Science Education and Classroom Management SECO TRAINING 2015.

Slides:

Advertisements

Similar presentations

Objectives: At the end of the class, students will (hopefully) be able to: Explain the importance of a good presentation List the steps they will take.

Advertisements

Non-Classroom Teacher Evaluation Guidelines. The single most influential component of an effective school is the individual teachers within that school.

Using Visuals and Work Systems to add Structure to the Environment.

Replacement Skills Individualized Intensive Interventions:

Two questions to reflect upon: 1. What do I know already about effective Behaviour Management? 2. What would I like to find out / be able to do better.

Focus on Instructional Support

 Plan, develop, and distribute course calendars, rules, and materials  Document enrollment, participation, and communications  Inform learners of progress.

Scenario 12: Giving instructions

Building Student Independence 1. Staying connected 2.

Communicating Effectively

Demonstration Lesson Guide

Open books open minds. Teacher as manager developing rapport encouraging learners praising learners controlling the group dynamic deciding on interaction.

Jingzi Huang, Ph.D School of Teacher Education, CEBS UNC 2013 Fall GTA Conference Presentation.

 Rubric – Appendix pg. 26  Four components ◦ Planning – will look at tomorrow ◦ Classroom management ◦ Instruction ◦ Professional Notebook.

Classroom Management. WHAT IS CLASSROOM MANAGEMENT? Classroom Management refers to all the elements which are necessary to carry out a class in a successful.

Say it, learn it, own it! Increasing student understanding through engaging conversations.

Katie Bain elfellowkbain.wordpress.com.

Train-the-Trainer Session Presented by: Kimbereley Brown.

Creating Collaborative Standards-Based IEPs: A Training for IEP Team Members Session One.

Using Oral Language to Check for understanding

Classroom Discussions in Math: A Teachers Guide for using talk moves to support the Common Core and more, Third Edition Adapted Original Presentation by.

INSTRUCTION DOMAIN #3. GROUP WORK How it works: 1.Look at your assigned group and move to the corresponding table. Everyone will take their materials.

Active Participation Through Student Responses facilitated by April Kelley.

You’ve Got What It Takes: Peer Training and Mentoring for Staff Development You’ve Got What It Takes: Peer Training and Mentoring for Staff Development.

Using Various Delivery Techniques Getting Started and Improving on Basic Techniques.

ISSAM BARRIMAH.  What is the function of the tutor in PBL session  How directive should the tutor be?  What are the necessary facilitating skills.

A Proactive and Positive Approach to Classroom Management

For TEACHING ARTISTS CLASSROOM MANAGEMENT. VSA Florida VSA Florida provides arts, education and cultural opportunities for and by people with disabilities.

Communicative Language Teaching

Tips & Tools for Winning Presentations Instructor Name.

+ An Advocates Mentoring Advocates Workshop presented by: Clarissa Martinez Lina Jandorf, MA Andrea Rothenberg, MS, LCSW, How To Communicate About Breast.

Critical Teaching Skills For Promoting Active Participation. Presentation by: Amanda Normand-Telenko Chapter 6.

Marzano’s Instructional Design Questions Spencer Bragan Lois Neumann University of New England EDU 751 October 6, 2013.

TNTESOL ESL Teachers as Educational Consultants.

1 Consulting Dr. G. Roy Mayer. 2 Four Interconnected Phases of Consultation I. Develop an Environment Conducive to Teacher Growth and Change (Initial.

Jeopardy Guidance Guidance 2 Center Plans PIES 2 Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $200 Q $300 Q $400 Q $500 Final Jeopardy PIES.

MATH COMMUNICATIONS Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D 2014.

COSEE California Communicating Ocean Sciences Session 9: Promoting Discussion.

CHECKING FOR UNDERSTANDING. Prioritizing Priorities Worth being familiar with Important to know and do Enduring Understanding.

MISD Bilingual/ESL Department SIOP Interaction January 21 and 23, 2014.

Need a Lifesaver? Discipline Strategies for any Classroom!

EMPHASIZING “LEARNING” AND “RELEARNING” NOT “CONSEQUENCE” AND “PUNISHMENT” POSITIVE BEHAVIORAL SUPPORT STRATEGIES.

Class Participation Rubric – Grades given at mid-point and end of each marking period. Advanced ProficientProficient Emerging Proficient Below ProficientNo.

THE TEST OF ORAL ENGLISH PROFICIENCY YOUR GUIDE TO PREPARING FOR THE TOEP November 13, 2015 Dawn Takaoglu.

Bright from the Start: Georgia Department of Early Care and Learning Katie Hagan, Inclusion Specialist.

