2+Introduction

As you begin thinking about setting up your class to become more than an aggregate, this set of materials will address several activities from the first class meeting. Click on Files under Manage Wiki to see all the Files for Introduction. The sequence is part of the following input.

Contact: the First Four Minutes (Zunin) addresses the limited amount of time one has to get the attention of others in any setting. This includes the secondary classroom.

Students (Ss) need something to do as they enter the room. Since they have been conditioned for many, many years to rows, silence, pen, paper, etc., use this to set the NORM of action from the very beginning. Ss do not like to have their time wasted or to be treated as though they were small children, so begin work immediately.

Data Sheet

This is one traditional way to do this. You will see how it was used in class to further the NORM SETTING expectations on the first day while engaging young people with beginning conversation skills. [|Data Sheet Introduction.rtf]

** READ AND BE READ TO Reflection -** Once the bodily kinesthetic activity is complete, it is time to process (teach the DLL or **DO-LOOK-LEARN** ). This reflection is brief for skill building. The input on the DLL can be altered for you class. In some ways, this is the foundation for scientific observations or journalism. It is important to connect the learner with their task of reflection on each of their class tasks and on their contributions to the class, to their future groups and in their lives. [|Read and Be Read To Reflection DLL.rtf]

** Icelandic Inclusion - ** is the brief public speaking task for Day One. Many secondary teachers consider that quiet is the most important thing to accomplish Day One. With Interactive Approaches, one wants to create an environment where shared participation is highly important. This is not done with lecture, but with action. This is one of the higher risk levels of Day One, yet with processing you will see the safety factors. This is also a time to assess the public speaking (confidence) skills for your future training or planning. Let me say one more thing that may sound sentimental. You will soon come to know that the Johari Window is my number one concept for teaching. It is everything to me. My goal as your guide is to assist you in developing your own skills and seeing your own potential as a secondary teacher. As a high school teacher, you will have many talents pass through your door. Each of these young people will have their own goals and agenda. Some will be clear about their life tasks, others will be in various stages of exploration. Your goal is to assist them to become self-regulated individuals who want to reach their potential as they see it. They are diamonds in the rough and you are going to provide them with the tools to make their facets shine. See them evolve each day. It is also important for you to set up a climate where they can value each other's strengths. We will explore ways to do this. [|Iceland.pdf] Consider these questions as you set up your first day of teaching. Please add others in the discussion for these pages. [|Reflection 1 Introduction.rtf]
 * Reflection 1 Introduction **

Please read this material before designing your Day One 90 minute lesson plan. [|First Day Lesson Introduction.rtf]
 * Opening Day of School Input Introduction **

**First Day Lesson Plan Sample ** Please review this lesson plan, especially the minute by minute segment. Day One is the most important norm setting day. How are you going to do that with content and activity? Lecture is NOT an option. Consider input segments of five minutes at at time. Further, contemplate how you can encourage student input on Day One. We will share and discuss these in hard copy. Please make a page for you file so others can read and comment as well. [|OpeningDayofSchool Input for 90 Minute Lesson Plan Introduction.rtf]

Download these Files in this sequence for your Introduction Section of your Teaching Notebook.

Name:

 Phone:

 Email:

 1. Where were you born?

 2. What was the most exciting subject in high school? What made this so?

 3. What methods of instruction have you observed in the public schools?

 4. <span style="font-family: Arial,sans-serif; font-size: 15pt;">What do you expect from this course?

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> 5. How would you rate your organization skills? (1-5)

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> Time management?

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> Computer savvy skills?

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> Research skills?

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> 6. What are the benefits of working on a team?

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> 7. What do you currently know about "cross-curricular planning?"

<span style="font-family: Arial,sans-serif; font-size: 15pt;"> 8 <span style="font-family: Arial,sans-serif; font-size: 19pt;">. <span style="font-family: Arial,sans-serif; font-size: 14pt;">What would you like to know about the instructor?

<span style="font-family: Arial,sans-serif; font-size: 18pt;"> 9. <span style="font-family: Arial,sans-serif; font-size: 15pt;">How many people do you currently know in this class?