Gotopage TW 7 18 23

Stronge’s Qualities of Effective Educator (TIU3)
GLOW: The Effective Teacher as a person…Models ethical/respectful behavior in all situations

and greets students at the door.
GROW: I have struggled with using people's names but continue to work on it. As a substitute I
have challenged myself to learn and remember the names of the students. I would also like to
practice self reflection. I do it quite often as I am learning from veteran teachers and have new
experiences daily. I hope I do it even moreso once becoming a teacher.
Core Values (TIU3)

-Integrity and Resourcefulness
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructi

vists Humanism
Brief
Description: "Behaviorists believe that learning is a change in behavior cased by an exeranl
stimululs. Rewards reinforce behavior. Punishment - less likely to repeat behavior. (examples:
bonus points, participation points and verbal reinforcement) Ivan Pavlov-classical conditioning.
B. F. Skinner-operant conditioning which is a behavior followed by a consequence--use of mice
and maze. Albert Bandura's social learning theory states that people learn from one another
using observation, imitation and modeling.
Cognitive learning theorists believe that defining learing as mearely a change behior is too
narrow. They view learner like a computer- infvolves a change in knowledge stored in memory;
focus on mental processes. (examples: classifying or chunking; real world examples,
discussions, problem-solving; anaologies) Jean Piaget Stage Theory of Cognitive Development
(Sensorimotor stag, Preoperational Stage; Concrete Operational stage; Formal Operation
Stage)
Constructivist Learning- Learner brings thier own past experienes and cultural factors to every
situation. Instruction should encourage students to discover principles for theselves, and the
cirriculum should spiral to build upon prior knowledge. (case studies, research projects,
problem-based learning, brainstorming, collaborative learning/group work and simulations) Lev
Vygotsky's social interaction (nuture was more influential than nature) and the zone of proximal
development. John Dewey believed that learning by doing enabled students to develop thier
own problem solving skills. Erik Erickson-8 stages of personality development. Benjamin Bloom-
Bloom's Taxonomy- model used ot classify educaitonal learning objecties into levels of
complexity and specificity. Howard Gardner- IQ knowledge. Jerome Bruner-learning by
discovery.
Humanism-focuses on human freedom, dignity and potential. Study person as a

whole. (example: social contract, show and tell to get to know others better, counseling and
social work. Abraham Maslow developed a motivational theory. Basic need is physical survival-
motivates our behavior. (Physiological Needs, safety needs, social needs, esteem needs, and
self-actualization needs.
2 -4 yr olds
Pre-elementary Ages 2-5

In the ages between 2 and 5, the preschool years, children change from clumsy toddlers into
lively explorers of their world. A child develops in these main areas:
Physical development. In these years, a child becomes stronger and starts to look longer and
leaner.
Cognitive development. A child this age makes great strides in being able to think and reason.
In these years, children learn their letters, counting, and colors.
Emotional and social development. Between the ages of 2 and 5, children gradually learn how
to manage their feelings. By age 5, friends become important.
Language. By age 2, most children can say at least 50 words. By age 5, a child may use
thousands of words and to carry on conversations and tell stories.
Sensory and motor development. By age 2, most children can walk upstairs one at a time, kick
a ball, and draw simple strokes with a pencil. By age 5, most can dress and undress and write
some lowercase and capital letters.
Social and Emotional
Fear of dark and injury

Likes to share, cooperative play with other children
May have an imaginary friend
Becomes competitive and doesn't want to lose
Develops an understanding of rules, but still finds taking turns difficult
Needs structure and routine to feel safe
Physical
Jumps with feet together

Mature motor control
Ball skills improve – throwing and catching
May be ready to learn to ride a bike by 4-5
Cuts on the line with scissors
Mental and Vocational
Self-sufficient in many routines

Dresses/undresses self
Copies complex shapes
Asks a lot of questions
Tells stories
Begins to imitate and write name – by 5 years old, they have settled on hand dominance
Paints
Threads beads on lace
Understands 2-3 simple things to do at once
Sort objects by size and type
Understands that books are a source of pleasure and uses pictures to help them follow the story
Learn their letters, counting, and colors.
The most important mode for learning is play
Ideas for Activities
Sorting activities
I-spy
Obstacle courses
Chores
Relay races
Drawing pictures
Cutting with scissors
5- 8 yr olds
Social and Emotional Development

Five- and six-year-olds are still quite self-centered, but they are becoming interested in group
activities. They become sociable and interested in other children as friends.
They enjoy make-believe stories and play.
Attachment to friends grows during this stage. Children show friendship with possessions,
secrets, and time together. Children want to continue playing with their friends and don't like to
stop. They need a 5- or 10-minute warning before they have to leave or change activities.
Tattling is a common way of attracting adult attention or helping to learn the rules. They like to
know the rules and may complain of unfair treatment by playmates.
These children value winning, leading, and being first. They are competitive; they try to boss
and are unhappy if they lose. Non-competitive games are important.
Children in this age group often become attached to an adult other than their parents. They
see the teacher as the authority.
Children in this age group release tension through physical activity. They enjoy rough-housing
but don't know when to stop; they may end up hurt, upset, or exhausted. Adults need to
encourage quiet play when children are tired from exertion.
More realistic fears replace the common preschool fears of ghosts, witches, and creatures in
dark places. These new fears revolve around school, social relationships, and family loss of
income. Adults need to give children practical information to help them handle fears; never
tease or joke about ideas that frighten them.
A positive self-concept continues to develop with each successful experience. Help children
celebrate their positive achievements. Children at this age are more ready to dish out criticism
than to receive it.
Children often try out some new behavior just to see how it feels or to imitate a friend--
sometimes swearing or challenging rules.
Have a positive attitude about school.
Physical Development
The growth rate is slower than during infancy and early childhood-slow and steady. The average
rate of increase is 3 to 6 pounds per year. Children's need for food may fluctuate with activity.
Muscle coordination and control is uneven and incomplete. Large muscles (used for moving the
arms and legs) are easier to control than small muscles (used for moving the fingers).
Encourage children to participate in activities involving speed and energy. Intense activity may
bring temporary exhaustion. Children of this age need 10 to 12 hours of sleep per night.
Hand skills and eye-hand coordination, needed for activities such as writing and shoe lacing,
continue to develop as children gain small muscle motor skills. They need to use large crayons
and paper. Projects often appear messy as children work on polishing these skills. Encourage
children to work briefly at tasks requiring small muscle control and then return to running and
jumping-tasks that use their larger, more skilled muscles.
Mental and Vocational Development
Around age 7, children begin to think logically about their behavior and about things they can
easily imagine, such as sharing with a friend or going on a drive. They also have a difficult time
making choices and decisions; they are hesitant and indecisive. Adults can do simple
reasoning with children now.
Children in this age group begin to form ideas similar to those of an adult. They can group
things that belong in one category (for example, babies, fathers, and mothers are all people).
They learn to write letters and numbers, often backward. They cannot read and write skillfully at
the beginning of this stage, but they should be quite self-assured in these areas by the end.
During this stage, children form a basic understanding of numbers. Encourage such skills by
letting them read signs, make lists, or write prices of objects they buy.
These children understand the value and use of money. They can begin to plan for their
allowances and are learning to use the money for items they want. They can think through their
actions and situations. For example, a 7-year-old generally knows why he or she was late for
school.
To enhance learning experiences, center them around physical activity.
Five- to eight-year-olds have a short interest span: up to 20 minutes. Don't expect them to
spend much more than 20 minutes alone on any one task or activity.
Children are curious about nature, things, and people and make collections of all kinds.
Ages 5-8
Characteristic of Age Group
Implications and Applications
Are at a period of slow, steady growth.
Use active learning experiences.
Learn best if physically active.
Provide activities that encourage physical activity: running, moving, playing games, cutting with
scissors, painting, pasting, brushing, and assembling.
Are learning how to use their bodies by mastering physical skills.
Use small and large muscle activities. Use small tables and chairs.
Use large crayons and paper.
Are more interested in process than product. Interested in doing activities rather than creating a
specific product or "doing well" in the activity.
It's okay for 5- to 8-year-olds to only work on a project rather than complete it.
Are wrapped up in self.
Make-believe activities allow youth to imagine clearly what other people think and feel.
Learning how to be friends. May have several "best friends."
Provide a balance of activities, which can be done alone or in small groups that allow for
individual attention.
Boys and girls may enjoy playing together.
Involve both sexes in activities.
Thinking is concrete.
Use the senses to help children experience things.
Easily motivated and eager to try something new.
Plan a wide variety of activities. Plan activities that take a short time to complete, with each
experience building on previous activities. Provide a variety of short and specific learning
activities involving concrete concepts.
Deal with here and now. Attention span is short.

