William Morrison's Teacher Toolkit: List of Contents Topic I: General Instruction

William Morrison’s Teacher Toolkit
List of Contents
Topic I: General Instruction
ELVES
FFOE
Learning Contracts
Design Contests
Humor
Outside Experts
Topic II: Special Education
Life Skills Focus
Analogization
Dramatic Play
Topic III: Strategies for English Language Learners
Write-Abouts
Multilingualism
Peer Interaction
Topic IV: Discipline Strategies
Role-Modeling
Peer Resolution
Restorative Justice
Topic 1/4: General Instruction

Strategy Description Steps Examples Variations
ELVES1 Technique “To Create … 1. Used by teachers to 1. Writing Variation
used to be at ease--relax and streamline used for
facilitate creativity will come expectations of brainstorming
creativity Make lists--starburst, students structures
brainstorm, IWWMW 2. Used by students 2. Project Variation
Vary the lists between who are used when
propositions: Prep, create overwhelmed by generating ideas for
Eureka!! options projects
Select from you creations 3. Used by students 3. Exam/Recall
and test them out!” who struggle with Variation used when
1
(Source 1 ) the creative process regenerating answers
4. Used by students for assessments
who are visual
learners
5. Used by students who
struggle with
considering all of
their options
FFOE2 Technique “A creativity technique 1. Used by teachers 1. Writing Variation
used to using the acronym when grading rubrics used in assessing
evaluate FFOE: Fluency (many 2. Used by students ideas one has
creativity ideas), Flexibility during creative brainstormed
(variety of ideas), process 2. Reading/General
Originality (unique 3. Used by students in Humanities
ideas), and Elaboration self-evaluation Variation used to
(fully developed ideas)” 4. Used by students in evaluate
(Source 22) peer evaluation creativity/ideas/wor
5. Used by students in k of others or self
evaluation of 3. Full Circle Variation
external (outside of used with an
the classroom) ideas emphasis of hitting
all the points fully
so that ideas are
well-rounded

