EDU 6000Y Practical Classroom Strategies (The Carrot Book)

MISSION STATEMENT
And seeing the students at the beginning of the term

The Principal went into the office.
And when all was ready,
The staff came together for a meeting.
And the Principal opened the meeting, and taught them, saying,
Blessed are the unmotivated:

For theirs is the challenge of education.
Blessed are the self-conscious:

For they shall enhance their self-esteem.
Blessed are they who are at risk:

For their potential shall be achieved.
Blessed are they who encourage and help others:

For they shall be appropriately rewarded.
Blessed are the peacemakers:

For they have learned to govern their behaviour.
Blessed are those who are singled out because of their disabilities:
For theirs is the strength to continue.
Blessed are you, when your colleagues shall commend you,

And support you, and shall say all manner of respectable
Things in your favour truthfully, for my sake.
Rejoice and be exceeding glad:

For great is your reward in education,
For so supported they the educators which were before you.
© Michael Tudor
CLASSROOM STRATEGIES 5
TABLE OF CONTENTS
STRATEGY TITLE PAGE
NUMBER NUMBER
Preface 6
1 Getting to Know your Students.. . . . . . . . . . . . . . . . . . . . . .. 9
2 School and Classroom Organization. . . . . . . . . . . . . . . . .. 18
3 Class Rules and Procedures. . . . . . . . . . . . . . . . . . . . . . .. 37
4 Organizing Students' Time. . . . . . . . . . . . . . . . . . . . . . . . .. 44
5 When Students Fall Behind. . . . . . . . . . . . . . . . . . . . . . . .. 53
6 Managing Late Arrivals.. . . . . . . . . . . . . . . . . . . . . . . . . . .. 64
7 Handling the Borrower. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 69
8 Personality Types.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 74
9 Teaching Students At Risk. . . . . . . . . . . . . . . . . . . . . . . . .. 98
10 Teaching the English Language Learner (ELL). . . . . . . .. 107
11 The Parent-Teacher Interview. . . . . . . . . . . . . . . . . . . . .. 110
12 As the Word Turns - Using Word Games to Teach Thinking 113
13 Enhancing Your Teaching Repertoire.. . . . . . . . . . . . . . .. 125
14 Teacher Feedback Forms. . . . . . . . . . . . . . . . . . . . . . . .. 133
15 A Potpourri of Sure-Fire Strategies.. . . . . . . . . . . . . . . . .. 142
16 Taking Care of You. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 152
Appendix A Recommended Readings. . . . . . . . . . . . . . . . . . . . . . . . .. 156
Appendix B Michael Tudor's Background. . . . . . . . . . . . . . . . . . . . . .. 158
Appendix C Keynotes & Workshops. . . . . . . . . . . . . . . . . . . . . . . . . .. 159
Appendix 0 Book Order Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 160
Appendix E An Epistle to Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . .. 161
Appendix F Table of Files. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 162
CO of form templates. . . . . . . . . . . . . . . . . . . . . .. Back Cover

6 CLASSROOM STRATEGIES
PREFACE
Whether you teach children or adults, regular or STUDENT INVOLVEMENT AND CONTROL
special education classes, business or art, English
Language Learners (ELL) or English Literacy
This book and CD, which too will evolve as we grow,
Development (ELD), communications technology or
attempt to motivate educators to do just that. To help
physical education, one thing is clear, this book is for
you, they contain structural and organizational
you.
strategies which are jargon free, visually
understandable and complemented by the latest in
We all receive suggestions about managing
research. While the ideas, presented here, may not
classrooms and students. These suggestions work
work in every school, for every teacher, or with every
best when they are a direct reflection of the teacher's
class, they are certainly adaptable. However, what will
management style, and when they are structured and
work, and what is implicit in these suggestions, is
organized so that students see their benefit and take
allowing student involvement and control in their
ownership for their learning.
creation and implementation.
PLETHORA OF INFORMATION This enables us to enhance students' thinking and

creative skills. The end result is the gradual
In our goal to maintain a high quality of development of responsibility for their learning.
education, our children are provided with a
smorgasboard of courses and activities intended to GUIDELINES FOR THE 21st CENTURY
enrich their learning experience. What accompanies
this richness is a plethora of information for students to
absorb; in addition to facing a number of concerns and Elsewhere in this book it is suggested that, for our
issues unheard of twenty years ago, going to school, classes, we develop no more than five class rules or
can be confusing and overwhelming. guidelines. Here, in turn, are my five guidelines for
educators of the future. These will stand the test of
Our adult lives are no exception. We are living time.
in an increasingly chaotic and fast-paced world. To
help us keep up with this speed and to retain some 1) Be friendly
structure and control, our society continues to invent 2) Be fair
systems and devices for us to use. 3) Be firm
4) Be flexible
5) Be faithful
TEACHERS AS FACILITATORS
With these five human qualities in mind, maybe we
And the same thing has to be done in our can continue to work toward an ideal framework and
schools. The amount of information to be disseminated system for learning.
in our classrooms has changed our role, as teachers,
from deliverers of information to facilitators of
information. Our mandate, now, is to devise strategies
and systems for our students to follow within a
Use and enjoy
structured and organized learning environment. We
need to continue to nurture an interest in learning by
teaching our students to become critical thinkers, by
building on their creativity and by helping them to Michael Tudor
become discoverers of information.
RESEARCH SUPPORT
Finding Common Ground: Character Development in Ontario Schools, K-12 (October 2006) Ministry of
Education, Mowat Block, Queen's Park Toronto, Ontario, M7A 1L2.
CLASSROOM STRATEGIES 7
ARE YOU READY TO TEACH? READ ON
"My time here at this school has been rather .... hmmmm .... interesting. Having been here, I recall some
of your examples about behavioural issues teachers may encounter. Boy did you hit the nail on the
~ head. I must say, if dealing with several students who swear after every other word, some pacing around
the class every two minutes and others who have "killing" and "weed smoking" issues on their minds
doesn't scare me off, I must be in teachingfor the long haul. Ifeel very badly for these students, as they
are very delicate and are in serious need of acceptance, security and safety. I want to cure them all but
for obvious reasons I cannot. "
T.C
" I know you are busy but I need some advice. I have a student whose father tried to commit suicide and who is now on
life support. I believe the family intends to pull the plug. When the student comes back I am worried that not only will he
no longer be into school but, what do you say to a person who has just gone through this?"
J.B.
"It was coming to the end of class and all had gone well. I needed to introduce some new
material. Rather than lecture the students, I wanted them to read aloud from the textbook.
Everything was going okay until I chose Patrick to read and he flatly refused. This was it. This
was my first classroom management issue. I probed and asked Patrick why he was not going to
read. His only answer was that he could not be forced to. My initial shock turned to rage and
I was compelled, then and there, to make the call-what do I do?" •••__ -il-...JIIi- •••••••••••
M.R.
"I was getting along with my challenging class until today - month into the new school year. The entire class was engaged
in a research activity. It was last period and everyone was cleaning up to go home. In a 'nano second' afistfight broke
out. Two boys were punching each other in the stomach and head. I tried to get them to stop by talking to them but it was
well beyond that. I called the office and calmly said there were two boys fighting. I asked for someone to come to the
room. In less than a minute, two Gym teachers were in my class separating the boys. Desks were overturned, my
paperwork was all over the class, and my agenda was ripped in two. It was scary. I was shaking for thirty minutes
afterwards.
I subsequently found out that one of the boys had been identified as MID (Mild Intellectual Disability) and the other had
been identified as Behavioural. I wish I had known that earlier. Every time I talked to the Special Ed. Department they
said they hadn't processed all the grade 9s yet.
Any advice for dealing with the rest of the class tomorrow with respect to the fight?"
L.E.
" Life is just so busy and exciting at my school. I am using everything that you taught us-such as the Late Slips and the
Collateral/Borrowing system. It seems as if no one loses their pens or pencils anymore. "
H.G.
( (((------"'v
Copyright © Michael Tudor, 2007.
8 CLASSROOM STRATEGIES
STILL WANT TO TEACH ?

" It has been a great start to my teaching career. I have some great kids, afew don't like to work but some quiet
and stern persuasion gets them going. I even announced on Friday that I had started calling the parents and
guardians at home. I started with the kids who were doing extremely well so by the time I got to those who were
currently not doing so well they would have stepped it up a notch. They thought it was awesome of me to call
home and to say how well they were doing"
H.L.
" Things are great I cannot complain. In fact I can't believe I get paid for this job-I love it so
much. I have a class that has several challenging students. One girl lost her mom to cancer
and now lives with her step dad. I learned very early that she cannot be argued with in front
of the class. She always has to be the centre of attention. I try very hard to make her feel
important and part of the class. The class is in period one so there are always a few lates. I
think I will introduce a late sheet. "
N.M
" For the first time in my life, I feel a good fit between myself and what I do all day. Every single day I'm aware
that I am doing what's natural for me ... and I am loving every minute of it! My first two weeks, my sole focus was
building relationships with each student. The results have been amazing. I love the school and I really look up
to the administration as excellent role models. I even love lunch time cafeteria duty. "
S.R.
"I had a rather strange experience today and wanted to share it with you. During my last period,
I had a student sign out to use the bathroom. I noticed that he had been gone for some time and
I began to worry. After twelve minutes, the student appeared outside the classroom door. I
~ approached him and seeing his concern I asked him what happened. He told me that he couldn't
find the bathroom and had an "accident". Once he said that I could smell his "accident."
O.A.
" I have really enjoyed my classes so far. I do not have many problems with behaviour because we have
discovered a common ground with regards to respect and we are working together so far as a team. As a result
of my year at teachers' college, I am finetuning my observational skills and have noticed so many little things
in the classroom. I have always heard the argument as to why do people need to go to university to become a
teacher. The answer is clear: To become a successful teacher."
J.D.
"Tomorrow the internet is disabled in my class. They've been seeing how far they can pull me
along. I have slacked a bit on the internet since the students need it to build their project, but
they have abused it. Now the plug will be pulled. They go to sites that are great that I've never
heard of.
Tonight I will start reading books on Classroom Management " J.N.

CLASSROOM STRATEGIES STRATEGY ONE 9
GETTING TO KNOW YOUR STUDENTS: AN AUTOBIOGRAPHY
RATIONALE
Relationships which are wholesome and positive are important. Getting to

know your students during their first few weeks, on a personal and academic
level, will enhance your relationship and promote conversation. This will help
you to create more inviting classrooms.
SUGGESTED PROCEDURE
• Consider using a variation of An • Transfer select information about each

Autobiography (see pages 10 to 12) as student onto index cards. For example,
one of your first assignments. Ensure that you may wish to record only their names,
your students understand why you need phone numbers, and birthdays. Keep this
this information. Devise pertinent handy for quick and future reference.
questions which will support you, your
course(s) of study, and your teaching • Having student phone numbers is
style. considered confidential. Therefore ensure
that your autobiography sheets and your
• Some of the students' written responses index cards are either put away securely
may require clarification. Due to the type or are in your possession at all times.
of information provided, if and when you
do need to follow up, discuss this • Consider being trained in Tribes TLC®.
privately. This is a philosophy centred on hundreds
of techniques for creating a learning
• Consider designing a one page community in your school or classroom.
information sheet about you. Distribute Contact your local board to find out the
this to students in exchange for their time and location of the next training
autobiography. Many students enjoy session. Training sessions are usuallyfour
getting to know their teachers as well. days in length.
Make the information you share grade
and age appropriate, and keep a Tribes'Tl.Ce is a service mark and trademark
respectful distance. of CentreSource Systems.
• List the answers you receive for question

15 from each class. Do not include
students' names. During the first few
weeks of school give each student the list
for the class. Students can then spend
approximately 20-30 minutes finding the
classmates who match the answers on
the list. This is a good excuse to hold an
in-class social.

10 STRATEGY ONE CLASSROOM STRATEGIES
AN AUTOBIOGRAPHY
Filling in the information below will help me to get to know you better and to make your
program more interesting.
If you find a question too sensitive to answer, please write, "1prefer not to answer this
question", in the appropriate space.
1. Name:
2. Address:
___ (Postal Code)
3. Home phone number(s):
(a) (b)
4. E-mail address:
5. (a) Birthplace:
(b) Date of birth:
6. List the people with whom you live and their names.
Example: Mother: Amanda Spencer Stepfather: Dh arm en dra Spencer
Sister: Nathily Hinds Grandmother: Shirley Moore
7. Where and when do your parents/guardians work?
(a) Mother/Guardian: (i)

Place
(Ii) (Ii i) (iv)

Times Work Phone Number E-Mail
(b) Father/Guardian: (i)

Place
(Ii) (Iii) (iv)

Times Work Phone Number E-Mail

8. (a) What is the main language spoken in your home?
(b) If the main language spoken in your home is not English, who speaks and understands
English in your home?
(c) When I phone your parents/guardians about your progress in school, with whom would
you prefer me to speak? Why?
9. List two of your favourite school subjects.

(a) (b)~ _
10. Is there any reason why you might be absent from school this term? If so, explain.
11. What do you like best about school?
12. What do you like least about school?
13. List three of your interests or hobbies.
(a)
(b)
(c)

14. If you have a part time job, fill in the following information:
Name of place:
Address:
Job description:
Typical work schedule: _
15. Write a statement here which describes something unique or unusual about you. You
might refer to a special hobby, a particular like or dislike, or an award you have received.
Tell me about your place of birth, a trip you took, or a special event you have attended.
16. And finally! Complete the following statements.
(a) I wonder if
(b) I hope that
(c) I am good at
(d) A good teacher is someone who
Thank you for the time you

have taken to fill this out.

GETTING TO KNOW YOUR STUDENTS

I OTHER IDEAS I
• STANDING IN THE HALL • NAME CALLING
At the beginning of each class, stand at There is no better sound than hearing one's
the door of your classroom and greet own name. Here is a technique for
students as they enter. You learn a lot memorizing the names of your students. Take
about students by listening to them talk the attendance and look at the students' faces
while you are doing it. Then repeat it aloud. In
with each other. Students also begin to
a spare moment, review the class list and, at
talk to you as an individual when they pass
the same time, visualize the students' faces.
you on their way to other classes. You will
Practice pronouncing them correctly. All
find your students are seldom late for names should be known by the end of the
class, since they know you will be second week. Teach them, if necessary, how
watching and waiting for them. to pronounce your name.
• PICTORIAL IMAGES • PARENTAL/GUARDIAN INPUT
Take photographs of your home form class. Design a short questionnaire for parents and
Seek permission to do this. Make the ideal guardians. Students take it home with a
photograph into a poster or put them all in a personal note from you. Have
class album. parents/guardians sign the questionnaire. This
form can also be used to verify signatures on
• PROMINENT DISPLAYS notes re: absences and lates during the term.
Every two weeks ask a group of students to • TELEPHONE INVITATIONS

display their interests, hobbies and samples of
their work on a bulletin board. This fosters During the first few weeks of school consider
personal ownership as well as group co- phoning the parents/guardians of the students
operation. It also gives you an indication of in your home form. Invite them to the next
their likes and dislikes. parents' meeting. An effective invitational
telephone technique is to make sure they write
the date and time, your name and phone
RESEARCH SUPPORT number. A second phone call, just before the
Pigford, T. (2001). Improving Teacher- event, will guarantee a more successful
Student Relationships: What's up with That? turnout.
The Clearing House, 74 (6),337-339.
Montgomery, W. (2001). Creating Culturally WEBSITES

Responsive, Inclusive Classrooms. www.teachnet.org/ntol/startlgettoknow.htm
www.humanpingpongball.com
TEACHING Exceptional Children 33 (4), 4-9.
www.tribes.com
West, E. (1999). The Big Book of

Icebreakers. McGraw-Hili, New York. (ISBN
# 0-07-134984-7)

I OTHER IDEAS CONTINUED I

To create a positive classroom community, students also need to get to know each other. For effective group
work teachers, at the outset, actively structure the groups. This can be done by ensuring that in each group
there are a mix of boys and girls, mixture of abilities, cultural backgrounds, introverts and extroverts, loud and
quiet. Below are some other ways of regrouping students.
• LINE UPS • PERMANENT/HOME GROUPS

(Source: TribesTLC® by Jeanne Gibbs p.109)
Have students line up by any of the following:

birth dates (month and date only), height, After several weeks of instruction, you may
colour of eyes, alphabetically by first name, wish to establish home groups within the
middle name, country/city of birth. Check for classroom. The idea is to create inclusion and
accuracy. Count off in groups according to responsibility. Each group can ask questions
your needs. of each other for clarification about individual
assignments and assist each other with what
needs to be done when a member has been
• CATEGORIES OF SHOES away. The groups can also make up a name
for identification purposes.
Have students group according to categories
of shoes they are wearing. Have each group Give each student a cue card and have them
make up a name according to shoe selection draw a circle in the centre. They then print
(pumps, runners, unpolished ... ). their full name in the centre. Around the circle
they write the names of six or seven
classmates they would like to have in their
• AT THE ZOO group.
On the back of cue cards or pieces of paper The students are told that they are
write the name of various animals. (dog, guaranteed to get at least ONE person they
chicken, sheep). Distribute these in random requested. Collect the cards and structure
order. If you want five groups distribute five the groups ensuring that each person has at
animals, if you want six, distribute six least one classmate they selected. This can
animals. Have students walk around the room take an hour per class. Ensure that each
making animal sounds until they find each home group has a suitable mix according to
other and form a group some of the criteria mentioned above.
• PAIRING UP Announce the home groups without returning

the cards. Groups of no less than three
(elementary) and no more than six (high
Make up cards with the first names of various
school and adults) work best.
celebrities and another card with their last
names. Alternatively you can use obvious
One of the positive effects of this strategy is
pairs like salt and pepper, bread and butter.
that no one knows who selected them or if
You can also split the title of a song on two
they were selected at all.
cards. Students then find the other person.

GAMES STUDENTS CAN PLAY I

• Design an interview question sheet for
students to interview each other. Organize
students ahead of time so that they are in
pairs. Students get the answers to the
questions from their assigned partner and
present each other to the class.
• Make up a bingo game with descriptors such

as: Owns a bicycle, Eats breakfast every
morning, Travelled by plane in the last year,
Born outside of Canada, etc. Students can
find people who match all or some of the
descriptors.
• Divide students into groups of three. Each

member of the group takes a turn becoming
the expert and is interviewed by the other two
about their area of expertise. Structure three
interviews. Areas of expertise can be: You
are a dentist for elephants; You are the eye of
a typhoon; You are a builder of houses for
ghosts. Interviews last 2 minutes only.
• Have students use the letters of their first

name to make up an ACROSTIC poem. For
Example: GULAM--Generous, Unusual,
Lively, Assertive, Mischievous.
• Make up the names of well known singers,

writers, political figures and stick them on the
back of students. Students walk around
asking questions to ascertain the name of the
person.
• Using simple drawings, have students

illustrate no more than five major events in
their lives. They can present this to each
other or to the class.


17 SUITABLE FOR POSTING CLASSROOM STRATEGIES
P. E. T.
Pa!d Extra Tribute
o 0
Phone Home: It's A 600d Feeling

18 STRATEGY TWO CLASSROOM STRATEGIES
SCHOOL ORGANIZATION
INFORMATION SHEET
RATIONALE
These sample reference sheets will provide you with the essential information about
the school at which you will be teaching. You can easily refer to this information as
you settle into your duties at this school. Feel free to add your own notes in the
spaces provided.
KEY NUMBERS
POSITION NAME No/Ext EMAIL
Principal
Vice-Principal (1)
Vice-Principal (2)
Vice-Principal (3)
Curriculum Leader (CL)
Assistant Curriculum Leader (ACL)
Office Administrator
Custodian
Emergency Lockdown (code)
SCHEDULE
PERIOD REGULAR DAY IRREGULAR DAY LOCATION (ROOM)
First Period Bell etc.
First Period Starts
Attendance Sheet Due
First Period Ends
Second Period Starts
Second Period Ends
Third Period Starts
Third Period Ends
Lunch Starts
Lunch Ends
Fourth Period Starts
Fourth Period Ends
Late Bus Departure

CLASSROOM STRATEGIES STRATEGY TWO 19
PROCEDURAL INFORMATION (SAMPLE)
UNIFORM CODE ENFORCEMENT OTHER USEFUL INFORMATION
Any student not in compliance (shoes,

uniform missing) is sent to the office.
Students with shirts not tucked in, wearing

hats, etc: warning and further disciplinary
action.
ATTENDANCE
Pick up attendance folders in the mail slot in

the _
Via tick sheet or scantron, indicate to

attendance office students who are not in
class for second, third and fourth periods.
Confirm on distributed attendance sheet and
advise attendance office on slip provided.
Students absent must provide reason slip to

all teachers upon their return.
KEYS/ID
Office Administrator, VP, Curriculum Leader,
will issue keys for your class and appropriate
ID badge.
PHOTOCOPYING
Code assigned for your use: _
Location of copiers: _
PARKING
Obtain staff parking card from secretary and

complete vehicle information sheet.
Park in designated areas: _
and display parking card.

CLASSROOM ORGANIZATION: YOUR DAYBOOK
RATIONALE
Your daybook is a record of what you do and teach each day. It

contains a variety of information to ensure your classes are running as
smoothly as possible.
SUGGESTED PROCEDURE
• In addition to lesson plans, daybooks • For each of your classes, consider providing
contain other pieces of vital information. the following information in the recommended
Although this list is by no means exhaustive, order.
here are some suggestions:
1. The official class list
1. Your teaching timetable 2. The seating plan for that class (see pages
2. School rules/procedures 21 and 22)
3. Emergency phone numbers 3. A list of abbreviations for your attendance
4. Special day timetables and mark sheets (see page 23)
5. Your supervisory duties 4. Your attendance record forthatclass (see
and involvement in school-related extra page 24)
curricular activities 5. Your record of marks for that class (see
6. Emergency lesson plans page 25)
7. Substitute teacher tips
• Repeat this order for each of your classes. At
the back of your daybook, insert as many
sheets titled Daybook Plans and Comments
as you need (see pages 26 and 27).
A good rule of thumb for your daybook is to keep it as organized and current as
possible. A colleague who might be new to your students and your program, i. e. a
teacher who,for one reason or another, has had to take over one of your classes, your
teaching assistant, a supply/substitute teacher, or a teacher candidate should be able
to use your daybook as a practical and efficient guide for following your timetable.

SCHOOL: John Molson School
TEACHER'S NAME: Mrs. I. Manning GRADE:
CLASS: 1B2 ROOM: 201 NO. OF STUDENTS: 19
SEATING PLAN
II ENTRANCE I
VACANT ALLAN CLIFTON ROBERT FERN
FRANCE PETERS MAO HUSSAIN
(takes (checks (assists (wheelchair)
attendance) attendance) Fern) (types class
notes)
CHIN ANDY ORIANA LAURIE ANDREW

YEUNG CRAWFORD FONTENELLE CARTER SPEIRS
(waters (ELL) (class (assistant
plants) manager) class
manager)
FRED LEANNE DAVID SUNITA HAROLD

JACOME BATRA HAREWOOD JOSEPH HENRY
(hearing (assists
impaired) Leanne)
DON JOSIE AMIR KEVIN KAREN

HO SAEZ SADAT CHO SPROULE
(ELL) (visually (assists
impaired) Amir)
FRONT OF ROOM
(chalkboard/wh iteboard/screen)
The diagram above represents a traditional seating plan. Today, m any teachers rearrange
classrooms to suit their teaching styles, specific students' exceptionalities and learning
styles. See alternative seating arrangements on page 123 of Strategy Eleven.

SCHOOL: _ TEACHER'S NAME: _
GRADE: __ CLASS: __ ROOM: __ # OF STUDENTS: _
SEATING PLAN

SUGGESTED ABBREVIATIONS FOR ATTENDANCE LISTS AND MARK SHEETS
1. AE = Explained Absence (note provided)
2. AU = Unexplained Absence
3. AGN = On Assignment (i.e. involved in another school activity)
4. CO-OP = On Cooperative Education Placement
5. C.U. = Catching up on work (can be used when student is behind in

his or her work.)
6. I. = Assignment handed in incomplete
7. lE. = Explained late (note provided)
B. lU. = Late for class without valid excuse
9. M. = Missing from class (can be used temporarily when you

sense student is in school but has not shown up. When you
have more information, then use a more specific
abbreviation ).
10. N.I. = Assignment not handed in
11. N.O. = Nurse's Office
12. O. = Main Office
13. 5.0. = Signed Out
14. 5K. = Skipped class
15. 5.5. = Student Services (Guidance appointment)
16. 5U5. = Suspended
17. W.E. = Work Experience Placement
Students are absentfor a variety of reasons. Using abbreviations, that workfor you, helps
to document these reasons accurately and succinctly for report cards and parent-teacher
conferences.

ATTENDANCE RECORD
SUBJECT: MONTH: _
CLASS: ROOM: GRADE: _
I
I
# I
I
STUDENTS' NAMES =
I I I I I I I I I I I i I
NOTES I
I

LLA::>::>KUUIVI ::>I KA I t:.l.:ilt:.::> ::>I KA I t:.l.:iY I VVU L!:5
RECORD OF MARKS
SUBJECT: -------- MONTH: _
CLASS: _ ROOM: GRADE: _
1
i
# I
i
STUDENTS' NAMES =1
i i i i i I i Iii i i i
NOTES I
i

DATE: TEACHER:
DAY:
(Number)
I PERIOD I TIME I CLASS/SUBJECT I DAYBOOK PLANS AND COMMENTS I

DATE: TEACHER:
DAY:
(Number)
I PERIOD I TIME I CLASS/SUBJECT I DAYBOOK PLANS AND COMMENTS

CLASSROOM ORGANIZATION
I OTHER IDEAS I
• SEATING PLANS AND PREFERENCE
c) At the beginning of a term, students enjoy
a) Below students' names on your
the freedom of selecting their own seats
seating plan, you might find it useful to in class. To this end it is a good idea to
indicate their assigned tasks. You
allow them to do this. Many students
might also find it necessary to list any know how they learn best and choose
exceptionality, learning disorder, or their place in the classroom accordingly.
condition which might require some
In addition, their seat selection might be
accommodation or modification in the based on a disability of which you may
teaching and learning process (see
not be aware during their first few days
page 21). This information comes in in your class. Having given students this
handy for other educators who may
freedom, however, calmly mention that
have to work with your students for a you will suggest some changes, if you
short time and who may not be as notice that a particu lar seating
familiar with them as you are. arrangement is not working.
Discretion in your use of language is
needed here. A good guideline is to fill
d) Alternatively, stand at the door of your
out your seating plan and its room on the first day of classes and give
accompanying descriptions as if your
each student a numbered card. The
students were going to read it.
number on the card matches a number
on a desk or table. Be flexible, also, when
b) Consider seating students in pairs. using this system. Allow students to feel
They can then begin the process of free to approach you to change their
learning to work cooperatively. By assigned seat. The airline industry has
talking with each other, at suitable been doing this for years.
times during your class, allows
students to become more actively
involved in discussing their ideas.
When students have become
comfortable working in pairs, then you
can consider seating them in groups
of four. This seating plan also allows
for automatic group work, think-pair-
share activities, peer checking of
work, and peer evaluation.

