1. Booker T. Washington New Teacher Orientation 2016-2017

2. What would you take and why?
Deserted Island
You've been exiled to a deserted island for a year. In addition to the essentials, you may take:
One piece of music
One book (which is not the Bible)
One luxury item you can carry with you (i.e. not a boat to leave the island!)
What would you take and why?

3. You have been given a list of 20 locations in this building
You have been given a list of 20 locations in this building. You must find all 20 locations and create an electronic story that includes all 20 locations and all of the people in your group. You have 60 minutes to complete this assignment.

4. Expectations

5. Who to Call?
1st – Mentor 2nd – Department Chair 3rd – Assigned Administrator

6. The Food Chain Mentor Department Chair Assigned Admin Anderson
Steven McKinney
Dexter Flannagan
Tara Harris (HD)
Dancy
Temu Rutherford
Jocelyn Mosby
Hollins
Jaclyn Boyd
Kimberly Minor
Alisha Kiner
Matthews
Phillips
Reaves-Thomas
Melonee Griggs
Shaw
Smith
Marcia Lakey
Washington
Victoria Knight
Wicks

7. Name with a face 
Boyd Flannagan Griggs Knight Lakey McKinney Minor Rutherford

8. Btwteacher.weebly.com
6 minutes

9. Btwteacher.weebly.com
5 minutes

10. Btwteacher.weebly.com
4 minutes

11. Btwteacher.weebly.com
3 minutes

12. Btwteacher.weebly.com
2 minutes

13. Btwteacher.weebly.com
1 minute

14. Ask me THREE questions about this site…
Btwteacher.weebly.com
Ask me THREE questions about this site…

15. Find the lesson plan format for what you will be teaching.
What do you notice about our lesson plan format?
What are the benefits of planning backwards?
What is the most intimidating part of this plan? Why?

16. Planning a lesson is like planning a trip….

17. When planning a road trip, what do you need to know FIRST?
How do you translate “DESTINATION” when planning a lesson?
What determines your mode of transportation on a road trip?
How does mode of transportation translate when planning a lesson?

18. You can’t tell by looking at a slice of someone’s brain whether that person is Black, White, Jew, or Muslim, but you can tell whether the person is male or female.

19. The Brain

20. Our job as adults is to serve as external frontal lobes. . .

21. The difference in WHAT men and women can do is small
The difference in WHAT men and women can do is small. The difference in HOW they do it is LARGE.

22. Research
By adolescence, a girl’s corpus callosum is 25 percent larger than a boy’s. This enables more “cross talk” between hemispheres.
A girl’s prefrontal cortex develops earlier and is larger than in boys. Girls also have more serotonin than boys
There are stronger neural connectors in the brains of girls, and a larger hippocampus
The Minds of Girls

23. So What?! Girls are able to multitask Fewer attention span problems
Can make faster transitions between lessons
More detailed memory storage
The Minds of Girls

24. So What?! Creates better listening
Better discrimination between among voice tones
Greater sensory memory details in speaking and writing
Fewer impulsive decisions
The Minds of Girls

25. Research
A girl’s brain experiences approximately 15% more blood flow, which is located in more centers of the brain than a boy’s
There are more cortical areas devoted to verbal functioning in a girl’s brain
The Minds of Girls

26. Research Girls are better at sitting still
Girls are better at listening
Girls are better at tonality
Girls are better at mental cross talk
Girls are better at the complexities of reading and writing
The Minds of Girls

27. What does all of this mean if you teach girls
What does all of this mean if you teach girls? With your group, list at least 5 teaching strategies should be used when teaching girls

28. The very skills and behaviors often rewarded in schools!!
observation
The very skills and behaviors often rewarded in schools!!
The Minds of Girls

29. Girl behavior becomes the gold standard. Boys are treated like
observation
Girl behavior becomes the gold standard. Boys are treated like
DEFECTIVE GIRLS
Dr. Michael Thompson
PBS Series Author of “Raising Cain”

30. Research
Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning.
Boys have less serotonin and less oxytocin
Boys have less blood flow to the brain and tend to structure or compartmentalize learning
The Minds of Boys

31. So What?! Boys want to move objects through the air.
Balls, Airplanes, Little Sisters, Their Arms and Legs
Boys are less likely “to talk about it”.
The Minds of Boys

32. So What?! Boys are more impulsive!
Boys’ brains are better suited to symbols, abstractions, and pictures
The more words a teacher uses, the greater the chance a boy will zone out
The Minds of Boys

33. What does all of this mean if you teach boys
What does all of this mean if you teach boys? With your group, list at least 5 teaching strategies should be used when teaching boys

34. What does all of this mean if you teach mixed gender classes
What does all of this mean if you teach mixed gender classes? With your group, list at least 5 teaching strategies should be used when teaching mixed gender classes.

