221+Agenda+-+11.1.11

9:25 - 9:35 - Good news, etc.

9:35 - 10:15 - Reports from the Field - Nominate agenda items below - questions, concerns, ideas that emerged from your field experience. (Be sure to sign your post with three tildes ~)

1. What do you do about teachers talking bad about students in the staff room or at lunch and whatnot? user:Jupiterr 2. How should teachers approach students when they find out about abuse or bullying? user:paul312 3. Just curious, for your field experience, what types of skills have the class had to learn that you maybe didn't expect? user:brettguitar 4. Where is the line/what is the difference between a warning and a threat when dealing with disciplinary issues? user:hilary21 10:15 - 10:45 - Follow up from last week - share cooperative learning ideas, leftover questions.
 * Labeling kids in a school as "trouble makers" can persist throughout their entire schooling career. labels are strengthened in faculty rooms
 * These labels may be a self fulfilling prophecy because we automatically assume children are what has been said about them.
 * Difference between venting and ranting. BE PROFESSIONAL!!
 * Own up to issue because more likely than not a student will be misbehaving because of our reaction/behavior.
 * As a bystander we have obligation not to fuel the fire. Do your best to stem whatever unprofessional language is being used. We are here to teach and support the kids, not talk about them behind their backs.
 * Deflect the topic, change the conversation
 * If possible perhaps stand up for the kid. "That's so weird, Johnny did something awesome in my class the other day..."
 * Be Switzerland!
 * Set an example by not bad-mouthing students
 * Is one conversation going to protect a victim of bullying? Anyone can say "I'm sorry" but do they really mean it?
 * As teachers if we develop a positive relationship with our students we can affect their behavior.
 * Using the "I'm disappointed" technique can be quite beneficial.
 * Make the bully feel as though we're not accusing them, but rather protecting their best interest by asking them to maintain positive behavior.
 * Use your judgement, there is a difference between bullying and teasing.
 * Ensure that you're always cautious, and pursue all bullying issues.
 * Victim as well as Bully should be looked after.
 * Re-teach basic sentence structure
 * wow, we really DON'T know what these kids are learning...
 * we're so far removed from their curriculum that we have forgotten so much.
 * Content Knowledge >> Pedagogical Knowledge >> Pedagogical Content Knowledge. (knowing subject >> Knowing how to teach >> Knowing how to teach subject)
 * Stay updated, most of what we learned in middle school is now outdated

10:45 - 11:45 - Socratic Seminar: Working with Parents
 * [|Rules for Socratic Seminar]
 * [|The Socratic Vision]
 * http://www.hulu.com/watch/283283/the-middle-hecking-order#s-p1-so-i0
 * Working with Parents

11:45 - 12:00 - Housekeeping

For next class - Read one link from each of the five main topics on the working with parents page.


 * Upcoming Assignments: Due by November 21st (Upload to Blackboard)**
 * Journal Entry: Direct Instruction
 * 1. Review pp. 138-139 that summarizes key principles of effective direct instruction
 * 2. Observe a direct instruction lesson. Write these headings on your notes and pay particular attention to these three items: a) how the instruction is organized, b) how students are interacting with the content, c) how students are interacting with each other and the teacher during the lesson, d) evidence of student learning.
 * 3. Write a 2-page (double-spaced) analysis that includes the following:
 * A summary of what you observed. Keep this as descriptive and as objective as possible. This is not the time to evaluate. Write a paragraph that attends to each of the four focal areas you observed (4 paragraphs total)
 * Analyze the lesson in terms of the principles you reviewed on pages 138-139. Answer these questions:
 * What worked well? Why?
 * What questions about direct instruction/lecture emerged for you from this observation? (Tie your questions to specific moments from the lesson.)
 * If you were to teach this lesson, what is one or two things you'd like to try? (Tie your answer to specific moments from the lesson.)

__Assessment Criteria__ 1. Content - includes the necessary components with adequate specificity 2. Analysis - reflection is thoughtful, tied to pedagogical principles, is respectful of the teacher, doesn't feel cliche or superficial, asks provocative question 3. Writing - text is the quality expected of a professional teacher; free from grammar and spelling errors; professional language

__Clarification on Field-based Assignments__
 * **Mini-lesson**
 * By the next 221 class following your mini-lesson, upload to Blackboard a 1-2 page reflection that includes the following parts:
 * a) A summary of the activity - objectives & a description of what you did (brief, but including enough detail that I can clearly imagine the activity)
 * b) A reflection that attends to the following items:
 * 1. What went well
 * 2. What you'd do differently if you had the chance to repeat the activity
 * 3. Evidence of student learning
 * 4. What you learned about your students
 * 5. What you learned about yourself as a teacher


 * __Assessment Criteria__
 * 1. Content - includes the necessary components with adequate specificity
 * 2. Analysis - reflection is thoughtful, tied to pedagogical principles, balances negative and positive aspects, doesn't feel cliche or superficial, asks provocative questions
 * 3. Writing - text is the quality expected of a professional teacher; free from grammar and spelling errors; professional language


 * **Full Lesson**
 * A week prior (if at all possible, 3 days minimum), email me a detailed lesson plan of what you plan to teach. Include at least two specific questions you would like me to address. Be sure you include the "conducting the lesson" page, so I can clearly imagine how you are planning to conduct the lesson. (Note: The specific lesson plan form may evolve.)
 * I will send you feedback.
 * Before you teach, respond to my feedback. This may take the form of answering questions in an email or sending a revised lesson plan with the changes highlighted.
 * By the next 221 class after you teach, send me a reflection. (This could be the copy of the reflection you do for your supervisor.)