Learning Technique 1. Used on the 1st day 1. Contract drawn up
“An essential component
Contracts3 used to of school by every individually by
of Learning Contracts is
individualize, student to motivate students and
that they centre around
motivate, them assessed by the
the gaps in the
direct, and 2. Used before a specific teacher
knowledge of the student
structure a project or unit to 2. Contract drawn up
and what it is they need /
learner’s direct learning individually by
wish to learn.
experience 3. Used by every teacher and signed
A learning contract student post- by the student
usually has a written assessment/post- 3. Contract drawn up
record of:
benchmark to by students in level-
▪ A series of negotiated individualize their equivalent groups to
learning learning experiences encourage
goals/objectives. 4. Used by struggling competition and
These are set students when there is growth
between the student a lack of motivation
and the tutor/expert or direction in one’s
▪ The strategies and learning experience
resources by which 5. Used by advanced
these goals can be students to
met individualize their
▪ The evidence which learning and keep
will be presented to them motivated
show that objectives
have been achieved
and how it will be
assessed
▪ A time scale for
completion” (Source
33)
Design Contests4 Technique 1. Teacher creates 1. Used to encourage 1. Social Studies
used to apply detailed criteria application of content Variation in which
concepts by which students 2. Used as a summative students create
taught in class are to follow and assessment propaganda or
and facilitate create a design. 3. Used as an advertisements
higher-order 2. Designs are all enrichment activity based on a
thinking evaluated, both 4. Used as a review theme/subject/cultur
individually, and activity e
in comparison to 5. Used by groups of 2. ELAR Variation in
others’ works. students to teach which students
cooperation and design book covers
creative team for novels they have
building skills read
3. Math Variation in
which students are
instructed to apply
mathematical
principles (e.g.
sacred geometry,
trigonometry) in
their designs
Humor5 Technique 1. Understand 1. Used to de-escalate a 1. Sarcasm
“can be different types of situation 2. Goofiness/Absurdit
helpful in humor. 2. Used to engage y
motivating 2. Understand the students in learning 3. Exaggeration
students and preferred humor 3. Used to connect with
in creating a styles of you students’ emotions
community students. (Styles 4. Used to reduce
spirit”5 may vary from students’ anxiety
student to 5. Used by teacher to
student.) reduce the teacher's
3. Appropriately anxiety
integrate humor
into instruction.
Outside Experts6 “Outside 1. Choose an expert 1. Used to diversify 1. Video Speaker, i.e.
experts can be on selected topic. delivery of watching a speaker
used as guest 2. Contact that instruction talk on a video
speakers, person well in 2. Used to compensate 2. Virtual Expert, i.e.
volunteer to advance and for lack of knowledge video chatting/live
assist during request in clear
projects, or as and polite terms or experience by broadcasting/phonin
evaluators of what you would teacher g an expert
student like them to do 3. Used to connect 3. Expert Judge, i.e.
work.”6 with/for your different more guest who acts as a
students. students with the judge and evaluates
3. Arrange for content student
guest’s 4. Used to promote work/projects, such
accommodations interviewing skills as during a science
while at the among the students fair or spelling bee
school. 5. Used to expose
4. Write and send a students to more
thank-you note. people, especially of
different backgrounds
and demographics
Topic 2/4: Special Education
Life Skills Focus7 A technique 1. Develop 1. Telling time from an 1. Social Skills, i.e.
that familiarity with analog clock teaching skills
emphasizes curriculum 2. Counting money used in
applicable life 2. Link curriculum 3. Writing a letter interpersonal
skills in every to life skills. This 4. Signing name relationships
aspect of a can, but need not 5. Note-taking skills 2. Job Skills, i.e.
curriculum be self-guided. teaching skills
3. Integrate life used in
skills into professional
instruction of settings
curriculum 3. Coping Skills, i.e.
teaching skills
used to cope with
life hardships and
stressors
Analogization8 A technique 1. Identify an 1. Comparing letters to 1. Logic-Based
used during analogy that is building materials, Analogies (e.g.
instruction to easy for students words to buildings, apple:A :: bat:___)
simplify to understand to and sentences to 2. Using symbolism
concepts by clarify important cities. in the classroom
comparing aspects of a 2. Comparing layers of 3. Contrasting, i.e.
them to concept. This can, the earth to layers of using antonyms to
familiar but need not be a jawbreaker. highlight important
and/or simpler self-guided. 3. Comparing features of a
concepts 2. Integrate photosynthesis to concept
analogies into baking and the parts
instruction, of the cell to different
emphasizing the
similarities and kitchen appliances
clarifying the and utensils.
differences 4. Comparing subitizing
to X-Ray vision
5. Comparing emotions
to weather states
Dramatic Play9 “type Procedures will widely 1. Pretending to be in a 1. Roleplaying to
