1. Foundations for Effective Teaching Session 2 I never let my schooling interfere with my education. The man who does not read good books has no advantage of the man who cannot read them. Mark Twain Write your reflections in your Idea Cookbook, and we’ll discuss it when everyone is finished. Overall Session 2

2. Beginning Class Items AnnouncementsAnnouncements Book shareBook share Article shareArticle share General thoughts or commentsGeneral thoughts or comments Anyone change any personal information?Anyone change any personal information? Anyone have a job to report?Anyone have a job to report? Overall Session 2

3. A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age: ---------------------------------------------------------------------- A. focus on the present and have trouble appreciating long- term consequences B. are not yet able to recognize and distinguish the diverse roles of individuals and groups in society C. find it difficult to apply reasoning skills to any issues that are affecting their own lives D. view the authority figures in their lives, including teachers, as being able to make the best decisions

4. A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age: ---------------------------------------------------------------------- A. focus on the present and have trouble appreciating long-term consequences B. are not yet able to recognize and distinguish the diverse roles of individuals and groups in society C. find it difficult to apply reasoning skills to any issues that are affecting their own lives D. view the authority figures in their lives, including teachers, as being able to make the best decisions

5. The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher’s best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to: ---------------------------------------------------------------------- A. make use of experiential and hands-on activities to complement and illustrate more abstract content B. group students as much as possible according to level of cognitive development C. plan to work with students one-on-one to the greatest extent possible D. target instruction at the average level of cognitive development represented by the class overall

6. The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher’s best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to: ---------------------------------------------------------------------- A. make use of experiential and hands-on activities to complement and illustrate more abstract content B. group students as much as possible according to level of cognitive development C. plan to work with students one-on-one to the greatest extent possible D. target instruction at the average level of cognitive development represented by the class overall

7. Ticket Review Let’s review all the ticketsLet’s review all the tickets

8. Your Teachers Think about a teacher you had that you rememberThink about a teacher you had that you remember Consider both positive and negative experiencesConsider both positive and negative experiences Why was this person memorable?Why was this person memorable? What did they do?What did they do? How did they make you feel?How did they make you feel? Share your thoughtsShare your thoughts

9. Foundations for Effective Teaching Session 2 Homework and Practice (pp. 17-28) Discussion

10. Social Contract/Classroom Covenant (appendix)Social Contract/Classroom Covenant (appendix) Texas Pledge (appendix)Texas Pledge (appendix) Foundations for Effective Teaching Session 2 Overall Session 2

11. KWL Chart (appendix)KWL Chart (appendix) Human Growth and DevelopmentHuman Growth and Development –Group Activity 4-H Study4-H Study –Group Activity Foundations for Effective Teaching Session 2 Overall Session 2

12. Your Philosophy of EducationYour Philosophy of Education As part of your portfolio for interviewingAs part of your portfolio for interviewing Interview tipsInterview tips Review Ticket #1Review Ticket #1 Foundations for Effective Teaching Session 2 Overall Session 2

13. Kronowitz (pp. 11-13)Kronowitz (pp. 11-13) –Phases teachers go through Kronowitz (p. 15)Kronowitz (p. 15) –Reflective practices Kronowitz (p. 17)Kronowitz (p. 17) –Challenge cards Kronowitz (p. 13)Kronowitz (p. 13) –Apply It! Write your thoughts in your Idea Cookbook Foundations for Effective Teaching Session 2 Overall Session 2

14. Ticket 1 DiscussionTicket 1 Discussion Foundations for Effective Teaching Session 2 Overall Session 2

15. Why do you want to enter the profession? Compare your thoughts with the statistics on page 5 in Kronowitz. Discussion Foundations for Effective Teaching Session 2 Overall Session 2

16. Read Mark’s letter on page 4 of Kronowitz. Foundations for Effective Teaching Session 2 Overall Session 2

17. Foundations for Effective Teaching Session 2 When compiling a list of qualities that “good” teachers possess, it is always good to ask students for their ideas. Sharon Draper, English teacher in Ohio, who was named the 1997 National Teacher of the Year, asked fourth-graders for their definition of a “good” teacher. Overall Session 2

