching Procedures
1. Explain (state,explain,modelanddemonstrate)
2. Rehearse (practiceundersupervisioninarelevantsetting)
3. Reinforce (rehearse,reteach,practiceuntiltheprocedure
becomesahabitorroutine)
Thenumberoneproblemintheclassroomisnotdiscipline;
itisthelackofproceduresandroutines.~HarryWong
9 Remindtheclassoftheprocedure
9 Havetheclassexperiencetheprocedure
Procedures!
Plan for success
Rehearse and reinforce
Organize before students arrive
Costs nothing to do
Extra time gained for teaching and learning
Dont wait until next year; do it now
U make a difference in students lives
Rehearse some more
Experience a class that hums with learning
Success is yours because procedures work!
Page|38 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Classroom Procedures
Ms. Burkhart
Paying Attention
Tracking is looking at the person who is speaking and sitting so they can see you and make eye contact.
Whenever the instructor is speaking, each student is to place their hands in their laps and silently track
the instructor with their eyes.
You are to enter the classroom calmly and quietly. Students who do not do this will be asked to leave the
room and reenter as expected. It is expected that as soon as you enter you nstop at the back counter,
pickup any handouts and hand in homework in the appropriate tray. You should then oget anything you
need from the Student Center (pencil sharpening, tissue, etc.). Once seated, pcheck the side board for
the day's bellwork and begin before the bell rings.
Arriving Late
When you enter the room late (with or without a pass) you need not disturb the class. n Help the door
shut quietly. o Sign your name and the appropriate information on the orange clipboard by the door.
Print clearly and sign only your name. p If you have a pass, put it in the orange pocket on the wall
above the clipboard. q Pick up any handouts for the day before you r go quietly to your seat.
Tardy Definition: A student is tardy if he is not in his seat and working when the bell stops ringing and
does not have a pass. Consequences are as follows:
FirstTardyStudentreceivesawarning
SecondTardyPhonecallhome.
ThirdTardyReferraltotheDean.
Bellwork
Everyday will begin with bellwork. You will find the bellwork on the side white board. Bellwork should
be started before the bell rings.
Any handouts that you will need on a given day will be found in the tray, on the back counter marked
for your grade and says "Please Take One". If the tray or sign isn't there, you don't need to pick up
anything, just begin the day's bellwork.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|39
The bell does not dismiss the class, the teacher does. Please do not pack up until the instructor dismisses
the class. You may save, log off and straighten the desk two minutes before the end of the period at the
warning bell. Do not leave your seats until the class is dismissed by the instructor.
Extra Handouts
If you need a handout, because you were absent or just lost your first one, go to the appropriate "extras
box" in the student center on the back counter, or go to the website from home and print one out. Do not
ask me for handouts, go straight to the box or class website.
Attendance
If a student has an absence from class he or she is responsible for all assignments and homework
missed. The student has as many days as he or she was absent to make up the assignments.
Students must check the class calendar and with the instructor for missed work and quizzes.
Extra handouts are available in the student center on the back counter.
Open lab hours occur daily from 8:00 to 8:45 in the morning. Lunch time lab hours are not available due
to classes being taught in the lab during that time. Open lab can be open after school until 4:00 p.m. as
requested. See Ms. Burkhart to schedule after school time.
Each time you come in to Open Lab you will clock in and out on a timecard. You will receive 5 points
of extra credit for every 30 minutes you accumulate (does not have to be in one session). Students can
get a timecard (located in the Extra Handouts box) the first time they come into Open Lab.
The bathroom may only be used in emergencies, please plan ahead. A Campus Key is needed for
leaving the class. n Give your Campus Key to the instructor to be punched and o take the blue hall
pass. It will be set for 3 minutes. When you return, p place the blue hall pass in the base to stop the
timer. Anyone outside of the classroom for longer than the designated time will receive a tardy and its
consequence. Do not ask to use the washroom or go to your locker before class begins; just go before
you get to class.
Late Work
Late work will be penalized one grade per day late unless a Latework Coupon is attached. Completed
work that has a Latework Coupon attached will not be penalized no matter how late it is. You can get
extra Latework Coupons in the Student Center.
Page|40 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Learnstudentnamesandinformationabouteachoneearlyintheyear
Greetstudentsatthedoorwithasmileandahandshake
Usestudentnamesinexamples
Makeastrongefforttointeractinapositivewaywitheachstudenteachday
Createopportunitiesforstudentstolearnaboutthemselvesandeachother
Beknowledgeableaboutthefads,fashions,music,hobbiesandotheractivities
thatareofinteresttoyourstudents
Displaystudentworkbothintheclassroomandinpublicareas
Teachstudentshowtosetandworktowardlearninggoals
Encouragestudentstoaskforandgethelpfromoneanother
Modelrespectinwordsspoken,voicetone,eyecontact,andinbodylanguage
Usemusic,books,posters,andpicturesfromdifferentcultures
Practiceequityandexplaintostudentsthedifferencebetweenequity(get
whatyouneedwhenyouneedit)andequality(allgetthesamethingatthe
sametime)
Providestudentchoiceoflearningprocess
Explainthereasonwhyyouaredoingwhatyouaredoingormakingthe
decisionyouaremaking.
Encouragestudentstomonitortheirownacademicprogress
Changestrategiestomeetstudentsneedsratherthanexpectingstudentsto
changetomeetteacherneeds
Takeadvantageofopportunitiestousehumor
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|41
Setupconditionswherestudentscanassesstheeffectivenessoftheirown
learninghabits.
Remindyourselfthatyouarearolemodel
Developarepertoireofwaystoencourageyourstudents
Reinforcestudentsattemptstosolveproblemsandexerteffort
Makeitapracticetorecognizeeffectiveeffort
Resolvebehavioralissuesprivatelywithminimumdisruptionofinstruction
Avoidsarcasmandridicule
Promoteintrinsicmotivation(Ididit!)ratherthanextrinsicmotivation(you
diditsoyougetastickerorapieceofcandy)
Showinterestinstudentslivesbeyondtheclassroombybecominginvolved
instudentactivities
Demonstraterespectforstudentsasindividuals
Useflexibleroomarrangementstomatchinstructionalobjectives
Identifyroomarrangementsthatworkbestinsmallgroupwork,wholeclass
discussionandtesting
Whenworkingwithasmallgroup,positionyourselfsothatyoucanmonitor
otherstudentsatwork.