I OTHER IDEAS CONTINUED I

• DAYBOOK PLANS AND CONTENT d) When possible, write your daybook plans
to create an element of surprise and
a) If you have a class for a long period of intrigue for your students. This relieves
time, consider using a variety of activities boredom. For example, in the plans for
(see page 30). This strategy helps to Wednesday's math class on page 30,
maintain student interest. "The Weather Forecast" introduced a
unit on integers; "Fatal Attraction"
b) Appoint a class manager and an assistant referred to a lesson on how to work
manager to help you with various tasks. effectively with a substitute teacher.
Rotate these positions every two or three When students copied Wednesday's
weeks so that everyone has a turn. daybook plans onto their predesigned
sheets, the title of the latter lesson,
c) Select a student to write your Plans for "Fatal Attraction", definitely got their
the Period for the day on the chalkboard. attention. Many students thought that
Have the remainder of the class copy this they were going to be entertained with a
information onto predesigned sheets. movie.
Two models of these sheets have been
provided on pages 30 and 32. Blank e) If you are teaching in a resource room or
copies for students to use are on pages working in a similar specialized setting,
31 and 34. Filling in these sheets will help have students who spend a period of
your more extroverted and active classes time in your room fill in their own plan for
to settle, and will give them a focus for the the period (see page 33). This enables
period. students on individual programs to
assume the responsibility for organizing
their time effectively. The burden is also
RESEARCH SUPPORT off your shoulders to get this diverse
group started.
Brophy, J. (1983). Classroom Organization and
Management. The Elementary School Journal 83
(4), 265-285. WEBSITES
http://schools .tds b.on. ca/asit/sta ndards/btsta rtlind ex. asp
Evertson, C. & Harris, A. (1992). What We Know http://www.rethinkingschools.org
www.canteach.ca/elementary/classman.html
About Managing Classrooms. Educational
www.mea-mft.org/assist/classroom_org.html
Leadership 74-78. www.iloveteaching.com/TidBits/Organ.htm
www.teachervision.com
Green, T. (2000). Responding and Sharing:
Techniques for Energizing Classroom
Discussions. The Clearing House 73 (6), 331-
334.

PLANS FOR THE PERIOD

STUDENT'S NAME: _ WEEK OF:
GRADE: _ SUBJECT:
I MONDAY I TUESDAY I WEDNESDAY I THURSDAY I FRIDAY I

1. Read personal 1. 1. Math puzzle: 1. 1. Quiz #6
novel. Prizes to be on Energy.
won.
2. Take up 2. 2. Begin unit 2. 2. Lab. #7

weekend five: The (First draft)
homework. Weather
Forecast
3. Begin 3. 3. Fatal 3. 3. P.R.E.P.

contractions Attraction check.
by Lionel Four bonus
Richie. marks.
4. Homework 4. 4. Reminder: 4. 4. Distribute

Text: Read Unit four test attendance
story p. 14. on letters. (V.P.)
Answer gs. percentages
1 to 6. tomorrow.
5. Your choice: 5. 5. 5. 5. Have a safe

Begin weekend.
homework or
read personal
novel.
These plans illustrate how three different subject teachers might structure their classes with some variety,
surprise, and intrigue. They are also concise enough to enable a student to transfer them onto your
chalkboard quickly and efficiently.

CLASSROOM STRATEGIES' STRATEGY TWO 31

STUDENT'S NAME: _ WEEK OF: _
GRADE: _ SUBJECT: _
I MONDAY I TUESDAY I WEDNESDAY I THURSDAY I FRIDAY I

1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
4. 4. 4. 4. 4.
5. 5. 5. 5. 5.


Student's Name:
Filling in the information below will help you to organize and make the most effective use of your time.
DATE: Monday PERIOD: 2
I I TIME I ASSIGNM ENT/ACTIVITY I DONE I NOT DONE I

1 10:25 - 10:30 Write plan for the period. ./
2 10:30 - 10:50 Read article ACID RAIN: answer qs. 1 - 3. ./
3 10:50-11:00 Class discussion on answers. ./
4 11:00 -11:30 Do Lab. #3. started ./
5 11:30 -11:40 Clean up, refer to plan and set homework. ./
DATE' Tuesday PERIOD' 2
I I TIME I ASSIGNMENT/ACTIVITY I DONE I NOT DONE I

2 10:30 - 10:40 Finalize Lab #3. Hand in. ./
3 10:40 -11 :00 Quiz on ACID RAIN. ./
4 11:00 -11:35 Set up SEEDS LAB #4 and show movie. ./
5 11:35 -11:40 Organize books for departure. ./
DATE' Wednesday PERIOD' 2

2 10:30 - 10:40 Observe SEEDS and diagram. ./
3 10:40-11:10 Read pp. 56 - 60, answer questions 1 - 4. ./
4 11:10 -11:30 Do Lab #5 on CARROTS. started ./
5 11 :30 - 11 :40 Clean room for departure. ./
DATE: Thursday PERIOD' 2

1 10:25 -10:30 Write plan for the period. ./
2 10:30 -10:40 Observe SEEDS and diagram. ./
3 10:40 -10:50 Finalize and hand in lab on CARROTS. Hand in. ./
4 10:50-11:15 Take up questions 1 - 4 from Wednesday. ./
5 11:15 -11:40 Project tips. Homework for long weekend. ./
DATE' Friday PERIOD' 2
I I TIME I ASSIGNM ENT/ACTIVITY I DONE I NOT DONE I

1 P. D. DAY - NO SCHOOL ./././
I 3 I I I I I
Here IS an example of a science teacher's plans for class. Each day, dunng the first five minutes of the class, students copied
the plans from the board. This helped them to focus and to follow what had to be done for the period.

PLANS FOR THE PERIOD (Special Education Focus)

Student's Name:
DATE' Monday PERIOD'

1 9:10 - 9:25 Read book - Chapter 2 with resource teacher. ,/
2 9:25 - 9:50 Answer questions 5 -15 on Nutrition (see teacher) ,/
3 9:50 - 9:55 STRETCHIWASHROOM BREAK ,/
4 9:55 -10:15 Help teacher tidy room. ,/
DATE: Tuesday PERIOD:
I I TIME I ASSIGN M ENT/ACTIVITY I DONE I NOT DONE I

1 9:10 -9:30 Decide on idea for sketch. ,/
2 9:30 -10:00 Guidance appointment ,/
3 10:00 -10:15 Begin first draft of English essay. ,/
DATE' Wednesday PERIOD'

1 9:10 - 9:25 Accounting page 71, questions 4,5 & 6. qs.4&5 q.6
2 9:25 - 9:45 Read newspaper for History project. ,/
3 9:45 -10:15 Literacy lesson with resource teacher. ,/
DATE: Thursday PERIOD:

1 9:10 - 9:30 Social worker appointment. ,/
2 9:30 - 9:45 Complete Math assignment pp. 21 questions 4 - 10. ,/
3 9:45 -10:15 Literacy lesson with resource teacher. ,/
DATE' Friday PERIOD'

1 ABSENT. ,/,/,/,/
I 2 I I I I I
Here is the agenda for one student who uses the resource room period one each day. Organizing their own plans for the period helps
students in the resource room to become responsible for their own learning and to be accountable for their whereabouts. Resource teacher
facilitates, teaches and assists when necessary.


Student's Name:
DATE: PERIOD:

1
DATE· PERIOD·

1
DATE: PERIOD:

1
DATE: PERIOD:

1
DATE· PERIOD·

1


36 SUITABLE FOR POSTING CLASSROOM STRATEGIES
THANK YOU
FOR BEING HERE.
PLEASE TIDY YOUR WORK AREAS

AND
PUSH YOUR CHAIRS IN
WHEN YOU LEAVE.

CLASSROOM STRATEGIES STRATEGY THREE 37
CLASS RULES AND PROCEDURES
RATIONALE
Composing your class rules and procedures, soon after you meet your
students, lets them know what is expected ofthem and the consequences for
any misbehaviours which might occur. Good rules are specific. They help to
create an environment where students can function safely and freely within
a mutually prescribed framework.
SUGGESTED PROCEDURE
• For each of your classes, it is recommended • This is a good place to include the relative
that you put together no more than five rules. weight assigned to the various components
However, you can devise as many of your course (see procedure 6 page 39).
procedures as you wish. Rules govern the Giving students this information prevents
conduct of behaviour (see rule # 4 page 40); any misconceptions or surprises about their
procedures are guidelines for academic marks as the term progresses.
learning (see procedure 1 page 38).
• Ensure that each student receives a copy of
• Consider the following questions when you the rules and procedures. Try using this
draft your rules and procedures: information for one of your initial formal
a) What is the rule or procedure? lessons. Invite students to respond. Listen to
b) What is the reason behind the rule or their concerns and, if possible, make some
procedure? of the changes they suggest. This technique,
c) How does the rule or procedure benefit for developing and revising your rules and
the students? procedures, makes students more
d) How does the rule or procedure benefit committed to following them. Review the
you? revised version periodically, especially after
long weekends and other holiday periods.
• State your rules and procedures in a positive This keeps them fresh in everyone's mind,
manner. Set reasonable and achievable and enhances a safe and respectful
standards. If possible, type them in the classroom environment.
format shown on pages 38 to 40. The
positive wording and layout makes them
easier to read and digest.

38 STRATEGY THREE CLASSROOM STRATEGIES
WELCOME TO OUR CLASS I

I---------
For your safety andfreedom

Remember to wear your ID tag at all times.
1 5
Check the chalkboard to find out what you Fill in your SCHOOL AGENDA BOOK as often
should do first. Then, fill in your PLAN FOR THE as you think is necessary. This helps you to
PERIOD sheet. This helps you to get started organize your time efficiently both in and out of
immediately. school.
2 6
Note the sign P.R.E.P. This means Pen, Ruler, Fill in an I.O.U. sheet when you need to borrow
Eraser and Pencil. Bring these essential items to a small amount of money or other items. The
class. This helps you to be prepared. written record of your transaction will help you to
return the borrowed item(s) on time.
3
7
Use the wooden box on my desk to borrow a pen
or pencil. Give me something you value in Quiet music will be supplied by the radio/CD
exchange. This helps you to remember to return player during ourtime together. Occasionally you
the borrowed item. will also be invited to share your own music.
Unless otherwise directed, personal electronic
4 devices must be turned off and out of sight
during class. (Board /School policy).
Class meetings will be held once a week to
discuss some of your concerns. This helps you Your classroom also carries a selection of
to express yourself confidently amongst your newspapers, magazines and books for your
peers. reading pleasure. This helps to make your
classroom more comfortable for learning.

YOUR BINDER/NOTEBOOK
1 5
It is a good idea to print your name, the date, Extra worksheets are available so you can redo
your class code, grade and a title at the top of some of your assignments, if necessary, to
each sheet in your notebook. This makes your improve your marks. This helps you to continue
work easier to recognize when it has to be producing good, neat work of which you can be
reviewed for tests and exams. proud.
2 6
My classroom notebook contains copies of your Each piece of work you complete counts toward
program including specific worksheets and your final marks. This mark will include:
assignments. This book is usually on my desk to a) your formative assessments C%)
help you keep your own notebooks organized. b) your summative assessments C%)
3 The learning skills component of your program

(see i-v) will be assessed and reported as
The Personal Record of Achievement sheets Excellent, Very Good, Satisfactory or Needs
have been provided to help you keep track of Improvement.
your assignments and to monitor your progress. (i) Independent work
(ii) Teamwork
4 (iii) Organization
(iv) Work habits/Homework
If you are absent, bring a note explaining your (v) Initiative
absence when you return and catch up on any
assignments you may have missed. This will This helps you to realize that all aspects of your
help to keep you up to date. work contribute to the achievement of the
curriculum expectations and the development of
your learning skills.

YOUR PARTICIPATION
1 5
Punctuality is important so please be on time for You are invited to bring in subject specific items
class. If you are late, you will need to fill in THE which you think might be of interest to the class.
LATE SLIP. This will enable us to make Discussion with me ahead of time will ensure
maximum use of the time allotted. successful implementation. This will help to
make school more meaningful for you.
2
6
Avoid chewing gum in class. The absence of
gum helps you to speak more clearly and I am available during lunch, before and after
distinctly. school to help you with your assignments. This
will help you to overcome some immediate
3 difficulties.
If you have an appointment during class, it would 7

be appreciated if you could let me know at the
beginning of class and, when the time comes, I will be phoning your parents, guardians, or
leave the room quietly. This helps to reduce the caregivers occasionally to discuss your progress.
number of spontaneous in-class interruptions. Calls are usually made when you are doing well.
This will help you to see that I believe in
4 spreading good news.
Raising your hand is still the most effective way 8

to let me know you have something to say. This
helps me to take care of your needs in an Try this: When possible, compliment or
organized manner. encourage someone. A kind word or two to other
teachers and students, office staff and
custodians is helpful and makes your day more
enjoyable. When you give compliments, then
compliments will be returned to you. This will
help you to feel good about yourself.
Your classroom has been organized for your safety and freedom. It has been
designed to make our time together a comfortable experience. Your comments and
suggestions for improving it would be appreciated.

CLASS RULES AND PROCEDURES
I OTHER IDEAS I
• COOPERATIVE RULES • DISCIPLINE BY CHOICE
For one of your first in class activities, divide When you have to discipline a serious
your class into groups and have students offender, try offering a choice of
come up with their own classroom rules and punishments. Mention this privately. For
procedures. Results are discussed and example: " Rahim, which do you prefer, a
arrived at cooperatively. The final copy is two page written assignment or a thirty
worded and designed by a group of minute detention after school?"
volunteers. It can be posted on the
classroom wall or placed in each student's Here is another example. If you offer a
notebook. As in the revision process seventy minute detention, let us say, for
mentioned on page 36, rules constructed in skipping a seventy minute class, give the
this manner are more likely to be followed. student a choice of one seventy minute
detention, two thirty-five minute detentions or
• AIN'T MISBEHAVIN' three twenty minute detentions. A quick
math mind might jump at the third
In addition to your classroom rules and alternative. If the third option is chosen, you
procedures, you might wish to list, on the left may also consider excusing the student from
hand side of a page, some student the last of the three twenty minute segments
misbehaviours which have occurred in provided he has turned up on time for the
previous years. An example of a other two and has done what was required.
misbehaviour might be arriving late for class. You could either explain the latter up front or
The task of the present class is to fill in the surprise the student when he turns up for the
consequences on the right hand side of the third in the series.
page, were these misbehaviours to occur in
the future. Once again written suggestions Choices can be empowering. The
are discussed and a final list generated. On techniques described here work because the
this list, leave room for approximately five student is involved in the process of
more misbehaviours. When students commit negotiation. This enables him to use a
an infraction which does not appear on the certain amount of power and attention
class list, this problem can then be added positively and constructively.
and discussed with the students for realistic
and enforceable solutions. RESEARCH SUPPORT
Brainard, E. (2001). Classroom Management:

WEBSITES
Seventy-Three Suggestions for Secondary
School Teachers. The Clearing House 74 (4),
www.disciplinehelp.com 207-210.
www.wacona.com
Manning, M. & Bucher, K. (2001). Revisiting
Ginott's Congruent Communication after Thirty
Years. The Clearing House 74 (4), 215-218.


('j .IlC::C::h'(lf1~n S n-<ATEGII::S ~ I kA II::G Y I HKI::E: -
I I
·b dr;
P. R. E. P.
Pen Ruler Eraser Pencil

44 STRATEGY FOUR CLASSROOM STRATEGIES
ORGANIZING STUDENTS' TIME
RATIONALE
Some of your students lead very busy lives after school. They need
assistance to keep track of their assignments. Using homework sheets or
your school's agenda book is crucial for helping them to manage their school
and personal lives more effectively.
SUGGESTED PROCEDURE
• When you are about to give your first • At the end of each month try awarding marks
homework assignment, distribute your for a correctly filled out homework sheet. This
homework sheet (see pages 45 to 48). might prove an effective incentive to help
Explain its use by mentioning and writing your students take ownership for keeping
your first assignment on the chalkboard. themselves up to date.
Hearing and seeing an assignment
guarantee that students will know what is • If you decide to use a personal planning
expected of them. Make sure they have calendar (see page 49), or follow your
enough time to copy it in the appropriate school's agenda book, dictate all the days
space on the homework sheet. Allow the last that they do not have to come to school.
ten minutes of class to begin the assignment. These can include professional development
Repeat this procedure as many times as you days and/or statutory holidays. Tell them,
think necessary. The repetition helps to also, about specific events which may be
establish a routine and enables students to occurring in your school. This information will
adopt this strategy automatically. capture their interest and motivate them to
write. Give them five to ten minutes once or
• It is imperative that homework be taken up twice a week to plan and fill in some of their
on the day that it is due. Select a student to personal events. Depending on the grade and
turn to her homework sheet and refresh the level of your class, you may want to walk
class' memory about what was assigned. around the room and discreetly check and
This prevents a couple of the more correct spelling. In their calendars, consider
argumentative students from disputing the having students colour code holidays,
fact that no homework had been assigned. assignments and tests. By the end of the
Referring to this organizational tool in this term, many students would have seen the
manner also helps students to see the value tremendous value of this time management
you place on being organized. tool.

CLASSROOM STRATEGIES STRATEGY FOUR 45
I HOMEWORK I
I STUDENT'S NAME: MONTH:
SUBJECT: I
I DATES I MONDAY I TUESDAY I WEDNESDAY I THURSDAY I FRIDAY I SATURDAY I SUNDAY I
I DATES I MONDAY I TUESDAY I WEDNESDAY I THURSDAY I FRIDAY I SATURDAY I SUNDAY I

I TRAVAIL A COMPLETER I
INOM: MOIS:
!"IATIERE: I
I LES DATES I LUNDI I MARDI I MERCREDI I JEUDI I VENDREDI I SAMEDI I DIMANCHE I
I LES DATES I LUNDI I MARDI I MERCREDI I JEUDI I VENDREDI I SAMEDI I DIMANCHE I

I TAREAS I
!NOMBRE: MES:
MATERIA: !
I FECHAS I LUNES I MARTES I MIERCOLES I JUEVES I VIERNES I SABADO I DOMINGO I
I FECHAS I LUNES I MARTES I MIERCOLES I JUEVES I VIERNES I SABADO I DOMINGO I

I HOMEWORK I
I STUDENT'S NAME: GRADE:
WEEK OF: I
I SUBJECTS I MONDAY I TUESDAY I WEDNESDAY I THURSDAY I FRIDAY I SATURDAY I SUNDAY I

I PERSONAL PLANNING CALENDAR I

I STUDENT'S NAME: MONTH: I
I
Iii
MONDAY I TUESDAY I WEDNESDAY I
I
THURSDAY I
I
FRIDAY I
Iii
SATURDAY I SUNDAY I

50 STRATEGY FOUR CLASSROOM STRATEGIES
ORGANIZING STUDENTS' TIME

I OTHER IDEAS I
• LOGBOOKS • TEN
Implement the use of a homework book instead of To their surprise, give your students ten marks at the
single sheets. Students not only enter their beginning of the term--free. Each time homework is
assignments, but also the length of time spent doing not completed or seriously attempted, a student loses
them and difficulties they may be experiencing. one of the ten marks. In this case, homework does
Using this technique enables students to become not necessarily have to be correct.
more reflective learners. Parents sign this book.
This helps them to monitor their children's work
• CARD SHARKS
habits and enables the teacher to rectify some of
the problem areas.
At the beginning of the term, have each student
select a playing card i.e. queen of hearts, four of
• STUDENTS BY DESIGN diamonds, and so on. When you check homework,
select at least five cards. Check the work of those
As an assignment, have students design their own five students. You will find some excitement
homework sheets. Designs will most likely reflect generated when it is time to check homework.
their individual learning styles. You may also wish to Students, who have their work done, will plead with
have a panel of judges from that class select which you to pick their card.
design they think is the best one. The winner can
then be declared the official homework sheet for
• SCHOOL TOOLS
that class. Better yet, have students use their own
designs.
If your school or department has designed its own
personal planning calendar or agenda book for
• MAIL ISSUE students, consider using it in your program. Referring
to these materials, as often as possible, will help
Consider mailing a congratulatory note to particular students to acquire the habit of using them effectively
students' homes for all homework completed the both in and out of school.
previous month. Alternatively, when a student
continues to neglect her assignments, despite pep
talks from you, write a brief note to
• CORPORATE CONNECTIONS
parents/guardians stating the problem and asking
them to check that the homework is done by signing Phone your local banks, real estate agencies,
it. Before you take the latter step, inform the student insurance companies and other conglomerates. Find
that you will be writing such a note. out if they have class sets of diaries or calendars
which they can give your students.
RESEARCH SUPPORT
WEBSITES
Sagor, R. (2002). Lessons from Skateboarders.
Educational Leadership, 34-38. www.edu.gov.on.ca/eng/career/time-man.htm I
www.cgscommunications.com
Bakunas, B & Holley, W. (2001). Teaching

Organizational Skills. The Clearing House, 151-
154.


STUDENTS
ARE
F RAG I L E.
HANDLE WITH
CAR E.

CLASSROOM STRATEGIES STRATEGY FIVE 53
WHEN STUDENTS FALL BEHIND
RATIONALE
For a variety of reasons, students lag behind in their school work.

When they feel they are failing, some become disruptive and discipline
problems result. Devising systems in our classrooms, which will help
them to catch up, can provide opportunities for success, enhance their
self confidence, and enable them to accept the responsibility for their
progress or lack of it.
SUGGESTED PROCEDURE
All three of the following methods, to help students When absentees return, they are
catch up, can be used simultaneously or on their responsible for checking their folders, and
own in your classroom. When more than one for seeing the teacher, if necessary, to
system is implemented, students can select the negotiate new due dates for assignments
system which works best for them. which have to be marked. They then
complete the work missed, enter the date
completed on the catch-up sheet and, if
1 requested, hand in for marking.
Distribute a file folder containing a CATCH-UP Keep these file folders in a place which is
sheet to each of your students (see page 55). accessible to students. Update some extra
Explain how this system can benefit them. no name folders, in anticipation of those
Implement a buddy system and, if possible, pair students who might register for your course
them with the person sitting beside them. a little later in the term. This will effect a
Absentees' folders are distributed at the beginning smoother transfer into your class. Having
of each period. When one of the pair is absent, his students help each other, in this manner,
partner will update the catch-up sheet in the folder. elicits a spirit of cooperation and builds
If both members of the pair are away, then the responsibility. It also shows your students
folders are given to the class manager for that you care about their progress and
updating. eases your burden of trying to remember
what each absentee needs to keep their
work up to date.

54 STRATEGY FIVE CLASSROOM STRATEGIES
SUGGESTED PROCEDURE CONTINUED
Distribute one copy of the sheet LEARNING After you return assignments, allow some
PARTNERS to each student (see page 56). On time for your students to record this
account of the information required, implement this information and, when possible, to
technique during the second or third week of calculate their marks. Some students will
school. By that time, your students will have treat the latter exercise, each time they do
become better acquainted. Set aside five minutes it, as a mini math lesson; however, this time
of the class to ensure students fill in the they have a vested interest and can reflect
appropriate information. on their progress in your class.
Numbering each assignment in the first

3 column helps students to see which
assignments they have missed. See the
When you are about to give your first assignment, reference made to Francine at the bottom
distribute three or more copies of the sheet of page 57.
PERSONAL RECORD OF ACHIEVEMENT to
each student (see page 58). You may want to Although the % column may not be an
show page 57 as an example. Students record accurate indicator of a student's ongoing
their assignments and enter their marks final mark because of the various weights
immediately after their work has been returned. given to assignments, it does let students
Keep a master copy of the PERSONAL RECORD know, however, whether they are passing
OF ACHIEVEMENT sheet. or failing.
Having a system or two, like the ones

outlined earlier, helps to make students
more comfortable with their workload in
your subject area. The methods you devise
teach students that they have a choice.
They can decide whether or not to follow
the system(s). This puts the responsibility,
for keeping up to date, on the student.

CATCH-UP SHEET
ou are absent rom this class.
Student's name: Class:

Subject: Grade:
# DATE DESCRIPTION OF WORK DATE COMPLETED

LEARNING PARTNERS
Name: Class:
Subject: Grade:
A contact system works

well for some of my
students when they are
absent from school. Please
choose two students from
this class and get their
permission to contact them
about work assigned when
you are absent. This will
help you to keep up to
date.
1. Name: Phone number: _

E-mail address: _
2. Name: Phone number:

E-mail address:

PERSONAL RECORD OF ACHIEVEMENT

Student's name: Francine DATE:
This term my goal in MATH is to score 75 %
ASGN DATE DESCRIPTION DATE MARK RUNNING %SO

# DUE TOTAL FAR
1 Sept. 15 Quiz Sept. 15 6 6

10 10 60%
2 Sept. 20 Chapter 2, pages 9 and 10, questions 1 -7. Sept. 21 10 16

15 25 64%
3 Sept. 25 Unit test 1 Sept. 25 7 23

15 40 58%
4 Sept. 28 Chapter 3, pages 15 and 16, questions 2 - 9. Sept. 29 13 36

15 55 65%
7 Oct. 10 Chapter 5, pages 30 and 31, questions 8- Oct. 11

15. 15 105
On October 10th, Francine, on her first day back after an absence of seven
days, is given assignment # 7. Her records tell her that she is missing
numbers 5 and 6. It is now up to her to take advantage of the catch-up
procedure(s) in this subject, and to keep her work up to date.

