What’s Up Today?What’s Up Today?

1:001:00Hot TopicsHot Topics

1:151:15Peer Feedback Activity on Peer Feedback Activity on Teaching Teaching Belief Belief Statement (include break)Statement (include break)

2:152:15Classroom Management SessionClassroom Management Session

This is designed to be:This is designed to be:

A positive experienceA positive experience

A way of sharing ideasA way of sharing ideas

A way of developing a stronger sense of how A way of developing a stronger sense of how you see your teacher identity and pedagogyyou see your teacher identity and pedagogy

Focus comment on positives and ways of Focus comment on positives and ways of encouraging a more refined articulation of what encouraging a more refined articulation of what appears in the text. appears in the text.

Peer EditingPeer Editing

Process:Process:

1.1. Each triad should take some time to read each Each triad should take some time to read each statement and underline statements that you think are statement and underline statements that you think are particularly powerful, as well as those that evoke particularly powerful, as well as those that evoke questions for you. questions for you. Jot a few notes down on the margins to illustrate what Jot a few notes down on the margins to illustrate what you notice. 10 minutesyou notice. 10 minutes

2.2. Each person should go around the circle and talk about Each person should go around the circle and talk about her/his own philosophy statement.her/his own philosophy statement.The other two students should be “active listeners”, The other two students should be “active listeners”, giving non verbal feedback until at least five minutes giving non verbal feedback until at least five minutes has been spent on the first individual articulating his/her has been spent on the first individual articulating his/her beliefs. beliefs. This can be followed by a short period (2-3 minutes) of This can be followed by a short period (2-3 minutes) of questions seeking clarification: this is not about giving questions seeking clarification: this is not about giving advice; it about helping to get clear on what advice; it about helping to get clear on what the the speaker believesspeaker believes. . 25 minutes 25 minutes

Peer EditingPeer Editing(thanks to Greg Bunyan)(thanks to Greg Bunyan)

1.1. Tell me how that would look in your classroom: what Tell me how that would look in your classroom: what would I see you do? What would I see the students do would I see you do? What would I see the students do that reflect this philosophy?that reflect this philosophy?

2.2. What metaphors help you think about learning? How What metaphors help you think about learning? How might this image help your approach to teaching?might this image help your approach to teaching?

3.3. Imagine we’re parents at your school. How would you Imagine we’re parents at your school. How would you express your approach to teaching and learning? What express your approach to teaching and learning? What elements would be the most important to stress? Are elements would be the most important to stress? Are these views expressed in your teaching philosophy?these views expressed in your teaching philosophy?

4.4. How will you keep track in terms of your teaching How will you keep track in terms of your teaching philosophy: that is , how will you review your own philosophy: that is , how will you review your own professional learning journey? What are some short or professional learning journey? What are some short or long term goals that you might have?long term goals that you might have?

5.5. Do you have any gaps in your teaching knowledge that Do you have any gaps in your teaching knowledge that you are concerned about? How might you address you are concerned about? How might you address these gaps? Would this be useful to put into your these gaps? Would this be useful to put into your teaching philosophy?teaching philosophy?

Questions to get Questions to get StartedStarted

1.1. Mail to : Mail to : gtreloar@uvic.ca & & jdmallet@uvic.ca

2.2. Use this format for Subject line:Use this format for Subject line:STB Draft 2 for YourNameSTB Draft 2 for YourName

3.3. Send as a Word, Pages or text Send as a Word, Pages or text document document attachmentattachment

Statement of Teaching Statement of Teaching BeliefBelief

due Thurs Jan 16due Thurs Jan 16thth

Classroom ManagementClassroom Management

2:15-2:402:15-2:40A quick review of the basics of classroom A quick review of the basics of classroom managementmanagement

2:40 – 3:252:40 – 3:25Group work: Practical Group work: Practical Applications/discussion - Elementary Case Applications/discussion - Elementary Case StudiesStudies, , guided responses & discussionguided responses & discussion(build in 5 minute break)(build in 5 minute break)

3:25 – 3:503:25 – 3:50Group findings, discussionGroup findings, discussion (Values action (Values action plan from yesterday included)plan from yesterday included)

