Foundations for Effective Teaching Session 2 I never let my schooling interfere with my education. The man who does not read good books has no advantage

Foundations for Effective TeachingFoundations for Effective TeachingSession 2Session 2

I never let my schooling interfere with my education.I never let my schooling interfere with my education.

The man who does not read good books has no The man who does not read good books has no advantage of the man who cannot read them.advantage of the man who cannot read them.

Mark TwainMark TwainWrite your reflections in your Write your reflections in your Idea Cookbook, Idea Cookbook, and and

we’ll discuss it when everyone is finishedwe’ll discuss it when everyone is finished ..

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Beginning Class Items Beginning Class Items

• Announcements Announcements • Book shareBook share• Article shareArticle share• General thoughts or commentsGeneral thoughts or comments• Anyone change any personal information?Anyone change any personal information?• Anyone have a job to report?Anyone have a job to report?

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A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age:----------------------------------------------------------------------

A. focus on the present and have trouble appreciating long-term consequences B. are not yet able to recognize and distinguish the diverse roles of individuals and groups in societyC. find it difficult to apply reasoning skills to any issues that are affecting their own livesD. view the authority figures in their lives, including teachers, as being able to make the best decisions

A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age:----------------------------------------------------------------------

A. focus on the present and have trouble appreciating long-term consequences B. are not yet able to recognize and distinguish the diverse roles of individuals and groups in societyC. find it difficult to apply reasoning skills to any issues that are affecting their own livesD. view the authority figures in their lives, including teachers, as being able to make the best decisions

The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher’s best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to:----------------------------------------------------------------------

A. make use of experiential and hands-on activities to complement and illustrate more abstract contentB. group students as much as possible according to level of cognitive developmentC. plan to work with students one-on-one to the greatest extent possibleD. target instruction at the average level of cognitive development represented by the class overall

The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher’s best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to:----------------------------------------------------------------------

A. make use of experiential and hands-on activities to complement and illustrate more abstract contentB. group students as much as possible according to level of cognitive developmentC. plan to work with students one-on-one to the greatest extent possibleD. target instruction at the average level of cognitive development represented by the class overall

Ticket ReviewTicket Review

• Let’s review all the ticketsLet’s review all the tickets

Your TeachersYour Teachers

• Think about a teacher you had that you rememberThink about a teacher you had that you remember• Consider both positive and negative experiencesConsider both positive and negative experiences• Why was this person memorable?Why was this person memorable?• What did they do?What did they do?• How did they make you feel?How did they make you feel?• Share your thoughts Share your thoughts


Homework and Practice (pp. 17-28)Homework and Practice (pp. 17-28)Discussion Discussion

• Social Contract/Classroom Covenant (appendix)Social Contract/Classroom Covenant (appendix)• Texas Pledge (appendix) Texas Pledge (appendix)


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• KWL Chart (appendix)KWL Chart (appendix)• Human Growth and Development Human Growth and Development

– Group Activity Group Activity • 4-H Study 4-H Study

– Group Activity Group Activity


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• Your Philosophy of Education Your Philosophy of Education • As part of your portfolio for interviewing As part of your portfolio for interviewing • Interview tips Interview tips • Review Ticket #1Review Ticket #1


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• Kronowitz (pp. 11-13)Kronowitz (pp. 11-13)– Phases teachers go throughPhases teachers go through

• Kronowitz (p. 15)Kronowitz (p. 15)– Reflective practices Reflective practices

• Kronowitz (p. 17)Kronowitz (p. 17)– Challenge cards Challenge cards

• Kronowitz (p. 13)Kronowitz (p. 13)– Apply It! Write your thoughts in your Idea CookbookApply It! Write your thoughts in your Idea Cookbook


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• Ticket 1 Discussion Ticket 1 Discussion


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Why do you want to enter the profession?Why do you want to enter the profession?Compare your thoughts with the statistics on page 5 Compare your thoughts with the statistics on page 5

in Kronowitz.in Kronowitz.DiscussionDiscussion


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Read Mark’s letter on page 4 of Kronowitz.Read Mark’s letter on page 4 of Kronowitz.


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When compiling a list of qualities that “good” teachers When compiling a list of qualities that “good” teachers possess, it is always good to ask students for their possess, it is always good to ask students for their ideas. Sharon Draper, English teacher in Ohio, who ideas. Sharon Draper, English teacher in Ohio, who was named the 1997 National Teacher of the Year, was named the 1997 National Teacher of the Year, asked fourth-graders for their definition of a “good” asked fourth-graders for their definition of a “good” teacher.teacher.