Student's Name: Date:
This term my goal in is to score %

(subject)
ASGN DATE DESCRIPTION DATE MARK RUNNING %50

# DUE TOTAL FAR

PERSONAL RECORD OF DAILY ACTIVITY
Student's Name: Class:
Subject: Grade:
DATE TOPIC DESCRIPTION HOMEWORKI
NUMBER ASSIGNMENT


Subject: Grade:
QUIZ MARKS
QUIZ DATE DESCRIPTION YOUR RUNNING PERCENT
# SCORE TOTAL
1
10
ASSIGNMENT MARKS
ASGN DATE DESCRIPTION YOUR RUNNING PERCENT
# HANDED IN SCORE TOTAL
1
TEST MARKS
TEST DATE DESCRIPTION YOUR RUNNING PERCENT
# SCORE TOTAL
1
FINAL MARK = + + =
QUIZ ASSIGNMENT TEST 100%
PERCENT PERCENT PERCENT
X .1 X .3 X.6

PERSONAL RECORD OF ACHIEVEMENT GRAPH
Subject: Grade:
100
%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15


I OTHER IDEAS I
• CLASSROOM NOTEBOOK • TRACKING UNLIMITED
Model how you expect students' notebooks to Design other personal record of achievement
be organized by putting together one of your sheets to include information such as the unit or
own. Label your notebook Classroom topic number and the homework assignments
Notebook. In this book, keep an original copy (see page 58). They can also include a
and/or a photocopy of your worksheets, board breakdown of marks to reflect the types of
notes, overheads, and assignments. This assignments and their relative weight (see page
becomes a handy reference for students who 59). Here the teacher's quizzes were worth 10%
need to catch up, who learn best by visual of the final grade, the assignments 30%, and the
examples and who join your class somewhat tests 60%. In this case, the third test was the
later during the term. The classroom notebook final exam and was worth 20%.
will also serve as a record of how you taught
the course, and will certainly be helpful when • AUDIO LESSON
you have to repeat it.
Consider videotaping a lesson when a number of
• PRIME LOCATION students are on a field trip. They can then
arrange as a group or as individuals to listen to
Have students keep a copy of a CATCH-UP the lesson and catch up.
sheet (see page 54) in the front of their
notebooks. Place a master copy in your • COLOURED STOCK
classroom notebook which the class manager
can update each period. Absentees can then
Purchase two different coloured trays. Have
check your catch-up sheet, copy the relevant
students place their completed assignments in
information and complete the work they have
one tray. Keep extra copies of assignments in
missed.
the other tray for students who need to catch up,
or redo their work.
• LARGER THAN LIFE
Enlarge one copy of the CATCH-UP sheet or a

• PLOTTING AND MAPPING
page from a calendar and post on the wall of
As soon as an assignment has been returned,
your room. The class manager updates this
consider giving students some time to plot their
copy. Absentees check it and catch up.
marks (see page 60). This concrete support
system helps many students to map and see
RESEARCH SUPPORT their progress.
Bell, L. (December/January 2002/3).

WEBSITES
Strategies That Close the Gap, Educational
www.busyteachercafe.com
Leadership, 32-34.


64 STRATEGY SIX CLASSROOM STRATEGIES
MANAGING LATE ARRIVALS
RATIONALE
Some students are constantly late for class for a variety of reasons. Some arrive late
to get attention; others are late because they fear coming to class. Locking these
students out of class and/or sending them to the office can be counterproductive.
Consider taking the time to investigate the reason(s) for an individual student's
tardiness. The time spent results in purposeful action being taken. This, in turn,
ensures a positive learning experience for both student and teacher.
SUGGESTED PROCEDURE
• At the beginning of the term, establish

with your students the procedure to be
• If your class decided, at the beginning of
the term, that after a certain number of
followed and the consequences if they lates, students should be asked to make
are late for your class. Emphasize that up the time, make sure this is arranged at
you would like a certain amount of a mutually convenient time. This shows
flexibility implementing these respect for students. Use their time with
consequences, because circumstances you to accomplish three goals:
could come up which might make them 1. examine the reasons offered for
unavoidably late. This shows the human their tardiness;
side of you. 2. find out what they will do about it;
3. have students write their plans for
• Consider making up a late slip (see pages
65 and 66). Give each student three
being on time for the next class.
End your meeting on a positive note.
copies or put them in a place in the
classroom
students.
which is accessible to • If lateness continues after a couple of
meetings, notify the office, or ask
parents/guardians to meet with you and
• Student fills in the late slip and gives it to
the teacher. This action enables you to
their child.
continue teaching, and helps the student

to think about the reason for being late.
• If the student's on time performance
improves, write a positive note and attach
Depending on the number of lates this it to her next assignment, or discreetly put
student has had and the reasons it on her desk. Notice her reaction when
mentioned, you may decide to follow up she reads it.
that day or at another time.
-
CLASSROOM STRATEGIES STRATEGY SIX 65
I L _A_T _E _S_L_I _P .-1

Student's name:
Please Print
Dear student,
I am glad you made it to our class today. We hope you are well.
Unfortunately we have already started. Please let us know what made you late
and we will discuss your reason(s) soon.
Date: Time class begins:
Arrival time:
Number of minutes late for class:
1---------
REASON 1
What did you do that made you late? _
How could you have prevented this from happening? _
Do not write below these lines.

Please return this sheet to the teacher.
IINTERVIEWER'5 RESULTS 1
Number of times student has been late for this class so far: _
Consequence(s):
Student's signature: Teacher's signature: _

LATE SIGN IN SHEET

DATE NAME TIME REASON EXCUSED

CLASSROOM STRATEGIES STRATEGY SIX 67
MANAGING LATE ARRIVALS

I OTHER IDEAS I
• KEEP 'EM BUSY • BULKHEAD SEATS
Delegate, to the habitual late arrivals, Try seating late arrivers near the door of
some of the classroom chores which your classroom. This will help to prevent
are needed to begin class. For example, them from making dramatic entrances and
have them take the attendance, hand causing disturbances. Avoid talking to these
out books and pencils, or write students about their tardiness when they
announcements on the board. It is arrive. Instead, wait for a moment, during or
important to assign meaningful tasks. after class time, for a private consultation.
Keep the jobs consistent so that these
students know automatically what has
to be done. This gives them a feeling of
• LATE BANK
prestige and allows them to use the Consider collecting a small amount of
negative attention they were receiving, money from students who are late. Use the
by coming to class late, in more positive proceeds for a worthwhile cause.
ways. After using this technique for a
while, you might find that coming to
class on time is gradually becoming a • BEING THERE
natural part of their repertoire.
On one of those days when everyone is on
time, indicate your pleasure; seize this
• FOR STARTERS
opportunity to explain the benefit to them
and to you of being punctual.
Start your class with a specified amount
of time during which students work at an
activity they enjoy. This strategy • MODEL TIME
reduces the number of lates because
students don't want to miss their time. Set a good example by arriving and starting
your classes on time. If you are late, even
by one minute, apologize to your students
WEBSITES and give them a good reason. Many will
model your example. Alternatively, each
www.georgeharveycollegiate.ca/services/code.htm time you are late, you might try giving each
www.k12.nf.ca/mobile/absentee.htm
student a bonus mark.
RESEARCH SUPPORT
Kohn, A. (March, 2003). Almost There. But
Not Quite. Educational Leadership, 26-29.
Marriott, D. M. (2001). At-Risk learners - An

Insider's Perspective. Education Week 20
(23), 25-27.


CLASSROOM STRATEGIES STRATEGY SEVEN 69
HANDLING THE BORROWER
RATIONALE
Some students, for emergency reasons, ask their teachers for a small
personal loan or ask to borrow particular items. Given the reason for
the request, many teachers do not mind lending. The I.O.U. sheet is
designed to create a learning experience for the borrower and the
lender; it also helps to make the former more accountable.
SUGGESTED PROCEDURE
• It is suggested that when students

request to borrow an item, consider giving
• Student and teacher each keep a copy. It
is a good idea to keep your copy in a
those students you teach top priority. This prominent place-so that it is easily
makes it easier if you have to track them accessible.
down. If the loan involves money, decide
on the maximum amount you would feel
comfortable lending.
• Student returns item on or before due
date. The I.O.U. sheets are destroyed in
the presence of both parties.
• Student fills out the I.O.U. sheet in
duplicate (see page 70). Teacher detects
any language or mathematical errors. A
• If a student has not returned the item by
the due date, the next time that student
teachable moment and a positive literacy appears in your class, discreetly slip him
experience are created by correcting another blank I.O.U. form to be
errors before the transaction is completed. Some students may require a
completed. third or even a fourth I.O.U. sheet. They
soon get tired of filling out these forms
• Discuss with the student a proposed
return date which is mutually beneficial.
and return the borrowed items(s).
Having students commit themselves

orally and in writing increases the
likelihood of the item being returned to
you on time.

70 STRATEGY SEVEN CLASSROOM STRATEGIES
I. o. U. SHEET
(Please Print)
Today's Date:
Name:
Grade: Home Form:
Teacher's Name:
Item Borrowed:
Purpose:
Person Owed:
Date Item to Be Returned:
Your Signature:
.If ~ Tear Or Cut Here.
I. o. U. Sheet
(Please Print)
Today's Date:
Name:
Grade: Home Form:
Teacher's Name:
Item Borrowed:
Purpose:
Person Owed:
Date Item to Be Returned:
Your Signature:

CLASSROOM STRATEGIES STRATEGY SEVEN 71
HANDLING THE BORROWER
• COMPLIMENTS OF . . .
I OTHER IDEAS
•
I
SECOND TIME AROUND
With some minor changes, use the I.O.U. Use one of the following strategies to help
strategy for incomplete assignments orfor you handle students who need constant
assignments which have not been reminders to pay back a previous loan
submitted. Give each student two and who are now making another
complimentary copies of the I.O.U. sheet request.
for this purpose.
a) Privately remind her about the last
• TIME WILL TELL experience. Listen to the student's
feedback. Then explain that
Try the I.O.U. technique with students because of that experience the
who are late for class and owe you TIME. student has lost her credit rating
They are more likely to make up the time with you. You are, therefore,
when they are actively involved in reluctant to issue another loan.
discussion about when and where they Ensure that your students do not
will do this. take this personally. This
technique parallels a real life
• MONEY TALKS learning experience; many banks
and trust companies prevent
Use this procedure for students who continual losses in this manner.
cannot come up with money for a field
trip. This allows some of our financially b) Alternatively, based on your
disadvantaged students to enjoy another conversation and your acute
aspect of school life without being perception of this student, you may
penalized. decide that she could benefit from
another learning experience.
• THE PROCRASTINATOR Therefore you honour the request
for another loan.
This idea also comes in handy for the
reluctant learner who, at the beginning of
a term, habitually postpones purchasing
• THE LAST RESORT
a binder, paper, workbook, or shop For those students who have defaulted,
equipment for your course. This student try this technique. Either contact their
will be surprised, and grateful, when you parents/guardians, and/or follow up by
give him the needed equipment and an mailing copies of all the I.O.U. forms. The
I.O.U. detailing the amount of money written proof will probably generate an
owing. This helps him to get started and immediate positive response.
to feel success in your classroom.
RESEARCH SUPPORT
WEBSITES
Mendler, A. (March,1993). Discipline with
www.mun.ca/educ/faculty/mwatch/win97/winter97.htm Dignity in the Classroom: Seven Principles.
Education Digest, 5-9.

72 STRATEGY SEVEN CLASSROOM STRATEGIES

CLASSROOM STRATEGIES SUITABLE FOR POSTING 73
rr-o rrr-
IT'S TIME
WE STARTED TALKING I
I
ABOUT
THE THINGS WE DO I
WELL.
p q

74 STRATEGY EIGHT CLASSROOM STRATEGIES
Personality
DIMENSIONS®

CLASSROOM STRATEGIES STRATEGY EIGHT 75
PERSONALITY TYPES/DIFFERENTIATED INSTRUCTION
RATIONALE
Which students prefer to work independently? Which students enjoy working
with their friends? Which students are active, hands on learners and which
students prefer orderly classrooms? Temperament Theory, which proposes
that we are born with certain predispositions, seeks to answer these
questions. Although this theory has been studied for centuries, teachers now
know that this information can help them to recognize innate differences in
their students and to teach more effectively in the diverse classroom.
BACKGROUND INFORMATION
• As far back as 450 B.C., many theorists have The Authentic Blue learner values unity and
been studying personality types. Among the harmony in the classroom. The Inquiring Green
more well known are Hippocrates, Aristotle, Carl student enjoys research and independent study.
Jung and Myers and Briggs (MBTI®). In the last The Organized Gold learner expects to have
fifty years, David Keirsey, Linda Berens, Don clear instructions and likes to be rewarded for
Lowry of True Colors®, and Personality being neat and organized. The Resourceful
Dimensions® have added more information so Orange student works best when s/he can act on
that teachers can use the tools to respond more a moment's notice and when s/he can participate
adequately to the needs of their students. See in a variety of classroom activities.
the historical reference on page 76.
Although the next few pages delineate strategies
Each of these personality tools is based on the which work best for the four types of learners,
fact that human temperament, i.e. the way we students do display some of the characteristics of
behave, can be classified and described in four other temperaments. The guidelines which follow
broad based groupings. They suggest that each serve to assist you to widen your repertoire of
person has a preferred personality type which strategies both for planning your lessons and for
s/he uses to have their wants and needs met and enhancing student success.
to make sense of their world.
For maximum benefit, certified facilitators are
Although human beings are extremely complex, required to present these workshops to youth as
the most recent Canadian tool, Personality well as adults. If you are interested in being
Dimensions® (2003), has taken great care to trained in Personality Dimensions® or in having
ensure that the results of validation surveys and a certified facilitator present this tool at your
reliability studies reflect a sound and defendable school, contact Career/LifeSkills: www.clsr.ca or
piece of work. 905-760-0111 or toll free at 1-877-680-0200 to
locate the next training session. Alternatively
Built on previous theories, Personality contact your local school board.
Dimensions®, using the metaphor of colour,
describes four types of students in your Personality Dimensions® is a trademark of
classroom who have different wants and needs CareerLife/Skilis Resources Inc. True Colors® is
and who need to be responded to accordingly. a registered trademark of True Colors, Inc.
MBTI® and Myers-Briggs Type Indicator are
registered trademarks of CPP, Inc.

r\e...C\."':><2- 0~~-B~~ ~ ~
DESCRIPTIONS Of PERSONALITY TYPES SPANNING TWENTY-FIVE CENTURIES

(Correlations are approximate only)
EMPEDOCLES WATER AIR EARTH FIRE
(490-430 B. C.)
GREEK APOLLO PROMETHEUS EPIMETHEUS DIONYSUS

MYTHOLOGY (S pirit) (Knowledge) (Duty) (Joy)
HIPPOCRATES CHOLERIC PHLEGMATIC MELANCHOLIC SANGUINE
V (460-377 B.C.)
GALEN (190 A.D).
YELLOW BILE
(Passionate)
PHLEGM
(Calm)
BLACK BILE
(Doleful)
BLOOD
(Optimistic)
PLATO (c340) IDEALIST RATIONAL GUARDIAN ARTISAN

V (428-347 B.C.)
ARISTOTLE (c325) ETHICAL DIALECTICAL PROPRIETARY HEDONIC

V (384-322 B.C.)
ERIC ADICKES (1905) DOCTRINAIRE SKEPTIC TRADITIONAL INNOVATIVE

(1866-1928)
EDUARD RELIGIOUS THEORETIC ECONOMIC ARTISTIC

SPRANGER (1914)
(1882-1963)
CARL JUNG (1920) FEELING INTELLECT BODY DIRECTED INTUITION

(1875-1961) DIRECTED DIRECTED DIRECTED
MYERS-BRIGGS ENFJ (12%) ENT J (12%) EST J (38%) ESFP(38%)

TYPE INDICATOR INFJ INT J ISTJ ISFP
(1950s) ENFP ENTP ESFJ ESTP
INFP INTP ISFJ ISTP
DAVID KEIRSEY NF (intuitive feelers) NT (intuitive thinkers) SJ (sensing judgers) S P (sensing perceptors)
(1978) APOLLONIANS PROMETHEANS EPIMETHEANS DIONYSIANS
(1998) IDEALISTS (15%) RATIONALS (10%) GUARDIANS (40-45%) ARTISANS (30-35%)
LEARNING STYLES
DAVID KOLB DIVERGER ASSIMILATOR CONVERGER ACCOMMODATOR
(1970s)
ANTHONY ABSTRACT ABSTRACT CONCRETE CONCRETE

GREGORC RANDOM SEQUENTIAL SEQUENTIAL RANDOM
(1970s)
BERNICE IMAGINATIVE ANALYTICAL COMMON SENSE DYNAMIC LEARNER

McCARTHY LEARNER LEARNER LEARNER
(4-MAT -1980s) (Type 1) (Type 2) (Type 3) (Type 4)
MODERN TEMPERAMENT
DON LOWRY BLUE GREEN GOLD ORANGE
(True Colors® 1978) (Harmonious) (Curious) (Responsible) (Adventurous)
LINDA BERENS CATALYSpM THEORISTTM STABILIZERTM IMPROVISERTM

(2006)
PERSONALITY AUTHENTIC INQUIRING ORGANIZED RESOURCEFUL

DIMENSIONS® BLUE GREEN GOLD ORANGE
(2003 )

TEMPERAMENT IS DYNAMIC,
NOT STATIC;
INFLUENCING,
NOT LIMITING.
Source:(2006) Understanding Yourself and Others®

Series: An Introduction to the 4 Temperaments. 3.0
Linda V. Berens. Telos Publications,
Huntington Beach, California.
ETHNICITY
CORE FACTORS
RELIGION
COLOUR
ABILITY INFLUENCING
HUMAN
BEHAVIOUR
CULTURE
YOUR TEACHING STYLE AND YOUR COMMUNICATOR PREFERENCE
RESOURCEFUL AUTHENTIC
ORANGE BLUE
Dynamic, spontaneous discipline • Fair, democratic discipline

Hands-on, practical lessons • Emphasizes rapport with student
Expects student variety • Plans based on individuals' needs
Innovative approaches • Expects student initiated learning
Emphasizes relevancy • Enjoys cooperative learning
Can improvise, change direction • Uses imagination to create materials
quickly while teaching • Good with language and drama
• Prefers to teach using stories • May be loose with agenda/easily sidetracked
and jokes • May do too much explaining
• May get caught up in the fun and
gloss over important details.
• May move too quickly for students
who need time to think and process
• Consistent, organized discipline • Discipline expected due to interest

• Outlines lectures, detailed plans • Shares outside materials, research
• Expects student accountability • Strong use of lecture, discussion
• Strong use of text/references • Expects critical thinking
• Learning linked to tradition • Logical, changes plans for new insights
• Encourages, rewards responsibility • Conceptual, abstract, subject oriented approach
• Prefers to teach topics which have • Teaches in terms of models and theories
proven to be stable • May miss details and step by step approach
• Uncomfortable when they have needed by others
to improvise on the spot • May be impatient with questions which they
• May stifle creativity of others by think need common sense answers
being too structured • May be somewhat abstract and
May need to build flexibility into conceptual in their explanations
timetable and delivery method
ORGANIZED INQUIRING
GOLD GREEN
Personality
DIMENSIONSw
I IDENTIFYING TEMPERAMENT TYPESI
Here is a checklist for assisting you to identify the personality types of your students. Use this as a key
for addressing their classroom needs and curriculum preferences.
r~_~_:>_~
__ W__H_A_T_Y_O_U__S_E_E ~ W__H_A_T_Y_O_U__H_E_A_R ~~
AUTHENTIC BLUE STUDENTS
+ Sensitive. Likes to daydream + Will usually talk early-especially if extroverted
+ Very popular among peers (especially if + Makes up stories, recounts them vividly, verbally
extroverted) talented
+ Apt to idolize their teachers or dislike them + Assigns personalities to stuffed animals, toys, dolls
intensely if rejected + May want the same story read repeatedly
+ May be animated; may talk inappropriately in + Good with languages
class + Subject to nightmares
+ Facial expressions indicate warmth and + Thinks in terms of social
friendliness interaction
+ Responds positively to physical touch/closeness + Mellow & soothing voice tone
+ Needs reassurance daily + Often enthusiastic voice tone
+ Needs personal positive feedback on + Uses frequent "I" statements
assignments + Will frequently apologize
+ Polite manner + May begin sentences with "I
+ Enjoy subjects such as reading, writing, spelling feel. .. "
and those that deal with people e.g. Social studies
+ May give away valuable belongings to friends as
expressions of affection
+ When out of esteem will try to do everything right
+ Will also smile and pretend to be happy
INQUIRING GREEN STUDENTS

+ May not show emotion easily; + Never quite outgrow the need to say "NO"
may not appear casual or + Endless "why" questions in an attempt to predict and
friendly (although they are) control events. May question family/school routines
+ Will manipulate anything they + May want to establish credibility of authority.
can get their hands on to satisfy Questions teacher to keep themselves mentally
their desire to find out stimulated
+ Erratic about maintaining their + Voice is modulated - does not communicate emotion
room and their clothes + Can be direct and sarcastic with other children
+ Extensive collections of coins, stamps, fish etc. + Have doubts about everything. May not always
can be obsessive respond immediately - needs to think about it
+ Appearance may be more unconventional + Will respond quickly and negatively to incorrect
+ Gestures from the head inform ation
+ May be quiet, calm and tranquil + May be versed in technology
+ Take things apart to put them back together again + May want to improve on ideas shared in conversation
+ Every action must be considered, deliberated and + W ill act irritated if asked to rephrase
pondered to see if it is worth doing + Uses sequential dialogue and can be linguistically
+ May hand in an assignment late because they are precocious
still working on it + Hard on themselves when frustrated. Needs to be
+ Studiously experiments with the relationship told it's ok to be wrong sometimes
between means and ends and between structure + Will stubbornly oppose teachers and parents who try
and function to manipulate them. Will cooperate only if the
+ May prove to be the most challenging in class -if demands make sense
not understood

~.
..••••••• WHAT YOU SEE WHAT YOU HEAR
ORGANIZED GOLD STUDENTS

Clean and tidy appearance at a very early age Worry and fret. Can be worry warts.
Meticulous and fussy about having tidy Wants inform ation in writing on the board
room s/desks/lockers Likes to explain things thoroughly
Teachers' helpers, keep control of class, obedient Enjoys stories of family history
Sits quietly and waits for instructions Stays focussed on topic
Little jewelry or adornments Wants to set schedules and deadlines
Uses agenda book, has highlighters, pencil case Stoic: Will say they can put up with pain, or being sad
Takes good care of their or worried.
belongings Wants actions and attitudes to be authorized and
Body movements can be stamped with approval
controlled & formal Wants acknowledgement for accomplishments/
Dependable and reliable achievements
Can be modest and may
not stand out in a crowd
RESOURCEFUL ORANGE STUDENTS

Active body movements; not to be confined to a Conversation will be fast paced, brief and to the point
playpen Excited and animated voice tone
Very young: may be awkward, and clumsy-spilling Enthusiastic expressions: demonstration of
drinks at the table; fall down and hurt themselves confidence
Good eater, gets into messes rather quickly Quick topic changes
Can get too excited/over stimulated; unable to Slang; unfinished sentences
calm down easily Playful speech
Rooms/lockers are likely to be a collection of toys, Laughter and stories
gadgets, clothes, valued objects all in apparent Apt to buy into rules if the rules
disarray are concerned with their well
Dramatic or flamboyant manner; much being than rules based on
adornments.(especially as teenagers) established societal rules
Quick movement from one place to another Not afraid of a good fight and
Must be actively manipulating, operating or can push others to the limit
making something May speak and act first and
Throw themselves into instrumental play, musical then think of consequences
performances, art activities and games later
Orange girls may be tomboys and may prefer not Can be stubborn and
to wear dresses. determined
Can't be easily controlled in class
Will get up and walk around class if sitting too
long
Personality
DIMENSIONSTM

I THE FOUR TEMPERAMENTS IN STUDENTS I

CHARACTERISTIC AUTHENTIC BLUE INQUIRING GREEN ORGANIZED GOLD RESOURCEFUL
ORANGE
Basic Search for meaning, Knowledge, Duty, responsibility, Action, freedom,

Drives/AttitudesNalues the self and competence, service and impulse and
possibilities for change. belonging. perform ance.
people.
Tend to be
Usually harmonious Tend to be curious Usually loyal and spontaneous and to
and sincere. and abstract. dependable. like variation.
Learning Styles An interactive An independent A structured learner An active, hands on

learner who does learner who prefers who does best in an learner. Likes a
best when in learning more orderly classroom participating learning
communicative, abstract principles. environment. Expects activity. Sometimes
interactive groups. Likes research and to have clear considered
Responds well to independent study instructions. Follows hyperactive. These
people related rules easily are students with
activities. excessive energy
Self Esteem Feels best when This student derives This student feels This student derives
being authentic. self esteem by being best by being self esteem from
Values sincerity, ingenious and by responsible. Takes being skilful and by
sensitivity to other expressing ideas, pride in being participating in a
peoples' feelings creating inventions punctual, loyal and variety of activities.
and nurturing the and displaying helpful. Likes to be Usually most
potential of others. designs. Prizes rewarded for being esteemed by being
Unity and harmony intelligence and organized, neat and able to act on the
are key to this knowledge. tidy. moment and by being
student's self entertaining.
esteem.
Authority Their thinking is Theyare They have a paternal Relate to others in a

idealistic and independent and and responsible fraternal way rather
unique. However non conform ist. attitude towards than a parental way.
they seek Although they may others and work to They can be
recognition that they tend to be obed ient gain approval from excellent team
are valued by those and com pliant in authority figures. players. Equality is
around them. matters to which important as is
Therefore they tend they are different. liberty.
to conform to those "Parenting" the
around them. green usually
means "hands off"
Directions Tend to erase Like to be given Enjoy being given Not apt to pay much
distinctions in directions only once detailed directions attention to directions
directions. Would and become and usually like to whether clear or not.
benefit from both im patient with have them repeated
oral and written repetition. for confirmation.
directions.

I THE FOUR TEMPERAMENTS IN STUDENTS I

CHARACTERISTIC AUTHENTIC BLUE INQUIRING GREEN ORGANIZED GOLD RESOURCEFUL
ORANGE
Need recognition Need to receive Welcome praise for Feedback should be

Feedback that they are valued feedback on the the product of the in term s of their
by those around competency of their activity. Displays of performance. They
them and need that work-and they their work is are likely to feel good
reassurance usually define that appreciated. Being about themselves
everyday. as coherence and right or wrong is and those who have
Hypersensitive efficiency im portant to them control over them if
emotionally to and they want to do they are provided a
rejection and things which will great deal of room to
conflict. please the adult in move about and
charge. given many
opportunities for
action.
Are apt to enjoy Will usually enjoy Their toys are They are rather hard
Toys "people' toys, dolls books and being arranged in order and on toys and should
or animals to which read stories long on shelves as with all be given sturdy, well
they can attach a after other types other objects. They made objects. Simple
personality. These have turned their tend to be well kept games and objects
treasured toys attention elsewhere. for a long period of are more likely to
become very much They are likely to be time. hold their attention
a part of their life-a deeply involved with than complicated
lost toy is a real a new toy-playing for ones.
tragedy. They are hours,
likely to play with all contemplating its
their toys as fantasy properties and then
objects. Are more abandoning it. Once
likely to weave they understand a
stories around them toy, they are no
than try to longer interested
understand them.
Reading Motivators Likes romance and Likes reading about Likes stories with Enjoys adventure
fantasy stories; exploration of characters who are stories with
sto ries of love, universal principles. dedicated, loyal and characters who are
everlasting values Wants to know the who behave spontaneous risk
and happy endings whys of the world. appropriately. Likes takers. Likes lots of
where characters Reads of strong stories about family action and concrete
have strong independent safety and security. words.
romantic images. characters who are Likes functional
Likes imagination great thinkers. Likes words oriented
and imagery. explorers, enjoys around concrete
studying societies things.
and science.

