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Navigating a Sea of Change Antoinette Norris-Woodson Alvin Independent School District Dove Learning and Communication CAMT 2012

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Presentation on theme: "Navigating a Sea of Change Antoinette Norris-Woodson Alvin Independent School District Dove Learning and Communication CAMT 2012"— Presentation transcript:

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3 Navigating a Sea of Change Antoinette Norris-Woodson Alvin Independent School District Dove Learning and Communication CAMT 2012

4 WELCOME TO THE PROFESSION!

5 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

6 Ten Steps to a Successful Year

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8 Legal Issues

9 Texas Administrative Code CODE OF ETHICS RULE §247.2 Code of Ethics and Standard Practices for Texas Educators

10 You are the most important resource for your students! Personality Inventory Consistent character in your home

11 You are the most important resource for your students! Personality Inventory Now total the number of circles you have in each box

12 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

13 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

14 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

15 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

16 Why is this important?

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18 What is your Learning Style? Learning Style Inventory Place a in the column that best describes how you prefer to learn.

19 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

20 Scoring Procedures Total 1 = Visual Preference Total 2 = Auditory Preference Total 3 = Tactile Preference

21 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

22 The Way We Learn…  70% of what we discuss with others 80% of what we experience personally

23 The Way We Learn… 95% of what we teach others

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28 Conversation Rules

29 Group Activity Begin with the person with the longest pinky finger. Read aloud until you reach the ® Continue with the person on the right until you have finished the short story

30 The Tale of Peter and the Rabbit

31 What is your Classroom Management Profile? Management Survey Please read each statement, then respond how strongly you agree.

32 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.

33 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

34 Authoritarian Places firm limits Controls students, desks in rows Not many deviations Room is often quiet; expect swift obedience Students are inactive and powerless

35 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

36 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

37 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

38 Teacher Profile

39 Group Activity Begin with the shortest person in your group Read each statement aloud Decide your response as a group Continue with the person on the left until you have finished the Quiz

40 How Diversified are you? Diversity Inventory Please read each statement, then respond how strongly you agree.

41 Diversity Inventory 1. Rural areas. 2. People with disabilities percent 4. Family income 5. 3 of every 1, About $6,500 more

42 Diversity Inventory 7. The same level of education as children raised by two parents percent 9. Baby Boomers and Seniors 10. Less than 1 percent to welfare and 20 percent to Social Security

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48 Who is Bevis and Butthead? Disruption Quiz Please read each statement, then respond how strongly you agree.

49 Group Activity Begin with the person in your group who has the smallest foot Read each statement aloud Decide your response Continue with the person on the right until you have finished the Quiz

50 Disruption Exercise 1)No2) No 3)Yes/No4) No 5)Yes6) Yes 7) Yes8) No

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53 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

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62 DO IT RIGHT ON DAY ONE, OR YOU WILL DO IT ALL YEAR LONG!

63 Useful Samples

64 Thank you Have a blessed year

65 The teacher in this classroom is a Professional with the required training, certification & dedication necessary to provide a Quality Education To all students who enter. The Subject is Excellence


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