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How to Be An Effective Teacher Margaret Adams Melrose Public Schools August 2012 1.

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Presentation on theme: "How to Be An Effective Teacher Margaret Adams Melrose Public Schools August 2012 1."— Presentation transcript:

1 How to Be An Effective Teacher Margaret Adams Melrose Public Schools August

2 WHY YOU NEED TO SUCCEED ON THE FIRST DAYS OF SCHOOL Chapter 1 2

3 Objectives Participants will be able to… Discuss the key characteristics of effective teachers. Name specific strategies to set positive expectations with students. Outline first day script for their classroom. Outline a classroom discipline plan. State your objectives at the beginning of every lesson. Post the objectives on the board. They should always begin with Students will be able to… Return to your objectives at the end of the lesson. 3

4 Agenda First Day Scripts What is an Effective Teacher? Positive Expectations Classroom Management Rules Consequences Classroom Discipline Plan Post your agenda for the lesson everyday! Review it at the beginning of the class. Return to it at the end of class. 4

5 Three Steps to Teaching Procedures 1. Teach. State, explain, model, and demonstrate the procedure. 2. Rehearse. Rehearse and practice the procedure under your supervision. 3. Reinforce. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine. p

6 Give Me Five 1. Eyes on speaker. 2. Quiet 3. Be still. 4. Hands free (put things down) 5. Listen p

7 Important Facts Successful teachers have a script or plan ready for the first day of school. The most important thing to establish in the first week of school is CONSISTENCY. Effective teachers teach classroom management procedures that create consistency. p

8 Important Facts Effective teachers have lesson plans and procedures that produce student learning. Effective teachers establish control over the classroom in the very first week of school. p

9 Effective Teacher Use a script to organize the class the first week. Continually acquire knowledge and skills. Produce results. Impacts and touches lives p

10 First Day Scripts As we go through two teachers first-day scripts, think What content did they cover? What was the tone? What was the message to students? What do you think the students got out of these presentations? What do you think the teachers got out of creating these presentations? 10

11 Think, Pair, Share 1. Think about the questions. Take notes if you need to. 2. Sit knee to knee. 3. Quickly choose who will go first. 4. Partner 1 talks. 5. Partner 2 talks. 6. Speaker speaks loudly and clearly. 7. Listener listens with a calm body. 8. Everyone takes responsibility for their own listening. 9. Be prepared to share with the class. 11

12 Three Most Important Components Lets agree on the three most important components of a first-day script that can be consistently implemented. 12

13 13 What is the procedure to be implemented? Who will do this procedure? How will the procedure be presented? (PowerPoint presentation, tri-fold brochure, classroom poster) When will the procedure be taught? (One the first day, student survey, personal reflection, etc.) How will feedback be collected? (Peer observation, student survey, personal reflection, etc.) What revisions are needed to improve this procedure? (Teach it a different time, review and critique it daily, etc.

14 WHAT IS AN EFFECTIVE TEACHER? Chapter 2 14

15 The Effective Teacher 1. Exhibits positive expectations for all students. 2. Establishes good classroom management techniques. 3. Design lessons for student mastery. Chapter 2 15

16 16 With positive expectations Without positive expectations With classroom management Without classroom management With lesson mastery Without lesson mastery Look Like Sound Like Feel Like

17 CHARACTERISTICS #1: POSITIVE EXPECTATIONS Unit B 17

18 The Effective Teacher Has a statement of positive expectations ready for the first day of school. Creates a classroom climate that communicates positive expectations. Conveys positive expectations to all students. Has a personal attitude of high expectations. p

19 Areas where we can convey high expectations for students Ways to convey high expectations in this area Introductory script for day one Homework assignments Classroom environment Answering student questions 19

20 Suggestions for Positive Expectations Dress for respect. Stand at the door, smile, welcome students, and extend a hand of welcome. Be intentionally inviting. Assignment, Do Now posted on the board. The room and materials are ready. Post inspirational sayings. 20

21 Suggestions for Positive Expectation Address students by name. Say please and thank you. Has a controlled, disarming smile. Is loving and caring, lovable and capable. p.76 21

