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The First D ays of School

U nit A (Ch. 1-5)

Basic U nderstandingsThe
Teacher

Kerry Messick
February 27, 2017
Chapter 1: W hy You N eed to Succeed on
the First D ays of School

The Key Idea: Your success during the school year will
be determined by what you do on the first days of
school.
Successful teachers have a script or a plan ready for
the first day of school.
Consistency is key!
Chapter 1: W hy You N eed to Succeed on
the First D ays of School

The Key Idea: Your success during the school year will
be determined by what you do on the first days of
school.
Successful teachers have a script or a plan ready for
the first day of school.
Consistency is key!
Chapter 1

Effective teachers teach classroom management


procedures that create consistency.
A script on the first day will help build consistency in
your classroom. Students want predictability.
Classroom Management Plan examples:
http://www.effectiveteaching.com/userfiles/cms/unitFil
es/8/GoBe005Classroom.pdf
There is overwhelming evidence that the first two to
three weeks of school are critical in determining how
well students will achieve for the remainder of the
year.
Chapter 1: The Four Stages of Teaching, p.
7

Stage 1: Fantasy
Stage 2: Survival
Stage 3: Mastery
Stage 4: Impact
When you reach the Impact stage, you will return to
the Fantasy stageand fulfill your fantasy or dream of
making a difference in the lives of your students.
Chapter 1

Proficient: possessing knowledge and skills


Effective: to produce results
The EFFECTIVE teacher IMPACTS lives.
Effective teachers impact lives and finding out about
your students is important in an effectively run
classroom.
What you do in the first days of school to affect the
lives of your students will determine your success the
rest of the year.
Chapter 1 Review , p. 9

1. Uses a script to organize the class the first week of


school.
2. Continually acquires knowledge and skills.
3. Produces results.
4. Impacts and touches lives.
Chapter 2: W hat is an Eff
ective Teacher?

The Key Idea: The beginning teacher must become


proficient in the three characteristics of an effective
teacher.
Three Characteristics of an Effective Teacher:
Positive Expectations
Classroom Management
Lesson Mastery
Chapter 2

Teaching is a craft, a highly-skilled craft that can be


learned!
What works in a kindergarten classroom or a high
school classroom also works with modification in any
other classroom.
Chapter 2

Positive Expectations
Research-based
Simply means that the teacher believes in the learner and that the learner can
learn.
Learner will produce what the teacher expects the learner to produce.
Essential that the teacher exhibits positive expectations toward all students.

Classroom Management
The practices and procedures that a teacher uses to maintain an environment
in which instruction and learning can occur.

Lesson Mastery
How well a student can demonstrate that a concept has been comprehended,
or perform a skill at a level of proficiency, as determined by the teacher.
Chapter 2

Stacy Hennessees Classroom Management experience:


http://www.effectiveteaching.com/userfiles/uploads/G
oBe%2011/Podcast-7-Stacy-Henessee-3-b.mp4
Close to a Miracle:
http://www.effectiveteaching.com/userfiles/cms/unitFil
es/10/GoBe011Close.pdf
Chapter 2 Review , p. 13

The Effective Teacher


1. Exhibits positive expectations for all students.
Establishes good classroom management techniques.
Designs lessons for student mastery.
Chapter 3: H ow You Can Be a H appy First-
Year Teacher

The Key Idea: The beginning teacher must perform the


full complement of skills while learning those skills.
The First Year of Teaching is the Most Crucial, p. 14
Take a moment to read then we will reflect and share. What
about this passage rings the most true for how you feel as a
future teacher? Is there anything written that you do not agree
with?
Chapter 3

Heres the biggest secret to teaching success: Beg,


Borrow, and Steal!
How did you think you would have felt about this quote prior to
beginning this program as compared to how you feel about it
now?

Teacher education will not have prepared you BUT the schools of
education are not to be blamed.
The best teachers are the best students. Good teachers are
continually improving themselves by going back to college; joining
professional organizations; attending conventions; conferences,
and workshops; participating in staff development meetings; and
working cooperatively with others
Chapter 3

In teaching, entry into the profession can be sudden.