Teachstudentstohelpyouarrange/rearrangethestudentdesks/tables
quicklyandsafely
Arrangetheroomsoyoucanmovearoundwithease
Reducedistanceandbarriersbetweenyouandyourstudents
Page|42 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
BuildingIntrinsicMotivationtoDoWell
Effectivepraisecanbeinformativeaswellasreinforcing,canprovideencouragement
andsupport,andcanhelpteachersestablishfriendlyrelationshipswithstudents.Praise
shouldbespecific;thatis,itshouldexpresslymentionwhatthepersondidtodeserve
thepraiseandshouldattributesuccesstoeffortandability.Youmustbereallyproud
ofyourselftohavebeensoresourcefulinfindingthenecessarymaterialstofinishthe
task.
Useselectionsfromthelistbelowtocompletedescriptivepraises.Descriptivepraise
helpsstudentsknowthemeaningoftheseabstracttermswhenwelinkthemtotheir
ownbehaviors.
Youpickedupallthesticksandleavesthatfellduringthe
storm,nowthatswhatIcall
alert curious generous persistent
award determined gracious positive
candid efficient helpful problemsolving
caring effectiveeffort honest prompt
considerate emphatic integrity punctual
consistent enthusiastic initiative purposeful
cooperative flexible organized respectful
courageous focused patience responsible
creative friendly perseverance trustworthy
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|43
9 BE SAFE
9 BE RESPECTFUL
9 BE RESPONSIBLE
The Big 5 expectations are appropriate at all times and in all areas of campus.
These 5 expectations are:
9 Walk
The BIG 5
9 Useappropriatelanguageandvolume
9 Handsandfeettoself
9 Showcourtesytoothers
9 Keeptheschoolclean
9 EnteringandExitingtheClassroom 9 ClassDiscussions
Settings
9 ParticipatinginClass 9 Library/Cafeteria
9 Restrooms 9 Office/HealthCenter
9 MovingabouttheClassroom 9 PlaygroundArea/Gym
Page|44 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
RECESS Lesson Example
Objective: To keep students safe and get everyone to the playground and back in a timely fashion.
9 Takecareofequipment
9 Putequipmentinproperplace
9 Walktoplaygroundarea 9 Useequipmentproperly
whendone
9 Handsandfeettoself 9 Reportaccidentspromptly
9 Lineupquietlyandquickly
9 Politetoaides 9 Wearappropriateshoesif
whenrecessisover
9 Appropriatelanguage running
9 Keepjacketsandsweaterswith
youatalltimes
EXAMPLE NON-EXAMPLE
(Ifroleplaying,actoutpositiveEXAMPLESonly.DiscussNONEXAMPLES)
Teaching Scenarios
9 Johnisrunningthroughthehallwayanddoesnt
evennoticethathebumpedKenziesbinderoutof
9 Studentswalkcalmlytotherecessarea,discuss herhandsashewentby.
whattheywanttodoandgetaballorequipmentif 9 Studentleavesasweatshirtonthebasketballcourt
needed.Theygreettheplaygroundmonitors andgoestotheslidetotalktoafriend.Another
politelyandplayagame. friendtakesthesweatshirtandputsitinthe
garbage.Uponreturn,anargumenthappensabout
thesweatshirt.
Activities &
Follow-up
9 Setuppossiblescenariosanddiscusswithstudents.
9 Assignscenariosforroleplayingpositiveexamples(optional)
9 Givemorepositiveexamplesthannegativenonexamples.
9 Practiceonplayground,demonstrateequipmentandliningupprocedures.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|45
9 9 9
9 9 9
9 9 9
EXAMPLE NON-EXAMPLE
(Ifroleplaying,actoutpositiveEXAMPLESonly.DiscussNONEXAMPLES)
Teaching Scenarios
9 9
9 9
9 9
Activities &
Follow-up
9 Setuppossiblescenariosanddiscusswithstudents.
9 Assignscenariosforroleplayingpositiveexamples(optional)
9 Givemorepositiveexamplesthannegativenonexamples.
9
Page|46 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
What Do I Teach?
AndhowdoIteachit?
SurvivalSkillsfortheFirstYearTeacher
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|47
Page|48 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
1. GototheOregonDepartmentofEducationonline(ODE)
http://www.ode.state.or.us
2. Ontheleftmenupalette,clickonTeachingandLearning
3. MouseoveranddowntoStandards,thenStandardsbyDesign
4. Customizeyourstandardsbycontentandgradelevel.
SearchableStandards...............http://www.ode.state.or.us/teachlearn/real/standards/searchablestandards.aspx
TeachingandLearningHomepage..............................................http://www.ode.state.or.us/search/results/?id=51
StandardsbyDesign....................................................................http://www.ode.state.or.us/search/results/?id=53
AchievementStandards............................................................http://www.ode.state.or.us/search/results/?id=223
InstructionalResources...............................................................http://www.ode.state.or.us/search/results/?id=46
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|49
Top 10 Questions
I ask myself as I design lessons
1. What should students know and be able to do?
Whatshouldstudentsknowandbeabletodowithwhattheylearnasaresultofthislesson?
Howaretheseobjectivesrelatedtonational,state,and/ordistrictstandards?
Howaretheseobjectivesrelatedtothebigideas/keyconceptsofthecourse?
2. How will students demonstrate what they know and can do?
HowwillIknowwhattheyhavelearned?
WhatmultipleformsofassessmentincludingselfassessmentcanIuse?
Whatwillbetheassessmentcriteriaandwhatformwillittake?
Page|50 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Top 10 Questions
I ask myself as I design lessons
4. How will new knowledge, concepts and skills be introduced?
Giventhediversityofmystudentswhataremybestoptionsforsourcesandpresentation
modesofnewmaterials?
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|51
Top 10 Questions
I ask myself as I design lessons
7. What do I need to do to differentiate instruction so the learning
experiences are productive for all students?
Page|52 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Top 10 Questions
I ask myself as I design lessons
10. What adjustments need to be made to the learning environment?
Howcanweworkandlearnefficientlyinapositiveandproductiveclassroomsetting?
