GET IN THE ZONE!!!!

1. GET IN THE ZONE!!!! Zone Leader Instructional Toolbox Training

3. Self-Refection Time Self Reflection

4. ZONE LEADER SELF REFLECTION “Were all HANDS ON during the ZONE today?” HANDS ON experiences are lasting. We learn BESTby doing! “What we learn with pleasure, we never forget”. Alfred Mercier

7. Zone Leader TOOL BOX • Instructional Techniques • Curriculum Implementation • Behavior Management • Professionalism

8. 1: Instructional Techniques • Provides optimum supervision andsafety • Creates apositivelearningenvironment • Demonstrates positiveinteraction • Uses positivetoneofvoiceandbodylanguage • Uses visualaids and assigned lesson materials • Celebrates studentsuccess • Maintains alivelypaceanddemonstrates enthusiasm

9. Supervision & Safety • Emergency Kits/ Medication • Authorized Pick Up (Monitor Doors/Strange Adults?) • Conduct Safety Checks of Env. and Equip. • Monitor Health & Well Being of Children • Position, Listen & Observe • Maintain Ratios • Address Report of Bullying, Neglect & Abuse • Avoid Horseplay and Aggressive Game Play

10. Accident & Incident Reports • Don’t Name Other Students • Stick with the Facts/Keep it to the POINT! • Describe the Behavior or Incident • Parent Notified Same Day/Signed at Sign Out • Filled Out Immediately By Witness or Group Leader • Notify Site Manager Same Day (School Administrator?) Activity: Group Practice- Fill Out Correctly Critique and Provide Feedback for Improvement

11. Positive Interactions & Tone • Magic Ratio 5:1 (Positives: Negatives) • Engage in one-to-one interactions with children • Get on the child’s level for face-to-face interactions • Use a pleasant, calm voice and simple language • Provide warm, responsive physical contact • Help children understand expectationsand redirect when they engage in challenging behavior • Listen and encourage them to listen to others • Acknowledge their accomplishments and effort

12. : a place for all kinds of learners

13. Importance of Visuals Which Are You? Tell me or show me? I see what you mean or heard what you said?

15. 10 Foods that May Support A HealthyBrain Body System • Head • Shoulders • Heart • Belly • Hips • Back Side • Knees • Shins • Toes • Blueberries • Nuts • Salmon • Broccoli • Bananas • Frozen Yogurt • Olive Oil • Brown Bread • Spinach • Tomotoes See Associate Vividly Experience Hit the SAVE key in your memory!

16. Celebrations and Cheers for SUCCESS I DO, WE DO, YOU DO MODEL I DO: Demonstrate Cheers We Do: Do 3 Cheers Together You Do: Teach a NEW Cheer to Colleague Lost? Google-Classroom Cheers Or Ask 3 THEN ME Structure: SUHUPU

17. Lively Pace & Enthusiasm Which quote resonates with you and why? How does this apply to your interactions with students when implementing programming?

18. 2: Curriculum Implementation • Start andendsthelessonontime • Establishes cooperativelearningstructures/teambuilding practices • Follows lessonplans • Incorporatesappropriateresourcesandmaterials • Transitionsstudentsfromoneactivitytoanotherinastructuredway • Encourages allstudentstoparticipate(assigns rolesasneeded) • Utilizes effectiveteachingstrategiesforpresentingallpartsofthelesson • Gives clearandconcisedirections • Displays knowledgeofmaterialpresented

19. Lesson Flow & Timing

20. INSPIRE 2-3 MINUTES Pique students’ interest during the INSPIRE stage and get them personally involved in the lesson while pre-assessing prior understanding. • Story-tell a quick and engaging story that goes directly to the material. • Analogy- offer an interesting analogy that touches students' lives and relates to the concept. • Prop or Media- a prop, picture, piece of music, or brief video that ties into the theme. • Interesting Fact- describe something great or unique that is related to topic. • Challenge- offer students a challenge task that relates to the skill or lesson objective and let them try to solve it.

