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The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
The Keys to Student Achievement and Classroom Success
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The Keys to Student Achievement and Classroom Success

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This presentation suggests several strategies for improving student achievement and classroom management.

This presentation suggests several strategies for improving student achievement and classroom management.

Published in: Education
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Transcript

  • 1. Instructional Process Classroom InstructionalManagement Strategies Effective Planning Assessment Data-Driven Decisions 1
  • 2. Anticipatory Bell Ringer Teacher Input Set Check for Guided IndependentUnderstanding Practice Practice The Student Instructional Closure Exploration Process 2
  • 3. Beginning Middle End Pre Test Learning Contracts Post Test Admit Ticket WebQuests Exit Ticket Poll RAFT Big Idea Board Anticipation Active Viewing Survey Guide GuidePrediction Guide Concept Mapping Minute PaperContent Trailers Learning Centers Think-Pair- Share Interactive Foldables Journaling Lecture 3
  • 4. A framework for making the curriculum accessible to all students; reducing barriers to curriculum• Students differ in how they gather facts and categorize what they see, hear, and read. (The “what” of learning)• Students differ in how they organize and express ideas. (The “how” of learning)• Students differ in motivation and engagement levels. They are challenged differently and have differing levels of excitement and interest. (The “why” of learning) 4
  • 5. Multiple Means Multiple Means Multiple Means of of ofRepresentation Expression Engagement (acquiring information) (show what they know) (motivate, challenge)Textbooks or trade Text-Digital text; Choice of content books graphic organizers and tools- print, audio, web Audio Books Auditory-MP3 files; Adjustable levels of recordings challenge- reading level; goals Multimedia- Visual- video Choice of rewards podcasts, digital (Photostory 3) movies, and images presentations Glogster 5
  • 6. Assessment Informal Formal High-StakesStrategies- individual conferences, pre tests, admit/exit tickets, conceptmapping, minute papers, task-oriented interviews, questioning techniques,inventories, and rubrics. 6
  • 7. Classroom Student Work Observations Samples Data Driven Informal Formal Assessments AssessmentsDecisionMaking Demographics Edusoft and Attendance Make intelligent decisions regarding instruction and interventions 7
  • 8. • Factor in learning styles and strategies to differentiate instruction• Consider assessment strategies and ways to determine student learning• Anticipate any behavior issues and incorporate strategies to address them during instruction• Plan a closure for each day. 8
  • 9. Delineate Veto Authority State of the Classroom Address Ratify 9
  • 10. • Influence- be the positive example your students need• Navigate- charter the path your classes will take this year• Respect- expect it and give it• Intuition- use your instincts to head off potential problems.• Communication- develop this skill in your students by example• Connection- establish a positive relationship The 21 Irrefutable Laws of Leadership: Follow Them and People will Follow You - John C. Maxwell 10
  • 11. 11
  • 12. In Class TOR TimedAssignments Assigned Seating(Bell Ringer) Classroom Management Strategies Showcase Keep LogsStudents with Positive (Tardiness, Behaviors Sleeping, etc) Participation Rubric/Grade 12
  • 13. • Require students to be in seats before the tardy bell• Time bell ringers and factor in participation grades• Institute a tardy sign-in system for tracking• Alert parents of students who are notoriously tardy 13
  • 14. • Document notorious offenders on board or chart• Use participation grade system• Contact parents as frequently as possible• Use an in-class TOR system for students who refuse to work but cause disruption-- isolate the student from regular classroom activities with grade penalty. 14
  • 15. • Assigned Seating (Change it up occasionally without warning)• Use a student desk or table to make a teacher station in the midst of the students• Be organized, structured, and prepared each class period. Students know when teachers do not have it together and they capitalize on it. 15
  • 16. • Be unpredictable in your teacher input strategies• Use novelty• Make real world connections• Incorporate technology Connections• Personalize/Involve the affective domain• Involve kinesthetic activities• Model/demonstrate/showcase• Assess frequently• Motivate, encourage, and inspire 16
  • 17. • Timers • Random • Online• Count Name Calendar downs pickers • Recognition• Noise-maker • Random chart to gain Number • Logs students’ Generators attention 17
  • 18. 18

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