Can I Teach so They Can Learn? Key Concepts 1. Common Core not just delivered 2. Active Engagement of Students 3. Intentional Student Engagement 4. Understanding of behavior

Information not just delivered connections between the common core and their lives students making connections to the learning and applying to new situations students establishing “meaning “ of the learning; l

Students are actively engaged in the learning Inquiry Based Strategies Relating the common core in a way that connects with their lives and interests Intentional differentiation Specific and genuine feedback Articulate learning

How does my plan for student engagement look? Bellringer/Sponge Establishment of Routines Planned Transitions Introduction of learning activities/expectations Engaging students as active learners Learning strategies Evaluation/Exit

Strategies for Actively Engaging Learners Calling on students randomly Incorporating “Wait Time” Asking follow-up questions Asking students to summarize Survey the Class Encourage students to “Think Aloud” Utilize “think-pair-share” Not asking yes/no questions Encouraging students to “think” beyond the correct answer

As the Adult and the facilitator of learning how do I apply the principles of self- knowledge 1. WHO IS HAVING A “BAD HAIR DAY? 2. DO MY OWN PERSONAL VALUES GET IN THE WAY OF EFFECTIVELY ACCEPTING THE DIVERSITY OF THE STUDENTS I TEACH? 3. WHO OWNS THE PROBLEM?

Summary of Key Factors In Effective Instruction  Maximize learning time  Intentional relationship between lesson management and behavior  Incentives  Accommodation of diverse learning styles  Awareness of my own behaviors  Monitoring of student work Classroom Community

Analysis of Behavior Antecedent Behavior Consequence Function Interventions

Behavioral Challenges  Attendance  Vandalism  Aggression between Students  Violence Against Teachers  Substance Abuse

PARTING THOUGHTS Do not personalize “ugly” remarks from students; Recognize that the students we teach are not perfect and neither are we; Leave your baggage in the trunk of your car; A good or bad day is determined by “my” attitude; Remember!!! This is not about “me” it is about the students; We all behave in ways that reflect how we feel about ourselves and that reflect our life experiences When people “know better” they generally will “do better”

Something to Chew On “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher I have a tremendous power to make a child’s life miserable or joyous. I can be an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crises will be escalated or deescalated and a child humanized or dehumanized.” Haim Ginnot