1. The Big Picture Assistant Teacher Professional Learning Community Facilitator: Shelita McCadney Brown, HCSD Teacher Quality Team Assistant Teacher Professional Learning Community Facilitator: Shelita McCadney Brown, HCSD Teacher Quality Team 1

2. Session I Goal: Evaluate your roles and responsibilities to as a Teacher assistant. Goal: Evaluate your roles and responsibilities to as a Teacher assistant. 2

3. What hue am I? Read the words and describe which of the four letter choices is most like you. “Give that a 4”. Then rank the next three letter choices from 3 -1 in descending preference. (4 – most like you) – (1 – least like you) Read the words and describe which of the four letter choices is most like you. “Give that a 4”. Then rank the next three letter choices from 3 -1 in descending preference. (4 – most like you) – (1 – least like you) 3

4. True Colors True Color Inventory: Better understand yourself and others Promote appreciation of individual differences True Color Inventory: Better understand yourself and others Promote appreciation of individual differences 4

5. Application Professional relationships Communication Events Use of time Teaching and discipline styles Professional relationships Communication Events Use of time Teaching and discipline styles 5

6. Gold Characteristics Group 2 Loves to plan Detail oriented Service Oriented Values and Family traditions Helpful and trustworthy Conservative and stable Never breaks the speed limit Strives for a sense of security Group 2 Loves to plan Detail oriented Service Oriented Values and Family traditions Helpful and trustworthy Conservative and stable Never breaks the speed limit Strives for a sense of security Punctual predictable, precise Duty, loyalty, useful responsible There is a right way to do everything 6

7. How others see Gold Stable Providing security Firm Dependable Decisive Executive type Orderly, neat Punctual Stable Providing security Firm Dependable Decisive Executive type Orderly, neat Punctual Rigid Controlling, bossy Dull, boring Stubborn, pig-headed Opinionated System-bound Unimaginative Judgmental Uptight Rigid idea of time 7

8. Orange Characteristics Group 1 Playful Energetic Charming Risk-taker Tests limits Quick witted Master negotiator Creative, inventive Group 1 Playful Energetic Charming Risk-taker Tests limits Quick witted Master negotiator Creative, inventive Impulsive and spontaneous Natural entertainer Likes tangible rewards Appreciate immediate feedback 8

9. How others view Orange Fun loving, enjoys life Spontaneous Care-free Proficient Problem solver Good negotiator Eclectic Fun loving, enjoys life Spontaneous Care-free Proficient Problem solver Good negotiator Eclectic Irresponsible Flaky Wishy-washy Disobey the rules Not able to stay on task Indecisive 9

10. Blue Characteristics Group 3 Mediators Optimistic Caretakers Passionate True Romantic Cause Oriented Cooperative rather than competitive Group 3 Mediators Optimistic Caretakers Passionate True Romantic Cause Oriented Cooperative rather than competitive Need to feel special Always has a kind word Strong sense of spirituality Peace, harmony, and relationship Motivate and encourage others 10

11. How others view Blue Warming, caring compassionate Likes to please people Trusting Romantic Spiritual Creative Unselfish Warming, caring compassionate Likes to please people Trusting Romantic Spiritual Creative Unselfish Overemotional Groveling, soft Too trusting Mushy Ignore policy/creates chaos 11

12. Green Attributes Group 4 Intellectual Theoretical Idea people Philosophical Very complex Perfectionists Standard sellers Visionaries, futurists Group 4 Intellectual Theoretical Idea people Philosophical Very complex Perfectionists Standard sellers Visionaries, futurists Can never know enough Cool, calm collected Work is play, play is work Often not in the mainstream Abstract, conceptual, global Need for independence and private time 12

13. How others view Green Super intellectual Rational Calm, not emotional Able to find flaws, objective Holding firm to policy Tough minded Super intellectual Rational Calm, not emotional Able to find flaws, objective Holding firm to policy Tough minded Intellectual snob Cool, aloof, unfeeling Afraid to open up Appreciative, stingy with praise Does not consider others in plans 13

14. Color Mingle 1. Which characteristics shined the most. 2. Which characteristics shined the least. 3. Have your partner share their experiences if any with your personality. 4. Share some insights or strategies to enhance characteristics that shined the most. 5. Share some insights or strategies to overcome characteristics that shined the least. (5 minutes/5 minutes) 1. Which characteristics shined the most. 2. Which characteristics shined the least. 3. Have your partner share their experiences if any with your personality. 4. Share some insights or strategies to enhance characteristics that shined the most. 5. Share some insights or strategies to overcome characteristics that shined the least. (5 minutes/5 minutes) 14