21. ENGAGE 5-10 MINUTES Students are introduced to the instructional task during the ENGAGE stage. They make connections between past and present learning experiences and think about what they’ll learn during the upcoming activities. During the ENGAGE stage, models of teaching are used to facilitate student learning. Models can include direct instruction, inquiry, information processing strategies, or cooperative learning strategies. • Communicate to students WHAT they are going to learn and WHY IT IS IMPORTANT to learn this material. • Communicate to students HOW IT RELATES to what has been done previously and HOW the learning will occur. • Provide and model CLEAR, HIGH EXPECTATIONS OF BEHAVIOR (as to materials and activities). • Check for understanding by asking students to SUMMARIZE EXPECTATIONS and ASK CLARIFYING QUESTIONS. • MODEL the learning behaviors you expect by providing a demonstration so that students can then imitate or practice on their own.

22. DISCOVER 30-40 MINUTES Get students involved in the topic so they can develop their own understanding. The 
Discover stage of the lesson provides students with experiences/ activities that help them identify and improve upon current concepts (i.e., misconceptions), processes and skills. Learners have hands-on fun in activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. The teacher acts as a facilitator, providing materials and guiding the students’ focus. • Students become involved and are leading the learning • Encourage the students to work together without direct instruction (utilize cooperative teaming when possible) • Observe and listen to the students as they interact and asks probing questions to redirect the students’ investigation when necessary • Provide time for students to puzzle through problems and acts as a consultant for students by monitoring, observing and providing feedback

23. LEARN 3-5 MINUTES During the LEARN stage of the lesson the facilitator provides students with an opportunity to communicate what they have learned and figure out what it means. Students should be able to communicate what they have learned by demonstrating their conceptual understanding, process skills or behaviors. Students share new ideas with each other and with the facilitator. The facilitator can guide them towards a deeper understanding of the concept through reflection and feedback practices. • Allow students to use their new knowledge and continue to develop a deeper and broader understanding. • Students expand on the concepts they have learned, make connections to other related concepts and apply their understandings to the world around them through additional activities. (culminating projects) • Look for evidence that the students have changed their thinking or behaviors • Allow students to access their own learning and group-process skills. • Ask open-minded questions, such as Why do you think…? What evidence do you have? What do you know about it? How would you explain it?

24. Team Building Activities can do wonders for your group, from building relationships, building trust, opening up new friendships and helping kids feel more connected. • Builds communication skills. • Makes kids speak with one another in order to accomplish a goal. • Defines roles within the group/team. • Morale and productivity are increased when a goal or challenge is set. • Breaks down barriers between individuals and/or groups. • Requires the group to accomplish a task with little direction.

25. Use Cooperative Learning Techniques in your ZONE Students will face each other in two concentric circles. Share with partners, then rotate to the new partner. Then, roles are reversed in concentric circles, and students rotate. Students mix. Students Pair. Zone Leader announces a topic to share/discuss. Student pairs share! It is fun to add silly things to say goodbye and hello. Model manners by greeting, shaking hands, stating first names, etc. Students display enrichment projects and they roam around the room providing feedback , sharing, or asking questions about the projects presented.

26. ZONE LEADER SELF REFLECTIONWhich cooperative learning strategy did I OR will I use in my enrichment zone today? Effective use of a cooperative learning strategy helps manage behavior, and keeps students engaged in a 21st century learning environment. Your experience as an AlphaBEST Zone Leader will be pleasant.

27. Use BRAIN BREAKS when necessary during Give me a BRAIN BREAK!!! Check out PINTEREST and other Social Media for additional BRAIN BREAKS Sometimes when teaching or leading an activity the participants might begin to whisper or fidget. Their brain needs a break to refocus. Try to add in and model brain breaks for staff! Here are some to try: BRAIN BREAK #1 Get in line by birthday month without talking! BRAIN BREAK #2: Mirror-Mirror. Face a partner, take turns mirroring movements. Break me off a piece of that Kit Kat Bar BRAIN BREAK #3 Put on some music and dance for 60 seconds!

28. Teams & Roles • Checker • Cheerleader • Coach • Encourager • Gatekeeper • Materials Monitor • Praiser • Question Commander • Captain • Recorder • Reflector • Taskmaster

29. Learning Environment “The first aim of the prepared ENVIRONMENT is, as far as possible to render the growing child independent of the adult.” - Montessori

30. Transitions & Attention Signals TEACH Practice Reinforce Be Consistent

31. Clear & Concise Directions • Use clear and understandable language in directions • Keep directions as short and concise as possible • Do not be “wordy” in directions • Repeat directions verbally • Have students repeat and explain directions back • Do one or several problems or items with the students to clarify the directions • Break longer directions down into parts and explain each part with examples

