1. Entry level 1-CS Workshop 6 February 28 th 2010 1

2. Welcome 2

3. Agenda for Week 6 2:00-2:05Welcome 2:05-3:30 NPST 3:30-4:00Prayer and Meal Break 4:00-5:00Food Energy / Teachers’ Activity 5:00-5:40Classroom Management 5:40-5:50Summarizing and Homework 5:50-6:00Evaluation

5. The football team in your school are looking for an energetic snack, and the school cafeteria provides different types of nuts. Which type of nuts will you recommend to the team??? 5

6. 6 Design an open inquiry activity to decide which type of nuts gives the greatest energy? Write a lab report to show your work? Design a rubric to evaluate the work?

7. Title: Statement of the Problem: Hypothesis: Materials: Procedure: Results (Data): Conclusions: 7

8. 8 Materials:- Peanuts, cashews, almonds, test tubes, water, test tube holders, lighter, covered wire

9. Procedure: 1. Fix the peanut to the end of the wire 2. Fill the test tube ½ with water 3. Hold the lighter flame to the peanut. 4. Put it near the test tube. 5. Record the time taken to boil the water. 6. Repeat the experiment using different type of food. 7. Compare the time taken by each type. 8. Conclude which type gives more energy. 9

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11. ClassroomManagement

12. Purpose: to explore ways of managing a range of behaviours to encourage effective learning. Resources: Scenario cards Organisation: Groups Time: planning 5 min. Acting 5 min Giving feed back 3 min Activity: 1. Each group takes a card with a behaviour scenario on it. 2. Group prepares a role play showing the behaviour and steps that the teacher might take to manage the behaviour. (One person to be the teacher and the rest of the group to be the class.) 3. The rest of the class provides feedback and further suggestions.

13. 1. You have some students who finish assigned work early. 2. You have students who hold side conversations while you or other students are talking about the topic. 3. You have students who cannot sit still or focus on the activity. 4. You have a lack of resources. 5. You have children learning in a second language. 6. You have students who don’t share the language of instruction.

14. Classroom Management is different for EVERYONE!! In your group come up with reasons why this is true or not.

15. Consideration should be given to: ◦ 1. Teaching Styles ◦ 2. Personality/Attitudes ◦ 3. Student population ◦ 4. Not all management strategies are effective for every teacher.

16. Classroom Management can be enhanced by establishing positive relationships with students.

17. What cause pupils misbehavior? A. The teacher 1.Teachers who are not prepared for class. 2.Teachers who do engage students in meaningful learning. 3.Teachers who make unfair comparisons. B. Motives 1. Attention seeking 2. Causing excitement 3. Malicious teasing 4. Avoiding work

18. Dealing effectively with pupils’ misbehavior : 1. Effective preparation 2. Good teacher-pupil relationship 3. Good classroom teaching skills 4. Pre-empting misbehavior before it starts. 5. Avoiding confrontations. 6. Making sure any punishment is in line with school policy.

19. Gallery Walk You will move around the room in small groups.  Observe the cartoons posted on the walls.  Write on the sheet if this an effective way to look at classroom management? Why or why not?

25. Closure  Homework - Shared Expertise ◦ Bring one experiment or activity which you have done with your students. ◦ Bring enough copies of the “Instructions” so colleagues can each have one. ◦ Take a lesson plan and identify how many NPST have you covered. ◦ A journal about any misbehavior incident you faced and how did you solve it.  Survey 25