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Becky, Paul, John, Jenny S, Deb, Kate, Rhonda

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Becky, Paul, John, Jenny S, Deb, Kate, Rhonda

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Curt, Emilie, Monte, Laura R, Lisa S., Tim, Kim T

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Curt, Emilie, Monte, Laura R, Lisa S., Tim, Kim T

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Heather B., Luke, Mike, Sue, Leigh, Diane

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Heather B., Luke, Mike, Sue, Leigh, Diane

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Design Question:  What will I do to establish communication learning goals, track student progress, and celebrate success?  

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Design Question:  What will I do to establish communication learning goals, track student progress, and celebrate success?  

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Manuel, Kori, Heather, Nikki, Morgan, Matt

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Manuel, Kori, Heather, Nikki, Morgan, Matt

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Cindy, Betty, Peggy, Justin, Carae, Kim S, Pat

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Cindy, Betty, Peggy, Justin, Carae, Kim S, Pat

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April, Cora, Garrett, Lisa H., Jen J, JoDee, Laura S.

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April, Cora, Garrett, Lisa H., Jen J, JoDee, Laura S.

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Design Question:  What will I do to help students practice and deepen their understanding of new knowledge?  

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Design Question:  What will I do to help students practice and deepen their understanding of new knowledge?  

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Design Question:  What will I do to establish and maintain classroom rules and procedures?  

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Design Question:  What will I do to establish and maintain classroom rules and procedures?  

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Design Question:  What will I do to help students effectively interact with new knowledge? 

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Design Question:  What will I do to help students effectively interact with new knowledge? 

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Design Question:  What will I do to engage students?   

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Design Question:  What will I do to engage students?   

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Design Question:  What will I do to generate and test hypotheses about new knowledge?  

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Design Question:  What will I do to generate and test hypotheses about new knowledge?  

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Design Question:  What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures?  

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Design Question:  What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures?  

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Design Question:  What will I do to establish and maintain effective relationships with students?

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Design Question:  What will I do to establish and maintain effective relationships with students?

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Design Question:  What will I do to communicate high expectations for all students?   

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Design Question:  What will I do to communicate high expectations for all students?   

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Q1): Rubrics are provided to the students, daily communication/assignments on the board, collaborating with the specials teachers.  

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Q1): Rubrics are provided to the students, daily communication/assignments on the board, collaborating with the specials teachers.  

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Tracking progress through: daily grades, behavior plans, report cards, progress reports, and practice exercises, and sponge activities.
Celebrate success by: whole group recognition and individual recognition, check-in with teachers, tokens, and posting students work on the website.

Q2): To establish classroom rules and expectations by modeling our Positive Behaviors Expectations, Positive Behavior assembly, Caught Being Good Cards, consistency in repetitive positive reinforcement, have students included in the rule making process.
To lay out the classroom, arrange to meet your students needs, use close proximity to monitor behavior. Post daily routines on the board, and daily review of the day.  Be familiar with any other behavior plans. Build a culture of respect and build intrinsic motivation.

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#24-Move around the room, call on a student, ask a direct question, use proximity, give a cue, use cold calling, propose questions to all, allow thinking time before calling on student.

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#24-Move around the room, call on a student, ask a direct question, use proximity, give a cue, use cold calling, propose questions to all, allow thinking time before calling on student.

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#25-Use as review tools, to keep up on current skills/skills, fun ways to use curriculum, quick assessments. Uses kid input.

#26-Wait time, group answer, partner discussion, manipulatives for response(sticks with names, word cards, thumbs up), buzzers, stations/teams for discussions.

#27-break up into groups-cooperative learning, have kids stand up or do a movement to answer a question, answer stations-move to a certain spot in the room to answer a question, act out or role play, alternative seating

#28-don't have the kids sit at one spot too long, teacher move around the room, have goals written on board, warm up questions, daily maintenance, games/quizzes, plan movement activities throughout lesson

#29-Be prepared, organized, show interest in lesson, read a story or use song to introduce new concepts, change voice/volume level.

#30-Encourage proper expression of opinion and response, encourage open mindedness,

#31-Show and Share, free write, Getting to know you boards, sharing times, quick share of your weekend, opportunities to share things from home

#32-Ask leading questions, encourage kids to share experiences or things, discuss current events,

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#6 What do I do to identify critical information?

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#6 What do I do to identify critical information?

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*Preview
* Anticipate student reactions
*Pretest or do a KWL chart
+Identify key terms and objectives that need to be taught

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Question 1- What do I typically dot understand students' interests and backgrounds?

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Question 1- What do I typically dot understand students' interests and backgrounds?