22 CHARACTERISTICS #2: CLASSROOM MANAGEMENT Classroom management is the most important factor governing learning. Unit C starting on page 78 22

23 What is Classroom Management? Refers to all of the things a teacher does to organize students, space, time, and materials so student learning can take place. A well managed classroom has a set of procedures and routines that structure the classroom. p

24 Characteristics of a Well-Managed Classroom 1. Students are deeply involved with their work. 2. Students know what is expected of them and are generally successful. 3. There is relatively little wasted time, confusion, or disruption. 4. The climate of the classroom is work oriented but relaxed and pleasant. p.85 See chart of page 86 24

25 A Successful Restaurant is Ready The table is ready. The dining room is ready. The staff is ready. A Successful Teacher is Ready The work is ready. The room is ready. The teacher is ready. Have your classroom ready, every single day, especially the first days of school. p

26 The Ineffective Teacher… Which characteristic of a well-managed classroom does this violate? What would an effectives classroom look like, or how might you do this differently? Takes attendance and dallies. Is the one doing the work. Tells but does not rehears procedures. Says, Read chapter 3 and know the material. Yells and flicks lights. Is asked repeatedly, What are we doing today? 26

27 Starting the First Day of School Greet students at the door with a smile and hand shake every day. Have seating chart prepared. Have an assignment ready and posted, i.e. your Do Now. Set expectation and procedure for how students will enter the classroom. (Stop class a few minutes before the end to discuss procedure for exiting class.) p

28 Do Now Your first priority is not to take atendance; it is to get the students to work immediately. Post an assignment before the students enter the room. Post the assignment in the same location every day. 28

29 HOW TO HAVE AN EFFECTIVE DISCIPLINE PLAN 29

30 Rules Rules are to set limits. Students need to feel that someone is in control and responsible for their environment-someone who not only sets limits but also maintains them. The function of a rule is to prevent or encourage behavior by clearly stating student expectations. No more than 5 rules. 30

31 Two Kinds of Rules General Rules Respect others. Be polite and helpful. Keep the room clean. Specific Rules In class when the bell rings. No offensive language. Hands, feet, and objectives to yourself. p. 151 Use rules to state your specific behavior expectations, know what work you want performed. 31

32 Procedure for Group Work 1. You are responsible for your own job and the results of the group. 2. If you have a question, ask members in your group. 3. You must be willing to help if a group member asks for help. 4. If no one can answer a question, then agree on a consensus question and appoint one person to raise a hand for help from the teacher. p

33 Drafting Class Rules Work in grade level/department clusters to develop specific rules for your classroom. 33

34 Consequences Consequences are what result when a person abides by or breaks a rule. Discuss with students a fact of life: Every action results in a consequence. Two kinds of consequences: rewards or penalties. Do not stop instruction when carrying out out a consequence. p

35 Continue Working on Discipline Plan Work in grade level/department groups to draft your classroom discipline plan. 35

36 Classroom Procedures that Must Become Student Routines 1. Beginning of period (page 197) 2. Quieting a class (page 182) 3. Students seeking help (page 186) 4. Movement of pages (page 198) 5. End of period (page 178) p. 174 See page 193 for a full list of possible procedures. 36

37 First New Teacher Meeting Bring a copy of your first day script with procedures outlined. Bring a copy of your classroom rules. Read Unit C: Classroom Management in The First Days of School: How to Be an Effective Teacher. 37

38 Objectives Participants will be able to… Discuss the key characteristics of effective teachers. Name specific strategies to set positive expectations with students. Outline first day script for their classroom. Outline a classroom discipline plan. State your objectives at the beginning of every lesson. Post the objectives on the board. They should always begin with Students will be able to… Return to your objectives at the end of the lesson. 38

39 Agenda First Day Scripts What is an Effective Teacher? Positive Expectations Classroom Management Rules Consequences Classroom Discipline Plan Post your agenda for the lesson everyday! Review it at the beginning of the class. Return to it at the end of class. 39


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