If"
~,
_ DIMENSIONS®
Personality
personality
In Esteem: Not at Risk Out Of Esteem: At Risk
Positive feelings about self Not feeling good about self
Having a good day at school Having a bad day at school

Appreciates everything and everyone Attention-getting misbehaviour
Behaves with honesty and integrity Lying to save face
Likes teamwork and communicates easily Withdraws
Creates things to make life easier Fantasizes, daydreams and trances out
Contagiously enthusiastic, expresses feelings Cries often and appears depressed
Cooperative and encouraging of others Behaves in passive, resistant ways
Is calm and strives for peace and harmony Expresses emotion by yelling and screaming

Questions and explores ideas Behaves indecisively
Considers others' ideas Refuses to com ply or cooperate
Works Independently Extreme aloofness and withdrawal
Pleasant but not very involved socially Snobbish, put-down remarks and sarcasm
Thrives on own work and ingenuity Refusal to communicate, the silent treatment
Strives for im provem ent Highly critical attitudes towards yourself and others
Has high expectations

Task and structured focussed Complains and behaves with self-pity
Serious attitude Exhibits anxiety and worry
Likes to do things to help Is depressed and acts fatigued
Cares for own body and health Expresses psychosomatic problems
Direct but cautious Malicious in judgement of self and others
Cooperative and obedient to rules Exhibits "blind herd" mentality
Respects authority Authoritarian in manner
Is dependable and reliable Exhibits phobic reactions

Acts boldly and is direct Acts rude and with defiance
Risk-taking behaviour Breaks the rules on purpose
Acts impulsively and spontaneously Runs away, drops out
Seeks adventure without drugs Involved with drugs
Wants 'hands-on" activities Acts out boisterously
Is assertive and to the point Lying and cheating behaviour
Is extremely physical Physical aggressiveness

MANAGING YOUR CLASSROOM BY TEMPERAMENTS

Stressors Priorities Intervention Classroom Strategies
Discipline Ideas Curriculum Needs
new ways of doing Tell them exactly how provide opportunities for
things you feel about their discussion and interaction
expression of behaviour. Avoid use personal examples
feelings harsh words or relationships between ideas
personal involvement ridicule. and people
roken promises helping others Solicit their opinions. co-operative learning
criticism being heard Discuss preferred opportunities for
hypocrisy harmony behaviour and - personal contact
paperwork process not product emphasize - communication
conflict team work confidence that they - team work
dishonesty can follow through. - assisting others
rejection Allow time to say how - idealistic ideas
lack of social they feel and what
contact they want.
conformity Shake hands and
impersonal rem ind them that you
think well of them as
people.

lack of big picture Keep your cool and opportunities to use library
independence futu re focus state clearly why use problem-solving, debate
lack of control intellectual challenge specific behaviours elim inate repetition
flowery language strategies for change are undesirable.
incom petence vision Reprimand in private.
emotionality share ideas Ask these students
small talk independent work how their behaviour
routine opportunities to can be stopped.
social functions explain Avoid using sarcasm,
group work - plan labels or ridicule.
no time for - design Discuss the big
reflection - invent picture and state
freedom intelligently why it is
logic to their benefit to act allow for "what if?"
privacy differently. Use a develop new ideas
problem solving permit research and acquisition
approach. of knowledge
Make sure they know time for questions and answers
the reason why you theory and concepts
are asking something
of them.

MANAGING YOUR CLASSROOM BY TEMPERAMENTS

incom plete tasks achievements of Warnings and specific assignments
ambiguous tasks goals reminders are useful. overview of course
ambiguous answers fairness Be very specific clear and unchangeable
disorganization organization about what they have deadlines
confusion - too structure done or are doing opportunities for extra work
many things going clear expectations that is undesirable. opportunities for them to assist
on at one time secure work Rem ind these the teacher
people who do not environm ent students of the
follow through consequences if they
irresponsibility choose to continue
waste with their problematic
too many questions behaviour.
changing details Make sure that the
lackadaisical intervention fits the
attitude infraction and that
you are fair.
Rem ind them how
much you value
them, regardless of
their behaviour by
shaking hands after
the reprimand is
over.

too much self expression Acknowledge the opportunities to perform
responsibility action student's needs and content needs to be
routine risk taking preferences. immediately useful
authoritarian variety Avoid anger and keep them actively involved
approach excitement emotional reactions allow for fun and humour
abstract concepts skills in front of other games and competition
criticism physical activity students. This hands on
lack of freedom adventure minimizes attention make tests a challenge, game,
rules practical application seeking behaviour. contest, race with time
deadlines "let's do it now" Clarify vary pace and activities
repetition consequences. allow independence
sitting at a desk Make them part of instant gratification
the solution. Follow direct and clear instructions
through and be
consistent.
Shake hands after
the reprimand to
show that you are on
their side.

DIFFERENTIATED INSTRUCTION
A Guideline For Creating An Inclusive Classroom Environment
RESOURCEFUL ORANGE LEARNERS AUTHENTIC BLUE LEARNERS
l. l. Environment is safe, secure, non-threatening

Active environment
2. Teacher is assisting self discovery 2. Teacher creates the experience, sets the stage
3. Hands on; variety, immediately useful 3. Talk time
4. Animated, entertaining 4. Cooperative learning
5. Link abstract to concrete 5. Small group circles
6. No busy work 6. Active participation
7. Independent work 7. Library reading
8. Involve them in the planning 8. Poems, reports, personal essays
9. Don't talk down to them 9. Illustrate, paint, draw
10. Negotiated rules within a framework 10. Guided imagery
11. Brainstorming 11. Relevant to own life
12. Field trips 12. Praise/ personal feedback/acknowledgement
13. Contests, competition 13. Personal interaction with teacher
14. Problem solving 14. Informal situations/group discussions
15. Debate 15. Displays of student work
ORGANIZED GOLD LEARNERS INQUIRING GREEN LEARNERS
l. Obj ectives of lesson clearly stated l. Quiet and uninterrupted; neat and orderly
2. Teacher is coaching and facilitating 2. Teacher is information giver
3. Scheduled time-frame; quiet, orderly environment 3. Guided imagery-specific focus
4. Structured/organized 4. Mental activity supersedes environment
5. Classify, categorize, worksheets 5. Brief overview - then focussed learning
6. Visual resources; textbook sources make graphs and 6. Lecture/logical presentation
charts 7. Independent study-leave me alone to think
7. Prefer small groups 8. Don't waste time - get to it
8. Give individual attention 9. Analyse graphs, charts
9. Want other students/teacher to be on task 10. Create new models; technological focus
10. Desire question/answer periods and instant feedback 11. Films for background information
11. Like reteaching and review 12. Debate and deductive reasoning
12. Construct models; use maps/diagrams l3. Develop teaching posters
13. Brief presentation of lesson 14. Library research
14. Learning must have a meaning or purpose 15. Opportunities for in-depth independent exploration:
15. Opportunity to practice supply extra resources, magazines, articles, books,
16. Recognition for ajob well done bibliographies.
16. Provide contact number/email address for further
discussion.

THE AUTHENTIC BLUE TEACHER
RESOURCEFUL ORANGE STUDENTS AUTHENTIC BLUE STUDENTS
The authentic blue teacher can have The authentic blue student will likely
some empathy for the resourceful maintain the greatest rapport and co-
~ orange student's needs. This teacher's • operation with the authentic blue
good sense of humour is protection from teacher. The blue student appreciates
reacting too harshly to the orange student's the fairness, sensitivity, and personal concern
demands for fun and entertainment. The orange expressed by the blue teacher. The atmosphere of
student may require more "hands-on" competitive imaginative creativity and stress free social
activities and games, than are normally scheduled interaction provided by the blue teacher is highly
in the lesson plans of the blue teacher. appealing to the blue student.
ORGANIZED GOLD STUDENTS INQUIRING GREEN STUDENTS
~" The organized gold student responds ..•. The inquiring green student responds
~ J well to the authentic blue teacher's M .•well to the classroom atmosphere of the
classroom atmosphere if a regular and .,.,. authentic blue teacher, as long as the
predictable schedule is maintained. The student's interest in the subject matter
gold student requires rules and facts, as well as and curiosity is continually reinforced.
organized, accurate, and logical procedures. The Unlike the blue teacher, the green student is less
gold student may differ from the blue teacher in concerned with the feelings of others and will tend
expression or response to very deep emotions. to express opinions regardless of their effect. The
Although the gold student responds well to detailed green students' desire for independence --doing
instructions and accomplishes well-structured work, assignments their way-- may be a challenge for the
the creativity valued by the blue teacher may rarely blue teacher.
be exhibited unless the blue teacher explicitly states
that this is required.

If"
~,
II Personality
DIMENSIONS®
THE INQUIRING GREEN TEACHER
+
The inquiring green teacher is often The authentic blue student responds well
9 capable of creating an atmosphere of

independence and freedom of thought
and action in the classroom. This
climate allows the resourceful orange
students to express their needs and possibly to
to the classroom atmosphere of the
inquiring green teacher, as long as it is
personally relevant and encourages
creative imagination. The blue student is more
motivated to perform in an effort to please the
establish methods for learning in their own style. teacher, rather than to demonstrate intellectual
However, the green teacher can also be perceived mastery of a concept. Unlike the green teacher,
as too theoretical by the orange student. This can this student tends to value feelings and
create the impression that the teacher is out of interpersonal communication above ideas and
touch and unconcerned with the practicalities of the concepts. Some potential for friction in the
here and now. classroom can exist due to this difference in values.
~~ The inquiring green teacher may not The inquiring green student will likely
~ J always meet the needs of the organized maintain the greatest rapport and
gold student for clear and concise cooperation with the inquiring green
routines and sequential lesson plans. teacher. This student appreciates the
The independent thinking, originality, and mental stimulating and creative environment
creativity so valued by the green teacher will not be provided by the green teacher and enjoys
highly appreciated by the gold student. The gold discussing ideas, investigating relationships
student may experience anxiety and difficulty between principles, and discovering new ways of
related to grasping conceptual matter if it is not solving problems.
explained and demonstrated in concrete ways.

Personality
DIMENSIONS®
THE ORGANIZED GOLD TEACHER
q The organized gold teacher's demands

for order, organization, and appropriate
behaviour in the classroom may not
conform well to the resourceful orange
student's need for spontaneity, fun, and quick
•
The authentic blue student adheres to
the rules of the organized gold teacher
as long as they seem fair and they
appear to involve some personal
consideration and compassion. The
action. The gold teacher emphasizes rules and blue student will cooperate, particularly if it is felt the
facts as well as neatness and structure. The orange gold teacher likes and cares for the individuality of
student may react with various degrees of rebellion the student. Unlike the gold teacher, the blue
and hostility when confronted with a consistently student tends to be emotional and to allow feelings
gold classroom atmosphere. to interfere with academic work. This student's
need to socialize may also be viewed as highly
disruptive by the gold teacher.
~ /It
~
,
This is an effective match. The
organized gold student is likely to
maintain the greatest rapport and
M ~
.,.,.
.• This combination works only if the
inquiring green student is sufficiently
interested in the subject matter and
cooperation with the organized gold _ given some freedom to explore ideas
teacher. The student appreciates the structure, and concepts beyond the requirements
organization, and rules that the gold teacher of the class. Unlike the organized gold teacher, the
emphasizes. The gold student responds well to this green student can be oblivious to rules and
teacher's style of presenting material which is based regulations. It will be difficult to gain the green
on sequential and logical procedures and clearly student's cooperation without a perception that rules
defined factual information. are logical and necessary.

Personality
DIMENSIONS®
THE RESOURCEFUL ORANGE TEACHER
q A good match with the resourceful

orange student. The student is likely to
maintain the greatest rapport with an
orange teacher. The student
appreciates the atmosphere of freedom and
•
This combination can work well if the
resourceful orange teacher allows the
authentic blue student to be creative and
to show personal concern. The blue
student appreciates the good sense of
spontaneity in this teacher's classroom and humour of the orange teacher. The student may
responds favourably to the "hands-on" approach to have difficulty making quick decisions and could
learning. Both orange teacher and orange student become bogged down before completing a task.
enjoy games and competition. They are tireless in Although the blue student values communication
their efforts to complete any assignment as long as and social interaction, the orange teacher's direct
it is practical and if the student receives immediate mode of communication in the form of criticism and
results and feedback. comments may not be appreciated.
~ ,
r6 This combination can be somewhat
problematic. The organized gold student
prefers organized, structured, and
•
.,.,.
.• The inquiring green student responds
.•
well to the classroom atmosphere of the
resourceful orange teacher if attracted
predicable routines, while the resourceful - to the subject matter and if allowed to
orange teacher tends to prefer an atmosphere of express and discuss personal ideas.
spontaneity and excitement. The gold student may The green student is creative and enjoys
often complain that the tasks are never completed discovering new ways of solving problems. Unlike
and that s/he does not learn much of anything in the the orange teacher, the green student values ideas
orange teacher's classroom. The gold student and concepts above immediate action and wants to
strives for perfection and enjoys being validated for inquire about the principles behind each task. This
neat and accurate work. may cause stress for the orange student who would
rather consider the end result i.e. the completed
assignment.

MY PERSONAL TEACHER STRENGTHS AND LIMITATIONS
Since my 15t colour is , as a teacher I'm good at ...
Since my 2nd colour is , as a teacher I'm able to ...
Since my 3rd colour is , as a teacher I may need to remind myself to ...
Since my 4th colour is , these might be the limitations in my teaching style ...

LESSON PLAN I
Looking after your temperaments in the classroom.
Insert activities for each personality type when you plan your lesson.
4 1
Resourceful Authentic
Orange Blue
3 2
Organized Inquiring
Gold Green

~--------------------I
ANECDOTAL EVIDENCE FROM THE FIELD •
"The alternative education class I was assigned to teach consisted of 16 At Risk kids
with various behavioural problems. It was a mix of kids who would act out during
class, not do work, talk during lessons or not talk at all. I couldn't get through two
minutes without somebody interrupting class or swearing or acting out in some way.
They tested my abilities to manage the class.
In an effort to come up with some means of engaging the students and getting the
class under control I resorted to what I knew of colour temperament. My hope was
that it would help me understand how to deal with each student. Being an orange, I
focussed on that colour first as I felt it would be easiest for me to identify those
students.
I had one definite orange kid who couldn't sit down for more than a minute at a time and was
constantly speaking out of turn. He also presented another classic orange trait which was
looking for praise of his work. This was what I focussed on. The next time he asked me what
I thought of his work, I told him what he had done well. He was working on a radio jingle and
it had a lot of merit. I went out of my way to highlight what was working. This led him to ask
me what he could improve. It was phenomenal to see how much effort he put in to the project
and also how his in-class behaviour changed. He even started to work as my advocate, making
sure that other kids didn't interrupt me and he started to stay seated longer than his usual
minute.
I extended the techniques to the blues in my class, engaging them in conversation and allowing them to help
each other as much as possible. It was interesting to see how they started to participate in the classroom
activities.
From there I tried my best to distinguish the golds and the greens, which was more difficult for me. The end
result was a class with which I really connected. The colour temperament wasn't the only classroom
g
management tool I used but it gave me a starting place and informed my decisions when dealing with each
student.
As a footnote to this, the orange student I mentioned was given an award for earning the top
mark in the class and also for being the most productive student. I have never seen anybody so
excited about receiving a piece of paper in my life. He was elated as he spoke with his classmates
about the awards. He told them that he had never received any sort of recognition like that in -
the past."
A. McConnell.
Personality
DIMENSIONS®

~------------------~I
ANECDOTAL EVIDENCE FROM THE FIELD •
"Normally green is my last colour, so I make a conscious effort to incorporate

activities that would peak the skills of inquiry for me and my students. Through
Personality Dimensions®, understanding where I was lacking helped me to set
goals for myself. However, since my primary colour is Gold and reading that Gold
people are highly organized and hard on themselves, I had to remind myself that
any mistakes I made in my teaching repertoire had to be kept in perspective. I am
working on relaxing my Gold and using my other colours to create more of a
balance. "
N. Power.
"I have had the opportunity to witness a "textbook" green student. This student can
always be counted on to know the background facts on almost anything. In gym class,
I was playing a game ship-to-shore as a warm up. After explaining the directions, this
student informed me of the correct terminology when on a ship. This has happened
several times with various units. Every time he puts his hand up I have to laugh inside
because I have a good idea of the type of question or answer he will offer. But hey ... I
am constantly learning from him. Having Personality Dimensions® fresh in my mind
allowed me to understand this student a bit better and to react accordingly. "
T. Curran
"Personality Dimensions® made it challenging and interesting to try and figure out
the students and consequently to find out their motivations and what dissuades them
from doing well at school. First there is Steven: Introvert and Green always doing
work even when he had completed the in class work while others socialized. Then
there is Orange Shane: Loud, outgoing, bold and funny. I noticed that Alexandra
always sat at the front of the class needing to know what we would be covering in each
lesson-Gold traits. Behind her sat Shauna-outgoing, personable always socializing
and seeking peer and teacher approval -definitely a blue. "
T. Lavee
"The coolest thing I have learned through Personality Dimensions® was the unique
behaviours of the different colour types Some misbehaviours, which I may have
thought of as unpleasant or rude, is really more to do with that person's temperament.
That information, I feel, is so important to know and will help me not to take things so
personally. "
P. Mazzei.
Personality
DIMENSIONS®

RESEARCH SUPPORT I
*Berens, Linda V. (2006) Understanding Yourself and Others® Series: An Introduction to the 4 Temperaments. 3.0 California: Telos Publications.
ISBN: 0-9743751-I-X
Childs, Gilbert Chapter Six: The Four Temperaments, in Steiner Education: Theory and Practice. Floris Books ISBN: 0-86315-131-0
Delunas, Eve (1992) Survival Games Personalities Play. Carmel, California: Sun link Publications. ISBN: 0-931104-35-1
Delunas, Eve (2003) Breaking the Spell of the Past: Entering the Joyous Now. Carmel, California: Lightwork Visions Enterprises. ISBN: 0-
9742284-1-9
Gregory, Gayle and Chapman, Carolyn (2002) Differentiated Instructional Strategies: One size doesn't fit all. California: Corwin Press,Inc. ISBN:
0-7619-4550-4
*Isachsen, Olaf and Berens, Linda V. (1998) Working Together: A Personality-Centered Approach To Management ISBN: 1-877808-01-6
Kagan, J. (1994). Galen's Prophecy: Temperament In Human Nature. New York: Basic Books
Kalil, Carolyn (1998) Follow Your True Colors® To The Work You Love: The Popular Method for Matching Your Personality to Your Career.
Wilsonville, Oregon: Book Partners, Inc. ISBN: 1-885221-94-0
*Keirsey, David and Bates, Marilyn (1987) Please Understand Me : Character and Temperament Types Del Mar, California: Prometheus Nemesis
Books Company. ISBN: 0-9606954-0-0
*Keirsey, David (1998) Please Understand Me II: Temperament, Character, Intelligence. Del Mar, California: Prometheus Nemesis Books
Company. ISBN: 1-885705-02-6
*Keirsey, David (1991) Portraits of Temperament. California: Prometheus Nemesis Books Company. ISBN: 0-9606954-1-9
Laney, Marti 0 Psy.D. (2005) The Introvert Advantage: How to Thrive in an Extrovert World. Workman, Portland, Oregon. ISBN: 0761123695
Laney, Marti 0 Psy.D. (2006) The Hidden Gifts of the Introverted Child. Workman, Portland, Oregon. ISBN: 0761135243
*Maddron, Tom (1995) Living Your Colors: Practical Wisdom for Life, Love, Work, and Play. New York, New York: Warner Books. ISBN: 0-
446-6791 1-9
Mamchur, C. (1984). Don't let the moon break your heart. Educational Leadership, 41, (5). Reprinted in 1985 in The Type Reporter, 2, 2, 4-16
*Montgomery, Stephen, Ph.D. (2002) People Patterns: A Modern Guide to the Four Temperaments. Archer Publications
Rockwell, Irini. (2000) The Five Wisdom Energies: A Buddhist Way of Understanding Personality, Emotions, and Relationships.
http://wv •.w ..amazon.comiexcc/obidos/ASIN/1570624518
Shelton, C. (September 2000). Portraits in Emotional Awareness. Educational Leadership, 30-32.
Sylvester, R. ( 2000). Unconscious Emotions, Conscious Feelings. Educational Leadership. 58 (3), 20-24.
*Tieger, Paul D. and Barron- Tieger, Barbara (1999) The Art Of Speedreading People: Harness the Power of Personality Type and Create What
You Want in Business and in Life. Toronto: Little, Brown & Company (Canada) Ltd. ISBN 0-31684-5183
*Tieger, Paul D. and Barron- Tieger, Barbara (2001) Do What You Are: Discover the Perfect You Through the Secrets of Personality Type.
Revised, Toronto: Little, Brown & Company (Canada) Ltd. ISBN: 0-316-880655
*Tieger, Paul D. and Barron- Tieger, Barbara.(1997) Nurture By Nature: Understand Your Child's Personality Type-- and Become a Better Parent.
Toronto: Little, Brown & Company (Canada) Ltd. ISBN: 0-31684-5132
*available through CAREER/LIFESKILLS RESOURCES INC. (905) 760-0111 or 1-877-680-0200

______WEBSITES 1
II
Career/lifeskills Resources Inc.

www.career-lifeskills.com
Follow Your True Colors to the Work You Love

www.truecolorscareer.com
Learning Styles Vs. Teaching Styles

www.sosu.edu/cidt/briefs/tb1.htm
Life Positive
www.lifepositive.com/mind/personal-growth/personality-types/self-understanding.asp
Myers-briggs Type Indicator and Mbti

www.mbti.com
Personality Dimensions®
www.personalitydimensions.com
Test Your Iq, Personality or Entrepreneurial Skills on the Web

www.2h.com
The Keirsey Character Type

www.keirsey.com
True Colors Communications, Inc.

www.truecolors.org
Your Baby's Temperament

www.todaysparent.com/baby/youandnewborn/article.jsp?content=6555


98 STRATEGY NINE CLASSROOM STRATEGIES
TEACHING STUDENTS AT RISK
RATIONALE
The term "At Risk" has been used to describe a population of students who
are experiencing an unsuccessful education. These students have not
acquired the skills which society thinks is necessary to transfer to post
secondary education or even to join the work force. At riskness can cover
problems ranging from incomplete homework and skipping classes to
dropping out, drug addiction, and suicide. Although these students are a
source of concern, the prevailing research suggests that these students do
care about doing well and that many of them succeed despite multiple risk
factors. Much research, instead of focussing on what these students can't
do, now focuses on supportive school cultures and principles of teaching
which can guide teachers in their work with at risk students.
TEACHING SUGGESTIONS
• Students at risk, especially, need to be kept normal, can have this need met when they are
busy. Having nothing to do in class is, for some assigned duties such as taking the attendance to
of them, a licence to become engaged in the office, distributing papers, organizing tools
potentially subversive activities. A variety of and equipment and fixing bulletin boards. It takes
interesting and practical lessons that respond to time, but assigning duties helps these students to
their interests and ability levels is one of the understand that you trust them and that you value
most workable solutions for keeping them their contributions.
engaged.
• Recognize that you are often the key to the
success of a student at risk. However, it's
• Students at risk are particularly sensitive to
sometimes impossible to accomplish this alone.
negative forms of communication. Therefore,
Here are some more tips:
when a student does something which you
consider inappropriate, exercise self control and
• Connect and dialogue with teachers in other
moderate reaction. Avoid confrontations in front
departments who might be teaching the same
of an entire class. Deal with the issue if possible
student(s). Usually the Special Education
later and/or as privately as possible.
department is an effective resource;
administrators, parents/guardians/caregivers
• Communicate with reluctant students more often can also be helpful.
in the positive. Focus on what he can do or gets
to do. For example, take the time to notice that • See factors contributing to at risk behaviour on
this student has been prepared for class or that page 99.
he worked particularly well in a group.
Recognizing effort on a quiz or test is also useful.
(See list on page 100) Use a tone that suits the
grade and level. Try not to be condescending or
sarcastic.
• Students at risk, who crave more attention than

CLASSROOM STRATEGIES STRATEGY NINE 99
MATURITY
CORE
SCHOOL TErvPERArvENT
CLIMATE VIOLATION
OF CORE
NEED
OTHER?
Self -esteem is "having a positive feeling about yourself. It directly im pacts the most important relationship you
will ever have-your relationship with yourself. There is no value judgement more important to man than the
estimate he passes on himself" (The Psychology of Self Esteem by Nathaniel Branden)
Self-esteem comes in fourtemperaments orcolours (see Strategy Eight, p. 81.). When our values, hard wired
by our temperament, are in conflict at an early age with the values of others, we experience low self esteem
and may become at risk. The diagram above illustrates some of the factors which can contribute to a loss of
self-esteem.

Opportunities to catch a student doing something good.
1. Entering the classroom quietly.

