“ Keep Student Drama on the Stage and Out of Your Classroom ”

1. “Keep Student Drama on the Stage and Out of Your Classroom”

2. Compensatory Education • The idea behind compensatory education is to, in a sense, "compensate" for disadvantages that children living in poverty face by expanding and improving the educational programs offered.

3. Early intervention programs that focus on young preschool and primary school children, attempt to provide them with the skills they will need in school. Many of these skills they do not learn at home or in their regular school.

4. According to Ruby Payne in her book , A Framework for Understanding Poverty, Low achievement can be closely correlated with low socioeconomic status. Poverty can be related to academic achievement in the United States.

5. Facts About Low-Income Families • Before entering kindergarten, the average cognitive scores of preschool-age children in the highest socioeconomic group are 60% above the average scores of children in the lowest socioeconomic group. • At age 4 years, children who live below the poverty line are 18 months below what is normal for their age group • By age 10 that gap is still present. For children living in the poorest families, the gap is even larger

6. By the time children from middle-income families with well-educated parents are in 3rd grade, they know about 12,000 words. Third grade children from low-income families with undereducated parents who don’t talk to them very much have vocabularies of around 4,000 words, One-third as many words as their middle-income peers.

7. It has been well documented that there is an association between family poverty and children’s health, achievement and behavior Family income appears to be more strongly related to children’s ability and achievement than to their long term emotional outcomes.

8. SCIENCE AND ART OF TEACHING • Educational professionals know that the scienceofteaching requires developing specific, measurable goals, which determine mastery. • The artofteaching rests on the instructor’s innate understanding of students’ needs and motivations, which are complex and difficult to identify, much less, to measure.

9. Art of Teaching and Classroom Management • Through clear, systematic instruction, this presentation proves how effective classroom management brings the art and science of teaching into balance, which in turn, translates into academic success and personal satisfaction for students

10. Understanding certain beliefs will provide a foundation that will change the life of teachers and student. • I am providing a set of strategies and beliefs that students and teachers will carry with them the rest of their lives.

11. Caring is Key • Building on the central belief that caring is the key to effective teaching, the “why”, “what”, and “how-to’s” of research-based classroom management strategies are the focus of this presentation.

12. Key Components • But first there are beliefs to reflect upon. • Caring is the key. • Understand that conflict is an essential part of growing up. • The strategies presented to you have helped teachers realize how “good behavior” must be systematically taught, how behavior can be changed and how “good discipline” is related to “good timing.”

13. It’s All About Timing… • It is always “good timing” to implement self-control, especially when a problem has potential for escalating. • It is the SMARTR response to remain calm and use words or phrases that neutralize verbal exchange and maintain teaching. Some examples are to say “I understand” or “nevertheless”.

14. Who better to provide this than the teacher who acts as a role model and teaches life skills? • Teachers are the provider of life skills and correct behaviors that will help the student excel today and tomorrow. What you expect and teach in the classroom will be your return

15. What to Expect • Outline ways to allow your students to rise to meet your behavioral expectations. • Given tools to guide your students to a level of learning you never thought possible. • Outcome • Students are able to focus on learning not the discipline

16. Expect To Be… • challenged to reexamine traditionally-held assumptions about behaviors that students bring with them to the classroom and will be asked to make adjustments to their educational philosophies based on this paradigm shift.

17. BE PROACTIVE • This is not, however, an “all talk, no action” presentation. Innovative, common sense techniques for classroom management will be modeled for participants. • Session attendees will return to the classroom equipped with the tools they need to put philosophy into effective practice.

18. STUDENT EXPECTATIONS • Children come with all kinds of ‘plans’, just like cell phones the reception is better on some networks than others. • We can no longer assume they can ‘hear you now’. • We need to have clear connections with our students before we can try to begin to teach.

19. WHAT YOU LEAVE WITH… • What teachers will take from this is a belief system and a set of strategies which are the foundation of the nationally acclaimed Time to Teach seminars. • Punishment does not work because it is a temporary fix for a set of behaviors. • This will impact your teaching.

20. Are You Ready… • To change the cultural of your campus that is based on mutual respect for the teacher and student that ensures that teachers can teach and students can learn.

21. For More Information… You can go to youhavetimetoteach.com Or email me at Canaa@youhavetimeteach.com

22. Thank You!