Howisdatabeingusedtomakethesedecisions?
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|53
Creating
Generating new ideas, products
or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing,
experimenting, judging
Analyzing
Breaking information into parts to explore
understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing,
classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving,
naming, finding
Page|54 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Bloom's Taxonomy
Key Words, Model Questions, & Instructional Strategies
BloomsTaxonomy(1956)hasstoodthetestoftime.RecentlyAnderson&Krathwohl(2001)haveproposedsomeminor
changestoincludetherenamingandreorderingofthetaxonomy.Thisreferencereflectsthoserecommendedchanges.
I. REMEMBER
ShallowProcessing:DrawingOutFactualAnswers,TestingRecallandRecognition
VerbstoUseForPerformanceObjectives:______________________________________
Describe Locate Recite
Define Match Recognize
Identify Memorize Select
Label Name State
List Omit
ModelQuestions: _________________________________________________________
Who? How? When?
Where? Whichisthebestone? Whatdoesitmean?
WhichOne? Why?
What? Howmuch?
InstructionalStrategies_____________________________________________________
Highlighting Memorizing
Rehearsal Mnemonics
II. UNDERSTAND
Translating,InterpretingandExtrapolating
VerbstoUseForPerformanceObjectives:______________________________________
Classify Illustrate Represent
Defend Indicate Restate
Demonstrate Interrelate Rewrite
Distinguish Interpret Select
Explain Infer Show
Express Judge Summarize
Extend Match Tell
GiveExample Paraphrase Translate
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|55
Bloom's Taxonomy
Key Words, Model Questions, & Instructional Strategies
ModelQuestions: _________________________________________________________
Stateinyourownwords. Stateinoneword Whatseemstobe?
Whicharefacts? Explainwhatishappening. Isitvalidthat?
Whatdoesthismean? Whatpartdoesn'tfit? Whatseemslikely?
Isthisthesameas? Explainwhatismeant. Showinagraph,table.
Giveanexample. Whatexpectationsarethere? Whichstatementssupport?
Selectthebestdefinition. Readthegraph(table). Whatrestrictionswouldyou
Condensethisparagraph. Whataretheysaying? add?
Whatwouldhappenif? Thisrepresents
InstructionalStrategies_____________________________________________________
KeyExamples STUDENTSExplain ChartsOrganizers,Analogies)
EmphasizeConnections STUDENTSStatetheRule PRO|CONGrids
ElaborateConcepts WhyDoesThisExample? Metaphors,Rubrics,Heuristics
Summarize CreateVisualRepresentations
Paraphrase (ConceptMaps,Outlines,Flow
III. APPLY
KnowingWhentoApply;WhytoApply;andRecognizingPatternsofTransfertoSituationsthatare
New,UnfamiliarorHaveaNewSlantforStudents
VerbstoUseForPerformanceObjectives:______________________________________
Apply Judge Select
Choose Organize Show
Dramatize Paint Sketch
Explain Prepare Solve
Generalize Produce Use
ModelQuestions: _________________________________________________________
Predictwhatwouldhappenif Whatwouldresultif Tellhowmuchchangethere
Choosethebeststatements Tellwhatwouldhappen wouldbe
thatapply Tellhow,when,where,why
Judgetheeffects Identifytheresultsof
Page|56 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Bloom's Taxonomy
Key Words, Model Questions, & Instructional Strategies
InstructionalStrategies_____________________________________________________
Modeling Partandwholesequencing Simulations
Cognitiveapprenticeships Authenticsituations Algorithms
MindfulpracticeNOTjusta Coachedpractice
routinepractice Casestudies
IV. ANALYZE
BreakingDownIntoParts,Forms
VerbstoUseForPerformanceObjectives:______________________________________
Analyze Differentiate PointOut
Categorize Distinguish Select
Classify Identify Subdivide
Compare Infer Survey
ModelQuestions: _________________________________________________________
Whatisthefunctionof? Whatdoestheauthorbelieve? What'stherelationship
What'sfact? Whatdoestheauthorassume? between?
Opinion? Makeadistinction. Theleastessentialstatements
Whatassumptions? Statethepointofviewof are
Whatstatementisrelevant? Whatisthepremise? What'sthemainidea?Theme?
Whatmotiveisthere? Statethepointofviewof Whatinconsistencies,fallacies?
Whatisrelatedto,extraneous Whatideasapply? Whatliteraryformisused?
to,notapplicable. Whatideasjustifythe Whatpersuasivetechnique?
Whatconclusions? conclusion? Implicitinthestatementis
InstructionalStrategies_____________________________________________________
Modelsofthinking Reflectionthroughjournaling Discussionsandother
Challengingassumptions Debates collaboratinglearningactivities
Retrospectiveanalysis Decisionmakingsituations
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|57
Bloom's Taxonomy
Key Words, Model Questions, & Instructional Strategies
V. EVALUATE
AssessAccordingtoSomeSetofCriteria,andStateWhy
VerbstoUseForPerformanceObjectives:______________________________________
Appraise Criticize Compare
Judge Defend
ModelQuestions: _________________________________________________________
Whatfallacies,consistencies, Whichismoreimportant, Whichismorelogical,valid,or
inconsistenciesappear? moral,better? appropriate?
Findtheerrors.
InstructionalStrategies_____________________________________________________
Challengingassumptions Debates Discussionsandother
Journaling Decisionmakingsituations collaboratinglearningactivities
VI. CREATE
CombiningElementsIntoAPatternNotClearlyThereBefore)
VerbstoUseForPerformanceObjectives:______________________________________
Choose Do Organize
Combine Formulate Plan
Compose Hypothesize Produce
Construct Invent RolePlay
Create Make Tell
Design MakeUp
Develop Originate
ModelQuestions: _________________________________________________________
Howwouldyoutest? Solvethefollowing. Statearule.
Proposeanalternative. Howelsewouldyou?
