Lisa JohnsonEDCI 553Montana State UniversityNorthern Plains Transition to Teaching
Teacher Attitude and Expectations Display an enthusiasm for my subject area in generaland the daily concepts in particular. Treat each student as a human being rather than anumber or seat in the classroom. Know what stages of cognitive and emotionaldevelopment my students should be in. Acknowledge that all students are capable of learningto the best of their ability.
Teacher Attitude and Expectations Practice the technique of Normalizing Errors (Lemov, 2010,p. 221)“Getting it wrong and then getting it right is one of thefundamental processes for schooling. Respond to both parts ofthis sequence, the wrong and the right, as completely normal.”Doug LemovTeach Like a Champion: 49Techniques That Put Studentson the Path to College
Knowing My Students“The quality of the relationships teachers have withstudents is the key-stone of effective management andperhaps even the entirety of teaching.”Robert MarzanoThe Art and Science of Teaching
Knowing My Students At the beginning of the year, use an interest inventoryto obtain information about each student, such asextracurricular activities, hobbies, family life. Be familiar with the local culture of students Speak with students about their interests atappropriate times. When possible, attend student events outside ofschool. Let student know to expect me—and followthrough!
Establishing a Positive LearningEnvironment Remind students that their best is expected every day. Create a safe environment for students to work, learn,and grow. Remember that learning is not about me and how Ifeel from day to day. It is about the students.
Engaging Materials Be enthusiastic about learning and teaching! Make the material accessible to students byconnecting it to previously taught material. Use hands-on and discovery activities as often aspossible. Use physical movement Scavenger hunts that allow students to move around the room Function charades where students model functions using theirbodies
Routines Students are greeted at the door before entering theclassroom. Students should check the board at the front of theroom for a list of materials and special instructions forthe day. Homework should be placed in the colored folders inthe appropriate class period wall bin.
Homework Turn-In RoutineSometimes, students will turn in more than oneassignment or activity during the class period. Coloredfolders help keep the students and teacher organized. Check the legend above the wall bins. Place assignments in the correct folder. Return to seat and begin warm-up.
Make-up WorkIf a student is absent, it is his or her responsibility tocomplete the make-up work following the time-lineestablished by the schools. Exceptions can be madedepending on circumstances. Make-up work and notes are stored in dated folders ona table near the door. All students have access to these folders and can alsofind worksheets they have misplaced.
Rules We will follow the rules outlined in the studenthandbook. We will always remember to treat everyone with thecourtesy and respect with which we would like to betreated. Students are expected to be in their assigned seats,materials ready, when the bell rings. Use your passing period to take care of your personalneeds.
Behavior PlanPractice Emotional Constancy (Lemov, 2010, p. 219)“Success is in the long run about a student’s consistentrelationship with productive behaviors.”Doug LemovTeach Like a Champion: 49Techniques That Put Studentson the Path to College
Behavior Plan Organize the classroom for effective teaching andlearning. Go over the classroom rules and procedures with thestudents. Invite student input for effective procedures. Revisit and revise the rules and procedures throughoutthe year as needed. Be With-It (Marzano, 2007, p. 140)
Behavior Plan: Intervention• Use verbal and nonverbal acknowledgement ofbehavior.• Use graduated actions:• Look at the suspected students.• Move in the direction of the students.• If necessary, stop class and confront the behavior.• Have a student conference to discuss the behavior(s)• Parent contact• Referral to administration.
Behavior Plan: High-IntensitySituations Recognize the student is out of control. Step back and calm myself. Make sure other students are not in immediate danger.Evacuate students as necessary. Send the student for an administrator. Listen actively to the student and plan action to diffusethe situation.(Marzano, 2007)
References Lemov, Doug (2010). Teach like a champion: 49techniques that put students on the path tocollege. San Francisco, CA: Jossey-Bass. Marzano, Robert (2007). The art and science ofteaching. Alexandria, VA: Association forSupervision and Curriculum Development