of play where vary on a case-by-case household plan social scripts
children basis. In a teacher- 2. Pretending to be in 2. Sport games
accept and procured set-up, the the workforce 3. Dramatic
assign roles, teacher will design or 3. Pretending to be non- productions
and then act familiarize herself with human animals
them out”9 the parameters of the 4. Pretending to be in a
pretend situation and different world
effectively communicate 5. Imaginary
with the students those friends/people/animal
parameters. The teacher s/objects
can but need not
participate in the
dramatic play as well.
Topic 3/4: Strategies for English Language Learners
Write-Abouts Technique in 1. Understand 1. How many people are 1. Write a Sentence
which curriculum and in your family, and and draw
students write construct an who are they to you? 2. Write an Essay and
anywhere interesting and 2. When was a time an present
from a meaningful adult surprised you? 3. Write a play and
sentence to a prompt to which 3. What is your favorite act
paper in students can holiday tradition?
response to a respond. 4. What would you look
prompt 2. Create a rubric for like as a superhero,
generated by students if the and what would your
the teacher assignment is of superpowers be?
high priority in 5. What do you like
curriculum most about fall?
3. Assign prompt
and guide (ELL)
students through
the process of
completing the
assignment
Multilingualism10 A technique 1. Identify all of 1. Visually label 1. Immersive
in which the languages everything in variation, i.e.
multiple spoken in the multiple languages particular times are
languages are homes of your 2. Post classroom décor, designated or
used during students. e.g. quotes, posters, rotated so that only
instruction 2. Create and find word walls, of many one language is
quality resources different languages spoken at any
to integrate into and cultures given time, best
instruction so that 3. Having translators, designed for
the cultures and whether human or teaching
languages of technology, to everybody multiple
ELLs can be translate certain languages
acknowledged, words and phrases 2. Non-Dependent
celebrated, and when needed Variation, i.e.
respected. *Be 4. Making multilingual having systems in
wary of literature accessible place so that, at
appropriation and to the students instructors’
inauthentic 5. Exposing students to discretion, ELL
resources* multilingual media, students can utilize
3. Integrate i.e. songs and videos multilingual
those resources if it is
resources! needed
3. Multicultural
Variation, i.e.
acknowledging,
celebrating, and
respecting, not
only the languages,
but the cultures of
many different
people groups
(AGAIN: Be wary
of cultural
appropriation and
inauthenticity!)
Peer Interaction11 A technique Procedures will widely 1. Prompt for a pair, so 1. Think-Pair-Share
in which vary on a case-by-case that each partner talks 2. Group Activities
English basis. In a teacher- for 1 minute: Talk to 3. Student-Initiated
speakers and procured set-up, the your partner about Interactions
ELLs interact teacher will design or your favorite food
as a part of familiarize herself with that you eat at your
instruction the languages spoken by house.
all students, group people 2. Prompt for a pair, so
to maximize group and that each partner talks
individual learning, for 1 minute: Talk to
deliver a speaking your partner about
prompt, and monitor the your family.
conversation(s) of 3. Team-Building
students. activity that prompts
verbal
communication
4. Students initiate
interactions during
sport games, develop
comradery, and
increase language
production
5. Differences in
household structures
are discussed by
students during
dramatic play.
Topic 4/4: Discipline Strategies
Role-Modeling12 A technique Procedures will widely 1. A teacher models 1. Instructional Role-
in which the vary on a case-by-case how she wants Modeling, i.e.
teacher basis. In the case of students to walk in making a point of
models intentional role- the halls before she role-modeling a
correct modeling: has the students line behavior to which
behavior to 1. Identify the target up. the teacher will not
promote behavior. 2. A teacher instructs adhere, for the sole
correct 2. Perform the students to wash purpose of
behavior targeted behavior their hands with one instruction
among the in front of pump of soap and 2. Situational Role-
students students while dry their hands with Modeling, i.e.
narrating the one paper towel. She making a point of
important parts is first in line to role-modeling a
that should be wash her hands and behavior everyone
replicated. uses one pump of follows in a given
3. Repeat as needed. soap. Then she dries situation, primarily
her hands with one to instruct others to
paper towel. do the same
3. A teacher walks in 3. Authentic Role-
the halls at all times, Modeling, i.e.
with the naturally behaving
understanding that well in everyday
students watch what life, while being
he does. cognizant that one
4. A teacher refrains is a role-model
from raising her
voice because she 4. Peer Role-
wants to promote Modeling, i.e.
respect and allowing peers to
encourage her role-model what a
students to keep their given behavior
voices at a respectful should look like
volume level.
5. A teacher asks a
student to
demonstrate what it
means to “sit like a