Page|58 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Bloom's Taxonomy
Key Words, Model Questions, & Instructional Strategies
InstructionalStrategies_____________________________________________________
Modeling Debates Design
Challengingassumptions Discussionsandother Decisionmakingsituations
Reflectionthroughjournaling collaboratinglearningactivities
Web References:
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
http://www.fwl.org/edtech/blooms.html
http://apu.edu/~bmccarty/curricula/mse592/intro/tsld006.htm
http://152.30.11.86/deer/Houghton/learner/think/bloomsTaxonomy.html
http://amath.colorado.edu/appm/courses/7400/1996Spr/bloom.html
http://www.stedwards.edu/cte/bloomtax.htm
http://quarles.unbc.edu/lsc/bloom.html
http://www.wested.org/tie/dlrn/blooms.html
http://www.bena.com/ewinters/bloom.html
http://weber.u.washington.edu/~krumme/guides/bloom.html
References
Anderson,L.W.&Krathwohl,D.R.(2001).ATaxonomyforlearning,teaching,andassessing.Bloom,B.
S.(Ed.).(1956).Taxonomyofeducationalobjectives:Theclassificationofeducationalgoals,bya
committeeofcollegeanduniversityexaminers.NewYork:Longmans.JohnMaynard,Universityof
Texas,AustinMarillaSvinicki,UniversityofTexas,Austin
CompiledbytheIUPUICenterforTeachingandLearning,RevisedDecember2002
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|59
Step1KnowYourStudents
Determinetheabilitylevelofyourstudents.
Thiscanbedonebysurveyingpastrecordsofstudentperformancetodeterminecapabilities,priorlearning,
pastexperienceswithlearning,etc.
Surveystudentinterests.
Itisalsoimportanttogettoknowyourstudentsinformally.Thiscanbedonebyaninterestinventory,an
interview/conference,oraskingstudentstorespondtoanopenendedquestionnairewithkeyquestions
abouttheirlearningpreferences(dependingontheagegroup).
Isbehaviormanagementaproblem?
Thisiskeywhenplanningforactivitiesthatrequirelessstructure.However,itisstillimportanttodetermine
learningstylesandpreferencesforstudentswhomayhaveahardtimecontrollingtheirbehaviors.
Sometimesknowingpreferencescanhelptomotivatestudentstoattendtoanytasksthatarepresented.
Step2HaveaRepertoireofTeachingStrategies
Because"onesizedoesnotfitall,"itisimperativethatavarietyofteachingstrategiesbeusedina
differentiatedclassroom.
DirectInstruction
Thisisthemostwidelyusedandmosttraditionalteachingstrategy.Itisteachercenteredandcanbeusedto
coveragreatamountofmaterialintheamountoftimeteachershavetocoverwhatstudentsneedtolearn.
Itisstructuredandisbasedonmasterylearning.Moreinformationcanbefoundon:
http://www.teachnology.com/teachers/methods/models/
InquirybasedLearning
Inquirybasedlearninghasbecomeverypopularinteachingtoday.Itisbasedonthescientificmethodand
worksverywellindevelopingcriticalthinkingandproblemsolvingskills.Itisstudentcenteredandrequires
studentstoconductinvestigationsindependentoftheteacher,unlessotherwisedirectedorguidedthrough
theprocessofdiscovery.Formoreinformation,goto:
http://www.teachnology.com/currenttrends/inquiry/
CooperativeLearning
Probablyoneofthemostmisunderstoodstrategiesforteachingis"cooperativelearning."Yet,ifemployed
properly,cooperativelearningcanproduceextraordinaryresultsinlearningoutcomes.Itisbasedon
groupingsmallteamsofstudentsheterogeneouslyaccordingtoability,interest,background,etc.However,
oneofthemostimportantfeaturesofcooperativelearningistopickthebeststrategythatwillbeusedto
assignthetaskforstudentstoaccomplish.ThemorepopularstrategiesincludeJigsawII,STADStudent
Teams,orGroupInvestigation.Formoreinformation,goto:
http://www.teachnology.com/currenttrends/cooperative_learning/
Page|60 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Step2Cont.
InformationProcessingStrategies
Teachingstudents"howto"processinformationisakeyfactorinteachingstudentshowtostrategically
organize,store,retrieve,andapplyinformationpresented.Suchstrategiesinclude,butarenotlimitedto,
memorization,KWL,reciprocalteaching,graphicorganizing,scaffolding,orwebbing.Moreinformationon
thistopiccanbefoundat:http://www.teachnology.com/teachers/methods/info_processing/
Step4IdentifyWaystoAssessorEvaluateStudentProgress
Onceagain,wecannotassumethat"onesizefitsall."Asaresult,varyingmeansofstudentassessmentis
necessaryifstudentsaretobegiveneveryopportunitytodemonstrateauthenticlearning.Authentic
assessmenthasbeenaroundforalongtimeandisnowtakingthelimelightasweattempttomeasure
students'progressinafairandequitableway.Avarietyofassessmenttechniquescanincludeportfolios,
rubrics,performancebasedassessment,andknowledgemapping.Formoreinformationonthistopicgoto:
http://www.teachnology.com/currenttrends/alternative_assessment/
TheBottomLine
Differentiatedinstructionisaboutusingteachingstrategiesthatconnect
withindividualstudent'slearningstrategies.Theultimategoalistoprovidea
learningenvironmentthatwillmaximizethepotentialforstudentsuccess.
Theimportantthingtorememberistoholdontotheeffectiveteachingstrategies
thatleadstudentstopositivelearningoutcomesandtomakeadjustmentswhen
necessary.It'saboutbeingflexibleandopentochange.It'salsoabouttakingrisks
andtryingteachingandlearningstrategiesthatyouwouldhaveotherwiseignored.
It'saboutmanaginginstructionaltimeinawaythatmeetsthestandardsandalso
providesmotivating,challenging,andmeaningfulexperiencesforschoolage
studentswhoaresocializedtoreceiveandprocessinformationinwaysthatrequire
differentiationofexperience.Theseareveryexcitingtimesfortheteaching
profession;wearefacedwithagenerationoflearnerswhoarechallengingusto
thinkabouthowwedeliverinstruction.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|61
MakingPersonalConnections
Whatdidthestoryremindyouof?
Tellaboutatleastoneconnectionthatyoucanmakepersonallywiththecharacters
orstory.Doyouhavesomesharedinterest,feeling,orexperience?Areyoulikeor
differentfromoneofthecharacters?