Classroom ManagementClassroom Management

Going to recessGoing to recess

Burning Questions for TodayBurning Questions for Today1.1. The benefits of spending time building The benefits of spending time building

relationships and a solid classroom communityrelationships and a solid classroom community

2.2. Building a foundation governed by effective Building a foundation governed by effective management strategies in 8 weeksmanagement strategies in 8 weeks

3.3. New tips, tricks – how to capture the attention of New tips, tricks – how to capture the attention of young studentsyoung students

4.4. How to teach/ address sexuality, Religion, How to teach/ address sexuality, Religion, evolutionevolution

5.5. Students asking re religion; Offending or making Students asking re religion; Offending or making fun of peoples’ beliefsfun of peoples’ beliefs

6.6. How do we successfully meet the needs of all How do we successfully meet the needs of all students (planning?)students (planning?)

7.7. Dealing with students with IEP’s (esp medication)Dealing with students with IEP’s (esp medication)

Burning Questions for TodayBurning Questions for Today9.9. Ideas and methods for classroom behaviour in older classes Ideas and methods for classroom behaviour in older classes

(Gr 6/7)(Gr 6/7)

10.10. Engagement/Consequences for “older Students” who don’t Engagement/Consequences for “older Students” who don’t want to “do it” (who don’t feel consequenced at home – want to “do it” (who don’t feel consequenced at home – suspension not workablesuspension not workable

11.11. What do you do with students who are undiagnosed/way What do you do with students who are undiagnosed/way behind without letting them steal your timebehind without letting them steal your time

12.12. What’s more important: delivering solid lessons vs leaving a What’s more important: delivering solid lessons vs leaving a lasting impression on students with your personalitylasting impression on students with your personality

13.13. How to balance organization with not spending every second How to balance organization with not spending every second ovethinking thingsovethinking things

14.14. The academic brain vs the social-emotional brainThe academic brain vs the social-emotional brain

15.15. Teaching to animalistic needsTeaching to animalistic needs

16.16. Incorporating outdoor and hands-on activities in academic Incorporating outdoor and hands-on activities in academic subjectssubjects

•• Think about your Think about your favourite teacher(s)favourite teacher(s)

1.1. Write 3-5 qualities that made Write 3-5 qualities that made them your favourites?them your favourites?

2.2. Meet in 2’s or 3’s and come up Meet in 2’s or 3’s and come up with your “top 2”with your “top 2”• • closest BD to Jan 1 is closest BD to Jan 1 is scribescribe• • closest BD to August 31 closest BD to August 31

facilitatorfacilitator• • closest BD to June 30 is closest BD to June 30 is

speakerspeaker

Building Building

AA

LearningLearning

Community…Community…

““Children learn by doing Children learn by doing and finding successand finding success

in the doing”in the doing”

PositivePositive

ApproachApproach

ProactiveProactive

Taking the timeTaking the time

DisciplineDiscipline

•know the child know the child •provide the structure for the provide the structure for the child to learnchild to learn

Discipline GoalsDiscipline Goals

• Self controlSelf control

• Creation of community Creation of community

Self-Control – powerSelf-Control – power

• to listen to listen • to waitto wait

3 Points of Self-Control3 Points of Self-Control

1.1. We teach it like all academicsWe teach it like all academics2.2. It is on-going and day-to-dayIt is on-going and day-to-day3.3. Self-control leads to greater Self-control leads to greater

successsuccess

Creation of Community in Creation of Community in a Classrooma Classroom

Teach children :Teach children :• To give care as well as receive To give care as well as receive

carecare• To learn to contributeTo learn to contribute• Belonging to a group means Belonging to a group means

being needed as well as to needbeing needed as well as to need• Creating a community gives Creating a community gives

children the power to care children the power to care

Children make

mistakesand need

practice

The Three R’s

• Remind

• Reinforce

• Redirect

a. Expectations

b. Stages – a progression

•Whole Class

•Small Group/Independent work

•Skill & Content Instruction

Making the Community Work

The way we handle and manage challenges is critical…

Goal: Children learn from mistakes by helping them learn different causes of action Logical Consequences provide a connectionbetween the behaviour and consequence and provide opportunity to make better choices

Making the Community Work

A logical Consequences reinforces a child’s desire to be in control, BUT it demands the positive relationship and respect from the teacher….

KNOW YOUR STUDENT