15. Truths “Your perception is your reality” “You can’t waste time trying to control someone else, but you can always control yourself and be the best you that you can be” “Your perception is your reality” “You can’t waste time trying to control someone else, but you can always control yourself and be the best you that you can be” 15

16. Everyone has some of each color. We each have our strengths and our weaknesses. Try to play to each others strengths and consider how others approach ideas, projects, and communication. Use this information to become a better communicator and team player. Everyone has some of each color. We each have our strengths and our weaknesses. Try to play to each others strengths and consider how others approach ideas, projects, and communication. Use this information to become a better communicator and team player. 16

17. Roles and Responsibilities Teacher, Shared, Teacher Assistant 17

18. Roles and Responsibilities “Staying in our lane.” 18

19. Roles and Responsibilities 1. Tries to take control of the class 2. Not enough to do 3. Intimidating age (older to younger) 4. Young teachers are trying to figure out their first job 5. Young teachers are not trained on how to work with teacher assistants 1. Tries to take control of the class 2. Not enough to do 3. Intimidating age (older to younger) 4. Young teachers are trying to figure out their first job 5. Young teachers are not trained on how to work with teacher assistants 19

20. Roles and Responsibilities Reports to: Principal or his/her designee; under the direct supervision of the classroom teacher. Job Summary: The basic function of this position is to assist in providing a well-organized and smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. Reports to: Principal or his/her designee; under the direct supervision of the classroom teacher. Job Summary: The basic function of this position is to assist in providing a well-organized and smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. 20

21. Let’s Play Jeopardy! http://www.superteachertools.com/jeopa rdy/usergames/Dec201251/game13558 42670.php http://www.superteachertools.com/jeopa rdy/usergames/Dec201251/game13558 42670.php 21

22. Session II: Understanding the Students You Serve Marzano Classroom Management that Works 22

23. And…..dealing with children too…this is too much! 23

24. Elementary Characteristics (K-5) Gaining self-confidence Less quarreling Perfecting motor skills Becoming more inner-directed Likes organized play with definite rules Bursts of emotion and impatience Accepts failures and mistakes more realistically Tries to give impression of being calm and steadfast Becomes selective in activities and spends more time focused on an activity Girls may start puberty spurt of growth Loves to form clubs and be an officer Sense of humor is well defined May begin to show signs of neglecting personal hygiene while interest in clothing styles and fads begins to be important Gaining self-confidence Less quarreling Perfecting motor skills Becoming more inner-directed Likes organized play with definite rules Bursts of emotion and impatience Accepts failures and mistakes more realistically Tries to give impression of being calm and steadfast Becomes selective in activities and spends more time focused on an activity Girls may start puberty spurt of growth Loves to form clubs and be an officer Sense of humor is well defined May begin to show signs of neglecting personal hygiene while interest in clothing styles and fads begins to be important Likes and enjoys friends Beginning to agree logically Individual interest more long-lasting Motor skills fairly well developed Enjoys ability to "fit in" at home, school and play Relation with parents, siblings, teachers and friends at all-time high Enjoys organized activities and has secret groups, codes, etc. Can show concern and is sensitive to others Begins development of special motor skills (sports, music, dancing, crafts) Feels more comfortable when their world is organized and schedules are kept Loves trivia Enjoys taking and planning outings May resent being told what to do, yet needs constant reminders regarding routine responsibilities 24

25. Middle School Characteristics (6 -8) Appetite increases At times can be loud, boorish and rude Tends to be moody, sensitive With strangers may be cooperative, friendly, lively and pleasant Frequent arguments with parents Friends are selected because of mutual interests Interest in the opposite sex is changing Attitudes about school are changing Very active May read without being able to explain the story sequence, or the consequences of actions Appetite increases At times can be loud, boorish and rude Tends to be moody, sensitive With strangers may be cooperative, friendly, lively and pleasant Frequent arguments with parents Friends are selected because of mutual interests Interest in the opposite sex is changing Attitudes about school are changing Very active May read without being able to explain the story sequence, or the consequences of actions Enthusiastic for short periods Emotions are extreme; either really likes something or really hates it No longer wants to be considered a child Emphasis on "best" friend Can be critical of physical appearance (especially girls) Some restlessness, day dreaming and wasting time Has some difficulty accepting praise Participates less in family activities Talks frequently of the opposite sex 25