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- Takes time - gradual build up student information i.e
1. Writing a letter at the beginning of the year and then one at the end of the year
2.  Getting to know you letters to students and then students give you one back
3. Have students line-up based on their families or interests
4. Observe them first - watch their behaviors and their interests
5. Communicating on activities that occur outside of the classroom (attend speech meet, FBLA activity, Sports, band, community event, etc).
6. Using students students interests in lesson plans to produce an environment the students enjoy.
Question 2 - What do I typically do to use verbal and nonverbal behaviors that indicate affection for students?
1. Using non-verbal affection to greet students
i.e. - hand shakes, knuckles
2. Verbal praise - praising the effort rather than the process, calling them by a special name, smiles
3. Specific feedback on skills
4. Observant to students peers, actions, non-verbal cues, appearances, behavior down the hall, how they treat others.
5. Using humor - (not sarcasm)
6. Learn information from students who act out the most - or do not engage in activities

Question 3 - What do I typically do to display objectivity and control?

1. Giving positive praise for the proper behavior
2. Staying constant with discipline plan
3. Understanding how students receive feedback and what they need (i.e. frequent breaks, reward system)
4. Observation - leads to better understanding.

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Q 33: What do I typically do to demonstrate withitness?

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Q 33: What do I typically do to demonstrate withitness?

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A: teachers being aware of which students are engaged, give positive or negative reinforcement

A: also refer to answers on Q 34 and Q 35

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Q21- Modeling, demonstrating, grouping for individual success, 

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Q21- Modeling, demonstrating, grouping for individual success, 

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Q22-breaking down complex  tasks into simpler steps-check for understanding as you go. Asking questions, inquiry probes (choose a side and defend your answer).  Hands on activities.

Q23-Modeling, providing instant feedback with online assignments and allow students to correct.  Working one on one with students to allow them to learn from errors.

Q39-Build relationships, utilize individual strengths and modify assignments to meet their needs, celebrate individual victories.  Make learning fun for them.

Q40-Rephrase questions for their understanding, allow students to explain their response to check for full understanding, create a culture in your classroom that gives validity for all questions (safe questioning environment) .

Q41-Rephrase the question-go back and build up to the question to give them more context. Teaching test-taking strategies

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Q 34: What do I typically do to apply consequences for lack of adherence to rules and procedures?

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Q 34: What do I typically do to apply consequences for lack of adherence to rules and procedures?

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A: Think Time, time out, removing from room, calling parents, redirecting students with verbal or nonverbal cues to remain on task, separating certain students, working with students one-on-one, practicing correct procedures/behaviors

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Q 35: What do I typically do to acknowledge adherence to rules and procedures?

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Q 35: What do I typically do to acknowledge adherence to rules and procedures?

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A: Acknowledging, complimenting, and identifying specific behavior (thank you for raising your hand, I like the way you..., can I use yours as an example?, using the students to demonstrate)

A: incentive charts, Catch-EM-Being-Good cards, PBS assembly, pizza awards, gas cards

A: send positive emails to parents on what is going well in the classroom for the student(s)

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K-W-L
Previewing Vocabulary
Scaffolding
Multi-sensory
Hand's on activities
Pre-testing
The use of Technology
Graphic organizers

Small group and social interacting
Peer teaching

Homework use is for practicing the skills and for independence (for repetition).

Discussions
Graphic organizers
Venn Diagrams
Compare/Contrast

Self-check (Show work)
Group-check/discussion
Find evidence to support your answers.

Peer editing
specific and immediate feedback

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#7 What do I typically do to organize the students to interact with their new knowledge..

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#7 What do I typically do to organize the students to interact with their new knowledge..

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*smartboard activities, kahoot, quizlet
*Worksheets
*Hands on activities, graphic organizers, experiments
*Whole group, small group, one on one, centers
*teamwork and cooperative learning

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#8 What do I typically do to preview new content?

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#8 What do I typically do to preview new content?

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*I look at the state standards and see how the new material applies to it.
*research the new topic
*Collaborate with other teachers
*Look at pinterest and find activities that I can use to teach the topic and make it more interesting for my students.

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#9  What do I typically do to chunk content into digestible bites?

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#9  What do I typically do to chunk content into digestible bites?

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* We try to teach in  chapter sections or smaller units.
*We allow some material to spiral using math maintenance or english maintenance. We don't expect students to master all content right away. They will see the material again

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#10 What do I typically do to help students process new information?

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#10 What do I typically do to help students process new information?

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*We cover the information in the different learn modalities.

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#11 What do I do to help them to elaborate on new information?

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#11 What do I do to help them to elaborate on new information?

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*Make it relative to life.
*Ask higher level thinking questions.
*Set goals or create a project

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#12 What do I typically do to help students record and represent knowledge?

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#12 What do I typically do to help students record and represent knowledge?

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*Go to centers and practice, play, and present what they have learned.
*We perform to show what we have learned.
*We test over the information that was taught.
*We do experiments and projects.

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#13  What do we typically do to help students reflect on their learning?

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#13  What do we typically do to help students reflect on their learning?

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*We watch the video and discuss the outcome.
*We go over the test or share our papers.
*Discuss our experiments and see how it applies to the topic.
*Discuss what we could have done last time.

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John wishes that he could be golfing right now.

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John wishes that he could be golfing right now.