Induction programs
Induction Can Help Beginning Teachers p. 17

10 Questions to Ask:
http://www.effectiveteaching.com/userfiles/cms/unitFil
es/11/GoBe01610.pdf
You will be expected to perform immediately.
Education is not a product; it is a never-ending process.
Chapter 3

Professional Development: Selected Professional


Educational Organizations list, p. 18:
http://www.effectiveteaching.com/userfiles/cms/unitFil
es/11/GoBe018Websites.pdf
Starting the Class
Future in Education Careers, p. 20
Chapter 3 Review , p. 21

The Effective Teacher


1. Works cooperatively and learns from colleagues.
2. Seeks out a colleague who serves as a role model.
3. Goes to professional meetings to learn.
4. Has a goal of striving for excellence.
Chapter 4: H ow to Close the Student
Achievem ent G ap

The Key Idea: The effectiveness of the teacher


determines the level of student achievement.
Successful teachers are:
Innovative planners
Exceptional classroom mangers
Adept critical thinkers
Competent problem solvers

What are some examples of how you represent a successful


teacher?
Chapter 4

Ineffective teachers look for busywork.


Effective teachers steal from the best and learn from
the rest.
What are some practices/procedures that you stole to become a
successful teacher?

Observations on the importance of effective teachers, p. 23

Teachers want success-they do not want programs. They want


achievement for their students. Quality Teaching, p. 23
Chapter 4

Successful Teachers Come in All Subjects and Grade


Levels, p. 24
Programs do not produce achievement; teachers
produce student achievement.
Training vs. Programs
Can you think of any programs that you have seen implemented
in schools that would have been better served by providing
teacher training in the subject area?
Chapter 4

How to improve student achievement:


Its the teacher. Its the teacherIf teachers and administrators
can only slightly improve their effectiveness each year, there will
be monumental gains in student achievement over the collective
years.

School and Teacher Effectiveness Impact on Learning Entering


School at 50th Percentile chart, p. 25
Schools that work on closing the achievement gap
maintain these characteristics:
Keep a laser focus on learning for all students.
Maintain a no excuses attitude.
Use research and data to improve teacher practices.
Involve everyone in improvement processes.
Persist through difficulties and setbacks.
Celebrate accomplishments.

The Miracle of Teachers:


http://www.effectiveteaching.com/userfiles/cms/unitFiles/12/GoB
e026TheMiracle.pdf
Chapter 4 Review , p. 28

The Effective Teacher


1. Uses effective practices focused on student achievement.
2. Is an innovative planner and exceptional classroom manger.
3. Is an adept critical thinker and competent problem solver.
4. Represents the greatest asset of a school.
Chapter 5: W hy You Should U se Proven,
Research-Based Practices

The Key Idea: Effective teachers use proven, research-


based practices that are employed by thousands of
other teachers.
The Research Process:

Effective teachers use research to improve their


effectiveness.
It may be dangerous to teach as you were taught
Unfortunately and erroneously, many teachers teach as
they were taught.
Page 30: This Model of Teaching Has NO Research to
Chapter 5

Schools harvest student data to improve student


achievement.
Western Heights School District in Oklahoma, Joe
Kitchens, p. 31
Sharing of research data is their formula for student
achievement. Thats success.
The Four Beliefs of an Effective Teacher, p. 31
Video-guided lesson and questioning
Chapter 5

Research on Improving Student Achievement:


Aligned Time on Task
Learning Community
Extensive Reading
Wait Time

Improving achievement is no great mystery; nor is it an impossible


task.
Chapter 5 Review , p. 34

The Effective Teacher:


1. Understands the research process.
2. Uses proven, research-based teaching practices.
3. Uses research data to improve teaching and learning.
References

The First Days of School: How to Be an Effective Teacher


by Harry K. Wong and Rosemary T. Wong