1. What’s Up Today? 1:00Hot Topics 1:00Hot Topics 1:15Peer Feedback Activity on Teaching Belief Statement (include break) 1:15Peer Feedback Activity on Teaching Belief Statement (include break) 2:15Classroom Management Session 2:15Classroom Management Session

2. This is designed to be: A positive experience A positive experience A way of sharing ideas A way of sharing ideas A way of developing a stronger sense of how you see your teacher identity and pedagogy A way of developing a stronger sense of how you see your teacher identity and pedagogy Focus comment on positives and ways of encouraging a more refined articulation of what appears in the text. Peer Editing

3. Process: 1. Each triad should take some time to read each statement and underline statements that you think are particularly powerful, as well as those that evoke questions for you. Jot a few notes down on the margins to illustrate what you notice. 10 minutes 2. Each person should go around the circle and talk about her/his own philosophy statement. The other two students should be “active listeners”, giving non verbal feedback until at least five minutes has been spent on the first individual articulating his/her beliefs. This can be followed by a short period (2-3 minutes) of questions seeking clarification: this is not about giving advice; it about helping to get clear on what the speaker believes. 25 minutes Peer Editing (thanks to Greg Bunyan)

4. 1. Tell me how that would look in your classroom: what would I see you do? What would I see the students do that reflect this philosophy? 2. What metaphors help you think about learning? How might this image help your approach to teaching? 3. Imagine we’re parents at your school. How would you express your approach to teaching and learning? What elements would be the most important to stress? Are these views expressed in your teaching philosophy? 4. How will you keep track in terms of your teaching philosophy: that is, how will you review your own professional learning journey? What are some short or long term goals that you might have? 5. Do you have any gaps in your teaching knowledge that you are concerned about? How might you address these gaps? Would this be useful to put into your teaching philosophy? Questions to get Started

5. 1. Mail to : gtreloar@uvic.ca & jdmallet@uvic.ca gtreloar@uvic.cajdmallet@uvic.ca gtreloar@uvic.cajdmallet@uvic.ca 2. Use this format for Subject line: STB Draft 2 for YourName 3. Send as a Word, Pages or text document attachment Statement of Teaching Belief due Thurs Jan 16 th

6. Classroom Management 2:15-2:40 A quick review of the basics of classroom management 2:15-2:40 A quick review of the basics of classroom management 2:40 – 3:25 Group work: Practical Applications/discussion - Elementary Case Studies, guided responses & discussion (build in 5 minute break) 2:40 – 3:25 Group work: Practical Applications/discussion - Elementary Case Studies, guided responses & discussion (build in 5 minute break) 3:25 – 3:50 Group findings, discussion(Values action plan from yesterday included) 3:25 – 3:50 Group findings, discussion(Values action plan from yesterday included)

7. Classroom Management Going to recess Going to recess

8. Burning Questions for Today 1. The benefits of spending time building relationships and a solid classroom community 2. Building a foundation governed by effective management strategies in 8 weeks 3. New tips, tricks – how to capture the attention of young students 4. How to teach/ address sexuality, Religion, evolution 5. Students asking re religion; Offending or making fun of peoples’ beliefs 6. How do we successfully meet the needs of all students (planning?) 7. Dealing with students with IEP’s (esp medication)

9. Burning Questions for Today 9. Ideas and methods for classroom behaviour in older classes (Gr 6/7) 10. Engagement/Consequences for “older Students” who don’t want to “do it” (who don’t feel consequenced at home – suspension not workable 11. What do you do with students who are undiagnosed/way behind without letting them steal your time 12. What’s more important: delivering solid lessons vs leaving a lasting impression on students with your personality 13. How to balance organization with not spending every second ovethinking things 14. The academic brain vs the social-emotional brain 15. Teaching to animalistic needs 16. Incorporating outdoor and hands-on activities in academic subjects

10. Think about your favourite teacher(s)Think about your favourite teacher(s) 1.Write 3-5 qualities that made them your favourites? 2.Meet in 2’s or 3’s and come up with your “top 2” closest BD to Jan 1 is scribe closest BD to Jan 1 is scribe closest BD to August 31 facilitator closest BD to August 31 facilitator closest BD to June 30 is speaker closest BD to June 30 is speaker

11. Building A Learning Community…

12. “Children learn by doing and finding success in the doing”

13. Positive

14. Approach

15. Proactive

16. Taking the time

17. Discipline know the childknow the child provide the structure for the child to learnprovide the structure for the child to learn

18. Discipline Goals Self control Self control Creation of community Creation of community

19. Self-Control – power to listen to listen to wait to wait

20. 3 Points of Self-Control 1. We teach it like all academics 2. It is on-going and day-to-day 3. Self-control leads to greater success

21. Creation of Community in a Classroom Teach children : To give care as well as receive careTo give care as well as receive care To learn to contributeTo learn to contribute Belonging to a group means being needed as well as to needBelonging to a group means being needed as well as to need Creating a community gives children the power to careCreating a community gives children the power to care

22. Children make mistakes and need practice The Three R’s Remind Reinforce Redirect a. Expectations

23. b. Stages – a progression Whole Class Small Group/Independent work Skill & Content Instruction

24. Making the Community Work The way we handle and manage challenges is critical… Goal: Children learn from mistakes by helping them learn different causes of action Logical Consequences provide a connection between the behaviour and consequence and provide opportunity to make better choices

25. Making the Community Work A logical Consequences reinforces a child’s desire to be in control, BUT it demands the positive relationship and respect from the teacher…. KNOW YOUR STUDENT