Lesson 2 People use many different ways to communicate their feelings. Writing a note Facial expressions Communication is critical to healthy relationships.

Behavior Management Plan Elementary classrooms can become better learning environments when teachers have rules, classroom management skills, and a belief.

ENGLISH IMMERSION FOR SECONDARY SCHOOL TEACHERS OF ENGLISH.

Oral Presentation Impromptu No unity, coherence, fluency, and information Memorized Unnatural, mechanical, no personality Reading No eye contact Extemporaneous.

Misbehavior in most classrooms consists mainly of student passivity, general aimlessness, and massive time wasting These problems are best resolved by.

SIOPSIOP #8: Review and Assessment. Assessment & Review Content Select techniques for reviewing key content concepts Incorporate a variety of assessment.

Planning for and Attending an Important Meeting Advanced Social Communication High School: Lesson Seven.

Activities to Promote Speaking Підготувала Гаврілова С.В., Полтавська гімназія №17.

By Robin Butler and Camille Richie What accommodations best assist ENL students with assessments?

Writing Lesson Plans KIN 229. Lesson Plans Refer to Handout on Lesson Plan Format Designing written lesson plans In each written lesson, include information.

Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.

Summative Evaluation Shasta Davis. Dimension: Preparation (Score- 4) Plans for instructional strategies that encourage the development of critical thinking,

Advanced Proficient Proficient Emerging Proficient Below Proficient

Session 8, Skill Practice and Assessment

Classroom Management Harry Wong Fred Jones.

Unit 1 Lesson 11 Practice: Listening and Responding to the Emotions of Others.

Overview of CLASS Classroom Assessment Scoring Tool

Cooperative Learning Students work together in small groups and learn through interaction with each other while the teacher coaches the process.

Fishbowl Discussion Directions:

Session 1, Program Introduction and Overview

Sheltered Instruction Observation Protocol Model SIOP

Unit 1 Lesson 11 Practice: Listening and Responding to the Emotions of Others.

PARTICIPATORY TEACHING STRATEGIES By: Alfredo S. Donio Jr.

Foundations of Inclusive Education

Overview of CLASS Classroom Assessment Scoring Tool Master Class on Assessment November 16, 2018 Prepared by Andrea Racek, MEd.

Presentation transcript:

Science Education and Classroom Management SECO TRAINING 2015

Elevator Pitch Tips & Tricks Keep in mind the age of the audience Simplifying vs. dumbing it down Use analogies! Bring along visuals How does this relate to them?

Communicating Expectations Clear instructions and transition cues -Use clear, firm voice -Review needed safety rules -Make it accessible to all learners (say it/write it/show it) -Signal transitions with change in place or materials -Structure discussion/sharing Behavior Interventions -Refocus individuals as needed (casual, redirect and leave) -Recognize desired behavior -Remove temptation -Wait for full attention

Encouraging Participation Create Opportunity -Involve everyone with roles -Randomize student selection -Allow flexibility in student communication as needed -Invite peer consultation and facilitate peer response Build Confidence -Time to think (3 second wait time, adequate activity time) -Communication preparation (think/pair/share; table talk) -Honor all attempts and trust learner (let them speak, think, do independently)

Promote Thinking Responsive Support -Observe responses carefully to adjust lesson as needed -Circulate during activities to observe and assist -Refer back to visuals during discussion or activity -Summarize student thinking on the board or verbally Flexible questioning -Adjust selection techniques and answer formats as needed to involve group and individuals -Get multiple answers, add-ons, responses -Use revoicing and follow up questions to help clarify student meaning

Interacting with Students When should I step in? When should they work it out on their own? What should I do if a student is frustrated? What kinds of questions should I use for deeper understanding? Why do you think X is happening instead of Y? What would happen if you did _____? Why is this important? What would be another way of doing this and ending up with the same result?

Student Personalities (and How to Deal with Them) -The Scientist (following directions and having conversations related to topic) -The Non-Starter (not starting or stopped due to confusion, inattention, language barriers) -Speedy (finishes activity quickly, seems bored, off task or reading) -The Class Clown (wants group attention) -The Social Butterfly (Talking with friends off topic) -The Wanderer (moves around the classroom) -The Rebel (passive or active resistance to non-starter prompt or redirection) -The Rhythm Section (a budding musician and form of daydreaming) -The Helpless Hand Raiser (repeatedly needs more help and 1:1 attention; wants teacher to explain why) -The Fighters/Victims (Start and/or maintain conflict with another student) -The Expert (knows it all already and wants recognition for knowledge) -The Storyteller (long, possibly off-topic answers)

Questions?