Free time should be planned and encouraged. Move from one activity to another—alternate
high and moderate activity with low. Be very specific and clear with instructions.
Naturally curious and want to make sense of their world.
Allow for exploration and spontaneity in activities.
Sensitive to criticism. Don't accept failure well.
Provide positive encouragement and assistance. Plan many concrete learning activities to
experience success. Set up situations that foster cooperation and teamwork rather than
competition.
Have a strong desire for affection and attention of adults. Are moving from dependence on
parents to dependence on another adult.
Plan for small group activities, allowing one adult for three to four children.
Seek adult approval because not confident enough yet to set their own standards.
Offer support to the young people
9-11 yr olds
Middle School Children - Ages 9 to 11
Children ages 9 to 11 are becoming "early adolescents." They continue to experience the
developmental changes that began during the early elementary stages. In addition to
undergoing physical, mental, and social changes, they begin to develop serious ideas about
career plans.
Toward the end of this period, children should be confident and feel positive about themselves.
They can move toward taking more risks and gaining a better understanding of themselves in
adolescence.
Social Development
Peer groups grow more important for members of this age group.
Children can be loud and rude at times and tend to be moody and sensitive, with extremes in
emotion.
These children want to be more independent of adults. Sibling rivalry is typical.
They also show an attitude change regarding school and may daydream, become restless, and
mess around after school.
Children want to discuss sex often to correct information from peers.
Emotional Development
Signs of growing independence and disobedience, perhaps even backtalk and rebellious
behavior, become more frequent. Common fears include the unknown, failure, death, family
problems, and non-acceptance. Concepts of right and wrong continue to build.
A sense of humor develops during this period.
Every time children succeed at something, their self-view improves.
They have a strong attachment to their own sex and show antagonism toward the opposite sex.
The range of height and weight widens. Becoming critical of physical appearance increases
(especially in girls).
Children in this age group are as coordinated as adults, although lapses of awkwardness are
common.
Energy abounds, and children may become overstimulated when participating in competitive
physical activities. Children this age need 10 to 11 hours of sleep each night.
Mental Development
Children in early adolescence begin to think abstractly and can plan for several weeks. They
can insightfully evaluate behavior. Their attention span and ability to concentrate increases from
30 minutes to several hours.
These children are developing a sense of morals based on what they have learned from adults.
They need to know and understand "why;" and feel independent and free to express
themselves. They quarrel less with peers and act cooperatively and friendly with strangers.
Vocational Development
Children of this age think about possible occupations when selecting junior high courses. They
base their occupational preferences on personal abilities and interests. Self-image as "worker"
begins to emerge. Many children start to want a part-time
job.
Ages 9 - 11
Characteristics of Age Group
Are quite active with boundless energy.
Emphasize active learning experiences.
Like group activity. Group and club memberships are important.
Emphasize group learning experiences.
Like to be with members of own sex.
Encourage learning experiences to be done with members of the same sex.
Have interests that often change rapidly, jumping from one thing to another.
Encourage many brief learning experiences.
Usually, do best when work is presented in small pieces.
Need short and straightforward directions.

Need guidance from adults to stay at a task to achieve their best performance.
Work closely with this age group.
Admire and imitate older boys and girls.
Encourage apprenticing with older youth.
Easily motivated and eager to try something new.
Provide a wide variety of learning experiences.
Do not like to keep records and do not see the value in them.
Need assistance and close supervision in completing records.
Like symbols, ceremonies, and songs.
Hold initiation and installation ceremonies for new members and officers.
Extremely curious; 9- to 11-year-olds constantly ask “why."
Do not answer all of their questions. They will learn by finding some answers on their own.
Encourage a few to find solutions and report to the group.
Enjoy cooperation.
Plan activities so that youth work together sometimes.
Show independence by disobedience, backtalk, and rebelliousness.
When you notice these characteristics, allow youth to show independence. Ask them in which
activities they would like to participate, and give individual attention.
Need recognition and praise for doing good work.
Recognize in front of peers and parents.
Have feelings of competence that enhance self-concept.
Provide activities that will let youth succeed. Recognize them for their accomplishments.
Don’t like comparisons with others.
Instead of comparing youth to each other, compare the present to the past performance of the
individual.
Can direct a single familiar activity.

Need adult support.
Have limited decision-making ability.
Need adult guidance. Need to know steps and how to.
12-14 yr olds
Adolescents - Ages 12 to 14
Twelve to 14-year-olds are well into adolescence. They are actively approaching adulthood in a
sometimes uneven fashion. While desiring independence and freedom to be themselves, they
still want the security provided by adults. Having made the transition from home to the
community, these youngsters are now quite comfortable away from home.
Social Development
Adolescents are increasingly comfortable interacting in the community and with their peers. For
some activities, they enjoy mixing with both sexes, while for others, they prefer being with their
sex.
Leadership experiences in clubs and groups are valuable at this stage because they allow
young people to learn decision-making skills. In this stage, adolescents also become concerned
about issues of justice and fairness. The family is still a vital anchor in teens' lives, and they
continue to seek their parents' counsel. Success is essential for adolescents. Comparison with
others is difficult for them, especially with their friends.
Adolescence is a period of rapid growth and physical change. It can be an uneasy time for
individuals whose physical changes are apparent and those who seem to be at a standstill.
Throughout this stage, adolescents must cope with ungainly bodies and a new sense of their
physical selves.
For adolescents, physical development proceeds at a varied pace. Some children experience
growth spurts; others grow at a slower, more even pace. Girls generally experience growth
spurts earlier than boys, and some girls attain their adult height by age 12 or 13. For a time,
they are taller than many boys their age.
Mental Development
Having moved from concrete to abstract thinking, adolescents enjoy cognitive activities. They
need to be allowed to find solutions to their problems, learn from their mistakes, test ideas, and
form opinions. However, they still need the support and guidance of adults.
Ages 12-14
Concerned about physical development, being liked by friends, social graces, and proper
grooming (even though they don't want to admit it).
Encourage learning experiences related to understanding oneself and getting along with others.
Be willing to talk about physical changes.
Change at different rates, according to highly individual "clocks." Can be painfully self-conscious
and critical. Are vulnerable to bouts of low self-esteem.
They need many varied opportunities to achieve and to have their competence recognized by
others.
Self-conscious with many needing help to overcome inferiority complexes.
Concentrate on developing individual skills.
Have intense feelings related to sex. Keen interest in their bodies, especially sex and sex
processes.
Prepare opportunities to help youth discuss body development as a natural and healthy
process. Provide the opportunity for discussion of human sexuality to ease the anxiety
associated with a developing body.
Experience emotions that are on a roller coaster ride. Change in hormones and changes in
thinking contribute to the mood swings.
Accept the feelings that they have. Remember that early adolescents are known for their drama,
and their feelings may seem extreme at times.
Desire a sense of independence, yet they want and need their parent's help.
Encourage youth to work with adults and older teens to complete learning experiences and
apprenticing.
They like fan clubs. Many have older or adult idols.
Encourage youth to work with or apprentice to older teens and adults.
Still depend on parental guidelines
Involve youth in deciding on group rules. Give them parameters to follow.
Are beginning to question the authority and values of parents.
Be willing to spend time to discuss values and morals.

