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Enhancing the School Success of Boys of Color Grades PreK-3 Train-The-Trainer Summer Institute

Enhancing the School Success of Boys of Color Grades PreK-3 Train-The-Trainer Summer Institute. Lansing Public Schools July 19, 2011 Dorinda J. Carter Andrews, Ed.D. Agenda. Module 4 Activities

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Enhancing the School Success of Boys of Color Grades PreK-3 Train-The-Trainer Summer Institute

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  1. Enhancing the School Success of Boys of Color Grades PreK-3Train-The-Trainer Summer Institute Lansing Public Schools July 19, 2011 Dorinda J. Carter Andrews, Ed.D.

  2. Agenda • Module 4 Activities • Complete Discussion of Teach Like a Champion - Chapter 1(Setting High Academic Expectations), Techniques 1-5 • Reflection and Practice • BREAK • Module 4 Activities (continued) • Teach Like a Champion – Chapter 5 (Creating a Strong Classroom Culture), Techniques 28-35 • Reflection and Practice • Connecting with Your Students: Promoting Learning Through Teacher-Child Relationship (Strategies for Teaching Boys & Girls)

  3. Module 4 Establishing a Boy-Friendly Classroom

  4. Connecting with Your Students • One of the best predictors of students’ effort and engagement in schools is the relationships they have with their teachers. • Students are more motivated to learn when they: • Feel a sense of belonging and connectedness to the school • Feel a sense of autonomy and self-determination; and, • Feel competent

  5. Connecting with Your Students For some students the only moments of safety, security, and acceptance they experience are in your classroom.

  6. Would I Want to Be in My Classroom? • Do I help each student feel welcome in my classroom? How? How can I do better? • Do I provide my students with opportunities to develop a sense of ownership for their education? • Do I incorporate and teach problem-solving skills in my activities so that students have an opportunity to learn how to make informed decisions? • Do I discipline more as a form of punishment or as a way of teaching self-discipline? • Do I involve students in helping to create some of the rules and consequences in the classrooms? • Do I convey from the first day of school that mistakes are part of the learning process, that mistakes are expected and accepted and not to be feared?

  7. CREATING A STRONG CLASSROOM CULTURE

  8. Five Principles of Classroom Culture • Discipline • Management • Control • Influence • Engagement

  9. Discipline • The process of teaching someone the right way to do something; the state of being able to do something the right way • Use as a noun instead of as a verb: “I teach discipline”; “I have discipline” NOT “I discipline you”

  10. Management • The process of reinforcing behavior by consequences and rewards. • What we typically call “disciplining” is often really management: giving consequences. • When schools or teachers over-rely on management, students become desensitized to consequences and Machiavellian about rewards (Teach Like a Champion, p. 147).

  11. Control • Control is your capacity to cause someone to choose to do what you ask, regardless of consequences; asking in ways that make a person more likely to agree to do something.

  12. Influence • Influence gets students to want to internalize the things you suggest. • Getting kids to believe – to want to behave positively – is the biggest drive of achievement and success.

  13. Engagement • Give children plenty to say yes to, plenty to get involved in, and plenty to lose themselves in! • Champion teachers keep their students positively engaged so that they start to think of themselves as positively engaged people!

  14. Techniques • #28: Entry Routine • #29: Do Now • #30: Tight Transitions • #31: Binder Control • #32: SLANT • #33: On Your Mark • #34: Seat Signals • #35: Props

  15. Reflection and Practice • Script the steps and expectations for the five most critical routines in your classroom • Make a list of everything your students need to have to be prepared at the beginning of class • Make a list of the three most common requests students make while you are teaching. Determine an appropriate nonverbal signal they can give you to request each of them.

  16. What Stuck? • An ‘Aha’ moment • A pleasant surprise • Something that you had to struggle with to understand • Something that you don’t agree with • Something that you agree with strongly • Something you thought was particularly interesting • Something you didn’t expect • An insight or solution • Something you want to know more about/A question that you have

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