Thoughts on Teaching Cell Phones

Topics Covered Language Attitudes Best/Worst Teacher Expectations General Thoughts

THE FIRST YEAR AT NMSU SYLLABI AVAILABLILTY TESTS GAIN THEIR ATTENTION PACE AND CONTENT

WE TEACH STUDENTS (PEOPLE) NOT MATHEMATICS, ENGLISH, SCIENCE, ENGINEERING …

PLACES FOR LANGUAGE USE HOME LANGUAGE SCHOOL LANGUAGE ACADEMIC LANGUAGE PROFESSIONAL LANGUAGE

Identify a key concept from your academic discipline that when first introduced was difficult to understand (i.e., in government, the concept of “Due Process”)

Often Used Idioms A fixed, distinctive, and often colorful expression whose meaning cannot be understood from the combined meanings of its individual words, for example, “to have somebody in stitches” TWO PEAS IN A POD PRIME THE PUMP PUT YOUR HEADS TOGETHER BIT OFF MORE THAN HE COULD CHEW FOUGHT TOOTH & NAIL

Often Used Idioms (cont’d) SLIM CHANCE/FAT CHANCE SANCTUARY DO YOU HAVE A CASE UP THE CREEK WITHOUT A PADDLE DIAL THE PHONE “Side Kick”

Define these academic terms: LACHRYMOSE NOCTURNE PYROLYSIS GALLUSES “WITHITNESS”

Professional Acronyms ATE AACTE NCATE NCSS ABD ASCD UCEA CEC CACREP

LITERATURE MATH HISTORY SCIENCE

Student Attitudes Toward Teacher/Instructor Subject Their ability to succeed Attitude toward presentation style

Identify Characteristics of Excellent Teachers

EXCELLENT TEACHING TRAITS HIGH EXPECTATIONS METHOD OF PRESENTATION PERSONAL INTEREST INTELLIGENCE RESOURCEFUL TIMING WAS GOOD

EXCELLENT TEACHING TRAITS PREPARED ASK STUDENTS TO THINK AT DIFFERENT LEVELS ENTHUSIASTIC RESPECT EXHIBIT LOVE OF TEACHING SHOWS INTEREST IN STUDENTS

Identify Characteristics of Poor Teachers

POOR TEACHING TRAITS NO SENSE OF HUMOR NOT TEACHING SUBJECT MOOD SWINGS - INCONSISTENT DID NOT GIVE DIRECTION PUT DOWNS

POOR TEACHING TRAITS TOO STRICT/AFRAID/BULLYING CONTRADICT AND EMBARRASS STUDENTS DID NOT EXPLAIN UNORGANIZED ONE TEACHING STYLE NEVER KNOW WHERE YOU STOOD

Expectations…

Teacher Expectations Related to High Achievers vs. Low Achievers

Expectations In Israel, Babad and Taylor (1992) conducted a study that focused on non-verbal communication. Eighty-five people, ranging from 10 years old to experienced high school teachers, viewed Israeli teachers interacting in Hebrew with students. Using only teachers’ facial expressions and body language, judges were able to distinguish between the high- and low-expectancy students.

EXPECTATIONS 1 1. A student is seven years old. He cannot read. His mother tells you he didn’t speak until he was four. 2. A music teacher tells a student he is hopeless as composer. 3. A cartoonist is fired by his newspaper editor because he has “no good ideas.” 4. A student is rated as “mediocre” in college chemistry.

EXPECTATIONS 1 (cont’d) 5. In the store where he works, a man is not allowed to wait on customers because he “doesn’t have enough sense.” 6. A teacher tells a student he is too stupid to learn anything. 7. A boy fails sixth grade 8. A soldier enters a war as a captain and leaves the war a private.

EXPECTATIONS 2 1. Born in Cuba, fled the revolution led by Castro, came to the United States and did not speak English. 2. His father had to drag him out of the house to attend school in the first grade. He did not speak English and therefore he did not speak a word in school for months.

EXPECTATIONS 2 (cont’d) 3. She was born into a poor family in Brooklyn, NY, was sent to live in Barbados with her grandmother because of family financial problems. 4. Born a slave and forced to do adult jobs at a young age, was struck in the head by an overseer that caused her to fall into a coma.

EXPECTATIONS 2 (cont’d) 5. His father was a waiter and when he attended school he was usually in some type of trouble because he argued with teachers. He was denied admittance to law school because of his race. 6. Was one of the first women admitted to Harvard Law School and was told “Do you realize that you are simply taking the place of a qualified man?”

EXPECTATIONS 2 (cont’d) 7. She did not speak a word of English when she entered grade school. Both her parents were immigrants and neither parent had any type of formal education.

GENERAL THOUGHTS HELP STUDENTS VISUALIZE PHYSICAL EXAMPLES STUDENT PARTICIPATION VARY TEACHING ACTIVITIES DEMONSTRATE HOW YOU THINK ABOUT SUBJECT

GENERAL THOUGHTS PACE & CONTENT ATTITUDE TOWARD SUBJECT CURIOSITY/SUSPENSE ENERGY/ENTHUSIASM EXPECTATIONS

A PENCIL’S STORY Symbolically Misinformation Science Math History Economics Literature

Beginning of supplemental materials Not part of basic package

ATTITUDE TOWARD SUBJECT STUDENT PARTICIPATION CURIOSITY/SUSPENSE DISTURBING/CONTRASTING INFORMATION

FEEDBACK ENERGY/ENTHUSIAM TAKE RISKS CONCERN FOR STUDENTS EXPECTATIONS

VARY TEACHING ACTIVITIES FOCUS ATTENTION HELP STUDENTS VISUALIZE INTEGRATE TECHNOLOGY USE PHYSICAL EXAMPLES ACTIVE PARTICIPATION

DEMONSTRATE HOW YOU THINK ABOUT SUBJECT BRAINSTORMING ACTIVITIES GAMES/SIMULATIONS/ROLE PLAY