18. Here is what they offered: A good teacher... 1.is soft enough to hug, but too hard to punch 2.knows lots of dirty jokes but only tells the clean ones that make you laugh 3.is not scared of thunder and lightning and knows what to do when the lights go out 4.never makes fun of you when you do dumb stuff like throw up or forget the answer 5.would be fun to have at your house for dinner, but you’d never want him to come for real 6.knows a little bit about a lot of stuff and a whole lot about things you need to know 7.never has bad breath 8.loves you and you know it

19. Foundations for Effective Teaching Session 2 What kind of qualities do good teachers have? Share with the class Overall Session 2

20. Foundations for Effective Teaching Session 2 “Hiring the Best Teachers” (Appendix) What is an Effective Teacher? Section Teacher Skills Checklist handout –Represent research –Each quality includes multiple indicators of success –Rating system that can be used for self-reflection Overall Session 2

21. Foundations for Effective Teaching Session 2 What is an Effective Teacher? I.The Teacher as a Person II.The Teacher as Classroom Manager & Organizer III.Organizing for Instruction IV.Implementing Instruction V.Monitoring Student Progress & Potential Overall Session 2

22. Foundations for Effective Teaching Session 2 Five groups, 3 or 4 per group 1.Assigned a section 2.Fold chart paper in half (long way) 3.Make the left side of the sheet visible 4.Develop a visual representation of your assigned quality 5.Could be a chart, graph, map, drawing, cartoon, picture, list, etc. 6.Share with the class when complete Overall Session 2

23. Foundations for Effective Teaching Session 2 According to the 1995 article “Leading Change from the Classroom: Teachers as Leaders,” teachers do not subscribe to the traditional definitions of leadership as “high” or “superior” positions within the organizational hierarchy. Instead, teachers view leadership as a collaborative effort, a “bonding together” with other teachers to promote professional and development and growth and the improvement of educational services. Overall Session 2

24. Foundations for Effective Teaching Session 2 Teachers learn a variety of leadership skills while on the job. These skills include: 1.Building trust and developing rapport 2.Diagnosing organizational conditions 3.Dealing with processes 4.Managing the work 5.Building skills and confidence in others What do you think? Overall Session 2

25. Foundations for Effective Teaching Session 2 Review examples of characteristics of teacher leadership in the handout Read and discuss the definition of teacher leadership from “Awakening the Sleeping Giant” Teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners, and influence others toward improved educational practice Overall Session 2

26. Foundations for Effective Teaching Session 2 The goal is… Not simply to be effective teachers but to be effective teacher-leaders In the same groups, create a visual representation on the right side of the chart paper of characteristics of teacher-leaders Overall Session 2

27. Foundations for Effective Teaching Session 2 Piaget’s Levels of Cognitive Development (pp. 15-16) –Group Activity Overall Session 2

28. Foundations for Effective Teaching Session 2 Traits of Highly Effective Teachers (pp. 31-32)Traits of Highly Effective Teachers (pp. 31-32) 1.Personal Traits that signify character 2.Teaching Traits that get results 3.Intellectual Traits that demonstrate knowledge, curiosity, and awareness Oval Web Binder (p. 37)Oval Web Binder (p. 37) Discussion of Similarities and DifferencesDiscussion of Similarities and Differences Overall Session 2

29. Foundations for Effective Teaching Session 2 Getting Acquainted with the Essential Nine (pp. 37-39) Discussion

30. Foundations for Effective Teaching Session 2 Read “Teacher Leader” (appendix) By Roland Barth

31. Foundations for Effective Teaching Session 2 Code of Ethics for Teachers (1872) (p. 39) Texas Teacher Code of Ethics (pp. 37-38) Ethics Rubric

32. Please return from break within 15 minutes