Spencer+M

__Constructivist Conversation:__
 * To Serve with Love: #10,#3, #8, #9
 * serious new teacher
 * Students are out of control, they are the kids no one wants so they get to do whatever they want
 * He is called "Black sheep" or "Lamb up for the slaughter" as the new teacher
 * he studied engineering and lot to travel a lot. he is english but studied in America
 * The town doesn't know what to do with the kids because no teacher wants to teach them
 * teachers and kids don't want to be there
 * students are all levels
 * they test him and he keeps his cool under the pressure
 * Chris Biffle: #4, #5, #6
 * Basics: []
 * "Teach" -- "OK": teacher explains top then creatively yells "teach" then students mimic back "Ok," students then teach what they just learned to their partner then switches.
 * "Class?" -- "Yes?": same as Teach-ok but to get attention of class and for transitions
 * Scoreboard: extra-credit or dexter-credit, :) or :(, or — homework or + homework: visual way to show student what is appropriate behavior or not in the classroom without punishment, there are sounds and actions that happen when the teacher adds a point to either good or bad actions.
 * Micro-lecture: teacher speaks briefly for about 30 seconds at a time with gestures because the ore a teacher talks the more students get bored and are not engaged.
 * Hands and eyes: the teacher yells out "Hands and Eyes" and the student put their hands on their desks and eyes on the teacher for total focus because the teacher has something important to say.
 * Comprehension check: teacher mingles between students during "teach-ok" to see if they are doing what they are supposed to be doing and if they have the right information.
 * Lesson 1: How to start a class: []
 * Don't show that you don't have a plan, state we're starting a more advanced program.
 * Explain "class-yes" which is an attention getter used many times a day. You need to be creative so you create student engagement which is what power teaching is all about!
 * Lesson 2: he breaks down the 5 classroom rules, each rule has a gesture which needs to be practiced often so that they become habits for the students but make sure the practices are fun! []
 * 1) follow directions quickly
 * 2) raise your hand for permission to speak
 * 3) raise your hand for permission to leave your seat
 * 4) make smart choices
 * 5) Keep your teacher HAPPY!
 * 3 ways to practice the rules are
 * prompt the students "rule 1" -- " rule 1= follow directions quickly"
 * prompt with silly voices
 * have a student guide the class through the rules
 * Lesson 3: Rule 1: get the kids involved in following the rules []
 * On "go" students have 25 seconds to hand out papers on their own while cheering. Make boring tasks quicker and fun!
 * Lesson 4: Rule 2: have the kids practice breaking the rule to show the importance of raising your hand each time.
 * []
 * when it gets out of control just say "Rule 2" and have the kids repeat back each time they forget and speak without raising their hands
 * Lesson 5: Rule 3: practice breaking the rule like rule 2 but state that if there is a green post-it next to the rule and the teacher says it is ok then they are allowed at those times to move around the room. []
 * "Teaching is Amazing" : #5, #9, #10 []
 * inspiration quotes about what good teachers are and do, we all need people around us to say and do the right thing at the right time to put our world back together, this quotes help to do that
 * " Teaching: a short inspirational movie" #3, #5, #9, #10 []
 * we all have reasons to teach and wee to always remember them in times when we feel lost or useless
 * be inspired by the world around you and your students
 * remember you do make a difference and that we are all in this together
 * " My best teacher" #5 []
 * Cute drawings that put a smile on your face which were created to thank the best teachers out there!

__**Week 2**__ Lesson 6 inputs [] · Rule 4, can be used in classroom, playground, even at home · Walk them through what good and foolish choices are which helps them become moral thinkers · Application: have a one-on-one with student, never with an audience and go step by step through the situation and his choices and then what other choices he could have made. No scolding. Lesson 7 inputs [] · Rule 5: for difficult, challenging kids so they don’t argue with you · Kids will always find a loop hole and argue with you about them · Its basically a no arguing with teacher rule, its your go-to rule whenever you need it. “Whenever you are learning, I’m happy” Lesson 8 inputs [] · “Class-Yes” attention getter, remember to use variety because used so often · “Linked concepts” use in many ways, “4+4” = “8”, “CA capitol” = “Sacramento” · Practice the rules often to make concepts into naturally behavior, make sure with challenging kids know that you are the one in charge and kids only talk about rules when the teacher gives them the cue. · Remember teaching is repeating!

week 4 Bloom’s Taxonomy 1 [] · Distinctions between Bloom and Anderson, Bloom is more theory learning while Anderson is applied learning · SKA: Skills, Knowledge, Attitude [] · David Knopp director of Assessment · Taxonomy: a set of classification principles or structure · Domains: cognitive, affective, psychomotor · Cognitive: knowledge, comprehension, application, analysis, synthesis, evaluation 2 [] · To quick but interesting idea with the cake · Each level of cake represents a level of learning and each level has the verbs and products involved for each level [] · Vella’s 12 principles of effective teaching o Needs assessment, safety, sound relationships, sequence and reinforcement, praxis, respect, ideas, feelings and actions, immediacy, clear roles, teamwork, engagement, and accountability

Week 6: · Wayne’s Folder presentation: o Interactive classroom: real animals o Duties: biology, each week 1 student must clean and feed the animal(s) o Enthusiastic and determined. · Stephanie’s Folder: o She is very confident and certain in how she wants to teach and even how she wants to set up her classroom. She is honest and direct and sweet. · Thematic Units: o Chapter 1: § Mix-up uses of technology, be hands-on § Basic general cross-topic, have community and parent involvement o Chapter 2: § Keep in mind all standards § Get a theme together with all the other content teachers, have a rational for the theme § Be open-minded, be the devil’s advocate § Depth or scope? § Create focus questions § Experience! Mix it up! 1st person experiences! o Chapter 3: § Objectives: define them to the students with the standards § Explain your expectations beginning to the end § Be meaningful: Bloom § Students do journals at end of each lesson to reflect on what they just learned.

o Chapter 4: § Purpose: assist in learning, identify strengths, and communicate with parents § Assess for students and your teaching § Be organized, through, and consent with student records § Do 3 weekly student observations Week 7 · Stephanie: she was very relaxed and a natural. I felt like I was in her real classroom learning about setting. She gave great visual examples. She did visual, group, written, art, audio activities to really get us to understand what setting means. If I was a high school student, who did not know what setting meant, I would now!