Whatkindofreaderwouldlikethisbook?
Isthereanycharacterinthisstory/booklikeyou?Howisthischaracterlikeyou?
Isthereacharacterinthisstory/bookwhowouldmakeagoodfriend?
Compareatleasttwocharacterstoyourself,yourfamily,oryourfriends.
IdentifyingImportantElements
Whataretwoofthemostimportantideasfromthisstory?
Whatwastheauthortryingtotellyouaboutlifewiththisstory?
Whatdoyouthinkwasthemostimportantormostinterestingpartofthisstory?
Whodoyouthinkwasthemostimportantcharacter?Whywasthischaracterimportant?
Asyougetintoyournovel,youshouldgettoknowthemaincharacter.Describethepersonphysically,
butalsogiveexamplesofhowsheorhefeelsandwhatsheorhedoes.
Chooseacharacterinthebookwhoisimportantbutnotthemaincharacter.Describethisperson,
explainherorhisrelationshiptothemaincharacter,andtellwhysheorheisimportantinthestory.
Whatsurprisedyouinthisstory?Whywasthatasurprise?Whatdidyouexpectinstead?
Doesthetitlefitthestory?Whyorwhynot?
ExpressingFeelingsAbouttheStory
Howdidthestorymakeyoufeel?Tellwhatpartsmadeyoufeelthisway.
Whydoyouthinkotherstudentsmightormightnotenjoyreadingthisstory/book?
Wouldyourecommendthisbooktosomeoneelse?Whyorwhynot?
Wouldyoureadanotherbookbythisauthor?WhyorWhynot?
Whatwasgoingthroughyourmindasyoureadthisstory?
Whatwasyourfavoritepartofthisstory?Whyisthatyourfavorite?
Whichcharacterdidyoulikebestorleast?Why?
Howdidyourfeelingschangeasyoureadthisstory?
NoticingtheAuthorsCraft
Iftheauthorofthisbookwereinourclassroomrightnow,whatwouldyousaytooraskthatperson?
Ifyoucouldchangethisbook,howwouldyouchangeit?
Isanythinginthisbookstrangeorweird?Whydoyouthinktheauthorputthatinthestory?
Didtheauthorwritethisbookinaspecialway(forexample,lotsofvisualimages,flashbacks,toldinthe
firstperson)?
Whydoyouthinktheauthorwrotethisstory?
Page|62 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Prompts&Probes
Prompt: Haveyoueverfeltlikethischaracter?
Probes:
o Howdoesthecharacterfeel?
o Haveyoueverfeltlikethat?
o Whatdoes/didthecharacterwantorhopeorneed?
o Howareyourexperiencesthesameordifferent?
Prompt: Wouldyoureadanotherbookbythisauthor?
Probes:
o Whatwereyourfavoriteparts?
o Whatdidthosepartshaveincommon?
o Didyoulikethemaincharacter
BloomsTaxonomyQuestionPrompts
Evaluate/Create
Whatwouldhappenif
Howwouldyouimprove
Determinewhatwouldhappenif
Decidewhatwouldhappeniftherewere
Assesshowyouwouldfeelif
Imaginehow
Predictwhatwouldhappenif
Canyouprovethat
Apply/Analyze
Compare/Contrastthemainviewpointof
Investigatesomealternativewaysthecharacter
Illustratewithwordsandpicturesyourideasabout
Classifythecharacterswiththecharacteristicsof
Howcanyoumakeuseof
Howcanyousolve
Choosethe
Remember/Understand
Definethemeaningof
Listasmany
Nameasmany
Retellthekeyeventswhen
Describeinyourownwords
Whatwasthesolutiontotheproblem?
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|63
2. Writeclearly,legibly,andinprintmanyELLstudentshavedifficultyreading
cursivewriting.
3. Developandmaintainroutines.Useclearandconsistentsignalsforclassroom
instructions.
4. Repeatinformationandreviewfrequently.Ifastudentdoesnot
understand,tryrephrasingorparaphrasinginshortersentencesandsimpler
syntax.Checkoftenforunderstanding,butdonotask"Doyouunderstand?"
Instead,havestudentsdemonstratetheirlearninginordertoshow
comprehension.
5. Trytoavoididiomsandslangwords.
6. Presentnewinformationinthecontextofknowninformation.
7. Announcethelessonsobjectivesandactivities,andlistinstructionsstepby
step.
8. Presentinformationinavarietyofways.
9. Providefrequentsummationsofthesalientpointsofalesson,andalways
emphasizekeyvocabularywords.
10. Recognizestudentsuccessovertlyandfrequently.But,alsobeawarethat
insomeculturesovert,individualpraiseisconsideredinappropriateandcan
thereforebeembarrassingorconfusingtothestudent.
Page|64 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
UnitFocus Date
HowwillIusethefollowingassessmentstrategiesinthisunit?
Preassessments:
ChecksforUnderstanding:
Observations/AnecdotalRecords:
StudentQuestions/Comments(inclassandinjournals):
TeacherQuestions&Prompts:
Assignments,includingHomework(StudentWorkSamples):
PeerAssessment:
SelfAssessment:
Quizzes:
Tests:
PerformanceTasks(ShortTerm&LongTerm)
Whatform(s)willtheassessmentcriteratake?
Rubric Checklist
PerformanceAssessmentTaskList Other_______________________________
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|65
Page|66 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
What Else Do I
Need to Know?
SurvivalSkillsfortheFirstYearTeacher
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|67
Page|68 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
2. Getthenameright.DontassumethatJenniferPeabodysmotherisMrs.Peabody.
3. Openonapositivenote.Beginonawarmnoteaboutthechildsworkorinterests.
4. Makespecificcomments.Parentsmaygetlostingeneralities.
5. Forgetthejargon.Loseeducationphraseslikeperformancebasedassessmentand
leastrestrictiveenvironment.
6. Askforparentsopinions.Letparentsknowyouwanttoworkwiththem.
7. Focusonstrengths.Youllhelpifyoureviewthechildsstrengthsandareasofneed,
ratherthanstressingweaknesses.
8. Stresscollaboration.Letparentsknowyouwanttoworktogetherinthebestinterest
ofthechild.
