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1. To decrease the frequency of redirections used during a class period to increase improve behavior.

2. To improve the efficiency of transitions throughout the entire class period.

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Goal 1: Use the same directions in transitions as I do in the lessons

Goal 2: Put clear clear boundaries on the safe seats

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1. My goal for November and moving forward is to separate my personal time and my professional obligations to avoid burn out.

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My second goal is to improve the efficiency of transitions, both at the beginning of class and between activities.

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I will give Ryann suggestions on entering and exiting the music room well.

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My second goal is to have solid transitions. I want to have good transitions in the class time that I have, and I also want to make entering the room and leaving room better than what it has been. I have procedures in mind, but I feel like I'm not being clear enough.

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I will check in with Ryann to make sure she is staying consistent with her redirects and BIST procedures. I will remind her to work the BIST Steps because BIST works when you work it.

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Holly wants to know what to do after redirect.

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1. I want to have a better method of following up with students I am redirecting a lot.

2. Having clearer timing for the students coming in after lunches to help get them in the mindset for class

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My first goal is to decrease the frequency of redirections used during a class period needed to improve behavior.

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I will help Blake with his first goal by providing him ideas in regards setting expectations for students and by providing examples of reinforcements and consequences to support expected behaviors.
I will help support Blake in meeting his second goal by providing him with resources and idea to try different methods of instruction giving, setting expectations and keeping students on track to improve activity transitions in his lessons.

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My first goal is following through with my redirecting. I tend to redirect students and I give them more chances than what they really need. I think this makes me frustrated when I do send them to the safe seat, I feel like I should have done it sooner.

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With your mentor, write TWO goals.  These could be classroom management goals or student-teacher relationship goals that you would like to work on during the first round of observations and the first coaching cycle.

Mentee:  Post your goals on a Post-it on the Padlet board and be ready to share! Make sure your name is on your Post-it.

Mentor:  Post two ways you will help your mentee achieve these goal! Make sure your name is on your Post-it.

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5.1:  The developing teacher uses effective classroom management techniques including addressing misbehavior promptly and effectively with the least disruption of instruction.

5.2:  The developing teacher effectively manages time, space, transitions, and activities to create an environment that enhances student engagement.

5.3: The developing teacher develops a positive culture in the classroom and school to positively affect student relationships and learning.