Peer pressure mounts, first from the same sex, then from the opposite sex.
Use peer pressure as a positive influence. Use the group to influence non-participation. Have
the group encourage individuals.
Interested in activities involving boys and girls.
Encourage learning experiences involving boys and girls.
Interested in sports and active games.
Encourage active and fun learning experiences.
Are ready for in-depth, longer learning experiences.
Encourage a more in-depth exploration of leadership roles; encourage more detailed

recordkeeping of leadership experiences.
Can take responsibility for planning and evaluating their work.
Allow members to plan activities. Expect follow through. Help them evaluate the outcome. Let
members have responsibility for group activity.
Can plan their own social and recreational activities.
Form planning committees to plan parties and other social activities. Give experience in working
in groups.
May avoid difficult tasks.
Help youth choose tasks at which they can succeed. Encourage them to participate in all tasks.
Assist youth in eliminating their fears. Help them succeed in solving and engaging in challenging
tasks.
Want to get outside of their community to explore.
Provide learning experiences outside of the community.
Getting over the age of fantasy. Begin to think of what they will do when they grow up, but are
often unclear of needs and values.
Relate life skills to career choices.
Gain skills in social relations with peers and adults.
Provide opportunities for interaction with peers and adults. Provide activities that would foster
social interaction.
15-18 yr olds
Ages 15-18
Social and emotional

Transition period—teenagers detach themselves from their parents.
They feel mature and want to be an adult but don’t have all the skills to do so.
Feelings of insecurity, anger, and frustration begin.
Less concerned with adult approval and want more peer approval.
Develop close relationships with their gender
Develop an intense interest in the opposite sex
Desire group acceptance and will follow peer dress and behavior norms
Physical
Coordination and strength increase; however, rapid growth may cause clumsiness and lack of
coordination.
There may be a general awkwardness.
By 19, the adolescent has full motor capacities (boys usually mature later than girls, but are
generally bigger).
Boys develop sex characteristics such as deep voices and body hair.
Girls and boys move through puberty at different rates. This difference can be difficult for slow
or quick developers to handle.
Teenagers may become self-conscious as body changes, odor, and possibly acne occurs.
Always hungry; appetite is great.
The need for sleep increases; they may sleep quite late on weekends.
Sweating increases
Sexual desires and fantasies increase.
Mental and Vocational
Intense questioning and uncertainty
Increasing accountability for finances, employment, relationships
Teens test their language skills often using sarcasm.
Arguing skills improve (and are demonstrated often and with great passion)
Reasoning skills improve
Begins with the ability to apply concepts to specific examples
Learns to use deductive reasoning and make educated guesses
Learns to reason through problems even in the absence of concrete events or examples
Becomes able to construct hypothetical solutions to a problem and evaluate which is best
Learns to recognize that current actions can affect the future
Starts to set personal goals (and may reject goals set by others)
Decision-making skills improve
Begins independently to differentiate right from wrong and develop a conscience
Learns to evaluate the credibility of various sources of information
Becomes able to anticipate the consequences of different options
May challenge the assumptions and solutions presented by adults
Have high social needs and desires.
Put more emphasis on personal development (mental and social) wherever possible.
Want and need a strong voice in planning their programs.
Provide suggestions and several alternatives rather than detailed instructions.
Need freedom from parental control to make decisions.
Make youth aware that in these situations, they are making decisions for themselves or a group
like themselves.
Want adult leadership roles.
Emphasize guidance and counseling from adult leaders rather than directions. Recommend
liberal use of discussion.
Quite interested in coeducational activities.
Plan coeducational and group-oriented projects or activities.
Strong desire for status in the peer group.
Make sure youth are encouraged by peers. Help establish a climate that is conducive to
encouragement.
Restricting areas of interest; patterns of interest are becoming more definite.
Projects can have considerably more depth. May need to suggest related areas to give youth a
broader outlook.
Reach high levels of abstract thinking and problem-solving. Can choose purposes, make plans,
carry them out, and evaluate the results.
Put youth into real-life problem-solving situations. Allow them to fully discover ideas, make
decisions, and evaluate the outcomes.
Have widespread feelings of inferiority and inadequacy.
Counter the feelings of inferiority and inadequacy by encouraging youth and helping them to see
their positive worth.
Begins to know self as an individual. Personal philosophy begins to emerge.

Allow time for youth to explore and express their philosophies. Use activities that have them
search for experiences that will allow them to identify their beliefs.
Are developing community consciousness.
Recommend civic projects that are a service to others.
Are developing a growing concern for the well-being and progress of other individuals and
groups.
Encourage interest in and discussion of community and world problems in which they express
concern.
Need life planning guidance.
Include activities and information regarding life planning.
Are beginning to think of leaving home for college, employment, marriage, etc.
Emphasize consumer and financial management.
Many will leave the community for employment, and many who go to college will not return to
their present communities after graduation.
Introduce youth to other settings through tours and trips to state and interstate conferences.
Are interested in travel and adventure.
For incentives, provide trips, rather than medals and ribbons.
Academic Language:
Academic language is the oral, visual and written language that students need in order to:
understand (read, listen, think)

communicate (listen, speak, write, connect)
perform (think, read, write, listen, speak, create)
Different effective vocabulary learning techniques:

Repetitive exposure to words
Learning vocabulary words before reading the text
Indirect learning of vocabulary, for example, using vocabulary words in numerous different
contexts
Learning vocabulary in both written text and oral speech
Frayer Model for teaching vocabulary

-4 boxes with word in middle
-definition, characteristics and facts, examples and non-examples
Word Wall tips
-Easy to See location
-3x5 cards so you can change
-Build word wall throughout the year
-5-10 words or up to 15 if sight words
Hattie’s most effective influences on instruction (throughout SS)
When reflecting on Hattie's synthesis of research and the Influences on Student

Achievement document, small group instruction is found to have a strong influence on
student achievement:
• Small group learning - .47

• Positive peer influences - .53
• Self Regulation strategies - .52
• Peer Tutoring - .53
• Classroom discussions - .82
• Cooperative learning - .40
What is Academic Language? (SS1)
Strategies to teach the Vocabulary (SS1)
Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

1. Tiered Instruction-change level of complexity or req'd readiness of a task
2. Anchoring Activities- activities for students that relate to specific needs or enrichment
opportunties. (includes problems to solve or journal entries or long term project)
3. Flexible Grouping- allows students to be challenged and avoids labeling. Interest
changes/abilities change depending on subject
4. Compacting Curriculum-assessing a student's knowledge and skills and providing alternative
activities who has mastered cirriculum. Students must be assessed.
Differentiation: 1. Have tiered instruction based on different groups.

2. Prodigy or another math application where students are challenged based on their answers
3. As we move through different types of math (shapes, fractions, decimals, etc.) re-evaluate
individauls and create different groups. Also try grouping in a different way, instead of having
everyone with the same ability in one group, have a different ability in each group.
4. Once students have mastered a subject area, allow them to work on a hands-on math that is
related to something we just learned. This will allow for a deeper understanding of the topic and
motivate students to master content.
"Differentiation allows things to be fair but not necessarily equal."
Instructional scaffolding is a process through which a teacher adds supports for students to
enhance learning and aid in the mastery of tasks. The teacher does this by systematically
building on students' experiences and knowledge as they learn new skills.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
*Think-Pair-Share
*Four Corners
*Jigsaw
*Graphic Organizers- use graphics to help students better understand and remember material
through visualization.
Advanced Organizers
*Venn Diagrams
*Connect 4 Thinking
-- groups of 4; use word or key concept; each group member contributes with antonym,
synonym, definition, analogy, graphic; students record 4 relationships in Journal
*KWL Chart
1. Students identify what they know about the content/topic.
2. Students list what they want to learn about the subject.
3. Students explain what they learned and how it will impact future learning.
COMPARE AND CONTRAST

-typicall uses Venn Diagram
a. content
b. structure
c. medium/multimedia
Summarizing is the process that helps students determine essential ideas and synthesize
important details that support them.
Notetaking is the process of writing down key elements of knowledge in their own words.
Summarizing Strategy
-Retell with 5 (hand)
a. characters
b. setting
c. beginning
d. middle
e. end
Simple Summary
Using hand and fingers
Each finger: what, when, why, who, where and palm how
Explain each in 5 words or less in 5 minutes
Then make 1-3 sentences elaborating on these words and it shouldn't be more than 25 words.
Bloom’s Verbs and Technology Apps (SS9 and SS11)

APPS: Knowledge/(REMEMBER) (lowest): Describe, label, list, match, order, name, memorize
1. Google search
2. iThoughts
APPS: Comprehension(UNDERSTAND): Summarize, explain, infer, predict, summarize

1. iAnnotate
2. Quizcast
APPS: Application (APPLY): solve, interpret, predict, show, sketch, use