scholar,” narrates the
relevant details of
the student’s
behavior, and then
tells everyone to sit
like a scholar.
Peer Resolution13 A technique 1. A student comes 1. Jean is calling 1. Push-In Variation,
that promotes to you with a Robert names, and i.e. a case where a
students’ problem they Katie tells the student doesn’t
autonomy by have with a peer. teacher. The teacher come to the teacher
encouraging 2. Acknowledge that asks Katie to for help, but the
them to the student has a describe some good teacher intervenes
develop problem. ways she could to prompt
problem- 3. Ask that student respond to him. problem-solving
solving skills what kinds of Katie says that she skills
and social problem-solving could ignore him. 2. Hands-Off
skills when skills could fix The teacher affirms Variation, i.e. a
they have an this problem. and says she could case where a
issue with a 4. Student offers also ask Jean to stop. student doesn’t
peer suggestions as to 2. Tom and Sid are come to the teacher
what could solve arguing over when for help, and the
the problem at the class will go to teacher does not
hand. You may the computer lab. intervene, best for
supplement The teacher tells students with
suggestions. (At them that they don’t advanced social
young ages, a need to argue. She skills
chart or posters asks where they 3. Third-Party
would be helpful could find the Collaboration, i.e.
to serve as visual answer to that a case where a
aids.) question. student comes to
5. Follow-up after 3. Lucia and Terry both the teacher and the
the student has want to play with the teacher poses the
implemented a stove in the dramatic question to the
play center. The student’s peers to
suggestion to ask teacher steps in and help generate
how it went. reminds Lucia and solutions
Terry to use their
problem-solving
skills.
4. The teacher notices
that a student is
bothered by another
student sitting
behind him who is
tapping his pen. The
tapping doesn’t seem
to be bothering
anybody else. The
teacher does not
intervene and
observes closely
whether any
interaction will
occur, and if so,
what kind. At a free
point during the day,
the teacher pulls the
child aside and
discusses the
situation with him to
debrief.
5. Becky keeps poking
Sarah. Sarah tells the
teacher. The teacher
asks what Sarah
could do about it.
Sarah says that she
could move. The
teacher agrees and
lets Sarah move.
Restorative Technique 1. Identify what has 1. Jackie cleans the 1. Tangible
Justice14 where an been lost. desk where she Restoration, i.e.
offender 2. Identify what can wrote her name. restoring property
makes be restored or 2. Blake writes an or the environment
actionable healed. apology letter to the 2. Intangible
steps to undo 3. Create steps to cafeteria workers for Restoration, i.e.
or heal restore and/or calling them useless working at
damage heal what was and ugly. In his note, undoing damage
lost. caused to feelings,
caused by a 4. Execute steps. he also thanks them identities, attitudes,
misbehavior for all they do. self-esteem, etc.
3. Brittney apologizes 3. Hybrid
to the class for using Restoration, i.e.
a racial slur and restoring both
explains why it isn’t tangible and
okay to use them. intangible areas of
4. Jarella gives Tyler damage
her milk because she
emptied his onto his
tray, and she brings
him more food on a
new tray.
5. Lyle is made to tell
Elouise everything
great that makes her
uniquely her after
ridiculing the way
she talks and looks
in front of her
classmates.
Assertive Theoretical 1. Promptly correct 1. The teacher states 1. Redirection of
Discipline15 approach that any student that she likes how Disruptive
emphasizes impeding Junie quietly put her Behavior16
the right that instruction or booksack away and 2. Redirection of
teachers have learning. started working on Nondisruptive Off-
to be in 2. Assure that her bellwork. Task Behavior16
charge of their students are 2. Tanya is rocking 3. Redirection of
own behaving in the back and forth in her Nondisruptive
classrooms; best interest of chair. The teacher Misbehavior16
techniques themselves and tells Tanya to keep
that clearly their peers. all four legs of her
communicate 3. Recognize and desk chair on the
expectations reinforce positive floor because she
and behavior. could fall otherwise.
consistently She puts them all on
respond to the floor, then, after
behavior a couple of minutes,
through starts to rock back
rewards and and forth again. The
consequences teacher tells Tanya
can be to go to the Thinking
implemented Spot to reflect on
specifically making good choices
with this by listening to the
approach in teacher, and that
mind when she comes
back to join the
class, she will be at
the standing desk.
3. Jeff is quietly
humming “Mary
Had a Little Lamb”
while the teacher is
reading aloud.
Nobody else seems
bothered by the
humming, although
it is clearly audible.
The teacher makes
eye contact with Jeff
and nonverbally
communicates that
the expectation is
that he is quiet.
4. During a direct
teach, Mike and
Xavier are
whispering to each
other. The teacher,
who is already
walking around the
classroom, walks by
Mike and Xavier and
lingers until they
stop talking.
5. The teacher creates,
teaches, reinforces,
and revisits clear and
explicit rules about
how to line up to go
to lunch.