RESEARCH SUPPORT
2. Arriving on time.
Bell, L. (2002/2003). Strategies That Close the Gap.
3. Co-operating while attendance is taken. Educational Leadership, 32-34.
Blair, Timothy. and Jones, Deneese. (1998)

4. Returning school forms on time.
Preparing for Student Teaching in a Pluralistic
Classroom Allyn and Bacon. ISBN 0-205-26761-0
5. Transitioning from one activity to another.
Cuban, L. (1989). What Can Be Done For At-Risk
6. Following directions. Students. The Education Digest, LlV (9), 3-6.
7. Saying "Please" and "Thank You". Gouthro, M., Griffore, J., Armstrong, D. Building
(2003). Pathways to Success. Grades 7-12. The
8. Helping a classmate. Report of the Program Pathways for Students at
Risk Work Group. Also available on the Ministry of
Education's website at http://www.edu.gov.on.ca.
9. Being polite and attentive during a school
assembly. OSSTF's Educational Services Committee. (2001).
Students At Risk: Effective Strategies and
10. Asking questions when unsure. Programs- Books 1 and 2. ISBN # 0-920930-75-1
11. Participating in class discussion. Rothstein,R., Wilder, T., Jacobsen,R. (May

2007). Balance in the Balance.
12. Handing in homework. Educational Leadership, 8-14.
Schaeffer, A., Zigmond, N., Kerr, M., & Farra, H. (Fall

13. Socializing appropriately in the halls.
1990). Helping Teenagers Develop School
Survival Skills. Teaching Exceptional Children, 6-
14. Making up missed assignments. 9.
15. Being sensitive to the feelings of others.
16. Offering help without being asked.
17. Staying on task.
18. Demonstrating a positive attitude.
19. Telling the truth.
20. Behaving appropriately with a guest in the

classroom.
WEBSITES
www.safeandcivilschools.com
www.teachervision.fen.com/page/3730.html?detoured=1

FIRST FEW WEEKS OF SCHOOL ARE CRUCIAL

PSYCHOLOGIST SAYS
Dr. Sprick also suggested that when teachers
At a one day workshop in Toronto on school place off task students toward the front and centre of
discipline and proactive classroom management, Dr. the classroom and frequently scan the room,
Randy Sprick, an educational psychologist and especially during student directed activities, some
teacher trainer from Oregon, mentioned that studies behavioural challenges decrease.
have shown discipline as one of the leading
problems in education. He urged his audience to "Maintain a positive expectation for the potential
consider discipline as a teaching responsibility which success of every student; visualize your problem
must be taught to ~ children. student(s) being successful. There is a self-fulfilling
prophecy which says that if we believe a child will fail,
"A majority of educators unfortunately equate the we may create the conditions wherein s/he will fail."
word discipline with punishment. Historically we wait
until a kid screws up, then nail him so he won't do it The second segment of the workshop dealt with
again. The trouble is, you're always having to look for strategies for reducing misbehaviour. The presenter
a bigger' club' and, no matter how big the threat, urged teachers to begin by using preliminary
there will always be students who just say, 'So strategies which are instinctual. Among the ones
what'?" suggested were proximity management, gentle
verbal reprimands, anger and disappointment,
"Fifty years from now," he continued " kids will humour, and discussions at a neutral time.
remember how they are treated not their academics."
If a preliminary strategy does not work, choose
In this regard, Dr. Sprick stated that punishment one of the two follow-up strategies: corrective
should be no more than about 30% of discipline. To consequences and ignoring. He admitted that these
achieve this, he suggested that teachers adopt are difficult to implement unless they are preplanned
procedures to prevent problems. and discussed and if they are carried out calmly and
consistently.
The discipline expert emphasized that 90 per cent
of classroom management is what teachers do These strategies work best with students whose
during the first few weeks of school. goal is to get attention. Provide no attention when the
student misbehaves; at the same time interact
Dr. Sprick divided his presentation into three positively with the students behaving appropriately.
segments. In the first segment, dealing with problem When the student begins to behave acceptably, give
prevention, he said that guidelines for success attention. Referring to what he called "Ratios of
should be positively stated, posted on the very first Interactions" Dr. Sprick mentioned "For each time
day and referred to frequently. In addition he said, you have to ignore try to interact positively with the
"For each activity clarify your expectations. When can student at least three times before the next incident.
students talk with each other? Define transition
periods. Provide positive feedback to students who Effective consequences reduce the future occurrence
are meeting your expectations." of the behaviour; they are consistent, mild, and short
in duration. However, the more they are used the
Feedback should be specific, descriptive, weaker they can become.
contingent and non embarrassing. Early in the term
provide feedback more frequently than you think is
necessary, and give it in a manner that fits your style.
If the activity went well, tell the students. If the

activity did not go well set goals for the next class.

Consequences could include time owed, "One of the ideal ways to increase motivation is to
reduction of points earned for good behaviour, and design a system of positive reinforcement. The most
after class or after school detentions. Detentions do important form of reinforcement is the interaction
not have to be long - 30 seconds was suggested - between teacher and student. One other form of
but should be as boring as possible. "It should be positive reinforcement is systems reinforcement."
duller than your dullest staff member on his or her
dullest day." Although Dr. Sprick feels that systems create a lot
of work for teachers, he suggested that they are
Categorize your infractions or misbehaviours needed for those students who are immature and
according to their severity and send violators to the academically unsuccessful or for a whole class which
office for the most serious offences. is "chronically playful at best".
In the closing segment of this seminar, Dr. Sprick An ideal system that functions as a motivational
offered a menu of proactive strategies to increase tool for students is the grading system. To be
motivation. effective the latter includes:
Five of the ones recommended were: • a handout to explain how the system works;
• clear course and behavioural objectives;
• make adjustments in assignments • class activities that teach to those objectives;
• get other staff to interact positively with the • evaluation procedures designed to reflect those
student; objectives;
• teach the student to keep a notebook; • the development of an attention signal;
• give the student a responsibility; • a system for students to keep track of their grades
• conduct a study skills and/or social skills seminar. and to self monitor
Finally, Dr. Sprick suggested that teachers take

stock of their own presentation style. Is one's
teaching style an effective example of high interest
and motivation and does it command attention?
"Prevent as much misbehaviour as you can by

teaching students exactly what you expect," the
psychologist advised, "and continue to experiment
with the procedures you have devised in your
classroom."

BEHAVIOUR INCIDENT REFLECTION
Dear student,
Use this quiet time to reflect on the incident which occurred. Respond
in writing to the statements and questions below. When you have
finished, stay in your seat. We look forward to a satisfactory outcome.
Name: Date: _
1. Identify your misbehaviour or the incident which occurred.
2. Check one or more statements which apply to you.
I wanted to be in control of the situation.
I wanted to challenge the teacher's authority.
I wanted to avoid doing my work.
I wanted to go home.
I wanted to cause problems because I am miserable inside.
I wanted to be sent to the office.
I wanted
3. How could you have prevented this incident from happening?
4. Explain exactly what you are going to do next to reach a satisfactory outcome.

Are You Ready For Your Class With Behaviour Challenges?
Here is a checklist.
o 1. Have you considered the physical space and changed the seating arrangement?
o 2. Have you developed your most important rules and guidelines for your class?
o 3. Have you developed some consequences for the most common rule infractions?
o 4. Have you developed a plan for responding to misbehaviours that are not covered
by your rules?
o 6. Have you taught or told students how to behave during various in class activities?
o 7. Have you run off extra copies of material for students who might enter your class
after the first few days?
o 8. Have you devised procedures/policies for handing in work late, for leaving class
early, the collection of materials, for beginning a class, ending a class, assigning
work, and for getting their attention?
o 9. Have you come up with short activities for beginning the class and for ending the
class?
o 10. Have you got some in-class chores that students can do for you?
o 11. Have you got a wardrobe of comfortable clothes and shoes?
o 12. Are you having your eyes and ears checked regularly?
o 13. Save Your voice.
Be aware of the inflection in your voice. When you want your class to begin, to switch activities or to
clean up at the end, try not to yell or shout, or do anything vocally that is raucous. To get the attention
of the class, try using a bell, rain stick, chimes, a wave of your hand, a light switch, a hand signal.
Alternatively a countdown of 5,4, 3, 2, 1 might work.
Sometimes for an effective transition to take place simply saying "I'm waiting" followed by "Thank you"
might be sufficient. Whatever cue or signal you use, it must be taught, understood and embraced by
the class. (See Rubric of Responses to Progressive Classroom Discipline p.1 05)
" At a conference a number of years ago, I heard that at-risk kids are like the canaries in a coal mine. They are the early warning
signals for the success of our lessons. If the "canaries" are dying off, then the lesson presentation is probably going off the rails-thus
the at risk kids provide a necessary service to us as teachers."
Participant, Leading Math Success Regional Conference, April 2005.

Rubric of Responses to Progressive Classroom Discipline

LEVEL 1 (low profile) Level 2 (cueing profile) Level 3 (active profile) Level 4 (assertive profile)
Silence. Physical proximity - Remove materials, Firmly inform

move toward students, interfering with task, from student(s) of
who are starting to a student for a short consequences of the
wander off task, while period of time. action - give short time
teaching lesson. for student(s) to stop.
Evil eye or icy stare. From a distance in the Isolate student from group Send for help if there is
classroom, casually for a short period of time. potential for physical
mention name of violence - know office
student(s) while phone number.
presenting lesson.
Soft reprimands. Direct a question or Discuss problem with Send student to office
task-related comment to group or privately with and phone office to
the student(s). individual. inform.
Encourage continued Remind students of Walk over to student and Take away student
acceptable behaviour certain class rules and quietly remind him that this privileges.
of other students. procedures. type of behaviour is
unacceptable and redirect
him to the task.
Remind students Change tone of voice. Change seating plan. Contact

diplomatically of your parents/guardians and
expectations of them ask for assistance.
during a particular
assignment.
Get them to raise Write up a contract.

hands for silence. Teacher, student and
parent/guardian sign it.
Point finger to mouth

to indicate no talking.
Adapted from Blair and Jones Preparing for Student Teaching in a Pluralistic Classroom (1998)


CLASSROOM STRATEGIES STRATEGY TEN 107
TEACHING THE ENGLISH LANGUAGE LEARNER (ELL)

RATIONALE
English language learners refers to students in English-language schools whose first
language is other than English. Collectively they may speak a 100 languages or a
variety of English such as West African Krio or Jamaican Creole. These students are
learning English as a second or as an additional language at school while they are
learning the curriculum.
Teachers of all subjects are responsible for helping students develop their English
literacy skills. They are expected to make adaptations to help ELLs to be successful
by using modified expectations and by employing a variety of instructional and
assessment strategies. (Elizabeth Coelho, Student Achievement Officer, The Literacy
and Numeracy Secretariat.)
SUGGESTED CURRICULUM ADAPTATIONS
• Begin by making connections by first • Encourage talk among students to help them
determining what the student knows. model language. Use cooperative learning
Students need opportunities to connect strategies, pair work and conferencing with
concepts to their daily lives. Draw on the others. These methods enhance student
student's prior knowledge and use body achievement and promote cooperative
language and pictures to depict ideas. Use behaviour.
metaphors, idioms and figurative language
carefully and only after a concept has been
introduced.
• Recognize that just hearing a lesson is not
enough. Speak as well as write your
instructions to ensure clarity. In addition,
• Consider giving these students an outline of
your lesson ahead of time so that either you
reinforce your lessons in a variety of ways:
Videos, handouts, chalkboards, powerpoint.
can teach the key words or they locate these
words in a bilingual dictionary. Alternatively,
consider using a word bank that defines
• Divide your lessons into smaller chunks and
stress key words during your lesson
those words necessary to understand a presentation by changing your tone of voice.
concept.
• Encourage students to ask and answer
• Display samples of good work. Show correct questions. When a student offers an
answers after a test or exam. incorrect answer, linguistically, swiftly
rephrase by modelling the correct answer
• Enhance their participation by incorporating
the students' primary language in the
and move on with your lesson.
classroom. This can be done by using their

names in your teaching. In addition find ways
• Keep your expectations high and don't settle
for careless or sloppy work.
for them to share their experiences through
projects, well known people in their literature
and in their country. Allow students to work
with some of their same-language
classmates. You might consider dual
language assignments.

108 STRATEGY TEN CLASSROOM STRATEGIES
~-----,
•
OTHER IDEAS
Consider creating multilingual signs in your

classroom. Have students assist you.
• RESEARCH SUPPORT
Coehlo, E. (2004) Adding English: A guide to
teaching in multilingual classrooms. Toronto:
Pippin Publishing.
Cummins, J. et al. (2005) Affirming identity in

• Encourage students to use their own
language when appropriate. Involve the class
Multilingual Classrooms. Educational
Leadership Vol.63 No 1, 38-43.
in devising specific guidelines for this.
The Ontario Curriculum Guide 9-12 :English as
• If an English Language Learner is admitted
to your class later in the term, find a student
a Second Language and English Literacy
Development. A Resource Guide, Ontario
from a similar background who can act as Ministry of Education, 2007.
host and buddy.
Many roots Many voices: Supporting English
• Be aware of any special holidays and
significant events pertaining to the
language learners in every Classroom. A
practical guide for Ontario educators. Queen's
background of your English language Printer for Ontario, 2005.
learners. This will enable you to recognize
and exchange an appropriate holiday
greeting.
• Learn some everyday expressions in your

student's language. For example "good
morning", "have a nice day" "goodbye" can go
a long way to creating inclusion.
• Allow students to develop ideas, write notes,

produce first drafts and concepts in their own
language before transferring them to English.
• Encourage students to learn key phrases in

each others languages.
• Allow students to work on long term projects

with others who speak a similar language.
The final copy of the assignment will be more WEBSITES
successful than if they were asked to work in
English only. www.curriculum.org/secretariat/december7.htm I
www.edu.gov.on.ca/e ng/docu m ent/m anyroots
www .inspirelea rn ing .ca/eng lish/eq u ity/eng lish

Language.htm
http://www.edu.gov.on.ca/eng/literacyn u m e racy/
inspire/eq u ity/ELL_J u ly30. htm I
http://eslinfusion.oise .utoro nto .ca

CLASSROOM STRATEGIES STRATEGY TEN 109

110 STRATEGY ELEVEN CLASSROOM STRATEGIES
THE PARENT·TEACHER INTERVIEW
RATIONALE
The purpose of the parent-teacher interview is to report the
progress of a student and to further his progress in your subject.
It is a two way interaction amongst significant people in the
student's life. It works best when teachers are prepared and
when the meeting is conducted with tact and diplomacy. Topics
which should be discussed include: Rate of progress, work
habits, character development and special interest(s).
SUGGESTED PROCEDURE
• Before the pre-arranged date published by

your school, contact the parents of the
• Be proactive and identify questions you feel
need answers from parents.
students you really want to meet. When
possible arrange a time that is mutually
convenient. Be specific about the reason for
• Be on time and greet the parent by name.
Get to the purpose of the interview as soon
your request. as possible.
• Recognize that some parents may be

reluctant to meet for several reasons: (1)
• Your first task is to convey a real interest in
the parent. Your second task is to make them
They may be unfamiliar with the North feel that they can convey their feelings and
American system of education. (2) They may anxieties without fear of being condemned or
have had an uncomfortable school offended.
experience themselves. (3) They may have
been recently separated or divorced. This is
why you need to be extra careful with your
• Discuss the student's progress
collaborators or as members of a team. Be
as
preliminary invitation. friendly but firm. Reveal your firmness, when

necessary, by showing parents that you really
• Organize your present knowledge about the know what you are doing and why you are
doing it.
student. Be cognizant of past progress or
lack of it. Consult OSR if needed.
• Use reflective listening skills and learn about
their hopes for the child, the techniques they
use for managing the child and the family's
way of life. This is especially helpful for the
parent who "knows it all". You need to use
their opinions to guide them towards your
ideas and suggestions.
• End the meeting on a positive and, when

needed, a hopeful note.

CLASSROOM STRATEGIES STRATEGY ELEVEN 111
THE PARENT·TEACHER INTERVIEW
I OTHER IDEAS I
• Consider allowing support staff members
join you during a specific meeting. e.g:
SOME BARRIERS
Guidance counsellor, Social worker,
• Do not have long talks about your family
Special Education teacher, or an and work experience. Alternatively avoid
Administrator. They can often offer more becoming friends with the parent. This is
suggestions on how to deal with a
primarily a working relationship.
particular student.
• Do not allow parents or yourself to dwell
• If a student is experiencing difficulties in
your class or subject, bring along a
on the student's misbehaviour or
mistakes.
sample of his work and your attendance
records. The concrete proof makes it
• Do not use educational jargon, vague,
easier for you to be honest about the
uncertain statements which might cause
problem(s).
confusion.
• One of the critical decisions to be made is

whether to have the student included in
• Watch out for bias which can be
introduced or conveyed by your facial and
the meeting. The student's presence
verbal expressions, your manner and
shows him that everyone has similar
gestures.
expectations. However, if the parent is
overly su pportive or if the student is overly
• Avoid the tendency to argue, to be
defensive it might be best not to include judgmental. Resist lecturing or telling
him.
parents what to do.
• Implicit in your meeting with parents,

especially of students at risk, you need to
• Some parents can be helpful with other
ideas for teaching their child. Do not be
convey that, despite the odds, they can afraid to admit that you can try something
help their children to succeed. Consider different.
developing a plan to show how parents
can do this. Depending on the situation,
• Do not let rudeness of a parent prevent
you may need to offer "extra" work or
you from assisting the student. Excuse
refer them to other educational services.
yourself and have an administrator end
Make sure that this is communicated
the meeting. You don't have to be the
clearly. If possible, follow up within a few
subject of verbal abuse.
weeks of the meeting, to see how the
plan is working.
RESEARCH SUPPORT
Potter, L. & Bulach C. (May 2001). Do's and
Don'ts of Parent-Teacher Conferences,
the Education Digest, 37-40.

112 STRATEGY ELEVEN CLASSROOM STRATEGIES

CLASSROOM STRATEGIES STRATEGY TWELVE 113
AS THE WORD TURNS

USING WORD GAMES TO TEACH THINKING
RATIONALE
At first glance, using word games in a classroom can be seen as busy
work. However, if designed correctly, they can be used to encourage
reading, creative and logical thinking. Word games emphasise Systematic
Exploratory Behaviour: This is a behaviour which problem solvers use to
approach a task systematically so that it can be processed in a logical
sequence. They also assist students with their divergent thinking skills i.e.
the ability to develop new ideas.
After the suggested procedure, several word game activities are included
which have been used successfully in classrooms across Canada.
SUGGESTED PROCEDURE
Word game activities can take place at the Monitor the strategies students use to solve
beginning, middle or end of a class to the game and when necessary have them
introduce an element of variety. There are verbally explain the techniques they used to
several samples on the next few pages. get their answers. This enhances their
metacognitive strategies.
They can be completed individually or in
groups and should last no longer than ten Eventually have students make up word
or fifteen minutes. game activities for each other, using
templates or previous examples you have
Word games can make use of material from used. Display student work in your
the previous day's lesson to help reinforce classroom.
and refresh the ideas presented or to
introduce a new unit or topic.
RESEARCH SUPPORT
Word games can improve literacy and Weber, K. (1987). Precision Reading. Pembroke
reinforce learning in a variety of subject Publishers Limited, Markham.
disciplines in a fun sort of way.
West, E. (1999). The Big Book of Icebreakers.
The cultural diversity of your classes can be McGraw Hill, New York.
highlighted through the use of these
activities. Think Literacy: Cross-Curricular Approaches,
Grades 7-12 (2003) Queen's Printer for Ontario.
Depending on the grade and level of your
class, when a new word game is
introduced, explain it both verbally and in WEBSITES
writing. This helps students to read, www.puzzle.com
interpret and follow directions more www.crosswordpuzzlegames.com/create.htm I
efficiently. www.saintjohn.nbcc.nb.ca/bagoftricks/baggetac.htm I
www.mindresources.com
www.sudoku.com
www.discoveryschool.com
http://puzzlemaker.school. d iscove ry.com

114 STRATEGY TWELVE CLASSROOM STRATEGIES
QUOTABLE
Instructions:
A. There are two sentences hidden among the words in the diagram below.
B. Follow the directions in order and cross out all the unnecessary words.
C. You will be able to read something a student said about Word Games.
DIRECTIONS
1. Cross out all items of clothing.
2. Cross out all names of animals.
3. Cross out all names of flowers.
4. Cross out all words beginning with CH in which the CH is pronounced K.
5. Cross out all written ordinal numbers.
6. Each time a word appears twice in the same line, cross out the second one.
7. Cross out all words with an apostrophe.
8. Cross out all words ending in ING in columns B, C, and D.
9. Cross out the names of the five senses.
10. Cross out the remaining words in line 10.
11. Circle the words that remain and read down each column.
12. Write your answer below the diagram.
A B C 0 E
1 they're aren't of to cow
2 fox to first spelling to
3 word working chaos jacket word
4 taste dress time solving it's
5 games days' games go third
6 sight concentrate touch students' I
7 chord smell cat carnation character
8 shirt for fourth faster for
9 help help classes second do
10 cheat fun write cheat words
11 sixth longer puzzling longer camel
12 rose chorus seem doing hearing
13 teachers' helping daffodil when them
14 me periods else's jeans periods
ANSWER

QUOTABLE
Instructions:
DIRECTIONS
1.
2.
3.
4.
5.
6.
7.
8.
A B C D
1
2
3
4
5
6
7
8
9
ANSWER

116 STRATEGY TW EL VE CLASSROOM STRATEGIES
HOW TO MAKE UP A QUOTABLE

Check the grid to ensure that all the "cells"
have been filled and that the words are
spelled correctly. Ensure that your directions
are clear and check your use of grammar.
Complete the game yourself to ensure that

one of the words to be crossed off doesn't
interfere with the final answer.
Have another person play the game without

you watching or guiding them. Discuss and
change anything that might have been a
concern.
Decide on a statement or quote that is Make up an answer key for yourself

applicable to one of your lessons or units. complete with "cell" numbers etc. for all
words in the grid.
Count the number of words in the quote to
help determine the size of grid that is After students have become comfortable
required for the other words that will have to enough with the format, have students form
be crossed out. For example, if you have 8 groups and make up Quotables for the class.
"cross out" instructions and approximately 4 You can then use these games for your
words to be crossed out each time, you will classes next semester or year.
need 32 grid spaces/cells plus the number
of words in the quote. Alternatively you can have class sets
"published" and distribute them to various
Randomly place the words in the quote offices (doctors'/dentists' waiting rooms) as a
throughout the grid so that it can easily be community project.
disguised by the other words.
If you wish, make a note of the "cells" in the

grid in which the words have been placed.
Make up the "cross out" instructions so that

they illustrate points in your lessons, current
events, literacy and numeracy items. Make
them age and grade appropriate. You can
vary the number of words being crossed out
to introduce the extra element of surprise.
In addition, make a note of the answers by
writing the words and "cell" locations on a
separate piece of paper.
Copyright © Michael Tudor. 2007.

QUIZ-CODE-QUOTE
Instructions:
There is a story about a boy who came home from school and announced that there was a
new girl from China in his class.
"And does she speak English?" asked his father.
The boy's reply is written in code. This means that one set of letters has taken the place of
the correct one. You can break this code by watching for certain clues. For example, a single
letter will likely be A or I. Two-letter words will likely be TO, IS, OF, IF, ON, AN. Remember
too, how often the words THE and AND appear in our language.
Using these clues, find the boy's reply. Some letters have been done for you.
y E G J F
I : I ElF I E
T v F K F
T IZI~IJ INlvl'lFI
IplCIFIFIJIOllTIJllCIVINIJI
N s J K y
IxlclvlalslNI
I J I V I a I x I KIN Is I
EXAMPLE: "A Sad Story" might be written "R PRX PBVJH". In this code
R=A, P=S, R=A, X=D, P=S, B=T, V=O, J=R, and H=Y.

ADD-A-LETTER
Instructions:
To each word on the left, add the letter suggested and form a new word. To help you, the
word on the right is a synonym for the new word you should find. You must use all the letters
but you can use them in any order you wish.
Take a look at number 1. You must add T to the word DIE and find a synonym for revise.
(EDIT?)
ORIGINAL WORD ADDA NEW WORD SYNONYM

LETTER
1 DIE T REVISE
2 SUE F MERGE
3 RATS M CLEVER
4 RAID C BITTER
5 SOIL 0 HARD
6 SEAT C RACE
7 MAUL Q DOUBT
8 LENT I BAY
9 PILE R DANGER
10 ALIGN E CHEERFUL
11 FIRST E CONFLICT
12 SUPER E STUDY
13 BREAD G PESTER
14 RIFLE P STEAL
15 PAINT L FLEXIBLE
16 SIEVE 0 THINK UP
17 TONES H SINCERE
18 THROW G DEVELOPMENT
19 AVERT N BAR
20 SHORE A RAUCOUS
21 SPIRE H DIE
22 CANINE T OLD
23 GRATED Y DISASTER
24 LARGER U SYSTEMATIC
25 REPOSES N REPLY

ADD-A-LETTER PLUS
Instructions:
(a) Read each of the DEFINITIONS below.
(b) Read the LIST WORDS below the DEFINITIONS. Each LIST word has
been scrambled and there is a letter missing.
(c) Find the correct LIST WORD to match each DEFINITION and
unscramble the letters by writing your answer in the space provided.
(i.e. ANSWER COLUMN)
(d) Place the missing letter in the MISSING column.
(e) If you have done this correctly, you should read ONE word which
describes the topic of today's lesson in systems analysis.
(f) One of them has been done for you.
DEFINITIONS ANSWERS MISSING
1. Name the three parts or functions

of a system. I PO P
2. Another word to describe the

OUTPUTS from a system.
3. Three types of items __

produced from a system
help users make decisions.
4. The action of modifying the contents

of a record in a system.
5. The type of report that shows the user any

out of the ordinary conditions in a system.
6. The type of output from a system that shows

the user only totals and averages.
7. Another word used to describe transactions

into a system.
LIST WORDS I
(i) GEHAN (ii) 10 (iii) TUPNI (iv) TSREPO
(v) MURMYA (vi) PXCTNEIO (vii) STUPTU

HOW TO MAKE UP QUIZ CODE QUOTE HOW TO MAKE UP ADD A LETTER PLUS
Select a statement or quote that will reinforce Select a word or words which are relevant to
an aspect of your unit or lesson. yourstudents regarding the course (should not
be any longer than 10 to 12 letters). Write
Make a list of the letters of the alphabet. (See these letters in the "missing column" of a blank
# 1below) ADD A LETTER PLUS.
Under each letter of the alphabet write Using the first letter of the word(s) above, think
another letter. (See # 2 below). That list of a another word that relates to the topic
represents your code. above. Write this word in the ANSWER
column of the blank form. Remove the letter,
(1 ) ABCD E FGH I J KLMNOP QRS TUVW XYZ
(2) UZWVYXTS POQ N RMJ IAKLD B CG H F E
scramble the remaining letters and write them
in one of the spaces of the LIST WORDS.
Using your listing from line 2, write out the
statement or quote in code. Follow this procedure for the remaining letters
in the MISSING column.
If you wish give a way a few letters from the
quote and place them under the coded Write definitions for each of the words in the
letters. ANSWER column.
You can adjust the level of difficulty to suit the Ensure that all words are spelled correctly and
variety of learners in your classes. that the directions are clear and that all
definitions are correct.
HOW TO MAKE UP ADD A LETTER
Make up a sample Add A Letter Plus and let
another person try it. Make any corrections or
Select a word. (for example: EDIT). Ensure
changes that are required.
that it has a matching synonym to suit the
grade and level of your students. (for
Make copies for your students. You may allow
example: REVISE)
students to work in pairs.
Scramble the original selected word (EDIT)
To make this QUIZ a little easier, you might
so that it makes another word with a letter
choose words for the ANSWER column where
missing. (DIE. Missing letter is T).
the first letter (or last letter) is always the one
that is missing.
Place the newer scrambled word (01E) with
the missing letter T on the left hand side of
Another way of making this QUIZ easier, is not
the page.
to scramble the letters of the words listed in
the LIST WORDS.
Place your synonym on the right hand side of
the page in brackets (REVISE).
Students then try to figure out the synonyms

for the words on the right.
You can then have students use the new

words in sentences.