1. Google docs
2. Animation Creation
3. Explain Everything
APPS: Analysis (ANALYZE): compare, contrast, manipulate, produce, demonstrate

1. MindMash
2. Popplet
3. SurveyPro
APPS: Synthesis (EVALUATE): hypothesize, combine, formulate, revise, tell

1. Skype
2. AIM
3. Shareboard
APPS: Evaluation (CREATE)(highest): critique, assess, evaluate, interpret, rate

1. iMovie
2. ScreenChomp
3. iTimeLapsePro
1-Minute Paper
1. Students "brain dump" all the ideas, concepts, skills, processes, etc., they
have learned by writing for 1 minute.
2. Students then draw 1 conclusion about what they learned. (Sentence Frame:
From everything we learned today, I can conclude that this is important
because _________________________________________.)
NOTE: This strategy can be implemented as a formative assessment “exit ticket.”
Results will inform instruction for the next day.
Investigating the Question (IQ) Slap Down Game

1. Organize students into groups of 3 or 4.
2. Each member should get a set of "ABCD" cards.
3. Round 1: At the teacher's signal, students slap down the answer choice that
represents the worst answer and then justifies their response.
4. Round 2: At the teacher's signal, students slap down the answer choice that
represents the best wrong/incorrect answer and justify why many students
may have mistakenly chosen that answer.
5. Round 3: At the teacher's signal, students slap down the answer that
represents the correct answer and justify why this is the appropriate
response.
NOTE: Students must justify their responses to articulate the processing/application
errors students may make when answering items.
One Question, One Comment, Last Word

1. Each student creates a question and a comment about a selected
text.
2. In random rows, each student (one at a time) presents his/her
question and comment.
3. The next person in the row must answer the question, respond or
add value to the comment, and submit his/her question or
comment.
Components of a social emotional learning program (SS12)
5 components that should be addressed in social emotional learning programs are:

Self Awareness: How do I impact/affect others?
Self Management: regulating emotions
Social Awareness: empathy (use role play as bully)
Relationships: work cooperatively; handle conflict
Decision-Making: evaluating consequences of actions
Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……
Communicates clearly to engage Provides a variety of methods for learning:

students visual, auditory, and kinesthetic
Implements changes as suggested by Keeps students engaged and interested in
peers & admin. learning
Provides a variety of feedback Is responsive to situations and students’ needs
Has lesson plans that are learner- Incorporates higher order thinking questions for
centered deeper learning
Facilitates learning with best Incorporates technology to facilitate instruction
practices
GLOW
I will definitely provide a variety of methods for learning, keep students engaged and interested
in learning and be responsible to situations and student’s needs.
GROW
I definitely need to make sure I communicate clearly to engage students and facilitate learning
with best practices.
Create a welcoming space (CBM3)

See Class Layout JPG (in downloads on home computer MAC; also saved in ToolBox)
6 Elements that you will incorporate in your classroom to create a welcoming space for students:
1. Greet students at the door with great first impression

2. Invite them to take a seat in an assigned seat
3. Go over rules of the classroom (establish a social contract)
4. Provide an overview of the school year
5. Introduce myself (have a teacher wall with personal pictures-family, interests, schools,
animals)
6. Maya Angelou f“I’ve learned that people will forget what you said, people will forget
what you did, but people will never forget how you made them feel.” orget how you
made them feel.”
Lemov’s techniques to “Teach like a Champion” (CBM4)
Setting High Academic Expectations

• Technique One: No Opt Out. Teachers with high expectations don't accept "I
don't know," but expect students to be engaged and "give it a shot."
Planning that Ensures Academic Achievement

• Technique Six: Begin with the End.Links to an external site. This planning
technique focuses on the outcome instead of what you want to do during the
period.
Structuring and Delivering Your Lessons

o Technique 12: The Hook.Links to an external site. Introducing the
lesson with a "hook," an activity or item that grabs your students'
attention, will help enhance your lesson.
Engaging Students in your Lesson

• Technique 25: Wait Time. Teachers are too often too impatient and provide
an answer to their own question when no student pops a hand up. On the
other hand, teachers also don't give students timeLinks to an external site. to
shape a complete, thoughtful response to a question.
Creating a Strong Classroom Culture

o Technique 28: Entry Routine. Having a structured entry routine
expedites the beginning of instruction.
Building and Maintaining High Behavioral

Expectations
• Technique 39: Do It Again. This technique is perhaps the only negative

consequence that genuinely works. When students fail to meet your
standards, you ask them to "Do it again." They model the appropriate behavior
but are eager not to have to do it again.
Building Character and Trust

• Technique 49: Normalize Error. If students understand that errors are not the
end of the world but an opportunity to learn, they will be more willing to take
risks and more likely to learn.
(CBM6) Classroom Management Plan

Class Rules: 1. Be Respectful (listen to others, don’t interrupt others, be open to others’ opinions,
don’t be mean) 2. Hands, feet and objects to yourself 3. Do it with purpose (Do the best you can
and put forth effort. Do it nice or do it twice or do it thrice.) 4. Be ready
Rationale: 1. Everyone wants to be treated with respect and it is important to respect others as
well. Respectful classroom allows students to feel safe about speaking their mind and giving
their opinion. It allows them to be comfortable to take risks and learn. 2. If you can’t control
your body, then you or someone else will get hurt. 3. If we are given something to do, even if we
don’t like it, we might as well do the best possible job we can. We are already investing time into
a task and don’t want to repeat it. Enjoy the journey and find joy in doing things with great pride.
4. Time is the one thing that we never get more of each day. We need to be efficient and be ready
to listen, learn, and live.
Consequences 1. Verbal warning 2. Name on board 3. Time to reflect and practice class rule that
was broken 4. Contact parents 5. Admin Notification
Rewards: Classroom points, table points, extra recess, extra independent reading, special
privileges
Four Questions to redirect behavior (CBM7)
1. What are you doing?

2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?
Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…
A. Maintains daily routines and procedures

B. Maintains a clean and orderly classroom
C. Display consistency with rules and consequences
D. Has make-up work ready for absentees
E. Sets clear, firm behavioral expectations
F. Displays student work/projects
G. Establishes smooth transitions between activities
H. Maintains an up-to-date seating chart
I. Provides instruction bell to bell
J. Has materials for substitutes readily available
GLOWS: Maintains daily routines and procedures. Throughout my time subbing, I have noticed
that routines are very common. I think I can certainly maintain the daily routines to help ease the
students’ minds and provide structure. Provides instruction bell to bell. I feel like there is a lot of
information to teach students. I think it’s important to instruct the entire day as well as be
efficient as possible. Of course there will be times when we take a break from learning but the
goal should be to teach the students as much as possible over the school year.
GROWS: Maintains a clean and orderly classroom. I think classroom management is going to be
the key to success. I could also be a little more organized and my goal is to have an orderly
classroom. I tend to be very laid back but know that I must set clear boundaries and procedures
for the students in order to maintain an orderly classroom. Establishes smooth transitions
between activities. I imagine that smooth transitions will help with an orderly classroom however
I have to be realistic. I have very little experience and I will be doing my best to keep up and the
transitions will likely suffer in the beginning.
https://lisagoodell.com/podcast/
Categories of Disabilities in SPED (E4)
Autism
A developmental disability that significantly affects verbal and nonverbal communication
and social interaction, generally evident before age three, which adversely affects a
child’s educational performance.
Characteristics:
• A neurological disorder
• Cognitive abilities range from gifted to cognitively delayed
• Usually identified in the first three years of life
• 4:1 male to female ratio
Impact on the Classroom:

A student with Autism may
• Perseverate on a topic
• Struggle to attend to a task or appear to not be paying attention
• Have difficulty sharing/taking turns or call out answers
• Have difficulty with noise or visual stimuli
• Not understand the big picture or abstract concepts
• Struggle with transitions or change to routine
• Fidget, rock, flap, stimulate, echo or mimic phrases
• Run or fight in stressful situations
• Lack reciprocal communication skills or be nonverbal
• Not understand non-verbal cues, jargon, or slang terms
• Have difficulty with volume control, cadence, and intonation.
Deaf-Blindness
Concomitant [simultaneous] hearing and visual impairments, the combination of which
causes such severe communication and other developmental and educational needs that
they cannot be accommodated in special education programs solely for children with
deafness or children with blindness.
Characteristics:
• A student who falls into this eligibility category has any combination of vision
and hearing loss, though not necessarily complete deafness and/or complete
blindness
• A wide range of cognitive and developmental abilities
Impact on the classroom:

A student that is deaf-blind may
• Require Information to be introduced deliberately and systematically
• Utilize the service of a specialized Support Service Provider (SSP).
Deafness
A hearing impairment so severe that a child is impaired in processing linguistic
information through hearing, with or without amplification, that adversely affects a
child's educational performance.
Characteristics:
• May also have difficulty with speech, reading, and writing skills
• May use speech, lip-reading, hearing aids, and/or another amplification system
• American Sign Language (ASL) may be their first language and English may be
their second

A student that is deaf may
• Need special seating, being in view of the teacher

• Need written supplements to oral instruction like visual aids/cues
• Require eye contact prior to speaking
• Have difficulties with social/emotional or interpersonal skills
• Exhibit some form of articulation difficulty
• Become frustrated and may have behavioral concerns
• Use hearing devices, which DO NOT return hearing to normal
Emotional Disturbance
A condition exhibiting one or more of the following characteristics over a long period of
time and to a marked degree that adversely affects a child’s educational performance:
• inability to learn that cannot be explained by intellectual, sensory, or health

factors
• inability to build or maintain satisfactory interpersonal relationships with peers
and teachers
• inappropriate types of behavior or feelings under normal circumstances
• general pervasive mood of unhappiness or depression
• a tendency to develop physical symptoms or fears associated with personal or
school problems.
The term includes schizophrenia. The term does not apply to children who are socially
maladjusted unless it is determined that they have an emotional disturbance.
Characteristics:
• Hyperactivity
• Aggression or self-injurious behavior
• Withdrawal
• Immaturity
• Learning difficulties

A student that is emotionally disturbed may
• Exhibit inappropriate behavior under ordinary circumstances

• Not be able to maintain relationships
• Display inappropriate manifestation of physical symptoms or fears in response
to school or personal difficulties.
Hearing Impairment
An impairment in hearing, whether permanent or fluctuating, that adversely affects a
child’s educational performance but is not included under the definition of
“deafness.” *<1% of the special ed population in 2016 -17
Characteristics:
• Articulation difficulties and language delays

• Easily frustrated
• Difficulty with oral expression
• Difficulty with social/emotional skills
A student with a hearing impairment may
• Wear hearing aids or FM systems

• Read lips or use ASL
• Need a quiet environment with many visuals to be successful
• Need a slower rate of speech and clear enunciation
• Intellectual Disability
Significantly subaverage general intellectual functioning, existing concurrently [at the
same time] with deficits in adaptive behavior and manifested during the developmental
period that adversely affects a child’s educational performance. *7% of the special ed
population in 2016 -17
Characteristics:
• Struggle with overall academics

• Struggle with attention, memory
• Struggle to make generalizations
• Trouble interacting socially

A student with an intellectual disability may
• Not be working on grade level materials

• Not understand social norms
• Struggle with problem-solving across all areas (academic as well as functional
living skills).
Multiple Disabilities
Concomitant [simultaneous] impairments (such as intellectual disability-blindness,
intellectual disability-orthopedic impairment), the combination of which causes such
severe educational needs that cannot be accommodated in special education programs
solely for one of the impairments. The term does not include deaf-blindness. *2% of the
special ed population in 2016 -17
Characteristics:
• Hampered speech and communication skills

• Challenges with mobility
• Need assistance with everyday tasks
• Usually has medical needs

A student with multiple disabilities may
• Require multiple services

• Use alternate communication methods
• Require alternate curriculum materials.
Orthopedic Impairment
A severe orthopedic impairment that adversely affects a child’s educational performance.
The term includes impairments caused by a congenital anomaly, impairments caused by
disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g.,
cerebral palsy, amputations, and fractures or burns that cause contractures). *<1% of the
special ed population in 2016 -17
Characteristics:
It is difficult or perhaps impossible to generalize the characteristics of a student who
qualifies under OI. For example, a child with spinal cord injury could have immobility
limited to one side of his or her body, just the arms or legs, or total paralysis. A child with
cerebral palsy may have movement but need a wheelchair since walking may be difficult.
A student with an orthopedic impairment may
• Have no cognitive concerns

• Be integrated into the general education setting all the time
• Use assistive technology.
Other Health Impairment
Having limited strength, vitality, or alertness, including a heightened alertness to
environmental stimuli, that results in limited alertness with respect to the educational
environment, that is due to chronic or acute health problems such as asthma, attention
deficit disorder, or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart
condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell
anemia, and Tourette syndrome and adversely affects a child’s educational performance.
*15% of the special ed population in 2016 -17
Specific Learning Disability

A disorder in one or more of the basic psychological processes involved in understanding
or in using language, spoken or written, that may manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or do mathematical calculations. The term includes
such conditions as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia. The term does not include learning problems that
are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of
emotional disturbance; or of environmental, cultural, or economic disadvantage.
*38% of the special ed population in 2016 -17
Characteristics:
May Impact
• Reading
• Writing
• Oral Language
• Math
• Study Skills

A student that has a specific learning disability may demonstrate
• Slower reading rate

• Frequent spelling errors
• Difficulty copying
• Difficulty memorizing basic facts
• Difficulty describing events
• Difficulty interpreting subtle messages.
Speech or Language Impairment
A communication disorder such as stuttering, impaired articulation, a language
impairment, or a voice impairment that adversely affects a child’s educational
performance. *17% of the special ed population in 2016 -17
Characteristics:
• Articulation disorder
• Abnormal voice
• Fluency disorder
• Language disorder

A student that has a speech or language disability may
• Tend to emerge at a young age

• Have difficulties with comprehension
• Have difficulties being understood
• Have difficulty expressing needs, ideas, or information
• Struggle with social interactions
• Work closely with a speech/language pathologist to support the student.
Traumatic Brain Injury

An acquired injury to the brain caused by an external physical force, resulting in total or
partial functional disability or psychosocial impairment, or both, that adversely affects a
child's educational performance. The term applies to open or closed head injuries
resulting in impairments in one or more areas, such as cognition, language, memory,
attention, reasoning, abstract thinking, judgment, problem- solving, sensory, perceptual,
and motor abilities, psychosocial behavior, physical functions, information processing,
and speech. The term does not apply to brain injuries that are congenital or degenerative,
or to brain injuries induced by birth trauma.
*<1% of the special ed population in 2016 -17
Characteristics:
• Memory and attention concerns

• Social skill concerns
• Emotional regulation concerns
• Speech and language concerns
• Physical concerns

A student that has a traumatic brain injury may
• Struggle to process visual information

• Struggle to follow multi-step directions
• Struggle to communicate
• Have difficulty with grade-level work
• Struggle with logic, problem-solving, and reasoning skills.
Visual Impairment Including Blindness

An impairment in vision that, even with correction, adversely affects a child’s educational
performance. The term includes both partial sight and blindness.*<1% of the special ed
population in 2016 -17
Characteristics:
• Spatial positioning
• Short attention span
• Sensitivity to bright light
• Poor eye and hand coordination or clumsiness
• Poor academic performance
ARD Timeline Activity (E5)
Modifications and Accommodations (E6)-Comparing numbers up to 1 billion with symbols
Quantity
Definition – Adapt the number of items that the learner is expected to learn or the number of
activites students will complete prior to assessment for mastery.
Example -Reduce the number of comparisons. i.e. give the class 4 sets of numbers to compare
but only have this particular student compare 2 sets of numbers.
Example Time- I have read that some students don’t really have a good concept of time so
it might be best to allow them to take a little break. Additionally, I think you could provide more
time for students to complete the work/task.
Definition- Adapt the time allotted and allowed for learning, task completion, or testing.
Example Level of Support

