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Encompasses classroom management, classroom organization and design.

It incorporates strategies for maximizing learning and minimizing stress.

It’s what keeps your students engaged in their learning.

It’s what will keep you from burning out and going insane.

It’s what will help you and your students thrive and grow together.

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Identifying the learning objectives and criteria for proficiency based on the Utah Core Standards.

How will I share learning intentions and success criteria with my students?

How I plan to teach the content

Gradual Release: I do, we do, you do together, you do

The steps taken in determining how to create a lesson plan

How will I teach the content?

Determining the design approach aligned to the lesson objectives.

Focus and motivation: Activities are selected in part for their potential for maintaining students’ involvement throughout the period/day.

Gradual Release lesson planning: I do, we do, you do together, you do!

How do you know they are learning?

Checks for Understanding, exit tickets

Assessments

Reflections

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RULES AND PROCEDURES, LEARNING INTENTIONS AND EFFECTIVE FEEDBACK

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RULES AND PROCEDURES, LEARNING INTENTIONS AND EFFECTIVE FEEDBACK

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Learning Intentions and Building Relationships with Students.

Striving for trust between student and teacher, so that intention and feedback come naturally.

"A caring, supportive environment promotes student engagement." -Wong

No Student left behind!!!

Clear with Instructions and Feedback

Individualize the class, tricks to remember information about each one of them.

“I have learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

-Maya Angelou

“Students spend more than 1,000 hours with their teacher in a typical school year.

That's enough time to build a relationship that could ignite a student's lifetime love of learning—and it's enough time for the dynamic to go totally off the rails.”

-Sarah Sparks, Education Week

“Take the strengths and experiences that students bring to school and use them in ways to foster skills and abilities they need to function in society.”      -Dr Belinda Williams

“Human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.”

– Ted Wachtel

Goal: Making learning intentions and success criteria more visible to my students.

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The Big 8!

“The best time to communicate on-going expectations, or long-term goals, is at the beginning of the school year. Expect to refine and reinforce them regularly and consistently after that.”

“Teacher ensures that students know what to do and when and how to do it.”

The Big 8 are 8 Effective Teaching Skills

Purposeful movement

Purposeful Grouping

Student-signals are kinesthetic, non-verbal indicators that students use to indicate they are ready.

Time on Task

Ask and Engage

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School Wide Positive Behavior Support first for

relationship-building

Teaching and modeling social awareness, self-awareness

Giving students a voice.

When it's too late:

What happens when the rules are violated?

Consequences: Minor, moderate, extensive interventions and when to use them.

Cool-down time

Getting those students "back in formation."

Creating a behavior plan & flow chart.