Session Outcomes Collaborate with your Peers Develop Teaching Profile Demonstrate an understanding of Learning Disruptions Understand how make your classroom “student friendly” Understand how to use the samples and activities
http://www.tea.state.tx.us http://www.tea.state.tx.us Texas Administrative Code CODE OF ETHICS RULE §247.2 Code of Ethics and Standard Practices for Texas Educators
You are the most important resource for your students! Personality Inventory Consistent character in your home
You are the most important resource for your students! Personality Inventory Now total the number of circles you have in each box
Lion-1 Motto: Let’s do it now! You are our leaders. These are the people that accomplish all kinds of things You are the take charge kind of people; You are the people that are sometimes intimidating because they are so bold; You are the people that are the president of the company or think they are they are the president
Otter-Box 2 Motto: Trust me. It’ll work out! You are a party waiting to happen You are the entertainers; very verbal You love change and variety You get bored easily You usually relax by talking more and being with people
Golden Retriever-Box 3 Motto: Let’s keep things the way they are. You are the most sensitive people on Earth You enjoy routines, you’re VERY loyal and thoughtful but often indecisive You are the nerve endings of our society
Beaver-Box 4 Motto: How was it done in the past You took the longest taking this survey You not only enjoy writing instruction manuals, but you also like reading them! You are our accurate one, our inspectors; you keep things straight You like quality, you’re immaculate and serious You’re thought provoking
What is your Learning Style? Learning Style Inventory Place a in the column that best describes how you prefer to learn.
Scoring Procedures Total 1- add responses for questions 2,3,7,10,14,16.19 and 22 Total 2- add responses for questions 1,5,8,11,13,18,21 and 24 Total 3- add responses for questions 4,6,9,12,15,17,20 and 23
Scoring Procedures Total 1 = Visual Preference Total 2 = Auditory Preference Total 3 = Tactile Preference
The Way We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear
The Way We Learn… 70% of what we discuss with others 80% of what we experience personally
What is your Classroom Management Profile? Management Survey Please read each statement, then respond how strongly you agree.
Your Profile The intent of this exercise is to inform you and arouse your curiosity regarding classroom management styles. Your score for each management style can range from 3 to 15. A high score indicates a strong preference for that particular style. Remember, it may be suitable to rely upon a specific style when addressing a particular situation or subject. As you gain teaching experience, you may find that your preferred style(s) will change. Over time, your profile should become more diverse and focused.
Your Profile Statements 1, 3, and 9 refer to the authoritarian style. authoritarian style Statements 4, 8 and 11 refer to the authoritative style. authoritative style Statements 6, 10, and 12 refer to the laissez-faire style. laissez-faire style Statements 2, 5, and 7 refer to the indifferent style. indifferent style
Authoritarian Places firm limits Controls students, desks in rows Not many deviations Room is often quiet; expect swift obedience Students are inactive and powerless
Authoritative Places limits and controls but encourages independence Often explain the reasons behind the rules and decisions Polite, but firm with disruptive students Encourages self reliant socially competent behavior
Laissez-faire Places few demands or controls on students “Do your own thing” type of classroom More concerned with students emotional well being than class control Very permissive
Indifferent Not very involved in the classroom Places few demands if any on students Usually seems uninterested Does not want to impose on students Often feels class preparation is not worth the effort Uses the same materials (usually worksheets) year after year As long as students do not bother this teacher they can do what ever they want
Question? If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we punish? John Herner (NASDE President) Counterpoint 1998, p. 2