- Allow the student to ask peer or teacher for additional support
Definition- Increase the amount of personal assistance to keep the student on task, to
reinforce or prompt the use of specific skills. Enhance adult-student relationships; use
physical space and environmental structure.
Input Example
- Teach the lesson in a different modality or provide additional resources that
delivers the content differently.
Definition-Adapt the way instruction is delivered to the learner.
Example Difficulty- Allow the use of text to type, for student who might struggle using a
keyboard or writing with a pencil.
Definition- Adapt the skill level, problem type, or the rules on how the learner may
approach the work.
Example Output-Allow the student to respond orally instead of a written response.
Definition- Adapt how the student can respond to instruction.
Example
Participation-Find ways for participation but in a different, less high-stake environment. Let a
student track the read aloud on projector, while other students read aloud to class.
Definition- Adapt the extent to which a learner is actively involved in the task.
Alternate Goals
Example: In math, expect the student to be able to tell you which number is bigger while others
use the greater than or less than symbol to show greater value.
Definition: Adapt the goals or outcome expectations while using the same materials.
When routinely utilized, this is only for students with moderate to severe disabilities.
Substitute Curriculum “functional curriculum” definition: Provide different instruction

and materials to meet a learner’s individual goals. When routinely utilized, this is only for
students with moderate to severe disabilities.
Example: during the math lesson, student is learning how to correctly hold a pencil with an aide.
Texas Legal Framework for the Child-Centered Special Education Process

(https://fw.escapps.net/)
Types of Assistive Technology (SP7CPE)
o Special shaped pencils or grips-WRITING

o Audio books-READING
o Microphones and computer software for talk to text (dictation software)-
WRITING
o Calculators(talking calculators)--MATH
Venn Diagram of 504 and IDEA (E9)
Use the letters below and type them in the appropriate box above.
504 BOTH IDEA

A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
P.
A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation,
or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel
–
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they
still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
Dyslexia Resource: https://tea.texas.gov/academics/special-student-populations/dyslexia-and-

related-disorders
Suggestions for working with Students in Poverty (E12)

1. Set expectations high and keep them for all students regardless of
socioeconomic status.
2. Provide easy access to materials and resources that lower socioeconomic
students may not have access to. Make sure it is not only accessible but
available whenever they are needed (hopefully they can be taken home).
3. Make comments about non-material items. Try to avoid talking about fun
things that you did, that families from lower socioeconomic status may not
be able to afford.
4. Keep cost requirements to a minimum or find other resources to be able to
pay for them. Students from lower SES can’t afford many things so you
don’t want to require them to purchase a book unless you have means of
obtaining it another way.
5. Keep a community bin of school supplies. This allows students to borrow
and use classroom material as needed without having to ask for it.
6. Again think about fun without a large price tag. If you want to take a field
trip on educational information but it costs a lot, think of an alternative.
Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide Content Goals for Reading-Guided questions can increase motivation and
comprehension. For example, if you ask a student to read about what causes day time and
night time in regards to the sun and earth, students will have motivation to read and pay
closer attention and end up with better comprehension of a piece.
2. Support Student Autonomy- allow students to select text, choose to work with groups or
alone, choose where to read
3. Use Interesting Texts- Obviously individuals are more motivated to read information that
is interesting or appealing. In addition to motivation, high interest texts increases
comprehension and achievement.
4. Increase Opportunities for Students to Collaborate during Reading-allow students to
choose to work with others while reading. Collaboration increases a sense of belonging
and increases students’ skills that include communication and ability to provide feedback.
Reading Strategies to Strengthen Literacy Skills (R8)

PHONICS
1. Alphabet Matching- young learners start to understand that there is a relationship

between written letters and spoken word (alphabetic principle). There is a lot of
research that letter naming correlates with later reading success. Knowing the
letters of alphabet help students to learn sounds and understand alphabetic
principle. I like Superhero matching. Place a letter on different super heros and
then have another letter on popsicle stick and have student match. (book: Chicka
Chicka Boom Boom)
Before, During and After (Small Group)
2. Matching Books to Phonics Features-careful book matching allows students to

read books that focuses on what they have been learning in phonics. Book: Sheep
in a Jeep
(during reading and after reading(Small group, individually, whole class)
COMPREHENSION
1. Story Maps are graphic organizers to assist with understanding of the elements of story.
Focus on beginning, middle and end of the story. Story maps improve comprehension
and provide framework.
(During reading, after reading with individuals, small groups and whole class setting)
After reading, discuss all the components of the story (beginning, middle, end, characters,
setting and plot). Give students a blank story map and have them complete
independently. Then work on a community story map with input from class
2. Visual Imagery allows readers to use schema to develop mental pictures. This helps
comprehension and understanding. This strategy keeps students involved and engaged.
(During reading with individuals, small groups or whole class) i.e. Sometimes its difficult
for students to understand the size of a human heart but they understand the size of their
fist. If you say try to visualize the heart in your body is the same size of your fist, it will
allow for better comprehension.
FLUENCY
1. Shared Reading occurs when teacher supports the reading while students join in
or share the reading of a text or book. Teacher models fluency and emphasizes
expression. Typically done with an oversized book with large print and illustrations.
(During Reading with individuals, small group or whole class). Shared reading helps to
support struggling reading, supports the entire group and increases feeling of success and
ultimately leads to interesting reading that may be too challenging for independent
reading. This typically starts with a teacher introducing title, cover, author and illustrator.
Teacher asks about students about predictions about the plot or book. Teacher models a
few paragraphs with prosody and stops to check for understanding. Asks for more
predictions and asks specific questions. After reading, teacher might assign a re-read
independently and further projects related to the story.
3. Audio-assisted Reading- students are reading along as a fluent reader reads the book on a
recording. Our school library just received a bunch of these books and they seem to be a
hit. (Use During reading with individuals or small groups). This strategy definitely helps
build fluency skills with modeling of expression. It builds comprehension and helps with
pacing.
PHONOLOGICAL AWARENESS
1. Elkonian Boxes aren’t really accomplished before, during or after reading. This is a
strategy that shows students that a word can be broken down into individual sounds. The
Elkonian Box gives the students a hint as to how many sounds the word has. Their job is
to put the sound in each box (phoneme). Definitely helps students isolate phonemes in
words. This can be used for individuals, small groups or whole group.
2. Syllable Games help students break words down into individual syllables. This helps
them progress from single syllable words to learning multisyallabic words. It helps with
decoding if they can break up a word into syllables. Many students try chunking as part
of decoding and this is basically separating syllables. Students who are very keen on
syllable division will have better accuracy and fluency with decoding/readingwords.
WRITING
1. Paragraph Hamburger is a graphic organizer (writing organizer) that helps to outline

components of a paragraph. This includes the topic sentence, detail sentences and a
closing sentence. Each component represents different parts of the hamburger. This
visual organizer helps organize student’s thoughts and increases organization. (this can
be helpful for individuals, small groups or whole class)
2. RAFT – another writing strategy that helps student to write creatively, consider different
perspectives and practice with different audiences. RAFT stands for role, audience,
format and topic. Teacher should model how to write responses to prompts and discuss
key elements in class. This is best used individually or in small groups.
VOCABULARY
1. Word Walls—ummm. A wall full of words that students need to practice. These words
should be chosen from future texts and displayed for everyone to see. In addition to
challenging words it should also include sight words (very common words that you use
all the time). Word walls increase vocabulary and provide reference for students during
reading and writing activities. Whole class setting as the word wall is in visible by the
whole class. Student participation in determining which words belong on word wall.
Refer to word wall often.
2. Word Maps—graphic organizers that promote vocabulary. The Frayer Model is an
example of word map. It can be used for individuals, small groups or whole group
setting. The strategy increases knowledge of the word including synonyms and possible
examples. Sometimes it includes antonyms and non-examples. Teacher should model
how to write the definition using info on the word map.
Echevarria et al.’s -Making content comprehensible for ELL students (R9)
Write at least 3 strategies / techniques that you could easily implement in your classroom for
your content
MAKING CONTENT COMPREHENSIBLE