9. Listentowhatparentssay.Validatetheircommentsandfeelingsbyparaphrasingback
tothemwhatyouheardthemsay.
10. Askaboutthechild.Asktheparentsifthereisanythingtheythinkyoushouldknow.
11. Focusonsolutions.Thingswillgomoresmoothlyifyoullfocusonsolutionsratherthan
theproblem.
12. Summarize.Beforetheconversationends,summarizethediscussionandwhatactions
you,thestudentandtheparentswilltake.
13. Endonapositivenote.Whenyoucan,saveatleastoneencouragingcommentforthe
endoftheconversation.
14. Keeparecord.Youmayfindithelpfullatertohaveabriefrecordoftheconversation.
Makenotesassoonaspossibleafterward,whilethedetailsarefresh.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|69
Date Student Name Person Contacted Regarding / Notes
Page|70 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Followingthe"script"belowwillhelpyoumakeeachconferenceaproductiveexperienceaswellasa
pleasantone.
Welcomeparentsatthedoorandthankthemforcoming.
Establishrapportbysharingananecdoteaboutthestudentorbyinquiringaboutanactivity
thestudenttakespartinoutsideschool.
Mentionthestudent'sstrengthsfirst.
Brieflydiscussthestudent'sprogressineachsubjectareaandshowexamplesoftheirwork.
Brieflydiscussthestudent'sbehavior,workhabits,andsocialskills.
Devotehalftheconferencetotheparents'concerns.Inviteparentstosharetheir
thoughtsandsuggestionsaboutthestudentandencouragethemtoaskadditionalquestions
abouttheirchild'sprogress.
Settwoorthreeimmediategoalsforthestudentandworkwiththeparentstocreatea
planformeetingthosegoals.Provideanymaterialsparentsmightneedtoimplementtheplan.
Arrangeforafollowupphonecallormeetingandletparentsknowhowtheycanreach
youifproblemsarise.
Reviewthehighlightsoftheconferenceandendonapositivenote.
Walktheparentstothedoorandthankthemforcoming.
Takeafewminutestomakepersonalnotesabouttheconference.Ifyouagreedtofollow
uponaparticularissue,noteitonyourcalendar.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|71
Iwouldliketovolunteerintheclassroomby_____________________________________________
MyworkplaceorIwouldbewillingtodonate____________________________________________
Page|72 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Substitute Survival
Withroutinesinplace,havingasubstitutecanbestressfree.
Whenplanningforasubstitute,startattheverybeginningoftheday.Dontexpectthe
substitutetoknowwhattimetoopenthedoorinthemorning.Avoidgeneraltimeslike
aroundnoon,startreading.
HerearesomesuggestionsforwhattoincludeinyourSubstitutenotebook:
1. Dailyschedule;includeallclasses(orcontenttimes),preptime,lunchanddutytimes.
2. Schoolbellschedule
3. Classrolesheet(s),includingseatingchartsforeachclassandspecialworkgroup.
4. Openingactivities:attendance,lunchcount,etc.
5. Locationofthedayslessonplans.
6. Alternatelessonsplans(incaseofanemergencywhereyouwereunabletoprepare).
7. Locationofallmanualsanmaterialstobeused(includingproceduresfordistribution
andcollectionifapplicable)
8. ProceduresforuseofAVmaterialsandequipment
9. Copymachinelocationandanycodetheymayneedinordertouseit.
10. SpecificcleanupdirectionssuchasAllpaperoffthefloor,notebooksinthecratesand
chairsonthetables.
11. Classroomproceduresformovingabouttheroom,bathroom/drinktrips,collecting
studentworkandwhattodoiftheygetdoneearly.
12. Classroomrulesanddisciplineprocedures.
13. Rewardsandconsequences
14. Namesofstudentswhocanbedependedupon.Assignresponsiblestudentswith
particularhelpingtasks,lettingthesubknowwho/what/whenetc.
15. Namesandschedulesofstudentswholeavetheclassroomforspecialreasons,suchas
medication,remedialorgiftedprogram,speech,etc.
16. Namesandschedulesofassistantsand/orvolunteers
17. Nameandlocationofateachertocalluponforassistanceas
wellasofficepersonnelcontactinformation.
18. Proceduresfordismissal
19. Floorplanofthebuildingincludingemergencydrillroutesand
procedures.
20. Askthesubstitutetoleaveadetailedreviewoftheday.
Cleantheclassroombeforeyourabsence(ifyouknowinadvance).Boththe
substituteandthestudentswilltakebettercareofatidyandwellmaintainedclassroom.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|73
Page|74 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Classroom Set-up
Youaresubstitutingtodayfor inroom(s)
Duty:
Lunch/Preptimes:
AttendanceSheets&SeatingCharts:
OpeningActivityProcedures(Attendance,LunchCount,etc.):
TodaysLessonPlanscanbefound:
(IntheeventIamunabletoleaveplansfortheday,emergencyplansareinthisfolder)
ManualsandMaterialsLocationanddirectionsfordistributionandcollection:
AVEquipmentLocationanddirectionsforuse:
CopyMachineLocation&Code:
Cleanupdirections:
SubstituteInformationPacket
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|75
Teachers Schedule
SpecialDuties:
SubstituteInformationPacket
Page|76 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Description of Class Routines
QuietSignal
Restroom
PencilSharpener
WaterFountain
Recess/Break/Lineup
CollectingStudent
Work
WhenDoneEarly
Hall&HallPasses
Computer
BeforeLeaving
Dismissal
SubstituteInformationPacket
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|77
Behavior Reward
Consequences
Studentswhochoosetobreakaruleorwhoarenotbeingsafe,respectfulorresponsible
receivethefollowingconsequencesfortheiractions.Pleaserecordalldisciplineinyour
detailedreviewofthedaysoImayfollowupwiththatstudent.Thankyou.
Rule/Behavior Consequence
SubstituteInformationPacket
Page|78 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Student Information
Student Helpers
Thesearestudentswhocanbedependedupontoknowtheclassproceduresandroutinesas
wellashelpinanytasksyourequire.Theymayalsobeassignedspecialjobsaslistedbelow.
