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      <title>Element 38 by Jamie Gavril</title>
      <link>https://padlet.com/jgavril/scziy35uy56g</link>
      <description>Displaying Objectivity and Control</description>
      <language>en-us</language>
      <pubDate>2017-02-14 01:36:32 UTC</pubDate>
      <lastBuildDate>2017-02-14 02:34:03 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Introduction...</title>
         <author>jgavril</author>
         <link>https://padlet.com/jgavril/scziy35uy56g/wish/153606148</link>
         <description><![CDATA[<div>-teachers need to appear calm, cool, and collected at all times (even if they're not)<br>-being consistent and even-tempered is a part of effective classroom management<br>-having a calm demeanor will help foster relationships with students </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-14 01:38:41 UTC</pubDate>
         <guid>https://padlet.com/jgavril/scziy35uy56g/wish/153606148</guid>
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      <item>
         <title>Self-Reflection...</title>
         <author>jgavril</author>
         <link>https://padlet.com/jgavril/scziy35uy56g/wish/153607251</link>
         <description><![CDATA[<ul><li>teachers should self-reflect on a daily basis</li><li>teachers should reflect on content and student behavior/consequences to poor behavior</li><li>Sample questions teachers can ask themselves:<ul><li>"Did I acknowledge students who followed the rules?"</li><li>"Did I properly deliver consequences to those who didn't?"</li><li>"Did I balance firm and kind?"</li></ul></li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-14 01:47:47 UTC</pubDate>
         <guid>https://padlet.com/jgavril/scziy35uy56g/wish/153607251</guid>
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      <item>
         <title>Maintaining a Cool Exterior</title>
         <author>jgavril</author>
         <link>https://padlet.com/jgavril/scziy35uy56g/wish/153608008</link>
         <description><![CDATA[<ul><li>teachers should be conscious of their facial expression, tone of voice, and body language when dealing with a conflict</li><li>don't write the "emotional email," be objective when contacting parents</li><li>do not engage argumentative students</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-14 01:55:12 UTC</pubDate>
         <guid>https://padlet.com/jgavril/scziy35uy56g/wish/153608008</guid>
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      <item>
         <title>Incorporating Technology...</title>
         <author>jgavril</author>
         <link>https://padlet.com/jgavril/scziy35uy56g/wish/153608686</link>
         <description><![CDATA[<div><em>Self-Reflection</em></div><ul><li>teachers can use a cloud based journal like Evernote so they can access it from any device</li></ul><div><em>Maintaining a Cool Exterior</em></div><ul><li>random group makers, like Team Maker, take bias out of&nbsp; team making</li><li>Use Stick Pick (<a href="http://stickpickapp.blogspot.com/p/how-to-use.html">http://stickpickapp.blogspot.com/p/how-to-use.html</a>) to call on students instead of unintentionally calling the same students every time</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-14 02:03:38 UTC</pubDate>
         <guid>https://padlet.com/jgavril/scziy35uy56g/wish/153608686</guid>
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      <item>
         <title>Implementation Tips...</title>
         <author>jgavril</author>
         <link>https://padlet.com/jgavril/scziy35uy56g/wish/153610581</link>
         <description><![CDATA[<div><em>Self-Reflection</em></div><ul><li>students report that the teacher does not hold grudges or play favorites in student survey</li><li>observe colleagues and compare their perceived strengths and weaknesses to your own</li></ul><div><em>Maintaining a Cool Exterior</em></div><ul><li>teacher does not exhibit extreme emotion (positive or negative)</li><li>teacher interacts with ALL students in same imperturbable manner</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-14 02:22:27 UTC</pubDate>
         <guid>https://padlet.com/jgavril/scziy35uy56g/wish/153610581</guid>
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