LADDERGRAM
Instructions:
In space 1, write the word that fits the clue to number 1. Then drop one letter and rearrange
the remaining letters to find the word that fits the clue to number 2. Put that word into space
2. Then read clue number 3. Drop a letter from word 2, rearrange the remaining letters, and
find the word that fits the clue to number 3. Enter the new word into space 3.
Put the letter you dropped from word 1 into the space to the left of word 1. Put the letter you
dropped from word 2 into the space to the right of word 3. The dropped letters will spell out
the names of a food item which is good for your health.
CLUES
1. To strain flour 2. Contraction for IT 3. Abbreviation for

through a sieve IS ITALY
4. Used for serving 5. Synonym for 6. A pen for pigs

food (pI.) REMAIN or WAIT
7. Greeting in the 8. Deliberate lies (pi) 9. I eat, you eat, she

army "stop telling "
10. To attack the fridge 11. Abbreviation for 12. Abbreviation for
for food is to RADIO ROAD
---- the
fridge
13. Past tense of 14. To show the way 15. A drink just like
DEAL beer
ANSWERS
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15

LADDERGRAM
Instructions:
In space 1, write the word that fits the clue to number 1. Then drop one letter and rearrange
the remaining letters to find the word that fits the clue to number 2. Put that word into space
2. Read clue number 3. Drop a letter from word 2, rearrange the remaining letters, and find
the word that fits the clue to number 3. Enter the new word into space 3.
Put the letter you dropped from word 1 into the space to the left of word 1. Put the letter you
dropped from word 2 into the space to the right of word 3. The dropped letters will spell out
CLUES
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15
ANSWERS
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15

HOW TO MAKE UP A LADDERGRAM
Follow these instructions for each row you

have created in your LADDERGRAM, i.e. if
you have chosen two five letter words for your
answer, then you will have to repeat the
above instructions 5 times.
Create a sample version of your

LADDERGRAM and give it to another person
to try. Make any changes or corrections that
are required.
When students are comfortable enough with

First decide on your answer i.e. which two this template, have them in pairs or groups
words do you want as your answer on either devise their own. This will assist them to
side of the LADDERGRAM. Note that the two develop their team building and problem
words must have the same number of letters. solving skills.
Use a blank copy of the LADDERGRAM and
write the words in the appropriate spaces.
Select a word for box 1 that contains letters

you need on both sides of row one. Note that
you will need a word that can drop two letters
and still make other words. i.e. the first letter of
the answers you need. Write that word in box
1 of the answer key.
Drop the first letter you need from box 1 and

place it in the space to the left of word 1.
Rearrange the remaining letters to form a new
word. Write that word in box 2 of the answer
key.
Drop the second letter you need from box 2

and place it in the space to the right of box 3.
Rearrange the remaining letters to form a new
word. Write the new word in box 3 of the
answer key.
NOTE: This exercise can be tedious and will

require several attempts to find a word that
works. For future games, consider saving all
words used and letters dropped.
Once you have all the words, write the clues

for each word in the template provided. Here
is your chance to customize your clues to
suit your subject, the grade and level of
your classes.


CLASSROOM STRATEGIES STRATEGY THIRTEEN 125
ENHANCING YOUR TEACHING AND PRESENTATION REPERTOIRE
RATIONALE
Planning and delivering a lesson or presentation is at best - hard work. Actively
involving your participants is another task. In this section, you will be given many
techniques to improve your presentation and public speaking abilities - whether you
are teaching a lesson or presenting a workshop.
"Every good presenter was once a poor presenter."
GETTING STARTED PHYSICAL SPACE

A useful business proverb reads like this:
Important people do important things in important
The best communicator is a person who believes ways. It behooves you therefore to stage your
in what s/he is saying. Therefore, remember to presentation. This means everything from
"pump yourself up" before your presentation. rearranging furniture, wiping tables, cleaning white
Convincing yourself of the content and its merit will boards and chalkboards, putting out notepaper
in turn convince your audience. and, if you have one, positioning your welcome
sign. Set your stage for your important
A lesson or presentation is a sales call. It's a hard presentation. Then greet people as they come in.
sell sometimes because you are selling an You will increase your chances of having a
intangible, an idea as opposed to a product. productive presentation.
People, in sales, refer to this as a cold call.
Technically you are selling to a group of strangers The least effective seating arrangement for a
who have no reason to believe a word you are presentation is the classroom or theatre style.
saying. Therefore it is imperative to come up with Instead, consider a horseshoe arrangement to
messages for the group which have genuine "take gain maximum participation. This set up works
home" value. (Harvey MacKay: "Swim With The best when you have thirty or fewer participants. If
Sharks") you are speaking to a group of seven or less, then
meet at a circular table. Both of these
If you have the opportunity to advertise your arrangements make it easier for people to listen,
presentation in writing, remember people need to speak, hear and see. (See page 126)
know what's in it for them. Therefore include the
words "you" and "your" in your promotional Twenty-five feet appears to be the
materials. This is more personal and speaks limit for separating you from the
directly to the reader. These words can also be front row of your audience. If you
included in your agenda. are farther away, studies show
that people do other things during
There are several things you can do before your your presentation or will try to
presentation begins. You can wait quietly, check make you think they are listening when they are
your appearance, socialize with your participants not.
or com plete som e minor preparation. It is
suggested, however, that if you select the third Long, rectangular rooms are unsuitable for
option you should stop all work at least two presentations. Participants tend to feel detached in
minutes before you begin. This is a courtesy your these types of rooms. Windowless, well-
participants will feel and which, in turn, will lead to ventilated, square rooms are best for generating
a productive presentation. more involvement, interest, and for getting work
accomplished. This coupled with a soft coloured
room, as opposed to a bright one, wiil enhance
your overall effectiveness.

126 STRATEGY THIRTEEN CLASSROOM STRATEGIES
ALTERNATE SEATING ARRANGEMENTS

(Source: How To Make Presentations That Teach And Transform by R. J. Garmston & B. M. Wellman, page 23)
THEATRE HERRINGBONE
Suitable for groups of 50 or more. Suitable for discussion - group of 30.
e o .A
00 0 0000 V
o o
.0- ••
CHEVRON ROUND
Suitable for lecture/discussion· group of 18. Suitable for discussion/group work.

Group of 30.
U-SHAPE FACILITATING
Suitable for small groups of 15-20. Suitable for small groups

D Promotes group dynamicsD of 15-20.
o Promotes shared
authority.
() 0

SUPPORT MATERIALS COMMUNICATION KEYS

Handouts should be double sided, stapled and
hole punched. Think about the best time for
distribution by asking yourself these questions.
Do participants need the material during the
presentation? If so distribute at the beginning. Is
the handout a summary of the main points of the
workshop? If so distribute at the end. In this
regard, tell your participants whether they need
to take notes or not. According to brain based
research, handouts are most useful if
participants have had an opportunity to interact Remembering participants' names is very
with the written material during your important. When you are first introduced to a
presentation. person, pay attention to the name. Some people
find it easier to rely on the first name only. Then
Ensure that your videos, charts, information on repeat the name as soon as you can, in your
the white board or chalkboard can be seen response, after being introduced. If you have the
easily. This is crucial, especially if you need to time, look for distinguishing features and repeat
keep the attention of your audience for longer the name to yourself. Associate the name by
than fifteen minutes. W hen people have to strain relating one of his/her characteristics to a job,
to listen, they eventually detach and tune out. place, event, item of clothing, temperament or
gimmick to help you remember. When you have
Here are a few guidelines for effective use of
to refer to an individual they will be pleasantly
flipcharts. Use as few words as possible. Make
surprised when you mention his or her name.
letters at least 1 1/2 inches high; leave two
inches between the lines and fill only the top 2/3
of the sheet. Use "nuggeted" symbols (replaces Use inclusionary language- for example he/she.
"bullets"-too violent), or asterisks. Underline key Refrain from the use of racist or sex-stereotyped
words when possible. Stand to the right of the comments, examples, anecdotes or jokes. Avoid
easel. slang.
Your transparencies or slides will When a participant asks you a question during
appeal best when you keep them your presentation, try keeping the audience's
as simple as possible. Use only attention by doing two things: Answer the
one point for each visual unless question to the group not just to the person
the audience is familiar with the asking the question. Second when you offer an
content. Phrases, as opposed to
answer, speak to your audience but use the
com plete sentences, are
name of the person asking the question.
preferred. W hen possible, add a
picture to complement your phrase. If you are
Use positive, encouraging responses when you
using colour, limit the number of colours to two
or three. Too many colours may inhibit encounter someone who objects to your topic or
comprehension. If your presentation involves something you said. Statements such as "I
complex numbers, use pie charts or bar graphs. appreciate your position" or" I see your concern"
These diagrams make your numbers easier to or "I certainly understand your need" might be
see and understand. helpful. Use a response that genuinely suits you.
Showing empathy and meaning is the key here.
When you have to make an adjustment to a Once you send this message, then you are in a
video, overhead, or any other visual aid, it is wise better position to counter the objection and
to stop talking to your audience. Remember your defuse an argument.
vision changes when you do manual tasks. The
same goes for you-- the power and inflection in Take into account the time of day you are
your voice changes as well. To get the audience
presenting. Researchers studying the biological
to focus on you, stop talking, complete the task
rhythms of sleep say the human body is intended
and then continue presenting.
to have an afternoon nap. A midafternoon slump
occurs whether you eat lunch or not. Consider
Do not darken the room when you are using
visual aids. Studies show that people pay less this fact when planning your presentation for an
attention to the presenter's rem arks in a dark afternoon.
room

128 STRATEGY TH IRTEEN CLASSROOM STRATEGIES
Pay attention to the body language of your

audience. Shifting around in their chairs can
IN THE BEGINNING ....
mean they are bored. If you see some of them "Your presence as a speaker is established in
looking upward they are visualizing. If they are
the first seven to ten seconds."
sitting on the edge of their chairs and/or leaning
Keye Productivity Centre
towards you then that indicates that they are
paying attention.
Questions your participants may ask themselves
Some studies suggest that listeners lose their before you begin. (Source: Master Teacher Inc.
focus after approxim ately fifteen to twenty 1996)
minutes. Therefore try to get some information
across in that time span, then use a related Do I need to be alarmed by this person?
activity, such as a question-and-answer session,
a video etc. Speak for another twenty minutes Is this a good person?
and use another activity.
Is he or she friendly?
Your closing remarks are just as important as
your opening remarks. Therefore, when you are What are this person's intentions?
ending your presentation, consider highlighting
the significant points. Then, if your topic lends
itself to this mood, end on an upbeat positive
note.
In his book, Life Strategies, Dr.Phillip McGraw
presents some of the most important
characteristics of human functioning. Here are
RESEARCH SUPPORT some of the ones you need to consider when
designing and delivering your presentation.
Bender, U. (1991). Secrets Of Power Presentations.

1. The primary fear among all people is
Toronto. The Achievement Group. rejection; the primary need is acceptance.
(ISBN 0-9695066-0-0)
2. Everybody approaches every situation with
Garmston, R. & Wellman, B. (1992). How to Make at least some common concern about
Presentations That Teach And Transform. ASCD, "what's in it for me?"
Alexandria, Virginia USA. 1-800-933-2723. Stock
3. Everybody prefers to talk about things that
Number: 61192147 are important to them.
Kushner, M. (1996). Successful Presentations For 4. Everybody wears a social mask. You must
Dummies. California: IDG Books Worldwide Inc. look beyond the mask to see the person.
(ISBN 1-56884-392-5)
5. People hear and incorporate only what they
understand.
Sarnoff, D. (1987). Never Be Nervous Again. New
York: Crown Publishers Inc. (ISBN 0-517-56709-1) 6. People like, trust, and believe those who
like them.
Scannell, E. & Newstrom, J. (1998). The Big Book
Of Presentation Games. New York. McGraw-Hill.
WEBSITES
(ISBN 0-07 -046501-0)
honolulu.hawaii.edu/intranetlcommittees/FacDev
Schloff, L. & Yudkin, M. (1992). Smart Speaking. Com/guidebk/teachtip/teachtip.htm
New York; Penguin Books Limited. (ISBN 0-452- taledo.tripod.com/TammysTeachingTips
26777-3) www.teachingtips.com
www.psychologicalscience.org/teaching/tips
www.nea.org/tips/library.html

CALMING YOUR NERVES VISUAL AIDS/POWERPOINT
"Knowledge is an antidote to fear." "Seeing is believing."

Ralph Waldo Emerson Old English Proverb
1. 1. Use sparingly. Keep your slides simple.

Preparation is 50% of the battle and
rehearsal is the other 50%. Practice at least 2. Ensure that they are in the right sequence.
three times and no more than six times on Practice with your visuals to make sure that you
your feet. can integrate them smoothly.
2. Concentrate on the beginning and ending. 3. Use a consistent look, i.e. font style/size, colour,
spacing and formatting. For PowerPoint, dark
Know your main points. background with white or yellow lettering works
best. Arial 26 point font appears to be the
3. Arrive early and get organized. easiest to read.
4. Ensure that you have a glass/bottle of room 4. Content: no more than 8 lines to a slide, no more
than 40 letters, no more than four or five words
temperature water. Ice cold water can
per line.
constrict your throat.
5. Most effective for charts and statistics. Use
them to illustrate significant points.
FINDING AND ORGANIZING
YOUR MATERIAL 6. Look at your audience when the slides are
projected. Avoid the temptation to read them out
loud.
"When you find it, make a note of it."
Charles Dickens DISTRACTING SCENARIOS
(YOURS)
1. Get a folder for storing your material. Keep "Shoulders back, chest out, chin up. Smile."
plenty of post it note pads handy for jotting Peter Urs Bender
down of sudden ideas.
Personal habits project an unprofessional image: lip

2. Have a ready EAR. Collect your:
licking, hair twisting, finger drumming, moustache
E - Evidence stroking, ear pulling, pocket change jingling, clothes
A - Anecdotes adjusting and finger pointing. However, these habits are
R - Research usually ignored as long as your participants are
benefiting from your presentation.
3. Use of Cue Cards:
DISTRACTING SCENARIOS
handheld and no larger than (THEIRS)
postcard size.
1. Be prepared for late arrivals and early
numbered and written on one side departures. Have entrance and exit materials
available for easy access.
only.
2. If you are facing a potentially unfriendly
contain an outline of your audience, find points of agreement.
presentation with easy to recall
phrases to trigger your memory. 3. Alternatively you can handle the heckler by
adopting any of the following techniques:
stay cool and respond courteously
have a blank card or two for last use the person's name and appeal for a hearing
minute changes. indirectly ask for audience assistance

130 STRATEGY TH IRTEEN CLASSROOM STRATEGIES
APPEARANCE USEFUL QUESTIONING

TECHNIQUES
"Neither in the tail nor vanguard of fashion be."
William Shakespeare Here are a number of tips for asking questions to
enhance audience participation:
For more formal presentations such as keynote 1. Questions should require thinking.
addresses, opening or closing remarks for a Therefore ask open-ended questions rather
conference, Dorothy Sarnoff (1987) and Peter Urs than ones that require only simple answers
Bender (1991) give the following
2. Ask questions which your participants have
recommendations. a reasonable chance of answering. This
builds their confidence and begins to
Above all you need to feel comfortable. Being well establish a good rapport with you.
groomed is the first rule. The literature suggests
that grey or navy suits with pastel coloured shirts 3. Using questions in the beginning of the
and black shoes works best for men. Well session helps you to discover where
groomed mustaches and beards and/or a clean learners stand and their state of readiness.
It also sets the stage for your presentation.
shaven face is in; open shirts and droopy neck ties
are out. For women, rich, warm colours such as 4. Posing questions in the middle of your
red, yellow, orange, royal blue, kelly green, workshop serves as a check on learning
turquoise, hot pink command attention. High neck and provides a change of pace.
dresses or blouses which frame the face, a couple
of chains, and scarves with interesting pins are in. 5. Ending your workshop with questions helps
Plunging necklines, peter pan collars, or stiff man- to summarize and reinforce the learning
tailored shirt collars are out. content. It also helps you to find out
whether or not you have been successful.
For both men and women, eye glasses rob you of 6. Variety in questioning keeps things more
two of your most important message givers, your interesting and helps to keep the learners
eyes and your face. If possible, wear non glare on their toes.
glasses or contact lenses. Depending on your
topic and audience, too many rings, noisy 7. Address all questions to the entire group
bracelets, dangling earings might contribute to your first. Then, if a question is to be directed to
a particular individual, single out that
losing the look of authority. Have a look of DASH.
person. This helps to keep everybody
It will give your presentation a lift. mentally alert.
In RED you're ahead 8. Distribute questions evenly so that each

BLUE is for you person gets a fair number. As a corollary,
GREEN is in between avoid "picking on" certain individuals - even
BROWN is down if you feel that they need special attention.
BLACK puts you in the back
9. Give positive feedback to your audience's
answers. Of course, if an answer is terrible,
it is difficult to be positive, but at least do
not be negative.
10. If there is a long pause after you have

posed a question, do not give up too easily
or answer the question yourself. Keep at it.
Perhaps the audience is thinking about an
answer. Alternatively, you can rephrase the
question or break it down into smaller parts.

1/'.. Thirteen key questions you need to answer

to guarantee a successful presentation.
D 1. Have you got name tags for your participants? Are their names written large enough so
everyone can read them? Have you provided thick pointed pens for this purpose?
D 2. Can you learn a few names before you begin?
D 3. Have you thought of a short introductory activity?
D 4. Have you come up with a mechanism for establishing

group norms and for taking up participants'
expectations of your presentation?
D 5. Do you have any humourous items, newspaper or

magazine clippings, displays of material to share?
Are they posted in a suitable location in the room?
D 6. Will you be able to refer to their world in anticipation of

some of their experiences or thoughts on your topic? If so, how?
D 7. Is it feasible, near the beginning of your workshop, to conduct a verbal poll on your topic? For
example: How many of you use portfolios as an assessment tool?
D 8. Have you brought extra pens/pencils? Fruit, candies, kleenex provide an added welcoming
touch.
D 9. Is your handout organized so participants can use it as the workshop progresses? Have you
provided blank note taking sheets?
D 10. Have you included something surprising in your repertoire to emphasize key points in your
presentation?
D 11. Are you going to ask volunteers to help demonstrate a point or to assist with keeping notes?
D 12. Are you prepared to bring up their objections before they do? For example: Many of you are
probably thinking that the literacy test is a waste of time and resources ...
D 13. Do you have any relevant personal experiences about your topic which are short and to the
point?

132 STRATEGY THIRTEEN CLASSROOM STRATEGIES

CLASSROOM STRATEGIES STRATEGY 14 133
TEACHER FEEDBACK FORMS (SIX VARIETIES)
RATIONALE
Having your students evaluate your teaching style shows that you
value their opinion. They are pleasantly surprised that you have asked
for their input. Feedback forms, such as these, will shed some light on
how a particular lesson, unit, or course was received. Their remarks
will give you pause to reflect on what you can improve and what is
going well. Since students can be brutally honest, some of their
responses might make you laugh. Suggest you keep a select few for
your portfolio.
Feedback Form -1
1. Rate the content of this lesson/unit/course/field trip from 1-5 with

1 being poor to 5 being excellent.
1 2 3 4 5
2. If you rated this lesson/unit/course/field trip less than 5, what would

have made it a 5 for you?
• •
<::
(Adapted from Jack Canfield The Success Principles 2005)

134 STRATEGY FOURTEEN CLASSROOM STRATEGIES
TEACHER FEEDBACK FORM-2

INSTRUCTIONS: Place a check mark (J) in the box below each line to show how strongly you feel.
1. I felt that it was a good idea to hold class meetings.

STRONGLY DISAGREE (1) DISAGREE (2) AGREE (3) STRONGLY AGREE (4)
ODD o
2. I felt that the positive phone calls home /Ietters sent home were a good idea.
o 0 0 0
3. I feel that my reading has improved since I have been in these classes.
o 0 0 0
4. I felt that this teacher respected my opinions even if he didn't agree with them.
o 0 0 0
5. I used to leave this teacher's classes with the feeling that I had learnt something at the end of each.
o o o o
6. The way this teacher organized his lessons helped me with the organization of my own notebooks and
assignments.
o 0 0 0
7. This teacher often made himself/herself available to help me with my work.
o 0 0 0
8. This teacher is fair in her/his discipline.
o o o o
9. When this teacher asked questions in class, I felt like answering.
o 0 0 0
10. Assignments were clear and definite.
o 0 o o
11. I understood how I was being graded.
o o o o
12. The amount of work assigned was about right.
o o o o
13. The course was well organized.
o o o o
14. Materials seem to be presented on my level.
o o o o

TEACHER FEEDBACK FORM-2 continued
15. What I learned was worthwhile.

D D D D
16. I would rate this course higher than others I have taken here.
D D D D
17. Taking this course has been a good experience.
D D D D
18. I attended this class regularly.
D D D D
19. Most students would benefit from this course.
D D D D
20. Being in this class is helping me rely more on myself.
D D D D
21. Overall, this instructor is a good teacher.
D D D D
22. The instructor seems to be interested in the subject.
D D D D
23. This teacher spoke clearly.
D D D D
24. This teacher answered questions.
D D D D
25. This teacher kept my interest.
D D D D
26. I would like to be in this teacher's class again.
D D D D
27. This teacher showed respect towards students.
D D D D
28. This teacher took an interest in students as persons.
D D D D
29. This teacher seemed to like being with the students.
D D D D


Student's Name: _ Date: _
INSTRUCTIONS: You do not have to put your name on this sheet. The most
important thing about this evaluation is to be honest and
respectful.
1. Did you feel comfortable approaching your teacher with any questions/comments? (Please circle only one)
Very Comfortable Comfortable Uncomfortable
Reason:
2. Suggest one or two ways this teacher could make your time in this class more helpful, meaningful, and/or interesting.
3. The one thing I will remember about this teacher's class is:
4. The one thing I didn't like about this teacher's class was:
5. Please rate this teacher's teaching style. (Please circle only one)
Excellent Very Good Good Fair Poor
6. Additional comments:


Student's Name: Date: _
Instructions: Respond to as many of the statements or questions below. Your name

is optional.
1. Pace of the class/dynamics.
2. Material presentation (Knowledge of concepts, ability to explain clearly, asking questions, providing examples,
scenarios and analogies, personal story telling)
3. Attitude (on time, prepared, answering questions/requests/concerns after and during class)
4. Involvement of the class/class participation.
5. Work ethic (treating you with respect, eq uity, considering diversity)
6. Classroom management (handling of the class, noise level, behaviour, etc.)
7. Personality ( humour, confidence, organization, fairness)
8. What did you like about this teacher's teaching style and why?

TEACHER FEEDBACK FORM-4 continued
9. What aspects of this teacher's style would you suggest be improved/changed?
10. This teacher should:
START: _
STOP: _
CONTINUE: _
11. If you have any other comments, please add them here.
Thank you for taking the time to complete this questionnaire.


Student's Name: _ Date: _
INSTRUCTIONS: Please tell me what you think. Your name is optional.
1. What have you learned?
2. What aspects of my teaching style worked for you?
3. What aspects of my teaching style did NOT work for you?
4. What could I have done differently to meet your needs?
5. Any other comments?
Thank you.

•• ••
Answer the question which appeals to you the most.
1. What has been personally useful to you?
2. What do you think of it? What questions do you have?
3. List two or three things you learned.
4. How can you apply this learning "today"?


142 STRATEGY FIFTEEN CLASSROOM STRATEGIES
A POTPOURRI OF SURE-FIRE STRATEGIES
o READY, SET, ATTEND ... FOR STARTERS

During the first few minutes of class,
Students who attend school or class irregularly
may not connect the relationship between their consider structuring a pre-lesson activity
poor attendance and their failing grades. In which requires little teacher supervision; for
addition, they are a constant source of example, puzzles, silent reading periods,
frustration to teachers. You need to intervene and quizzes. When the activity is consistent
early and often. Consider providing an incentive and seen as important, some of your more
for your students to attend regularly. Monthly aggressive students are more likely to start
certificates might be useful (see page 143). work immediately, and less likely to disturb
the class. (see page 113)
© IF THE SHOE FITS ....
This action also prevents other students
from wasting precious time by waiting for
Have extra pens and pencils available. Imprint
them with your name and/or class. Implement you to start the class. It also enables you to
an exchange system where students offer complete some last minute classroom
collateral, something which is valuable to them, chores.
in return for one of the items. If a student can't
produce collateral, suggest his shoe. It works
., SIGN UP
every time and helps him to remember to return
the borrowed item. Make up and design signs which are
appealing, humourous, and ones which
explain some of your classroom rules and
MUSIC TO THEIR EARS
procedures. They could also highlight your
philosophy of life and some of your beliefs.
Music can affect the respiratory system, heart
Encourage some of your students to do the
rate, brain waves, and body language of your
same. Post around the room.
students. Consider purchasing a radio/CD
player. Use this at various points during your
class. Classical or other styles of quiet
background music, at the beginning of class,
• STORAGE SYSTEM
It might be useful to give each student a
can set a relaxed mood, settle many students
folder to store their extra material. The latter
down, and contribute to your peace of mind.
Use this type of music to introduce students to could include draft copies of assignments,
relaxation, visualization and de-stressing positive notes and letters, word games, and
techniques. articles which you have used but which are
not directly related to your program. The
Give your students some ownership of this budding freelance artists and writers can
equipment by inviting them to play their own also file their works of art completed during
music occasionally. Warning: Check student their spare time with you. This storage
contributions for lyric suitability. system, for miscellaneous material, helps
students to keep their own notebooks clutter
free and organized. Consequently, they will
find their notebooks easier to use for tests
and exams.

