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Being An Effective Teacher

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Katelyn Collins

on 31 March 2011

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Transcript of Being An Effective Teacher

Being An Effective Teacher What School Psychologists Do Consultation Evaluation Intervention Prevention Research and Planning School psycholgoists work to find the best solution for each student and situation; they use different strategies to address student needs and to improve school and district-wide systems. Collaborate with teachers, parents and administrators to find effective solutions to learning and behavior problems eligibility for services
academic skills and aptitude for learning
social-emotional and mental health status
learning environments Develop partnerships with parents and teachers to promote healthy school environments academic
social skills
mental health
crisis Evaluate the effectiveness of academic and behavior management programs
Identify and implement programs and strategies to improve schools Outcomes Identify and Discuss characteristics of effective teacher beliefs Discuss and Describe essential teacher behavior Identify the four components of an instructional sequence Differentiate alterable and inalterable varibale within the child Identify characteristics of diverse learners Identify and Discuss effective and efficient instruction Describe the difference between constructivist and explicit instruction Identify and Discuss effective and efficient curriculum design Recognize BIG IDEAS in reading, writing and math Describe the components of effective and efficient learning environments Identify characteristics of resilient classrooms Teacher Beliefs Kids can learn! Self-efficacy Assumptions about the systems Every attempt to answer is intelligent Inalterable variables What are your personal beliefs? Effective Teacher Behavior Preventative Sit Tommy and Johnny apart from each other Positive "That's really close, thanks for taking a shot!" Consistent schedule, discipline, communication, etc. With-it-ness For example, you are working a small group but can tell Tommy and Johnny are talking and Suzy doesn't know what she's supposed to be doing Efficient organize before class such as stapling, folding etc. Interactive Hear, see, say, do What do teachers do all day? Planning: The process of deciding what to teach and how to teach the student Managing: To increase student outcomes, teachers should: Delivering: Monitoring for:
engaged time
progress Learner ACTIVITY TIME! Alterable Internal to Student Desire to learn
Prior Knowledge
Self-Efficacy or Helplessness Alterable External to Student Quality of:
Time and Content Inalterable Internal to the Student IQ, Gender, Race, Health,Physical Limitations, Personal History, Genetics Inalterable External to the Student Family Income and Resources
Parent Education
Mobility and Housing
Family Structure, Values and History
Socioeconomic Status Diverse Learners Difficulty with rehearsal of information Difficulty with categorization Problems with retaining and maintaining skills Difficulty with expressive language:
repeating sentences
recognizing items Difficulty giving up inefficient strategies What Can We Do? Emphasize language experience Emphasize self regulation Emphasize one strategy at a time Make connections explicit Connect to experiences Instruction How we teach Opportunites to Respond Academic Engaged Time Positive Corrective Feedback Constructivist:
teacher arranges environment and expereinces
learner constructs knowledge
knowledge is meaningful
teacher guided
active participation Explicit:
teacher arranges environment and experiences
teacher explicitly models knowledge and skills
carefully selected practice
knowledge is meaningful
model-lead-test method
active participation Curriculum 6 Components of Effective Curriculum BIG Ideas Strategies Mediated Scaffolding Strategic Integration Primed Background Knowledge Judicious Review BIG Ideas Reading Phonolgical awareness
Alphabetic principle
Comprehension Writing Fluency
Syntactic Maturity
Vocabulary Maturity
Process Math Operations
Place value
Expanded notation
Communitive Property
Associative Property
Distributive Property
Rate of composition/decomposition Content
Number sense
Data analysis and probability Procedural
Problem solving
Reasoning and proof
Representation Environment What Should Your Classroom Look Like? Established Rules Clear Communication Clear Consequences Promote Self-regulation and Self-monitoring Manage Disruptions Efficiently Established Routines Organized Space and Time Classroom Climate Pleasant and Friendly Accept Individual Differences Supportive and Cooperative Non-threatening Pro-active Classroom Management Resilient Classroom Student Factors
Academic self-efficacy
Behavioral self-control
Academic self-determination Relationship Factors
Teacher-student relationship
Peer relationships
Home-school relationship What we teach How can you use these strategies in your classroom? How can you incorporate these in your class? Academic Learning Time
ties into effective teacher behavior High Degree of Clarity
familiarity with material
probes for student understanding
opportunities to respond Moderate to High Rates of Success
improves motivation
reduces misrules
improves self-esteem
improves behavior Feedback
students know if they are right or wrong AND the corrective procedures
specific feedback
specific steps for remediation
reinforcement for effort and using a strategy How is this teacher being effective? Questions? Comments? Concerns? Am I teaching to the students' level? Do I really know what I am teaching? Is this meaningful and engaging for the student? Develop meaningful examples and practice be businesslike but caring and approachable increase the number of opportunities to respond
increase academic engaged time
maximize success rates provide continual modeling and feedback communicate clear outcome goals be excited about what they teach and actively engage students Now, let's talk about LICE! What have you learned so far? When have you used one of these strategies for diverse learners? Monitoring Monitor for understanding Monitor for engaged time Keep records of progress Use data to make decisions
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