Cooperative Theoretical 1. Promote growth 1. The teacher sits with 1. Peer Resolution, as
Discipline15 approach mindset. students every day it promotes
postulates that 2. Show respect, for lunch to develop capability,
students who interest, and a connection with connection, and
misbehavior kindness to ALL them outside of the contribution
seek attention, students. classroom. 2. Kagan’s Win-Win
power, 2. Noticing and Discipline17
revenge, promptly reinforcing
avoidance of 3. Encourage positive behavior 3. Peer Interaction
failure, or any students to work with specific praise too, as it also
combination together. allows a teacher to promotes
these; it 4. Encourage all connect with a capability,
proposes that students to student because that connection, and
a teacher’s contribute. student is aware of contribution
duty is to being seen.
extinguish 3. A teacher who
misbehavior emphasizes that it is
by okay to make
implementing mistakes allows her
techniques to students to feel more
promote the 3 confident in their
C’s of an capabilities and the
encouraging fluidity of them.
learning 4. Take a class poll to
environment: choose a name for
Capability, the class pet so that
Connection, every student
and contributes.
Contribution15 5. Using Kagan
Structures allows
students to develop a
sense of importance
from the
contributions their
making in their own
and others’ learning.
Choice Therapy18 Technique 1. Observe the 1. Timothy has been 1. Post Hoc Choice
that utilizes unwanted corrected once Therapy, i.e. using
language to behavior. already for talking the language of
emphasize 2. Explain and while his peers are Choice Therapy
students’ generate choices. talking. The teacher after the behavior
autonomy in 3. Allow students to says, “You made the has been chosen
their own choose. decision to keep and right before
behavior, 4. Implement talking after I told implementing the
especially in consequences of you to stop. Go to consequence
terms of choice chosen, if the Thinking Spot.” 2. Instructing Self-
following needed. 2. The teacher tells Regulation/Self-
rules and Marceline that she Expression, i.e.
fulfilling has a choice; she can using the language
behavioral either choose to of Choice Therapy
expectations wash her hands or to raise awareness
move her clip to to the choices
yellow.
3. A 7th grade Math students have to
teacher learns that a express themselves
student has cheated 3. Democratic
off of another Discipline19 is a
student’s test. She variation of Choice
presents his situation Therapy in its
to an unbiased group emphasis on
who anonymously autonomy and the
decide on a right to choose,
consequence to his except, unlike
actions. Choice Therapy,
4. A student in a Pre-K the choice of
class starts crying at consequences
his desk. When indirectly belongs
asked why, he says to the peers rather
that his crayon than the teacher;
broke. The teacher directly, the
says that he has a consequences are
choice to make. He still the offending
can ask for another student’s to make
crayon or do nothing
about it and just sit
there sadly.
5. The teacher says
“Make good
choices,” to a
student who has
been asked to move
to the carpet.
Footnotes (Mostly References)
1
http://web.utk.edu/~mblank/pdf/d5strats/elves.pdf;
https://www.gvillepublicschooldistrict.com/docs/district/depts/4/instructional%20strategi
es%20a-z%20(1).pdf (Pg. 23)
2
https://www.gvillepublicschooldistrict.com/docs/district/depts/4/instructional%20strateg
ies%20a-z%20(1).pdf (Pg. 26)
3
https://www.kean.edu/~tpc/Instructional%20Strategies.pdf (Pg. 25, Item 50);
http://www.ucdoer.ie/index.php/Learning_Contracts
4
https://www.gvillepublicschooldistrict.com/docs/district/depts/4/instructional%20strategi
es%20a-z%20(1).pdf (Pg. 21)
5
ies%20a-z%20(1).pdf (Pg. 36)
6
ies%20a-z%20(1).pdf (Pg. 53)
7
https://ww2.kqed.org/education/2016/01/04/5-effective-strategies-for-the-inclusive-
classroom/
8
https://www.teachthought.com/critical-thinking/types-of-analogies/
9
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=751
10
https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-
learners
11
https://www.readingrockets.org/article/five-things-teachers-can-do-improve-learning-
ells-new-year
12
https://www.teachhub.com/teaching-profession-how-be-role-model
13
https://www.westminster.edu/about/community/preschool/discipline.cfm
14
https://law.duke.edu/childedlaw/schooldiscipline/downloads/instead_of_suspension.pdf
15
https://www.universalclass.com/articles/self-help/types-of-classroom-management-
assertive-discipline.htm
16
https://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/C
anterChapter.pdf
17
https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php
18
https://www.universalclass.com/articles/self-help/implementing-choice-therapy-in-the-
classroom-management.htm
19
https://www.universalclass.com/articles/self-help/solving-classroom-problems-
democratic-discipline.htm

William Morrison's Teacher Toolkit: List of Contents Topic I: General Instruction

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

William Morrison's Teacher Toolkit: List of Contents Topic I: General Instruction

Uploaded by

Copyright:

Available Formats

William Morrison’s Teacher Toolkit

Topic 1/4: General Instruction

Strategy Description Steps Examples Variations

You might also like