32. Knows Content & Follows Lesson • Be Prepared (materials, handouts& supplies) • Read It Before YOU Teach It • Read the Facilitator Guide • Anticipate Lesson Pitfalls • Think Ahead About Grouping and Management • Don’t Skip Around or Skip Over

33. 3: Behavior Management • Sets clearexpectationsandestablishesroutines • Uses anattentionsignalforsmoothtransitions • Keeps studentsactivelyengagedandontask • Uses proximityandcirculatesduringthelesson • Provides specificpraiseandpositivefeedback • Uses ReinforcersandincentivesforstudentsdemonstratingSTARS • Demonstrates fairnessandconsistency • Acknowledges adherencetoSTARS • Applies appropriateconsequencesformisbehavior

34. Clear Expectations Established • Behavior Expectations • Enrichment/Activity Expectations • Procedures/Rules • Be ready to learn. Participate. Listen and learn from others. • Share your ideas. Finish what you start. • Reflect on your work. Make good decisions. • Push yourself beyond the easy. Don’t settle for mediocre work. Try new things. Ask for help

35. Engagement & On Task Behavior • With-it-ness • Monitoring • Student Choice and Voice • Cooperative Learning: Teaming/Roles • High Energy (brain breaks when needed) • Multi-Intelligence Approach • SIT SLANT • Time Management (Avoid Down Time)

36. Circulates & Assists • Move Around • Coach and Questions • Provide Insight and Inspiration • Motivate Reluctant Learners • Participate in Group Discussions • Provide Support When Needed • Look, Listen and Observe

37. Consequences, Consistency & Fairness

38. Positive Behavior Supports The S.T.A.R.S. acronym stands for: S- Stay Safe T- Take Ownership A- Act Responsibly R- Respect Self and Others S- Support Each Other • Company-Wide Implementation: Active Support by All Stakeholders • Proactive Model In Place: Staff Trained in PBS (On-going Monthly Lessons) • Expected Behaviors Taught to All Students Continuously • Behavior Expectations Defined for All Areas Used In Program Setting • Appropriate Behaviors Acknowledged: Starbursts, Starbucks & Star Grams • Individual Support: Accommodations Handbook, Intervention Plan and Training of Staff on How to Work with Students with Special Needs

39. 10 To Do’s for Positive Behavior for Leaders 1. Tell children what to do. 3. Help children be successful. 4. Use the children as resources to solve their own problems and conflicts. 5. Put children on your to-do list and spend time enjoying them! 6. Encourage children and yourself. 7. Take back your power – you are in charge. 8. Become the person you want children to be. 9. Do not save children from the consequences of their actions. 10. Teach children how to handle their conflicts instead of punishing them for not knowing how.

40. 4: Professionalism • Displays objectivityandcontrol • Demonstrates valueandrespectforallstudents/staff • Uses appropriateverbal/non verbalcommunication

41. Objectivity & Control

42. Communication, Value & Respect

43. ZONE LEADERImportant Qualifications • Enjoy kids • Have tons of energy and be willing to be physically active • Have the ability to teach and lead enrichment activities • Be enthusiastic, humorous, patient and have good self control • Have the desire to collaborate and work as a team • Excellent integrity, character and demonstrate flexibility • Be an effective communicator and role model • Be able to evaluate behavior appropriateness and enforce safety procedures • Be reliable and on time • Demonstrate a professional image and have a positive attitude • Provide quality customer service to parents

44. An Leader You are a LEADER You are a COACH You are a MENTOR You are a FACILITATOR • Sets EXPECTATIONS for daily activities • Brings EXCITEMENT to the zone • Uses MODELING to lead students • Facilitates a FUN and ENGAGING Environment THINK-PAIR-SHARE:How to keep it FUN? How to keep it ENGAGING?

45. Should your be an A,B,C,D, or F? • 21st Century Learning Environment: 4 Cs • Collaboration • Communication • Creativity • Critical Thinking Cis the new A

46. Design your C ZONE

47. OBSERVATION TOOL QUALITY is IMPORTANT! QUALITY is the GOAL! QUALITY is the EXPECTATION! QUALITY is to be PERFORMED everyday! QUALITY is to be EVALUATED!

48. Curriculum SNEAK PEEK CHECK OUT the Facilitation Guides that will be provided to Zone Leaders

49. Get in the ZONE!!! TheLEARNINGFormula Environment+Leadership+Curriculum= AlphaBEST