Ticket In

1. Ticket In • After turning in the quiz (Wong & Wong, ch. 1-10), please write about either or both of these topics: your secondary teachers who • had positive expectations of you and how they were “inviting” to you • had negative expectations of you and how they were “disinviting” to you

2. The first days of school:how to be an effective teacher(Wong & Wong, 2005) Unit B: First Characteristic – Positive Expectations

3. Think, Share, Discuss How many ways can you connect what you’re about to see to the Wongs’ Unit B on positive expectations? • start-of-year in-service for Dallas, TX school district’s teachers in August 2008 • keynote speaker: 5th-grader Dalton Sherman • keynote address: “Do You Believe in Me?”

4. Ch. 6: Positive Expectations Are Important • Give examples of positive and negative expectations from • you as university student. • you as teacher. • your own students. • your students’ parents. • Differentiate between high standards and high expectations. • How does the Pygmalion in the Classroom experiment demonstrate the power of positive expectations?

5. Think, Share, Discuss Connecting to Oliva Connecting to Marzano • What positive expectations of future teachers does Oliva have, as evidenced by the scope and detail of his book? • How is the Wongs’ work supported by Marzano’s research (in ch. 9) on • affective tone? • quality of interaction with students?

6. Ch. 7: Helping All Students Succeed • Why do the Wongs urge you to celebrate the first day of school with participation by families and community members? • What might a First Day of School Celebration look like • in a middle school? • in a high school? • in your own classroom?

7. Share Your Reactions from p. 44 from a desk calendar for teachers 6-year-old: “My teacher thought I was smarter than I was—so I was.” “As a teacher, you are a role model at all times, whether you’re aware of it or not. Do your best to dress appropriately, be on time to class, and stay organized. You’ll have a much greater impact if you model the behavior you expect from your students.”

8. Ch. 8: How to Dress for Success • Choose one of these stances: • Yes, teachers should dress professionally. • No, what teachers wear doesn’t matter. • Browse ch. 8 and write down statements that support your stance or statements against which you’d argue. • Let’s discuss/debate!

9. Ch. 9: Inviting Students to Learn • Differentiate among the four levels of invitational education. • What will “intentionally inviting” look like in your own classroom? • What have you learned in other courses about being an invitational teacher (even if those courses called it something else)?

10. Ch. 10: Increase Positive Student Behavior • What five “significant concepts” do the Wongs recommend to increase positive behaviors from your students? • With a partner, create and perform a brief skit in which you demonstrate the use of these concepts in a typical teacher/student interaction.

11. Think, Share, Discuss Connecting to Marzano • Which of Marzano’s chapters (in addition to ch. 9) suggest teaching techniques that are invitational? • Scan those chapters and write down the action steps or teaching strategies that you consider invitational or related to positive expectations. • Tell the whole group how you will implement these strategies with your own students.

12. Group Work Microteaching Project

13. Preview of Unit C (first half)

14. Ticket Out • Pretend that you are one of your own future students! What would he/she say about you if asked to write about a teacher (you) who has positive expectations? • Write out your hypothetical student’s response—as though you are that student—providing details of what Mr. or Ms. ___ (you) does that is educationally inviting.