1. Thoughts on Teaching Cell Phones

5. Topics Covered Language Attitudes Best/Worst Teacher Expectations General Thoughts

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

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

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

11. 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”)

12. 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

13. 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”

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

15. Professional Acronyms ATE AACTE NCATE NCSS ABD ASCD UCEA CEC CACREP

17. LITERATURE MATH HISTORY SCIENCE

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

19. Identify Characteristics of Excellent Teachers

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

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

22. Identify Characteristics of Poor Teachers

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

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

25. Expectations…

26. Teacher Expectations Related to High Achievers vs. Low Achievers

27. 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. 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?”

33. 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.

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

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

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

38. Beginning of supplemental materials Not part of basic package

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

40. FEEDBACK ENERGY/ENTHUSIAM TAKE RISKS CONCERN FOR STUDENTS EXPECTATIONS

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

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