35. Teaching, Learning and Discipline
Use lots of puzzles to foster perceptual and symbolic learning
Promote leadership by using working groups and teams
Verbally encourage quieter girls
Play physical games

36. Teaching, Learning and Discipline
Take digital pictures of girls being successful at math/science tasks
Use manipulatives in science and math
Generalize the meaning of their failures because they interpret them as indicating that they have disappointed adults, and thus of little worth

37. Teaching, Learning and Discipline
Prefer inductive exercises
Prefer fictional books
Like role-playing activities in learning new concepts
Prefer to learn using manipulatives and objects
Hearing is 7 times more sensitive than the average boy

38. Teaching, Learning and Discipline
Typically navigate landmarks that can be seen or heard
Small learning groups work well for girls
Story problems are a good way to teach Algebra to girls
Girls like to talk about feelings and relating characters when reading

39. Teaching, Learning and Discipline
Are more likely to learn better if what is learned is connected to the real world

40. Teaching, Learning and Discipline
Use manipulatives that require boys to use fine motor skills
Surround the room with books so boys get used to their omnipresence
Make lessons experiential and kinesthetic – use technology

41. Teaching, Learning and Discipline
Use physical lessons so boys can work in a large space
Keep verbal instructions to no more than a minute. Don’t layer instructions one after another.
Use male mentors and role models.
Expect healthy physicality and aggression among boys at times.

42. Teaching, Learning and Discipline
Create opportunities for boys to get up and move around
Use brain breaks to revive boys during and/or after rest states
Use visual dictionaries and play word games especially on the computer

43. Teaching, Learning and Discipline
Take them to the library and introduce them to male role model readers and authors
Link screen time with study rewards
Can learn much more easily from chalkboard instruction
Tend to prefer nonfiction

44. Teaching, Learning and Discipline
Provide reading material that boys enjoy
Texts filled with spatial-kinetic action – sports, science fiction, thriller and suspense
Graphic and visual in nature – graphic novels and comics
Technical and mechanical books and articles on cars, aerospace, sports magazines

45. Teaching, Learning and Discipline
Without females present, will take more risks
Prefer deductive exercises
Thrive on competition
Teachers should use loud voices and be aggressive
Thrive better in violent stress
See their failures as relevant only to specific subject area

46. Teaching, Learning and Discipline
Tend to create structured teams
Are more likely to use abstract concepts like north, south, and absolute distance when giving directions
Can not talk about feelings
Not motivated to study material unless it interests them

47. Teaching, Learning and Discipline
Formal terms of address work well
Enjoy stories with male protagonists
Less likely to do homework that is practice. Prefer to be challenged.
Personalize items in classroom to increase his sense of attachment

48. Reflection Time What are your questions? Thoughts?
Rate your USE OF GENDER STRATEGIES (scale of 1 – 10)…how do you know? Please provide evidence.
What do you need to do to improve in this area?
What do you know now that you didn’t know before?

49. Resources Financial: Money to purchase goods and services.
Emotional: Able to choose and control emotional responses.
Mental: Having mental abilities and acquired skills to deal with daily life.
Spiritual: Believing in divine purpose and guidance.
Physical: Health and mobility
Support systems: Friends, family, backup resources and knowledge bases one can rely on in time of need
Role models: frequent access to adults who are appropriate and nurturing to the child, and who do not engage in self-destructive behavior
Knowledge of hidden rules: knowing the unspoken cues and habits of a group.

50. Definition of Poverty:
The extent to which a person lives without resources.

52. Hidden Rules

53. Registers of Language
Frozen: Language is always the same (e.g., Lord’s Prayer, wedding vows).
Formal: Standard in work and school. Complete sentences, specific word choice.
Consultative: Not quite as direct as formal and used in conversation.
Casual: Language b/w friends and limited to about words in total vocabulary. Strong use of non-verbal cues.
Intimate: Language b/w lovers, family members, and sexual harassers.

54. The Voices