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Here is what they offered: A good teacher... 1. is soft enough to hug, but too

hard to punch

2. knows lots of dirty jokes but only tells the clean ones that make you laugh

3. is not scared of thunder and lightning and knows what to do when the lights go out

4. never makes fun of you when you do dumb stuff like throw up or forget the answer

5. would be fun to have at your house for dinner, but you’d never want him to come for real

6. knows a little bit about a lot of stuff and a whole lot about things you need to know

7. never has bad breath

8. loves you and you know it


What kind of qualities do good teachers have?What kind of qualities do good teachers have?Share with the classShare with the class

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““Hiring the Best Teachers” (Appendix)Hiring the Best Teachers” (Appendix)What is an Effective Teacher? SectionWhat is an Effective Teacher? SectionTeacher Skills Checklist handout Teacher Skills Checklist handout

– Represent research Represent research – Each quality includes multiple indicators of successEach quality includes multiple indicators of success– Rating system that can be used for self-reflectionRating system that can be used for self-reflection

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What is an Effective Teacher? What is an Effective Teacher? I.I. The Teacher as a PersonThe Teacher as a PersonII.II. The Teacher as Classroom Manager & OrganizerThe Teacher as Classroom Manager & OrganizerIII.III. Organizing for InstructionOrganizing for InstructionIV.IV. Implementing InstructionImplementing InstructionV.V. Monitoring Student Progress & Potential Monitoring Student Progress & Potential

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Five groups, 3 or 4 per groupFive groups, 3 or 4 per group1.1. Assigned a sectionAssigned a section2.2. Fold chart paper in half (long way)Fold chart paper in half (long way)3.3. Make the left side of the sheet visible Make the left side of the sheet visible 4.4. Develop a visual representation of your assigned qualityDevelop a visual representation of your assigned quality5.5. Could be a chart, graph, map, drawing, cartoon, picture, list, etc.Could be a chart, graph, map, drawing, cartoon, picture, list, etc.6.6. Share with the class when completeShare with the class when complete

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According to the 1995 article “Leading Change from the According to the 1995 article “Leading Change from the Classroom: Teachers as Leaders,” Classroom: Teachers as Leaders,” teachers do not teachers do not subscribe to the traditional definitions of leadership subscribe to the traditional definitions of leadership as “high” or “superior” positions within the as “high” or “superior” positions within the organizational hierarchy. Instead, teachers view organizational hierarchy. Instead, teachers view leadership as a collaborative effort, a “bonding leadership as a collaborative effort, a “bonding together” with other teachers to promote together” with other teachers to promote professional and development and growth and the professional and development and growth and the improvement of educational services.improvement of educational services.

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Teachers learn a variety of leadership skills while on the Teachers learn a variety of leadership skills while on the job. These skills include:job. These skills include:

1.1. Building trust and developing rapportBuilding trust and developing rapport2.2. Diagnosing organizational conditions Diagnosing organizational conditions 3.3. Dealing with processesDealing with processes4.4. Managing the workManaging the work5.5. Building skills and confidence in others Building skills and confidence in others What do you think?What do you think?

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Review examples of characteristics of teacher leadership Review examples of characteristics of teacher leadership in the handoutin the handout

Read and discuss the definition of teacher leadership Read and discuss the definition of teacher leadership from “Awakening the Sleeping Giant”from “Awakening the Sleeping Giant”

Teachers who are leaders lead within and beyond the Teachers who are leaders lead within and beyond the classroom, identify with and contribute to a classroom, identify with and contribute to a community of teacher learners, and influence others community of teacher learners, and influence others toward improved educational practicetoward improved educational practice

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The goal is…The goal is…Not simply to be effective teachers but to be effective Not simply to be effective teachers but to be effective

teacher-leadersteacher-leaders

In the same groups, create a visual representation on the In the same groups, create a visual representation on the right side of the chart paper of characteristics of right side of the chart paper of characteristics of teacher-leadersteacher-leaders

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Piaget’s Levels of Cognitive Development (pp. 15-16)Piaget’s Levels of Cognitive Development (pp. 15-16)– Group Activity Group Activity

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• Traits of Highly Effective Teachers (pp. 31-32)Traits of Highly Effective Teachers (pp. 31-32)1.1. Personal Traits that signify character Personal Traits that signify character 2.2. Teaching Traits that get results Teaching Traits that get results 3.3. Intellectual Traits that demonstrate knowledge, Intellectual Traits that demonstrate knowledge,

curiosity, and awarenesscuriosity, and awareness• Oval Web Binder (p. 37)Oval Web Binder (p. 37)• Discussion of Similarities and Differences Discussion of Similarities and Differences

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Getting Acquainted with the Essential Nine (pp. 37-39)Getting Acquainted with the Essential Nine (pp. 37-39)DiscussionDiscussion


ReadRead““Teacher Leader” (appendix)Teacher Leader” (appendix)By Roland BarthBy Roland Barth


Code of Ethics for Teachers (1872) (p. 39)Code of Ethics for Teachers (1872) (p. 39)Texas Teacher Code of Ethics (pp. 37-38)Texas Teacher Code of Ethics (pp. 37-38)Ethics Rubric Ethics Rubric

Please return from break within 15 minutesPlease return from break within 15 minutes

Documents

Foundations for Effective Teaching Session 2 I never let my schooling interfere with my education. The man who does not read good books has no advantage