1. Lesson Preparation
I will definitely use graphic organizers. I have seen the benefit personally when trying to
organize writing. I also like this idea of Jigsaw text reading. I think it creates responsibility,
engagement and increases communication skills
2. Building Background (*note: strong correlation between vocab knowledge
and student achievement)
It’s important for Vocabulary Self-Selection. This strategy allows students to take ownership and
really help them learn about difficult/interesting vocabulary. A content Word Wall sounds like a
great strategy to implement. I like having resources readily available. I have seen Word Walls in
most of the elementary classes I have subbed in.
3. Comprehensible Input
Appropriate speech is well… appropriate and necessary. Students need to understand and be able
to comprehend what is being said. Avoid sarcasm and idioms to prevent
misunderstanding/confusion, especially for ELLs. Additionally, I will definitely incorporate the
use of a Variety of Techniques. Everyone is different and everyone learns different. Some
students are kinesthetic learners, while some are auditory learns and many are visual learners.
It’s important to hit those different modalities to try to ensure everyone’s comprehension.
4. Strategies
Definitely using Mnemonics. I recently took a few tests for the program and Mnemonics
definitely help you memorize things. Never Eat Shredded Wheat helped me remember the
Directions a few years ago. My Very Energetic Mother Just Served Us Nine Pizzas is a song that
Bobby Bones sings and I can easily tell you the order of planets from the sun.
5. Interaction
Grouping configurations are seen almost daily in the elementary classrooms. Students love to
work with others so why not let them…..unless it’s a test. Create groups helps students practice
communication skills and the ability to collaborate. I will most definitely be using different
Cooperative Learning Activities. I like Jigsaw and Four Corners. Wait time is another strategy
that I have recently thought a lot about. I used to ask a question and waited for a few hands to
pop up, then pick one of them. I have increased the wait time until maybe only 2-3 individuals
don’t have their hands raised. I ask the question numerous times to provide time and allow for
more processing/thinking to occur.
6. Practice and Application
Hands-on Materials and/or Manipulatives for Practice is a must. I believe that most people learn
more from hands-on experience. I just listened to a Ted Talk and the teacher was explaining how
a student would learn how to ride a bike in a classroom. 1. Balance on the bike 2. Then press
down on one pedal to create momentum and centrifugal force 3. Steer with both hands while
placing opposite foot on pedal (this is ridiculous). Integration of Language Skills will happen
naturally but I will do my best to encourage them or create opportunities for them to occur.
Reading, writing, listening and speaking are all part of communication. We need to communicate
well with others in order to be socially immersed successfully.
7. Lesson Delivery
Content Objectives need to be clearly support and delivered in multiple modalities. I think the
minimum would be to have the objectives written on the board and orally given to students.
Student Engagement is the key to learning. Engaged students are learning. Disengaged students
are deviating from learning. My goal as an educator is to Edutain students. I need to entertain or
engage them in order to educate them. Many factors affect engagement including: well planned
lessons, clear explanation, appropriate amount of time, strong classroom management, and active
student involvement.
8. Review and Assessment
Providing Feedback is so important in order to praise correct answers and redirect wrong
answers. Students need to know how they are doing on something. Simple gestures can let
students know they are doing the right thing. Assessments of Lesson Objectives is innate in the
classroom. I need to perform formative assessments throughout lessons in order to guide my
lessons and understand comprehension. Students will have summative assessments at the end of
a concept to really measure comprehension.
TEA website regarding STAAR
Reflections on the Reading STAAR (TL4)

Reflections on the Math STAAR (TL4)
Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)
Mathematics NAME: Jimmy

9 wks 1 grading Period Standards Teacher Grades Percent Average Unit Test
scores average Benchmark Grade Absences
Grading Scale
Unit 1 8.2 76 75 62 0 50-59 F
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0 60-69 D
Unit 3b 8.5 68 71 55 4
Average Percent 70-79 C
Weighted Average Value 30% = 0.3 40%= 0.4 30%= 0.3
Weighted Percent 80-89 B
Final Percent 90-100 A

Final Letter Grade C10 + D10 + E10
Teacher Grade: (76+86+92+68)/4=80.5
Unit Test Scores: (75+83+94+71)/4=80.75
Benchmark Grade: (62+75+95+55)/4=71.75Dear

Weighted score: 80.5*.30+80.75*.4+71.75*.3=24.15+32.3+21.525=77.975
77.975 rounded to 78
Jimmy Receives a C on the grading scale.
Three professional goals for my classroom (TL8)
Personally I feel like having Procedures and a good Classroom Culture are the most important. I
think have a good classroom culture will set the mood for the class with the use of rules and
procedures. Students will know what to expect, feel safe in a supportive environment while
having fun and learning. Actions: I will speak to other teachers and watch online videos. I
have ask numerous teachers (current and retired) and they say one of the most important thing
for a first year teacher is classroom management. If you can manage the classroom, everything
else will come. Targeted Completion Date: End of the first nine weeks. It will take time to tackle
and rehearse all the procedures and I expect around week nine we should be in good shape.
Evidence of Goal Attainment: This is very difficult to determine because it is very subjective. I
think one qualitative way is to see a reduction in student warnings and less reminders given.
Student reflections will help and documenting procedures to use a baseline would be ideal.
Another main goal I have is to be an effective teacher through clear and concise instruction and
teaching methods. Engagement will be needed for students to be drawn into the material but
speaking with appropriate language and clear message will be key. Math can be difficult for
some students so making sure I teach in different modalities and use manipulatives, visuals,
etc. as needed. Actions: I will review lesson plans in advance and ensure that I have a good
understanding of the material. I will be prepared with lesson plans and have material ready for
substitute if needed. I will have differentiated material for those that may need it and mini
lessons if students need it to be taught in a different way. Targeted Completion Date: Christmas
Break would be wonderful but I imagine it’s going to take a complete year to really start to
increase my teaching skills. I have been told I just need to survive the first year because there
will be so much information thrown at me that I will just try to tread water. Evidence of Goal
Attainment: If I receive fewer questions during the lessons then I imagine that I am being more
clear in my instruction. Student reflections and data collected from student scores. The data
should reveal that grades are improving if my teaching skills and methods are growing.
I have observed the Teacher of the Year and she mentioned this class can run itself. I think it
takes a lot of effort on the front end but this would be another fantastic goal. I will focus on
student-centered activities and expect students to monitor their own learning. If students are
trying to compare two different numbers I can group them in 3s and provide instructions. The
students will be able to work as a group and rotate as the middle person does the word deciding
which number is greater. Actions: Ask other teachers about their experience and advice. Again I
think using the resources available online through Facebook, Teacher Vlogs, podcasts, and
youtube will be very beneficial. I think the success of student-centered and student focused
classrooms rely on a good classroom culture which I mentioned in my first goal. Targeted Date
of Completion: I think 9th week is a good goal. Attainment: Again, this is going to be subjective
but seeing students be more independent when working on assignments. I should be able to
see deeper self-reflections that are honest perceptions of themselves.
Vision of an Educator (TL11)