26. Secondary Students (9-12) Need to understand the purpose and relevance of instructional activities Are both internally and externally motivated Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning Want to establish immediate and long-term personal goals Want to assume individual responsibility for learning and progress toward goals Need to understand the purpose and relevance of instructional activities Are both internally and externally motivated Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning Want to establish immediate and long-term personal goals Want to assume individual responsibility for learning and progress toward goals High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics: Interested in co-educational activities Desire adult leadership roles and autonomy in planning Want adults to assume a chiefly support role in their education Developing a community consciousness Need opportunities for self- expression Source Pennington, M. (2009) Characteristics of High School Learner. 26

27. Classroom Management (Shared) Vs. Classroom Discipline (Teacher) Classroom Management (Shared) Vs. Classroom Discipline (Teacher) 27

28. “In well-managed classrooms, teachers simultaneously develop a set of rules and procedures and a companion set of consequences….driven by, the building level management system, which allows teachers to individualize…rewards, consequences, etc. 28

29. Teacher Reactions Reactions that address inappropriate behavior. Reactions that reinforce appropriate behavior. Reactions that address inappropriate behavior. Reactions that reinforce appropriate behavior. 29

30. Scenario #1 The teacher has to take an important phone call and you have been asked to monitor the students working while she is away. Johnny (imagine your grade) wants to try his hand at getting the class in an uproar. 30

31. Reactions That Address Inappropriate Behavior That pregnant pause Moving to the front of the room and stopping instruction Eye contact Subtle gestures Heading students off That pregnant pause Moving to the front of the room and stopping instruction Eye contact Subtle gestures Heading students off 31

32. Scenario #2 It is center/remedial time and you are working with a group with a range of academic ability. You have been asked to facilitate a group with a variety of questions. 32

33. Don’t tell students that they should have know the answer Don’t ignore a response Avoid subjective comments about incorrect answers *until you fully understand the student’s thinking Don’t allow negative comments from other students. Don’t tell students that they should have know the answer Don’t ignore a response Avoid subjective comments about incorrect answers *until you fully understand the student’s thinking Don’t allow negative comments from other students. Affirmative Actions to Incorrect Responses 33

34. Reactions That Reinforce Appropriate Behavior Short verbal affirmations Smiles, winks, and other signals Catching students being good Moving around the room Attribute ideas and comments to those who offered them Encourage everyone’s participation Provide adequate “wait time” Short verbal affirmations Smiles, winks, and other signals Catching students being good Moving around the room Attribute ideas and comments to those who offered them Encourage everyone’s participation Provide adequate “wait time” 34

35. Managing Cooperative Learning Groups and Independent Seatwork 35

36. Group Contingency Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior. Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use) Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior. Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use) 36

37. IGC - Elementary Place a mark or tally on the board by a group or team name when the group is behaving as desired. Recognizing students working in their assigned group role. The group that collects five marbles in the jar. Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system) Place a mark or tally on the board by a group or team name when the group is behaving as desired. Recognizing students working in their assigned group role. The group that collects five marbles in the jar. Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system) 37

38. IGC - Secondary Grade the entire group on both the academic task and their effective group interactions * Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform. Older students have a well-developed sense of fairness. Grade the entire group on both the academic task and their effective group interactions * Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform. Older students have a well-developed sense of fairness. 38

39. Seat Work and Teacher Led Activities “What is the common denominator?” Students must remain in their seats “What is the common denominator?” Students must remain in their seats 39

40. Seat Work and Teacher-Led Activities Set expectations for student working in their seats Maintain Students’ attention during teacher-led activities Set expectations for student working in their seats Maintain Students’ attention during teacher-led activities 40

41. Seat Work Offer rewards Create a list of fun activities at the completion of the class work “Everyone is an Expert” learning station *Helps students not have a negative view on classwork Offer rewards Create a list of fun activities at the completion of the class work “Everyone is an Expert” learning station *Helps students not have a negative view on classwork 41

42. Teacher-Led Activities Quick polls – thumbs up/thumbs down Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet” Random drawings-popsicle sticks, stars, coins, etc. Job assignments/Helpers Quick polls – thumbs up/thumbs down Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet” Random drawings-popsicle sticks, stars, coins, etc. Job assignments/Helpers 42

43. Brain Breaks! - Dr. John Ratey (2008) From your genes to emotions, your body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire. 1. Prepares the brain 2. Supports exercise and fitness 3. Develops class cohesion - Dr. John Ratey (2008) From your genes to emotions, your body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire. 1. Prepares the brain 2. Supports exercise and fitness 3. Develops class cohesion 43

44. Brain Breaks Midline of the body to get both hemispheres of the brain working. - Heel taps - Windmills Reenergize your students - Three shakes - Freeze dance Midline of the body to get both hemispheres of the brain working. - Heel taps - Windmills Reenergize your students - Three shakes - Freeze dance 44