SubstituteInformationPacket
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|79
Faculty/Staff Support
Classroom Aides/Volunteers/Teacher Assistants
Time Name Duties
School Personnel
Title Name Phone/Extension
Principal
VicePrincipal
Secretary
StudentAttendance
Nurse/Counselor
SubstituteInformationPacket
Page|80 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
EmergencyDrillProceduresarelocated:
FirstAidKit/Bandaidsarelocated:
FireDrill
ExittoUse:
Destination:
Locationofevacuationdiagram:
FireAlarmislocated:
EarthquakeDrill
Instructions:
LockdownDrill
Instructions:
SubstituteInformationPacket
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|81
Page|82 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
CONTINUINGPROFESSIONALDEVELOPMENT
Studiesshowthateducatorsparticipateincontinuedprofessionaldevelopmentinordertoenhancestudent
learning.Educatorswishtogainnewskillsthattheymayincorporateintotheirworkwithstudents.
EducatorswhoholdBasic,StandardorContinuingLicensesarerequiredtocompleteaContinuingProfessional
Development(CPD)Planinordertorenewthelicense.Thisrequirementdoesnotapplytoinitiallicenses.The
OregonCPDplanprovidestwooptionsfortheeducator.OneisaplanofferedbytheDistrict.Thesecondisan
individualplandevelopedbytheeducatorincollaborationwithasupervisororaCPDadvisor.ACPDadvisor
maybeacolleague,facultymemberfromaninstitution,orbusinessorcommunitymemberthatisrelatedtothe
activitiesoftheplanandapprovedbytheeducatorssupervisor.
TheeducatorwillcompleteaformthatidentifiestheCPDgoalsoftheeducator,thedistrictandState,andwill
proposetheactivitiesnecessarytofulfilltheplan.Attheconclusionofthecycle,theeducatorwillreflectonthe
activitiesandhowtheplanhasenhancedstudentlearning.Theadvisor/supervisorwillsigntheform.Thedistrict
willreport"successfulexperienceandcompletedCPDplan"ontheProfessionalEducationalExperienceReport
(PEER)Formwhentheeducatorappliesforrenewaloflicensure.
WHATISAPDU?
AProfessionalDevelopmentUnitequatestooneclockhour.Onequarterhourofcollegeoruniversity
creditequals20PDUs.Onesemesterhourofcollegeoruniversitycreditequals30PDUs.
EducatorsrenewingStandardorContinuingLicensesin2006and
beyondmustmeetthefullrequirementof125PDUs.Educators
renewingBasicLicenseswillcomplete75PDUs.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|83
DOMAINSOFPROFESSIONALCOMPETENCY
Theprofessionaldevelopmentactivitiesofaneducatormustbebasedonatleastoneofthesix
domainsofprofessionalcompetency.Thedomainsare:
1. SubjectMatterorSpecialty
Theeducatormaygainmorebackgroundinthespecificendorsementareaorin
specialtyareassuchasEnglishforSpeakersofOtherLanguages(ESOL)orspecial
education.
2. AssessmentStrategies
Theeducatormaydevelopnewwaystoassesslearning.Examplesofassessmentsare
portfolios,demonstrationperformances,andwrittentests.Aneducatormayworkwith
thewayassessmentaffectsthecurriculumdesign.
3. MethodsandCurriculum
Educatorsmayincreaseprofessionalskillsinclassroommanagement,leadership,
curriculumdevelopment,andadministrativemanagement.
4. UnderstandingDiversity
Educatorsmayenhanceabilitytodealwithdiversityincludeunderstandingoflearning
abilitiesandstyles,learningstrategies,ethnicdiversity,aswellaseconomicdiversity.
5. StateandNationalEducationPriority
Thestateandnationhavesetgoalsandprioritiesforcurriculumandstandardsof
achievement.Educatorsneedtobeawareoftheseprioritiesandtheireffectonworkin
theschools.
6. UseofTechnologyinEducation
Educatorsmayacquireskillsintechnology,computerprogramming,videooperation,
andmultimediainthecontextofenhancingstudentlearning.
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SUGGESTEDACTIVITIES
Therearemanyactivitiesthatmaybeincludedintheeducator'sindividualcontinuingprofessional
developmentplanprovidedtheactivitiesmeettheruleandarerelatedtothegoalsoftheplan.An
educator'sindividualplanmayusepartsofanapprovedDistrictCPDplanalongwithindividual
activities.Followingaresomesuggestedactivitiesthatmaybeincluded.
AdditionalcourseworkCoursesmaybeundergraduateorgraduatelevelifgermanetotheeducator's
currentoranticipatedassignment.Onequarterhourequals20PDUs;onesemesterhourequals30
PDUs.
ProfessionalConferencesAprofessionalconferenceisanyformalmeeting,workshop,seminaror
institutewhichaddresseseducationalconcerns.
PublicationAneducatormaywritearticlesorreportsthatcontributetotheeffectivepracticeofthe
profession.Aneducatormaywriteandpublishabookthatfocusesonrelevanttopicsandapplications
ormaydevelopcurriculuminspecificsubjectareas.
PeerorStudentTeacherMentoringMentoringisasystematicprogramofanalyzinganddiscussing
professionalactivitiesdesignedtocoachormodelnewskillsorstrategies.
SiteCommitteesAneducatormayparticipationonabuildingsitecouncilworkingonschool
improvement.
ActionResearchActionResearchprovidesanopportunityforaneducatororagroupofeducatorsto
beinvolvedinasubstantialprogramorissuepertinenttoone'sassignment.Projectswilllastforat
leasttwoyearsandshouldfocusonbuildingsordistrictsachievingtheirstatedgoalsasmeasuredby
studentperformanceorotherevidenceofeffectiveness.Theactionresearchwillculminatewitha
reportonthefindingsandimplications.
InternshipsPlannedworkexperiencesinbusiness,industryortheprofessionsrelatedtothe
educatorsassignmentmaybecountedtowardCPDrequirements.
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|85
Teacher: School:
NOTE:
One clock hour = one PDU
One quarter hour = 20 PDUs.
One semester hour = 30 PDUs.
Professional Training PDUs
Page|86 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Teacher: School:
NOTE:
One clock hour = one PDU
One quarter hour = 20 PDUs.