CLASSROOM STRATEGIES STRATEGY FIFTEEN 143
Congratulations
on your excellent attendance in this class
for the month of
We appreciate the amount of

time and effort you are putting
into your work. We encourage
you to keep on making good use
of the education offered here at
Yours truly,
(Teacher)
(Principall Assistant Principal)

SURE-FIRE STRATEGIES CONTINUED

MEETING IN THE ROUND a ACTIVITY CENTRES
(a) Once a week hold a formal class Set up special activities which are creative and
meeting. If possible, for more interesting, and involve art supplies, the daily
effective participation, have newspaper(s), bristol board, jigsaw puzzles,
students rearrange their chairs in computers, and other materials. Part of your
a circle. Make available a period can either be officially designated for
question box in which students work at these centres, or they can be used by
deposit, anonymously, issues students who finish their assigned work ahead
which concern them. An agenda of schedule. For this to operate effectively,
can be prepared ahead of time. structure some class time for every student at
Structure the meeting so that the beginning of the term to use some of the
most students make a positive materials. This helps them to decide what they
statement about themselves. might enjoy at some of the centres.
Individuals are allowed to pass if
they have nothing to say. Only
one person speaks at a time.
+ 1.0. UNIT
During the meeting, encourage Devise an identification symbol for student

feedback about your program, and notebooks. This helps students to distinguish
allow them to air their views about your subject from other subjects and ensures
potential problems, and to explore that they have the right books for class. Colour
constructive solutions. coding notebooks is also a good strategy, and
especially effective if you teach a class two or
This exercise helps the teacher and more subjects.
students to get to know each other
better. It also teaches students to
express themselves orally, to listen to
each other, and to respond in a
constructive manner. It works best
when the meetings are held regularly
and consistently, and when students
are notified ahead of time about the
next meeting.
(b) More informally, spend the first

few minutes of your classes
discussing current issues. When
you allow students to chat with
their classmates, you will find they
have little trouble staying on task
for the remainder of the period.

r+] SUBSTITUTE EXPOSURE

e THREE FOR THE PRICE OF ONE
In the event that you might be absent,
prepare your classes by sharing with When interest and attention seem to be waning
them techniques for working with a and quiet seatwork is not going the way you
substitute teacher. First of all ask the would like, try one of the following three
class to reflect on their previous strategies:
experiences with substitute teachers.
Then explain how the substitute system (a) Tell the class to stop whatever they are
works, and explore the reasons some doing for a moment. Ask them to share
people do this for a living. Have the class something of interest with each other.
brainstorm ways of helping the substitute After a brief discussion, you will find that
teacher to become more comfortable. they are usually willing to go back to work.
Take up their suggestions.(See
worksheet for students on p.146). (b) In a non - threatening tone, tell your
students that you are looking at the clock.
Leave a completed School Organization If it takes them one minute to settle, write
Information Sheet (p.18) forthe substitute one minute on the board. This minute
teacher. Design relevant and meaningful could be used at lunch time, recess, or if
emergency lessons that students can do you teach that class last period, at the
at their seats and which can be collected end of the day. It could also be cancelled
at the end of the period. Also include by the end of class, if the remainder of
extra back up material such as word the period went according to plan.
games. Make sure you grade them soon Although it might take them a little time to
after your absence. Leave a brief get used to this technique, you know it is
feedback report for the substitute teacher working when a student says aloud,
to complete. Share the feedback with "Quiet, he's looking at the clock".
your students.
(c) Technique (b) is also effective with
When possible, let the students know you individual students. Assume you have
are going to be away. In the case of a had to assign a ten minute detention to
sudden absence, arrange for two or three an individual for some infraction. Without
students, ahead of time, to manage the saying anything, write the number ten on
class. the board and the student's name. Your
aim is to reduce the number gradually to
These procedures teach self discipline zero contingent on positive behaviour.
and character development. Their The student is now placed in a positive
implementation give students additional position of control, and spends the
·····
insight into the human side of substitute remainder of the period trying hard to
teaching. reduce his detention.
Copyright
l %<
© Michael
.. ....
Tudor, 2007.
FATAL ATTRACTION
PREPARING FOR A SUBSTITUTE TEACHER
1) How many substitute teachers, do you think, you have met

during your school career?
2) What does a substitute teacher do? What is his/her role?
3) Why do you think some people work as substitute teachers?
4) Do you think substitute teaching is an easy or a difficult job?

Give reasons for both.
5 a) What have you seen as unacceptable behaviour towards a

substitute teacher? What have students done to make this
person uncomfortable?
5 b) Why do you think some students behave this way towards

substitute teachers?
6) How can you help a substitute teacher feel more comfortable in class? What can
the class do? What can you do?

d''f WASHROOMS REVISITED
Try using one of the following procedures (d) When a student requests permission to
to decrease the frequency of washroom go to the washroom, glance at the clock.
visits. For best results, implement these If there are only five or ten minutes left in
procedures as near to the beginning of the period ask, "Can you wait five/ten
the term as possi ble. minutes?" The student may not have
realized that the period was about to end
(a) Explain, on a rational level, why it and might say yes. Alternatively,
is difficult to organize a class regardless of the time, say, "Wait a few
when several of them are out of minutes". This works especially well with
the room. Insist that only one some of those students who really don't
person go to the washroom at a have to go. A few minutes go by and they
time. Ask them to bring a note forget to make another request, usually
from home if they have to go because they became busy doing
frequently. something else.
(b) Make up a sign out and sign in (e) Finally, for those of you who have classes
sheet (see page148). When you for a long period of time, consider
have a concern about a student's including a five minute stretch/washroom
tardiness, or frequent visits to the break. In preparation for the first break,
washroom, the sign out sheet with emphasize that this is a privilege, and not
the student's writing will support a right, which can be removed if they are
you. A private discussion will uncooperative. Depending on the grade
enable both you and the student or level of your class, and considering the
to solve the problem. length of the break, review which
washrooms are the best to use. When the
(c) Each time a student goes to the procedure breaks down, remove the
washroom, have her take a privilege for a limited time period only.
specified item. At other times, this Congratulate the class when the
item stays in your classroom. The procedure works. This builds an
student returns the item when she atmosphere of trust and respect, and
returns to class. Having one item creates a good feeling in your classroom.
ensures that only one student is
out of the room at a time and also
prevents others, unless there is
an emergency, from asking. Make
the item grade and age
appropriate.

SIGN OUT/SIGN IN SHEET

DATE NAME TIME OUT TIME RETURNED

IT'S A BOY! IT'S A GIRL! PET PROJECT
Here are several ideas for observing Have students initiate a fund raising scheme to
students' birthdays. purchase a pet for the class. They are then
responsible for its care and upkeep. This
(a) Give the student a Happy develops a sense of responsibility, an
Birthday button to wear and/or understanding of the costs involved, and the
take his photograph with the joy of caring for something else.
principal.
(b) Obtain a daily planner from the

• CANADIAN EXPRESS CARD
main office. When a birthday Give each student a recipe card or a piece of
approaches, record the student's bristol board approximately the size of a credit
name and have it mentioned as card. Make a list of things they can do to earn
part of the morning's extra points or credits. Each time a student
announcements. meets the criteria, punch a hole in her card. A
certain number of holes or credits can be
(c) Have each student in your class traded in for privileges.
design a generic birthday card.
Each time a birthdate comes up, ~ THE TRAVELLING TEACHER
a card is selected, signed, and
presented. To facilitate your movement from class to class,
put together an emergency package. This
(d) Collect a small amount of money package could consist of pens, erasers, a
from each member of the class. stapler, tape, crayons, rulers, calculators, pencil
Make a list of students and their sharpener, paper clips, reinforcers, and other
birthdays. Hand this list and the items which you consider useful. Purchase a
money over to a student. Her
storage box to carry them around.
responsibility is to buy an
appropriate card, ensure that it is
signed, and delegate a classmate ,/ ~.
to present it.
(e) Once a month, have a cake and

celebrate all the birthdays of the
students in that month.
(f) For students whose birthdays

occur during the summer
holidays, select a school day in
Mayor June to recognize them.

THE LONG DISTANCE FEELING • IN LOVING MEMORY
Create good relationships with your Depending on your subject, consider collecting
students and their parents/guardians by some of the funniest, original errors students
making a series of short, positive phone have written on their assignments. Pay
calls home about students' progress. attention also to off hand remarks and
These calls are particularly effective when classroom bloopers. You may also want to
you notify your students that you will be collect some student poetry, and some lines or
phoning, and when, during the actual call, sayings that are characteristic of individual
you are specific about the reason for students. Together with some photographs,
calling. End your conversation by telling compile a booklet and share your findings with
the parent/guardian to pass the news on the class towards the end of the term. Keep
to their child. This action enhances public this as a treasured memory. You will be
relations and students' self-esteem. amazed at how many students return to see
During some of these calls, you might you in the future so they can have another look
also receive positive feedback about your at the book.
work which in turn gives you some
renewed energy. © THE FINALE
If initial phone calls are positive, then If you want your students to leave your classes
when you have to phone about a concern on a positive, relaxed note, consider ending
or potential problem, you are more likely your classes a few minutes before the official
to get a willing ear and to get the help you time. This gives students time to clean up, to
need to resolve it. return borrowed items, and to prepare mentally
for what they plan to do next. Avoid giving any
new information. Rather, seize the opportunity
P. E. T. to create a couple of minutes of quiet time,
Pay Extra Tribute especially if your class was more activity based
than usual.
Phone Home
Play relaxing background music, single out
individual students for cooperative effort, and
RESEARCH SUPPORT helpfulness. In addition, briefly summarize
Evans, T. D. (September 1996). what was learned and invite those who may
Encouragement: The Key to Reforming have concerns to stay behind to chat. Wish the
Classrooms. Educational Leadership, 81-85. class a pleasant day, or night, or safe
weekend, and tell them that you hope to see
them next class.
WEBSITES Ending your class in this low key manner,

www.appliedscholastics.org makes a positive contribution to their behaviour
www.youthchg.com in the halls and enhances the overall tone of
www.development.douglas.bc.ca/teachinglindex.htm I the school.


152 STRATEGY SIXTEEN CLASSROOM STRATEGIES
TAKING CARE OF YOU
RATIONALE
Some educators find teaching rewarding. Other teachers do not. At first, when the
majority of teachers join the profession they experience feelings of accomplishment
and joy. However, in addition to teaching students with a variety of challenges and
overwhelmed with additional responsibilities and duties, some teachers start to look
for other jobs elsewhere. Recent research is paying attention to the needs of
teachers at risk. Wellness workshops are now becoming a necessary part of many
Professional Development days.
STRATEGIES TO BENEFIT YOU BOTH SPIRITUALLY AND MENTALLY

(Before it's too late)
EXPAND YOUR SUPPORT NETWORK want to switch from Elementary to Secondary

or vice versa. You might consider college or
university teaching as well.
• Stay connected with staff members who
support your positive outlook and philosophy
of teaching. Notice with whom you spend
your spare, recess or lunch period. KEEP YOUR SENSE OF HUMOUR
• Create informal support groups of 2 or 3 to

share ideas on topics such as handling
• According to Peter Lawrence, a sense of
humour is deeper than laughter, more
parent teacher conferences, lesson planning, satisfying than comedy, and delivers more
report card writing, recording of marks, rewards than merely being entertaining. A
technological ideas. sense of humour sees the fun in everyday
experiences. It is more important to have fun
• Maintain and foster friendships outside of than to be funny. Your students provide many
school, and schedule regular times to get humourous scenarios, both written and verbal
together for personal exchanges and varieties. These opportunities largely go
debriefing. A casual get together on a unnoticed.
weekday evening instead of the weekend can
produce marvellous results.
• Smile when you wake up in the morning,
when your students enter class, when you
BE IN CHARGE OF YOUR OWN LEARNING leave school at the end of the day.
• Register for courses that may have nothing to do

with what you teach. Examples can include:
• Keep comedy CDs in your car and play them
on the way to school.
cooking, flower arranging, golf, guitar, ballroom
dancing, learning another language. • Construct a bulletin board where your
colleagues can display humourous sayings,
• Stay in contact with people who are the most photos and stories.
successful at what they do. If you are seeking a
promotion at some point meet with those people
who hold the type of position you are seeking.
• Consider changing who you teach. You might

CLASSROOM STRATEGIES STRATEGY SIXTEEN 153
MAINTAIN YOUR BALANCE
Below are many activities or suggestions to help you

maintain a balanced lifestyle while you are teaching.
Go for a walk Maintain good posture
Listen to your favourite music See through illusions
Spend time in your garden Take vitamin supplements under your doctor's
direction
Spend time in your bathtub
Stay in bed when you are not sick
Compliment a colleague
Take a nap
See a comedy
Tell the truth
Rub your feet and hands
Focus on the moment
Talk it out with colleagues
Learn to say no sometimes
Breathe deeply
Slow down and observe
Take dance lessons
Go on a fast or cleanse
Read a biography
Set aside time to celebrate
Begin exercising
Collect quotes that motivate you
Keep your medical appointments
Eat out at a fine restaurant
Get a massage
Work as part of a team
Leave work a few minutes earlier
Sigh occasionally
Let go of "what ifs"
Allow yourself to be pampered
Do your best and then stop
Do things spontaneously
Drink lots of good water with fluoride
Telephone a parent/guardian with some good news
Get more restful sleep
Stop the "shoulds"
Limit caffeine and sugar
Be prepared to wait
Have a good cry
Host a theme party
Look for fun and pleasure
Schedule time off and take it
Celebrate your birthday
Cook or bake something you like
Visit a home for the elderly
Be gentle with yourself

154 STRATEGY SIXTEEN CLASSROOM STRATEGIES
RESEARCH SUPPORT IF YOU REALLY

WANT TO TEACH
Bradford, J. (1999). How to Stay in Teaching (When
You Really Feel Like Crying). Educational Leadership,
67-68.
Canfield, J.& Hansen, M. (2002). Chicken Soup for

Teaching is a unique profession. It has its periods of
the Teacher's Soul. Health Communications, Inc.
Florida.ISBN1-55874-978-0. elation and depression. Some days you wonder how
you stand it. Other days you will feel that there is
Fried, R. (2001). The Passionate Teacher: A Practical nothing so satisfying,
Guide. Beacon Press. Massachusetts, USA. ISBN 0-
8070-3143-7
Mondays you will be full of enthusiasm. Fridays
Griffin, R.(May/June 1993). How to Stay in a Rut as a you will look back and wonder what you have
Teacher. The Clearing House (66), 293-294. accomplished.
Highet, G. (1977). The Art of Teaching. Vintage

One period you will consider yourself a born
Books. Random House Inc. New York. ISBN 0-679-
72314-5 teacher. Next period you will bewail the fate that
gave you such a job. One day you discover that
Intrator, S. (2002). Stories of The Courage to Teach. Indira has finally brought the right materials to
Jossey-Bass, San Francisco. ISBN 0-7879-5632-5.
class. Another day she will have left the materials at
www.josseybass.com
home.
Kane, P. (1991). My First Year As A Teacher. Signet
books, USA. One week after observing and documenting the look
fors in your class, you receive an encouraging
Luckner, J. (Winter, 1996). Juggling Roles and
evaluation from your principal; the next week you
Making Changes. Teaching Exceptional Children, 24-
28. breathe a sigh of relief that she didn't observe a
particular lesson.
Palmer, P. (1998). The Courage to Teach. Jossey-
Bass, San Francisco. ISBN 0-7879-1058-9.
Sanders, T. (2005) The Likeability Factor: How To

If you really want to teach .
Boost Your L-Factor. Crown Publishers, New York.
ISBN 1-4000-8049-5 Adapted from My First Year As A Teacher
(Kane 1991)
Tolle, E. (2004). The Power Of Now. Namaste
Publishing, Vancouver, Canada and New World
Library, Novato, California ISBN 1-57731-480-8.
Tolle, E. (2005). A New Earth: Awakening to Your

Life's Purpose. Penguin Books Ltd., London, England
ISBN 978-0-452-28996-3.
Zukav, G. (2000). Soul Stories. Simon & Schuster

New York, New York. ISBN 0-7432-0407-7
WEBSITES
www.strokeassociation.org/presenter.jhtml?identifier=1029
www.healthsmith.com/Newsletterlspring2000.htm
www.pamf.org/teen/parents/emotionsllifeskillsllifesks6.html
www.retirementwithapurpose.com

CLASSROOM STRATEGIES STRATEGY SIXTEEN 155

156 APPENDIX A CLASSROOM STRATEGIES
__________
RECOMMENDED READINGS 1I
I. Classroom Management for Secondary Teachers (1994) by Edmund Emmer, Carolyn Evertson, Barbara Clements and Murray
Worsham. Published by Allyn and Bacon, a division of Simon and Schuster, Inc. 160 Gould Street Needham Heights, MA 02194
USA.
ISBN # 0-205-15490-5 H54901
COMMENT: This book presents planning strategies teachers use before the school year begins, and techniques for
maintaining and implementing those strategies. Some case studies, suggested problem solving areas and answer
keys are also included.
"""'--··-'-:)""'i;';;;';?'~·· . -~-<"~;;~"i;;Md~
"»>*{;:~,~'>@~ i.'®..~ &iiiJ
2. Comprehensive Classroom Management: Creating Positive Learning Environments For All Students (1995) by Vernon F. Jones
and Louise S. Jones. Published by Allyn and Bacon as in number I.
ISBN # 0-205-1564-9 H56641
COMMENT: This text provides practical ideas for creating positive classroom and school climates, organizing and managing
classrooms, dealing with classroom discipline problems. This edition has a greater focus on multicultural
education and issues of gender; it devotes some space to the alignment between students' needs, learning styles,
and cultures and the instructional and behaviour management used in schools.
4 gw
3. Models Of Classroom Management: Principles, Applications and Critical Perspectives (1993) by Jack Martin and Jeff Sugarman.
Published by Detselig Enterprises Ltd. 210-1220 Kensington Rd. NW, Calgary, Alberta, Canada, T2N 3 P5.
ISBN # 1-55059-063-4
COMMENT: Much background knowledge. Considers principles and applications drawn from the work of Canter, Duke,
Ginott, Gordon and others to present different approaches to classroom management.
riM i
4. Looking in Classrooms (1994) by Thomas I. Good and Jere E. Brophy. Published by Harper Collins College Publishers Inc., 10
East 53rd Street, New York, NY 10022 USA
ISBN# 0-06-501918-0 9000
COMMENT: An authoritative review of classroom research with specific teaching recommendations. Key areas include
multicultural education, student misbehaviour, teaching in heterogeneous classrooms and the teacher's role in
evaluating and planning a program of self-development.
5. Discipline in the Secondary Classroom: A Problem-by Problem Survival Guide (1985) by Randall S. Sprick, Ph.D. Published by
The Centre for Applied Research in Education, Inc. West Nyack, New York 10995 USA.
ISBN # 0-87628-248-6
COMMENT: A cookbook approach. Designed to be a practical resource, this book lists troubleshooting techniques to help
solve common behaviour problems such as swearing, talking back, incomplete assignments and skipping.
6. Classroom Management: A Thinking and Caring Approach (1994) by Barrie Bennett and Peter Smilanich. Published by
VISUTronX, Bookation Inc. POBox 14509,75 Bayly St. W. Ajax, Ontario, Canada LIS 7L4. TELPH: (905) 619-0376
ISBN # 0-9695388-1-2
COMMENT: Presents skills for preventing and responding to student misbehaviour in a logical and sequenced fashion.
Refers to these skills as BUMPS. Key points are suggested for creating a classroom environment where
students learn.
CLASSROOM STRATEGIES APPENDIX A 157
7. Managing Secondary Classrooms: Principles & Strategies for Effective Management & Instruction (1999) by Patricia Williams,
Robert Alley & Kenneth Henson. Published by Allyn and Bacon, Needham Heights, MA 02494 Internet: www.abacon.com.
ISBN # 0-205-26725-4 (alk.paper)
COMMENT: Covers legal issues in managing student behaviour, communication skills, the influence of gangs and cults,.
Devotes space to understanding diverse cultural and ethnic backgrounds, plus the other nuts and bolts of
classroom organization and management. Activities and case studies sprinkled throughout.
8. ClassroomManagement: Theory and Practice (1995) by Robert T. Tauber. Published by Harcourt Brace College Publishers, 301
Commerce Street, Suite 3700, Fort Worth, TX76102.
ISBN # 0-15-501317-3
COMMENT: Presents several theoretical frameworks of discipline and "tried and true models" of classroom management.
Refers to Dreikurs, Canter, Gordon Glasser etc. Also has a section on multicultural classroom management.
M
16iM*4
9. How To Be An Effective Teacher: The First Days Of School (1998) by Harry Wong and Rosemary Wong. Published by Harry
K. Wong Publications, Inc., 943 North Shoreline Boulevard, Mountain View, CA 94043 Tel: (650) 965-7896 Fax: (650) 965-
7890)
ISBN #: 0-9629360-2-2
COMMENT: A user friendly, how to book on many facets of classroom management. Written in a personal and uplifting
style. Easy on the eyes.
10. The Key Elements of Classroom Management. (2003) by Joyce McLeod, Jan Fisher and Ginny Hoover. AS CD 1-800-933-2723.
ISBN# 0-87120-787-7
COMMENT: A fresh look at class management. Organized around three key elements: efficient use of time and classroom
space; implementation of strategies that influence students to make good choices; and effective implementation
of instructional strategies.
II. What's This Got To Do With Anything? (1996) by Chris Ward and Jim Craigen. Published by Visutronix
ISBN # 3 0-9698341-01
COMMENT: A compendium of class builders and energizers divided into categories such as getting acquainted, group
formation, group Iclass building. Separate entries for Primary, Junior, Intermediate and Senior.
12. Becoming A Teacher (1996) by Parkay, Forrest et al. CHAPTER 12. Published by Allyn & Bacon, 1870 Birchmount Rd.
Scarborough, Ontario. M I P2J4.
COMMENT: This chapter "Dynamics of Classroom Life", takes a proactive approach to classroom management. It
emphasizes the role of the teacher in creating a classroom "culture". It provides three case studies of effective
teachers. The chapter ends with suggestions for preservice teachers, portfolio entries and several applications
and activities.
13. Teaching Students With Special Needs In Inclusive Settings (1995) CHAPTER 12 byTom Smith, Edward Polloway, James Patton
and Carol Dowdy. Published by Allyn and Bacon, Needham Heights, MA 02194.
ISBN# 0-205-14653-8
COMMENT: It provides a succinct and comprehensive look at the various facets of classroom management. As the title
suggests it also lends itself nicely to Special Education. When all else fails read this chapter for a quick recipe
for each strand.
llM__
@*81&_#% ,x ?@M § M·W;'
158 APPENDIX B CLASSROOM STRATEGIES
MICHAEL TUDOR'S BACKGROUND

Through his work with various school boards in Canada and the Ontario Institute for Studies in
Education(OISE) in Toronto, Michael Tudor is constantly perfecting new ways of encouraging
students to look forward to going to school and to feel the need to achieve.
Born in Barbados, West Indies, Michael moved to Canada in 1971 where he studied at the
University of Manitoba and the University of Toronto. For several years he worked in sales for a
home rental agency and wrote for Macleans magazine. However, the passionate supper time
conversations with his parents, since he was eight years old, about improving the lot of
disadvantaged students, must have rubbed off.
Michael was one of the first graduates in Special Education from the then Faculty of Education
in Toronto in 1977. He began his teaching career at Highland Heights Junior Public School and
Sir William Osler Secondary School in Scarborough, Ontario. In February 1985, Michael took up
a new teaching stint at L'Amoreaux C.!. in Scarborough as that school's first Special Education
Resource teacher and first ESL (now ELL) Co-op teacher. He went on to obtain his Masters
Degree from OISE in 1995.
A nationally recognized keynote speaker and workshop presenter since 1981, and associate
teacher and teacher educator for OISE since 1983, Michael has had a variety of audiences
actively participate in his seminars. His topics include working with at risk students, presentation
skills, the Myers Briggs Type ln dic ator" (MBTI), and Personality Dimensions®.
Som e of Michael's most recent presentations have been delivered at the following sites:
Near North District School Board, North Bay, Ontario. (Keynote Speaker)
Dufferin-Peel Catholic District School Board, Mississauga, Ontario.
Peel District School Board, Summer Institute, Mississauga, Ontario. (Keynote Speaker)
Surrey District School Board, Surrey, British Columbia.
Ontario Association for Students At Risk Conference.
Student Success Numeracy Conference. (Keynote Speaker)
Kawartha Pine Ridge District School Board, Port Hope, Ontario.
Talking in Colour conference, Toronto, Vancouver,and Fredericton.
Mini-Skool: A Child's Place, Mississauga, Ontario.
Institute for Child Study, North York, Ontario.
Board of Jewish Education, North York, Ontario.
Simcoe County Board of Education, Barrie, Ontario. (Keynote Speaker)
Learning Disabilities Conference, Toronto, Ontario. (Keynote Speaker)
Good Sheppard Elementary School, Courtice, Ontario.
Ashbury College, Ottawa, Ontario.
John Knox Christian School, Brampton, Ontario.
OASCD conference, Mississauga, Ontario. (Keynote Speaker)
Ernescliffe P.S. Brampton, Ontario.
Georgian College, Barrie, Ontario. (Keynote Speaker)
As an author and editor of several books and magazine materials in Canada and the Caribbean, Michael
has co-authored Insight I and II, with Ken Weber, professor emeritus at the University of Toronto. He has
also written a teachers' guide helping teenagers deal with sexual issues titled It's Cool To Ask, and
produced a video through TV Ontario for one of the Special Education on line Additional Qualification
courses.
He continues to work on this book, Practical Classroom Strategies and to make a major written
contribution to the next evolution in temperament theory - Personality Dimensions®.
After twenty-five years with the TOSB, Michael retired in June of 2004 and has since entered his
second adolescence. He continues to teach at OISE and to deliver approximately sixty speaking
engagements each year.
CLASSROOM STRATEGIES APPENDIX C 159
KEYNOTE ADDRESSES AND WORKSHOPS