1. It is very important to use research-based strategies in the classroom because they
work and they are backed by research. These types of strategies will give teacher
credibility. If someone has done all the research and the methods and strategies
have proven to be effective, why wouldn’t a teacher use their methodology. My
goal is to implement as many of the different strategies as possible from explicit
instruction, to student-based learning, to differentiation, to teaching to different
modalities but as a first year teacher, I will focus on R and R. I’m not talking
about rest and relaxation, I’m talking about rules and relationships. Classroom
management is the key to a smoothly run classroom and relationships will have a
positive impact on students. I intend to continually work on implementing more
and more research-based strategies as I continue this journey as a teacher.
2. Technology is a very slippery slope so it is important that it is used for a specific
purpose. I know as a parent, I struggle to hear that my son was on a device for
most of the day but as a teacher it looks much different. Technology can engage
students better than some of the best teachers as they encourage learning through
games. Technology can provide immediate feedback which is important for
younger students which allows for more comprehension. Technology allows
differentiation and customization per user which can not be accomplished by one
teacher among 20 different students. Finally technology can help students learn
things while being engage during small group teaching of struggling students.
Again, I will definitely be using technology for quizzes, games, supplemental
material and more but I need to make sure it is used appropriate. I also need to
educate students on how we use technology, what types of sites are appropriate
and the benefits of technology. It is important to embrace change and the ever
evolving technology available.
3. After going over the course I have a much better idea of what is needed for lesson
planning and student success. First off, I need to make sure that the lesson follows
the objective of the TEK and that I am actually assessing is aligned with the
actual TEK. After considering those two important factors, I need a hook to
engage students. I need to have clear and explicit lesson plan to teach the
objective. I need to following a structure of I do, we do, you do while trying to
teach with different modalities. I need to use formative assessments to determine
student comprehension which can lead to better lessons or allow more focus on
certain areas. Finally, I need a closing step that ties everything together prior to
final assessments. In addition to those items above, I need to teach necessary
vocabulary and think about ways to differentiate the material for ELLs and/or
struggling students.
4. It is important to set the tone immediately on the first day. I want students to
know that I care about them and want them to feel safe. I want to support them
but they need to respect me, classmates, other teachers and property. I think
RESPECT is the most important part of classroom management. It seems pretty
obvious to most people what RESPECT is but I think it must be defined by the
class and students should provide examples. Procedures and routines are also
important for a successful school year. Procedures need to be in place for most
things. If you don’t have a procedure for something, how do students know what
is expected of them. Routines are also an effective way to reduce anxiety and
create a positive learning environment. As mundane as it sounds, students (and
adults) need routines. These are the items I will focus on at the onset of the school
year. There are more items I would like to incorporate but I must be realistic and
focus my attention on just a few things in the beginning.
5. Fairness does not mean equal. Fairness means to give students what they need.
Different students need different things. Creating relationships and understanding
each student is a key to success. Good relationships can increase communication
and simply asking students if they need help is a simple yet effective way to
understand if students need help. Thinking about scaffolding, differentiation and
high expectations for all students will increase equal opportunity for all.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..
Practices two- way communication with parents & adm. Collaborates with the dept,
parents, & admin.
Performs assigned duties in a professional manner Requests technical support
when necessary
Submits required reports and paperwork on time Maintains an up-to-date
calendar
Welcomes other adults visiting the classroom Conducts parent meetings in
a proactive manner
Maintains a positive attitude in difficult situations Is prepared for
emergencies in the classroom
Is available for tutoring, before and after school Designs and implements
quality lessons
Believes that all students can achieve at high levels Understands their
content/real-world applications
The Effective Teacher engages in dialogue with students, colleagues, parents, and
administrators, consistently demonstrating respect, accessibility, and expertise. The
Effective Teacher believes that all students can be successful in the classroom.
I have many strengths and most of these items should be fairly easy for me to deliver. I will
struggle to maintain up-to-date calendar in the beginning because I could be more organized. I
know this is an important factor in being successful as a first year teacher. I know designing and
implementing quality lesson plans is a huge weakness as well. Luckily, I have a group of strong
teachers that will help me a lot the first year. I will continue to grow as a teacher and develop
better lesson plans. Finally, I know I need to be more comfortable communicating with peers and
parents. I feel like elementary students are my people, full of energy and not so judgmental. I
want to continue on increasing my communication skills in the future.
Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…
Implementing formal and informal assessments Distributing student progress

reports in a professional manner
Displaying consistency in grades – no extremes Providing re-teach opportunities
after each skill
Conducting assessment after each lesson Communicating student progress to
parents & adm. as needed
Collecting, reviewing, and analyzing student data Using data to inform short and
long term learning goals
Checking for understanding & providing feedback
Effective Teachers know how each student is progressing in their class. They use a
variety of assessments to demonstrate mastery of the skill and are able to communicate
professionally with the student, parents and other professionals about student strengths
and weaknesses.
As a new teacher, think a lot of this will actually be a challenge in the beginning. I know I need
to learn from my peers and ask for help when needed. It’s really important to monitor student
progress and it is a main requirement of a teacher. I have had a lot of instruction and strategies
given to me but haven’t truly practice these. Again, I will be using my team in the beginning to
help me succeed and thus ultimately helping students succeed in this education journey!
CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR CANDIDATES THAT
ARE IN A CTE PLACEMENT
⦁ List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA
CTE page.
⦁ List a CTSO for each Career Cluster from the Texas CTE page.
⦁ A. 2. A. 3. A.
B. B. B.
⦁ A. 5. A. 6. A.
B. B. B.
⦁ A. 8. A. 9. A.
B. B. B.
10. A. 11. A. 12. A.
B. B. B.
13. A. 14. A.
B. B.
15. Who is the state contact for your specific career cluster? Include career cluster, Name and
email:
16. List at least three Industry based certifications that students could achieve in your specific
career cluster.
17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at
least three resources that are housed here for teachers.
“Sarcasm creates a victim.”
Don’t accept “I don’t know.” Once the teacher accepts it, then other students will use it.
Don’t use rhetorical questions with kids. We use them with adults to be mean but we should
not do this with children.
Fair does not mean equal. (Fairness means that each individual is getting what they need.)
If someone doesn’t understand something, don’t tell them it’s easy, don’t tell them to hurry up,
don’t try to motivate them because it’s not going to help. Motivation doesn’t help. i.e. If you
bring your kid to the doctor because your kid has a 105 degree fever and the doctor says, I’ll
give you $500 if you get your own kid’s temperature to 100 degrees is that motivating? Yes, but
is it going to help you? No.
3 ways teachers can support students

7. Slow down. After asking a question, don’t call on the first person to raise
their hand. Wait for the majority of the class to have their hands raised to
allow time for everyone to try to process the question.
8. Speak to students in private and understand the problem (i.e. he talked to
a student with a lot of anxiety of being called on. He told her to focus all
her energy on understanding the lesson/lecture and he would stand in
front of her desk prior to calling on her so she could know when she
would be called on.
9. For those that might have a learning disability, set them up for success by
providing enough time and calling on them when you know they likely
can answer correctly. For example, you might ask name 5 Presidents and
then tell the students, I’m going to turn on the projector and get ready for
the next lesson why you think. Then call on the LD student first to let
them give one answer.
Guided READING
Battle of the Alamo
What? Battle of the Alamo
Who? 1500Mexicans(Santa Anna) and 100 Texians (James Bowie and
William B Travis)
When? February 23-March 6 1836 (13 days)
Why? Texas Revolution wanted to allow immigration and keep practice of
slavery
Where? San Antonio TX
How?
HELPING KIDS with Literacy
https://www.readingrockets.org/strategies#skill1039

Gotopage TW 7 18 23

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gotopage TW 7 18 23

Uploaded by

Copyright:

Available Formats

Stronge’s Qualities of Effective Educator (TIU3)

GLOW: The Effective Teacher as a person…Models ethical/respectful behavior in all situations

Core Values (TIU3)

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructi

Humanism-focuses on human freedom, dignity and potential. Study person as a

Pre-elementary Ages 2-5

Fear of dark and injury

Jumps with feet together

Self-sufficient in many routines

Social and Emotional Development

Implications and Applications

Are at a period of slow, steady growth.

Use active learning experiences.

Learn best if physically active.

Are learning how to use their bodies by mastering physical skills.

Use large crayons and paper.

Are wrapped up in self.

Learning how to be friends. May have several "best friends."

Boys and girls may enjoy playing together.

Involve both sexes in activities.

Use the senses to help children experience things.

Easily motivated and eager to try something new.

Deal with here and now. Attention span is short.

Naturally curious and want to make sense of their world.

Allow for exploration and spontaneity in activities.

Sensitive to criticism. Don't accept failure well.

Offer support to the young people

Middle School Children - Ages 9 to 11

Implications and Applications

Are quite active with boundless energy.

Emphasize active learning experiences.

Like group activity. Group and club memberships are important.

Emphasize group learning experiences.

Like to be with members of own sex.

Encourage learning experiences to be done with members of the same sex.

Encourage many brief learning experiences.

Usually, do best when work is presented in small pieces.

Need short and straightforward directions.

Work closely with this age group.

Admire and imitate older boys and girls.

Encourage apprenticing with older youth.

Easily motivated and eager to try something new.

Provide a wide variety of learning experiences.

Need assistance and close supervision in completing records.

Like symbols, ceremonies, and songs.

Extremely curious; 9- to 11-year-olds constantly ask “why."

Plan activities so that youth work together sometimes.

Show independence by disobedience, backtalk, and rebelliousness.

Need recognition and praise for doing good work.

Recognize in front of peers and parents.

Have feelings of competence that enhance self-concept.

Don’t like comparisons with others.

Can direct a single familiar activity.

Have limited decision-making ability.

Need adult guidance. Need to know steps and how to.

Self-conscious with many needing help to overcome inferiority complexes.

Concentrate on developing individual skills.

They like fan clubs. Many have older or adult idols.

Encourage youth to work with or apprentice to older teens and adults.

Still depend on parental guidelines

Involve youth in deciding on group rules. Give them parameters to follow.

Are beginning to question the authority and values of parents.