One semester hour = 30 PDUs.
Professional Training PDUs
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|87
Page|88 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
On My Way
Now What?
SurvivalSkillsfortheFirstYearTeacher
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|89
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Internet Resources
TSPC(TeachingStandards&PracticesCommission:http://www.tspc.state.or.us/
HarryWong:http//www.EffectiveTeaching.com
TeachersNet:http://www.teachers.net
EducationWorld:www.educationworld.com
EducationNews:www.educationnews.org
About.Com:www.k6educators.about.com
BusyEducatorsNewsletter:www.glavac.com
NewTeacher.com:www.NewTeacher.com
AskEricLessonPlans:http://www.eduref.org/Virtual/Lessons/index.shtml
TheLessonPlansPage:http://www.lessonplanspage.com/
TheLessonPlanLibrary:http://school.discovery.com/lessonplans/
TeachersNetLESSONPLANS:http://teachers.net/lessons/
TheAcademy:http://ofcn.org/cyber.serv/academy/ace/
CoreKnowledge:http://www.coreknowledge.org/CKproto2/resrcs/lessonsindex.htm
LessonPlanZ.com:http://www.lessonplanz.com
UnitedStatesDepartmentofEducation:http:www.paec.org/teacher2teacher
TeachNology:www.teachnology.com/tutorials/teaching/differentiate/planning/
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Effective Teaching...
by Harry and Rosemary Wong
This article was printed from Teachers.Net Gazette, located at http://teachers.net
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|99
Effective Teaching...
by Harry and Rosemary Wong
This article was printed from Teachers.Net Gazette, located at http://teachers.net
Everyone Is a Star
Sarah emphasizes that in her classroom, everyone is a star. Her behavior guidelines are called the
STARS behavior guidelines.
Strive to do your best
Treat people and property with respect
Act in a trustworthy and respectful manner
Reflect on your actions
Show a cooperative spirit
With these guidelines, Sarah has foundmuch to her initial surprisethat the same students who
exhibit behavior issues in other classrooms do not have issues in her class. Sarahs students know to
enter the classroom each day, look at the schedule written on the board, and get right to work. They are
engaged and learning every minute of class!
Sarah proudly shares, There is zero downtime in our time together. My students understand that I
expect them to work hard, but also to have fun.
Ive actually been assigned some of the more difficult students to work withstudents that my
principal calls some of the most streetwise students in school! These students begged to come to my
class. They dont know why they want to come, but I do. My class is well-managed. Everything is
organized, and I am well-prepared.
Sarah even had the pleasure of calling a particularly streetwise students home to tell his grandma how
wonderfully he was doing.
My students are responsible for themselves and stay on-task throughout class. I connect with each
student personally. I know what their cats name is, and I know the reason they couldnt get to sleep last
night was because the neighbor was playing loud music. I encourage my students to do their best!
It Is Never Too Early or Too Late
Every single one of Sarahs students made progress last year. This is not because, as Sarah humbly
shares, I am an extraordinary teacher.
It is because Sarahs students had a purpose.
They knew what to do (objective),
when to do it (agenda),
and to what extent to do it (rubric).
Sarah, in her very first year of teaching, received glowing evaluations. From the excellent rapport she
has with her students, to the brisk pace of lessons and the warm and inviting classroom environment she
has createdSarah rated above standard while the rest of her first-year colleagues floundered.
Sarahs advice to new teachers is simple. Create a plan and work it. Even though the first day of
school has come and gone, it is not too late to have an effectively-managed classroom. Create a
classroom management plan and implement it, and you will see changes in your students and
yourself beyond your wildest imagination.
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Effective Teaching...
by Harry and Rosemary Wong
This article was printed from Teachers.Net Gazette, located at http://teachers.net
TheFirstDays:SurvivalSkillsfortheFirstYearTeacher Page|101
Effective Teaching...
by Harry and Rosemary Wong
This article was printed from Teachers.Net Gazette, located at http://teachers.net
When someone doesnt understand what you would like them to do,
rephrase your request, or try to break your request down into terms
that they will understand and can relate to.
In short, connect with your students.
The key to a well-managed classroom is making sure that classroom procedures are clear,
straightforward, and easy to follow. Students must understand how to do the classroom procedures, as
well as why they are doing themit is the only way that we, as teachers, will gain their cooperation.
Page|102 TheFirstDays:SurvivalSkillsfortheFirstYearTeacher
Effective Teaching...
by Harry and Rosemary Wong
This article was printed from Teachers.Net Gazette, located at http://teachers.net
All I want is a well-managed classroom where students can feel comfortable and are encouraged
to learn and give their best. That is my guiding principle for everything I do.
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Effective Teaching...
by Harry and Rosemary Wong
This article was printed from Teachers.Net Gazette, located at http://teachers.net
There is a major difference in my attitude between last year and this year. Last year, I was sitting
in the new teacher conference, wondering what sorts of awful notes my substitute was leaving for me
about my students. As expected, when I returned to class, I received a laundry list of complaints from
the substitute.
This year, I returned from an absence to find a note from the substitute saying that she had experienced
the best class ever! and that she would love to cover my class any time I was out.
That is a true testament to the power of procedures and expectations in the classroom. I still have
so much to learn, but now, instead of being afraid and doubtful of my calling, I cannot wait to see where
my teaching career takes me. I know that I can only get better as the years progress, and I can barely
contain myself from shouting from the rooftops:
Procedures are shockingly simple and allow you to live your dream of making a difference in the lives
of children. Just do it and see your wildest dreams come true.
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The16HabitsofMindArthurCostaandBenaKallickhaveidentifiedare
1. Persisting
2. Managingimpulsivity
3. Listeningwithunderstandingandempathy
4. Thinkingflexibly
5. Thinkingaboutthinking(metacognition)
6. Strivingforaccuracy
7. Questioningandposingproblems
8. Applyingpastknowledgetonewsituations
9. Thinkingandcommunicatingwithclarityandprecision
10. Gatheringdatathroughallsenses
11. Creating,imagining,innovating
12. Respondingwithwondermentandawe
13. Takingresponsiblerisks
14. Findinghumor
15. Thinkinginterdependently
16. Remainingopentocontinuouslearning
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