PRESENTED BY MICHAEL TUDOR
~~~~~~~~~ ~~~~~~~~~
KEYNOTE ADDRESSES 4. SLOW AND STEADY WINS THE RACE
Teaching students who learn at a slower pace
A variety of motivational topics, incorporating some of
the workshop material described and related to Michael's Although slower learners go through the same developmental
practical classroom experience, are available. 1.5-2 hours. stages as other children, they do so at a slower rate. They
learn more quickly than most students with mild retardation but
more slowly than average students. This session is designed
FORMAT to deepen your understanding of slower learning students and
to improve your ability to help them learn. After the
• Relevant, up to date, concrete resource material presented characteristics and learning needs of these students have
in an upbeat, positive, enthusiastic and genuine manner. been explored, practical management strategies, actual lesson
and project plans will be presented.
• An efficient balance of cooperative learning and facilitator
skills, group and individual work, lecture and hands on
activities, academic and personal insights. Lots of learning
by doing and feeling. 5. THE AT RISK STUDENT
Teaching School Survival Skills
• A professional delivery in the truly dramatic sense: articulate
and expressive, original and unique, humourous and Inspired by the works of Schaeffer, Zigmond, Kerr, and Farra,
touching. (Teaching Exceptional Children, 1990) and Bell (Educational
Leadership, 2002) this workshop helps educators realize that
• What comes through most in his presentation style is his success for students in school and the working world depends
message which is: caring and concern before content and on more than competency in academics and literacy skills.
curriculum is one of the keys to keeping students interested Participants will be introduced to a shocking and surprising list
in school. of critical school survival skills identified by over 4000 students
and educators. Practical suggestions for teaching and
reinforcing these skills to empower students who find it difficult
1. M.P.P: to survive in school will be explored and demonstrated.
MAKING POWERFUL PRESENTATIONS
This in itself is a powerful presentation specially designed for

keynote speakers, workshop leaders and presenters. Key 6. PERSONALITY DIMENSIONS®
aspects of presentation power which will be covered include: Understanding Yourself and Others.
crucial tips for controlling your nerves, using visual aids
effectively, and inexpensive ideas for enhancing one's image. This wokshop is about effective communications and builds on
Delivery style techniques such as perfecting body language, a history of temperament theories that spans twenty-five years.
seating arrangements, handouts and materials will be An off shoot of the works of Carl Jung, David Keirsey, Linda
modelled. Berens and Don Lowry, Canadian made Personality
Dimensions® is an evaluative tool using four basic personality
types: Inquiring Green, Organized Gold, Resourceful Orange
2. M.P.P: and Authentic Blue. After participants discover their
MAKING POWERFUL PRESENTATIONS (for students) temperament type and the strengths peculiar to each, they can
then select any of the following applications to suit their
This seminar is specifically designed for students who want to schools. Differentiated instruction, classroom management,
polish their presentation skills. After the rationale for student success, team building, and communication skills.
presentations in the curriculum have been presented, students
will learn how to piece together a presentation that their
teachers won't forget and how to keep their classmates' 7. PERSONALITY DIMENSIONS® (for students)
attention. Valuable tips from students in other schools will be
provided for making their presentations successful, powerful, In this activity based presentation, students appreciate and
and a pleasure for teachers to evaluate. celebrate their diversity and identify their self esteem needs.
After exploring the four basic personality types, students
identify their own type and prepare a skit to celebrate and
3. CLASSROOM MANAGEMENT AND ORGANIZATION recognize their learning needs. This workshop is especially
appealing to co-op students who can then identify their career
An action-packed, practical workshop on ways to build choices using the colour scheme. The presentation also allows
responsibility in students - painlessly and inexpensively. them to identify the skills they need to strengthen to become
Several techniques for keeping them organized in even more effective employees.
school and out of school and for assisting them to
assume ownership of their progress will be
demonstrated.
REVITALIZE YOUR SCHOOL AND CLASSROOM - CONTACT michael.tudor@utoronto.ca

160 APPENDIX D CLASSROOM STRATEGIES
Michael Tudor 256 Jarvis Street, Suite 12A, Toronto, Ontario, M58 2J4.
Phone: (416) 598-3459 Fax: (416) 598-2841 E-Mail: michaeLtudor@utoronto.ca
www.mtudor.com
PRACTICAL CLASSROOM STRATEGIES

At Last! Some Highlights
An easy-to-read, comprehensive manual and CD 1. How to get to know the students you teach
containing sound, simple, highly visual, and those you don't.
organizational strategies to duplicate and use with 2. How to help your students take responsibility
their students. for their learning.
3. How to prepare your rules and procedures to
Written and updated since 1983, each strategy elicit ongoing cooperation.
comes with its own rationale, suggested procedure 4. How to ensure that you and your students
and unique ideas for smooth implementation. stay organized.
5. How to create an inclusive classroom with
The handy CD is provided with the form tem plates in your knowledge of personality types.
Word and WordPerfect for ease of customization.
Helping Students Help Themselves
You will find practical suggestions for handling the late arrival, for putting together a classroom notebook
and for helping students to monitor their progress and to manage their personal lives more effectively.
ORDER NOW!
Discounts available on large quantities.
ITEM: Text & CD PRICE QUANTITY TOTAL
CLASSROOM
STRATEGIES $40.00
NAME:
ADDRESS:
CITY/PROVINCE:
POSTAL CODE:
HOME PHONE: ( ) SCHOOL PHONE: ( )
E-MAIL ADDRESS:
* price includes postage and handling.
Instructions: Fill in the document above, make a copy of it and send it to the address at the top
of this page by regular mail, fax or e-mail. Please note: Make your cheque or money order
payable to Kondor Enterprises in Canadian or U.S. funds and send it to the above address. All
orders will be filled within one week of receiving payment.
CLASSROOM STRATEGIES APPENDIX E 161
An Epistle To Teachers
I.Though I teach with the fluency of an 8.Love endures many things which are
orator or politician, and have not love aggravating, always hoping at the end of a
for my individual students, I am as a particularly trying day or term that the
stereo with static, or a computer with a next would be better.
faulty memory chip.
9. Though intelligence, brilliance,
2.Though I have the 1. Q. of a genius education, and experience seem to bring
and possess many degrees from results, love in the end will not fail.
universities, and have not love, I have
nothing to offer my class. 10. For though we have a little
understanding of human personality, with
3.Though I spend my salary on visual love we can attain much.
aids and textbooks by experts, and burn
the midnight oil studying them, and IW hen I was a student, I was immature
have not love, it will do little to help me. in thought, conversation, and behaviour;
but now that I am an adult and a teacher,
4.Love makes one very patient and kind I am much more equipped to direct my
toward the slowest and most disruptive students along the path to maturity.
students.
12. Though many times I fail to see that I
5. It envies not another teacher's good have received any results in my work with
fortune, does not make one conceited a special student, nevertheless, in after
about his own abilities, nor allow one to years the results will be there.
judge the actions of the fellow staff
member hastily. IJp or a teacher must continue to have
patience, hum our, love, these three, but the
6. It is never happy at another's greatest of these is LOVE.
misfortune or evil doing, but rejoices
when a colleague is praised. Source Unknown
Adapted by Michael Tudor
7. It makes one watch his own conduct for Practical Classroom Strategies
carefully, realizing the influence
wielded by a teacher; prevents onefrom
thinking too much about money; does
not get angry at every suspected slight;
looks for the best in those he teaches.
162 APPENDIX F CLASSROOM STRATEGIES
TABLE OF FILES ON CD
FORM/TEMPLATE PAGE # FORM/TEMPLATE PAGE #
1. Add-A-Letter Word Game 118 28. Personal Record of Achievement Sheet - Type 2 60
2. Add-A-Letter Word Game SAMPLE 118 29. Personal Record of Daily Activity Sheet. 59
3. Add-A-Letter Word Game Plus 119 30. Phone Home Sign 17
4. Add-A-LetterWord Game Plus SAMPLE 119 31. Plans for the Period Sheet - Type 1 31
5. Attendance Certificate 143 32. Plans for the Period Sheet - Type 2 :34
6. Attendance Record Sheet 24 33. PREP Sign 42
7. Autobiography 10 34. Presentation Checklist.. 131
8. Behaviour Challenges Checklist 104 35. Quiz-Code-Quote Word Game 117
9. Behaviour Incident Reflection 103 36. Quiz-Code-Quote Word Game SAMPLE 117
10. Catch-up Sheet. 55 37. Quotable Word Game 114
11. Daybook Planning Sheet 26/27 38. Quotable Word Game SAMPLE 114
12. Homework Sheet - French 46 39. Read Me File (Instructions) N/A
13. Homework Sheet - General. 45 40. Record of Marks Sheet. 25
14. Homework Sheet - Spanish 47 41. School Information Sheet. 18
15. Homework Sheet - Subject.. 48 42. Seating Plan Sheet 22
16. IOU Sheet. 70 43. Sign Out ISign In Sheet. 148
17. Laddergram Word Game 121 44. Students are Fragile Sign 52
18. Laddergram Word Game SAMPLE 121 45. Substitute Teacher 146
19. Late Sign In Sheet. 66 46. Table of Files ; 162
20. Late Slip 65 47. Talking About Doing Well Sign 73
21. Learning Partners Sheet. """""'''''''''''''''''''''' 56 48. Teacher Feedback Form -1 133
22. Lesson Planning Circle using Personality 49. Teacher Feedback Form -2 .................... 134
Dimensions® Symbols 92
50. Teacher Feedback Form -3 136
23. Lesson Planning Circle Without Personality
Dimensions® Symbols N/A 51. Teacher Feedback Form-4 137
24. Order Form for Book 160 52. Teacher Feedback Form -5 139
25. Personal Planning Calendar Sheet. 49 53. Teacher Feedback Form -6 140
26. Personal Record of Achievement Graph 61 54. Thank You For Being Here Sign 36
27. Personal Record of Achievement Sheet - Type 1 58 55. Workshops & Keynotes Flyer 159
Michael Tudor & Larry Konyu
416·598·3459 416·351·1436
michael.tudor@utoronto.ca
Ikonyu@rogers.com
.............
KONDOR
www.mtudor.com
www.kondor.ca
Personality
DIMENSIONS®
Career /LifeSkills Resources Inc.
Lynda McKim
Personality Dimensions" Moster Trainer
PD
-c-e-c-
We hope you enjoyed this Personality Dimensions»
workshop and now have a clearer understanding of
yourself and an appreciation of others. We feel confident
that this learning will provide you with a valuable base
for empowering communication.
This reference guide has been designed to remind you

of the key principles and information that were covered
during the workshop. Use it as a reference to help you
put your PD learning into action at work, at home,
with friends, and in your community - in all aspects
of your life!
© 2004 by Career/LijeSkills Resources Inc., 116 Viceroy Road, Unit Bl, Concord, ON L4K 2M2, Canada.
All rights reserved. No portion of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or media or by any means, electronic, mechanical. photocopying, recording, or
otherwise, without the prior IVlitten pennission of the publishe1: Plinted in Canada
Personality Dimensions is a registered trademanrk of Caree1/LifeSkills Resources lnc.
All other trademarlls, logos and setllice marks displayed throughout this resource are the property of other
third parties.
PO IN ACTION
If"
Use ~,
III Personality
DIMENSIONS®
to:
•• rovide a basis for understanding
•• xpress yourself appropriately
espect individual differences
-=-
••
~
ucceed with style!
rganize
egotiate
efficient teams
more effectively
ppreciate yourself and others
•• earn to improve communications
_ dentify potential problems early
•• ake steps to avoid or defuse problems
ield higher productivity
[IJ elegate tasks appropriately
o=J nteract with others more effectively
~ anage others more efficiently
levate morale and enthusiasm
~ ourish interpersonal relationships
CD upport and encourage others
o=J nfluence others positively
ptimize team performance
~ arrow gaps and differences
1=0 ucceed with style and ease!!
PERSONALITY DIMENSIONS®
Inquiring Green
(ORE NEEDS
Knowledge & Competence
Characteristics
::::I
o logical and rational
:z quality conscious
improvement oriented
analytical and systematic Functional Skills
investigative and inquisitive visualizing and creating
seeks the big picture analyzing and problem-solving
emotionally self-controlled researching and developing
strategic thinker observing and diagnosing
innovative and ingenious conceptualizing and reasoning
needs independence planning and organizing
requires private time getting to the core of complexity
sets high expectations &
standards Potential Weaknesses
explaining detailed information
Strengths
insensitivity to the feelings of
determination others
conceptual skills lack of follow-through
global and strategic thinking information overload
absorbing and storing knowledge impatience and lack of
clarity of thought and precise understanding toward
language emotional arguments/pleas
seeking comprehensive lack of concentration if
information disinterested
drawing insightful conclusions can be impatient and arrogant
from complex information analysis paralysis
analytical ability argumentative
establishing standards
big picture perspective
contributing optimum effort
systematic and logical approach
gathering data and information
2
-~-<f'-.~-------P-D-I N-AC-T-I
O-N
Inquiring Green TEA M M EM B E R S
Needs Gaining Their Cooperation

knowledge and competence encourage/validate their ideas
intellectual stimulation assign critical and challenging tasks
dear quality standards use policies as guideline when
precision and accuracy possible
freedom to ask "why?" argue facts, not feelings
personal autonomy provide space and time for research
quiet time to think and and work
process information provide rationale for decisions
communicate the big picture
Likes ask for their input at the initial stages
exploring the unknown
discovering new possibilities Problems Caused By
designing conceptual models lack of independence
improving quality/effectiveness incompetence
creating strategies boredom
acknowledgement from emotional displays by others
colleagues hasty decisions without enough info
solving complex problems being kept on a need-to-know basis
explaining complexity having ideas summarily dismissed
lots of data and information perceived negative criticism
being forced to speak before having
had the opportunity to think
it through
REWARDING THE INQUIRING GREEN TEAM MEMBER
provide opportunity for professional development

listen to their ideas and innovations
compliment their creativity and ingenuity
be open and receptive to their observations and opinions
recognize their accuracy and the quality of their work
-P-E-R-S-O-N-A-L-I-T -Y-0 -I M-E -N-S-I O-N -S -®---~-<f,-.-~- 3

Organized Gold
Q
Belonging Through Duty & Responsibility
N
organized and orderly

maintains traditions
responsible and practical
dependable and reliable
loyal to organizational goals planning and organizing
always prepared handling details
service-oriented supervising and coordinating
helpful and trustworthy following directions
completes tasks on time collecting and classifying data
strong belief in policy and setting up and following procedures
procedure budgeting and computing
respects authority and rules evaluating and expediting
patient and cooperative managing and monitoring
helping and implementing
good informational listener
dependability and stick-to-itiveness
seeks closure and follows through
strong sense of right and wrong guardedness and lack of vision
focusses on productivity narrow focus
attention and concern for detail righteousness, my way or no way
organization and planning skills unforgiving once trust is broken
stabilizer to the organization rigid and resistant to change
honours time-lines sometimes pessimistic or negative
provides and maintains order too hard on self and others
cooperative and willing to help out
good quality and quantity of work
caretaker of group maintenance
weighs consequences before acting
possesses common sense
4 -~-~ -.-~--------P-D-I N-A-C-T -I

O-N
Organized Gold TEA M M EM B E R S
ami 1 ThE'1 Cooper tten

security, stability, order and
a plan
be organized and punctual
keep expectations/procedures
...
N
rules, standards, and procedures clear; state deadlines
consistency, accuracy, give rationale for change;
productivity don't rush it
time to complete tasks have viable options if things go
details of specific requirements wrong
recognition of efforts and make requests explicit
job done keep promises and commitments
sense of belonging provide adequate resources to
to feel needed and useful do the job
to see things through to the have agenda and maintain
end; closure schedules
I u
sense of order and structure confusion re: roles/responsibilities
satisfaction from a job well done disorganized work place
identification with the group lack of time or changing time-lines
serving and enjoying time unclear or changing rules
with others unplanned/unanticipated change
being prepared and efficient too many priority tasks at once
tangible rewards frequent disruptive interruptions
stabilizing/structuring the process vague lines of authority
REWARDI T r.o A.\ A.\EM FR
compliment them on the quality and quantity of their work

let them know how much they are appreciated
reward their loyalty, efficiency and dependability
value their organized style
recognize their value to the team or organization (belonging)

give concrete rewards - money, plaques, cards, etc.
-P-E-R-S-O-N-A-L -I T-Y-O-I M-E-N-S-I-O-N-S-® ---~-~ -.-~- 5

Authentic Blue
(ORE NEEDS
Relationships & Self Actualization

•...
z
... Characteristics
people-oriented
relates well to others
makes a favourable impression
creates cohesive environment Functional Skills
enthusiastic and stimulating motivating, persuading and leading
sensitive to the needs of others public speaking and presenting
supportive, empathetic, counselling, guiding, and mentoring
inspirational care-taker of group process
expressive and animated recruiting and training
seeks and appreciates harmony listening and communicating
ethical, honest, and sincere synthesizing and maintaining
concerned for others harmony
optimistic acting as a catalyst
creativity and aesthetic taste
Strengths mediating conflicts
ability to persuade and cooperate quick to praise and encourage
communicates empathy flexible approach to reaching goals
quick to offer praise and support
creative thinker Potential Weaknesses
dedicated to people issues goal-setting and time management
mediates and resolves conflict too caught up in process
facilitates personal and sensitive to criticism and conflict
organizational growth and may avoid confronting problems
development may create dependencies in an
natural team builders/players attempt to be helpful
sees/promotes potential in others can't say no; takes on too much
expresses thoughts and feelings slow to make decisions and act
good intuition and imagination may be too compliant
fosters harmony may show favouritism
inspires and motivates others
G
-~-~-.-~--------p O-I-N -A-C-T -I O-N
Authentic Blue TEAM MEMBERS

interaction with others create a relaxed people-centered v
freedom from control and environment to-
detail encourage cooperation/fairness z:

encourage/support creativity
•..•
approval and public recognition
unconditional support recognize feelings as valid
encouragement and reassurance show interest in them as a person
understanding and popularity argue opinion and feelings,
validation of personal worth not just facts
attention, acceptance, ask their help in resolving team
appreciation conflicts
Likes Problems Caused By

meeting new people too much specific data to remember
honesty and harmony too many simultaneous projects
inspirational quotes and speeches lack of personal recognition
self help and personal growth blunt/dishonest communication
influencing! entertaining others put downs and discouraging
using imagination and creativity comments
personal validation unrealistic expectations
observe and "read" people perceived disregard for people
changing to meet others' needs issues
fun and friendships at work dishonesty and unethical behaviour
REWARDING THE AUTHENTIC BLUETEAM MEMBER
provide opportunity for professional development in human

relations
acknowledge their uniqueness, people skills, and ability to
motivate
compliment them in public or send a little note
recognize their contribution to a harmonious environment
praise their imagination, creativity, participation and cooperation
demonstrate understanding and appreciation of their feelings
and ideas
-P-E-R-S-O-N--A-l-IT-Y---O-IM--E-N-S-I-O-N-S--~------~· .• ~- 7
Resourceful Orange
(ORE NEEDS
...•
::;) Freedom, Activity & Variety
•...
•..•
Characteristics
seeks change and variety
action-oriented doers
makes quick decisions
independent and competitive Functional Skills
extremely generous producing results
quick wined and funny leading, motivating others
seeks new ways to do things selling and persuading
takes initiative negotiating and improvising
realistic, practical risk-taker public speaking and presenting
eager to try new things creating and designing
open and non-judgemental responding to emergencies
fixing mistakes
Strengths managing multiple projects
flexible, adaptable, resilient jack-of-all-trades
troubleshooting and
problem-solving Potential Weaknesses
dear, direct communicator impatient with theory and
determination and drive semantics
decisive and quick to act may be pushy in seeking a
thinks well on the spot decision
expedites and makes things happen may be confrontational and
appreciates and gets quick results impulsive
excellent in crisis situations bend/break rules to get things
endurance and stamina done
performs well under pressure linle interest in abstract material
natural instinct for opportunity may act too quickly, miss the
sees facts and realities big picture
easy-going and entertaining may be lax with detail
may not follow through
8
-~-~.-~--------p O-I-N -A-C-T -IO-N
Resourceful Orange TEA M M EM B ER S

independence and control of assign critical and challenging tasks
self give them leadership or hands-on
freedom to act quickly tasks
results and immediate feedback give them a variety of tasks
opportunity to create and appeal to their love of competition
perform limit controls, details and
recognition for skill and supervision
performance don't tell them "how" to do it
challenge and variety let them have fun with the job
freedom of expression and
control over how they get Problems Caused By
the job done feeling used or unappreciated
rule-bound environment
Likes rigidly enforced procedures
taking risks and testing limits too much unnecessary structure
dealing with problems/crises long meetings and excessive
"putting out fires" paperwork
being in charge (of, at least, self) unclear, manipulative
learning by experience communication
competition and contests lack of positive recognition
completing tasks quickly theoretical or abstract material
multi-tasking (more productive)
REWARDING THE RESOURCEFUL ORANGE TEAM MEMBERS
give concrete rewards - money, plaques, time off, etc.
compliment their ingenious approach to problems and

problem-solving
give immediate positive and specific feedback on their performance
acknowledge their flexibility, adaptability, energy and endurance
recognize their ability to cope and react well in crisis situations
------~.
PERSONALITY DIMENSIONS®
z
o
>
ct
Introversion & Extraversion
a.:
I-
><
An element of personality theory Introverts are just the opposite.
"" that is not actually a part of Introverts seek stimulation from
z temperament theory, but is within and direct their energies
o
critically important to understand- inward in reflection. They can
ing ourselves and others, is the work just as effectively with others
> preference for Introversion or all day long, but when they go
o
a.: Extraversion. This preference home, they may be exhausted
I-
z affects all four temperament and will want quiet time to
styles so it is important that we rejuvenate. If Introverts spend all
are aware of this element and day working on individual tasks
make allowances for it in our with very few interruptions, they
interpersonal communications. tend to go home energized.
Following is a brief explanation
of Introversion and Extraversion. Introverts do their best thinking,
learning, and decision-making
In common terms, Introversion through quiet reflection and
might be described as shy or individual study. Extraverts are
reserved and Extraversion as at their best when discussing
outgoing or gregarious. However, and sharing ideas with others.
Jung (1923) and Myers-Briggs Extraverts find brainstorming
(1960) used these terms to effective in getting their creative
describe how individuals are juices flowing, whereas Introverts
energized. Extraverts seek may find it intrusive and
stimulation from outside confusing because it does not
themselves and tend to direct allow them time to process the
their energies outward in action. information internally. Extraverts
Therefore, when extraverts spend will often think out loud and
the day working with others, they will sometimes surprise even
tend to be pumped up. When themselves with the things they
they spend hours working on say. They can have a real "aha"
their own in quiet reflective work experience, or they can "put their
or planning, they may be quite foot in their mouth," by speaking
tired by the end of the day. as they think. Introverts always
10
PD IN ACTION
z
o
>
CI:
a.::
•...
><
think things through before this knowledge have for people
sharing their thoughts, so "foot learning about Personality <>is
Z
in mouth" is rarely a problem Dimensionsv! o
for them. However, their internal
processing time can sometimes Personality Dimensionss teaches
be misread by others as disinter- about the four temperament >
o
est or disagreement with what is types, but to be truly effective a.::
going on. Sometimes Introverts in understanding and
•...
Z
will choose not to share their communicating with others,
thoughts with others. you also need to be aware of
Introversion and Extraversion.
These definitions of Introversion You need to realize that what
and Extraversion are not the the Extravert says out loud is not
same as those in common usage. necessarily his/her final decision.
Unlike commonly held beliefs, They are just throwing it out
Introverts can be very good at there as it comes to mind. You
interacting with others, as well also need to recognize that
as very warm and outgoing. By Introverts, when quiet and
thesametoken,Extravertscan non-communicative, are not
sometimes be more reserved on necessarily disinterested .... they
first meeting. We know from may simply be taking in and
discussion and observation that processing what they are hearing.
there are Reserved and Outgoing Give them some time and then
Introverts and Reserved and ask for their input, then be
Outgoing Extraverts. What prepared to be surprised at their
significance, therefore, does insights.
11
PERSONALITY DIMENSIONS~
IMPORTANT TIPS TO REMEMBER
We re A PI id
You do this tool a grave injustice if you use the information
you learned here to stereotype or label others.
Remember, we can and do function from all perspectives,
but some require less effort and will feel more comfortable
than others and this is different for each person.
Differences Are Desirable

THIS IS JUST A TOOL!
It cannot and does not explain all human behaviour.
Use it when it is helpful for understanding yourself and others.
Use it for improving your communication with others.
Use it for motivating and gaining cooperation from others.

Set it aside when it is not helpful.
12-~.~ ·.·~--------P-D-I N-A-C

-T
I-O-N
Notes
PERSONALITY OIMENSIONS®
Inquiring Green
Resoun:eful Orange Authentic Blue
If" ill Personality

ilL' DIMENSIONS®

EDU 6000Y Practical Classroom Strategies (The Carrot Book)

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MISSION STATEMENT

And seeing the students at the beginning of the term

Blessed are the unmotivated:

Blessed are the self-conscious:

Blessed are they who are at risk:

Blessed are they who encourage and help others:

Blessed are the peacemakers:

Blessed are you, when your colleagues shall commend you,

Rejoice and be exceeding glad:

1 Getting to Know your Students.. . . . . . . . . . . . . . . . . . . . . .. 9

2 School and Classroom Organization. . . . . . . . . . . . . . . . .. 18

3 Class Rules and Procedures. . . . . . . . . . . . . . . . . . . . . . .. 37

4 Organizing Students' Time. . . . . . . . . . . . . . . . . . . . . . . . .. 44

5 When Students Fall Behind. . . . . . . . . . . . . . . . . . . . . . . .. 53

6 Managing Late Arrivals.. . . . . . . . . . . . . . . . . . . . . . . . . . .. 64

7 Handling the Borrower. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 69

9 Teaching Students At Risk. . . . . . . . . . . . . . . . . . . . . . . . .. 98

10 Teaching the English Language Learner (ELL). . . . . . . .. 107

11 The Parent-Teacher Interview. . . . . . . . . . . . . . . . . . . . .. 110

12 As the Word Turns - Using Word Games to Teach Thinking 113

13 Enhancing Your Teaching Repertoire.. . . . . . . . . . . . . . .. 125

14 Teacher Feedback Forms. . . . . . . . . . . . . . . . . . . . . . . .. 133

15 A Potpourri of Sure-Fire Strategies.. . . . . . . . . . . . . . . . .. 142

16 Taking Care of You. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 152

Appendix A Recommended Readings. . . . . . . . . . . . . . . . . . . . . . . . .. 156

Appendix B Michael Tudor's Background. . . . . . . . . . . . . . . . . . . . . .. 158

Appendix C Keynotes & Workshops. . . . . . . . . . . . . . . . . . . . . . . . . .. 159

Appendix 0 Book Order Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 160

Appendix E An Epistle to Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . .. 161

Appendix F Table of Files. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 162

CO of form templates. . . . . . . . . . . . . . . . . . . . . .. Back Cover

PLETHORA OF INFORMATION This enables us to enhance students' thinking and

ARE YOU READY TO TEACH? READ ON

STILL WANT TO TEACH ?

Tonight I will start reading books on Classroom Management " J.N.

Copyright © Michael Tudor, 2007.

GETTING TO KNOW YOUR STUDENTS: AN AUTOBIOGRAPHY

Relationships which are wholesome and positive are important. Getting to

• Consider using a variation of An • Transfer select information about each

• List the answers you receive for question

Copyright © Michael Tudor, 2007.

___ (Postal Code)

3. Home phone number(s):

(b) Date of birth:

7. Where and when do your parents/guardians work?

(a) Mother/Guardian: (i)

(Ii) (Ii i) (iv)

(b) Father/Guardian: (i)

(Ii) (Iii) (iv)

Copyright © Michael Tudor, 2007.

8. (a) What is the main language spoken in your home?

9. List two of your favourite school subjects.

11. What do you like best about school?

12. What do you like least about school?

13. List three of your interests or hobbies.

Copyright © Michael Tudor, 2007.

Typical work schedule: _

16. And finally! Complete the following statements.

(b) I hope that

(d) A good teacher is someone who

Thank you for the time you

Copyright © Michael Tudor, 2007.

GETTING TO KNOW YOUR STUDENTS

GRADE: CLASS: ROOM: __ # OF STUDENTS: _