JSOCC Basic Course Slides

1. JSOCC Basic Course Slides Content • Four Phase Lesson Plan Overview….. 2-10 • Classroom Management…………………12-23 • Ethics………………………………………………25-43 Unclassified

2. Four Phase Lesson Plan Gather Unclassified

3. 4 Phases of Learning • Sets the stage for learning • Answers ‘why do I need to learn this?’ • cadet builds on previous knowledge Four Phase Lesson Plan Unclassified

4. 4 Phases of Learning Gather Four Phase Lesson Plan Unclassified

5. Phases of Learning Gather Gather • Use or ‘process’ new information • Collaborate with others in learning • Check for comprehension • Occurs in ‘chunks’ • Formative Assessment feedback Four Phase Lesson Plan Unclassified

6. Phases of Learning Gather Gather • Apply the targeted skill or competency • Performance assessment task • Summative assessment Four Phase Lesson Plan Unclassified

7. Formative Unclassified Four Phase Lesson Plan

8. What makes assessment authentic? Assessments that most closely relate to, or mirror, real-life application are most authentic. Gather Four Phase Lesson Plan Unclassified

9. Unclassified

10. Phases of Learning Gather • Apply the targeted skill or competency • Performance assessment task • Summative assessment • Use or ‘process’ new information • Collaborate with others in learning • Check for comprehension • Occurs in ‘chunks’ • Formative Assessment feedback Unclassified

11. Transition Slide Unclassified

12. Classroom Management JSOCC Basic Course

13. OVERVIEW • Define Classroom Management & Discipline • The Environment-Do you know yours? • Stages of group formation • Outline of a basic Classroom Management Plan • Considerations for Establishing Classroom Standards • Conclusion Unclassified

14. Your EnvironmentYou need to know: • Your State, District, County, School Policies • Yourself as an educator • Your Students/family • Socio-economic background • Ethical background • Cultural practices /beliefs Unclassified

15. Why do they act that way?The stages of group formation Quote: “A group takes on the personality of its individual members, some of whom will have a more compelling impact on the group than others”… You must be the most compelling member!!! Unclassified

16. Four Stages of Group Formation • Forming-Build your foundation for classroom management -vital to your success -establish roles and procedures • Storming-Students will begin to test their limits -atmosphere will change/you will be frustrated -expectations must be explicit & strictly enforced Unclassified

17. Four Stages of Group Formation • Norming-Acceptance stage, Students are beginning to accept both conduct and content standards • Performance-Group becomes self-reliant, self-controlled and self-disciplined -getting to this phase is absolutely dependent upon your management abilities Unclassified

18. Classroom Management Plan • Establish Routines -beginning class -Classroom procedures for your room/area -instruction/lesson content/competencies/outcomes -ending class • There will be Interruptions!!!!! Unclassified

19. Interruptions • Rules • Talking among students • Conduct during interruptions or delays • Passing out book • Turning in work • Handing back papers • Tardy students • Other disruptions Unclassified

20. Establishing Classroom Rules • Assertively, democratically, and competently managed • Precisely stated and defined, “respectful” • Posted and reviewed • Consequences must be clearly stated -negative and positive -implemented consistently, fairly, and calmly Unclassified

21. Establishing Classroom Rules • Choose effective consequences that are directed at changing behavior • May have alter consequences from class to class Do Not be afraid to alter consequences if the current ones are not working Unclassified

22. CONCLUSION • In spite of quality classroom management about 4% (2004) of students will require additional discipline measure s • “Without a planned and organized program of studies and an orderly way for people to conduct themselves, little teaching and learning will occur.” Unclassified

23. References Pearson Education, Inc. (2004) Classroom Management, Custom Edition, taken from: Building Competence in Classroom Management and Discipline, Fourth Edition by Annette M. Iverson and Classroom Management for all Teachers:12 Plans for Evidence-Based Practice, Second Edition by Ennio Cipani Tips: • www.pacificnet.net/~mandel/ClassroomManagement.html Videos: • http://ccss1.watchknowlearn.org/Category.aspx?CategoryID=1357 • https://www.teachingchannel.org/videos?landing_page=Classroom+Culture+Behavior+Landing+Page&gclid=CK641YnCzLQCFQVgMgod-WYAug • Publications: • http://www.ascd.org/publications/books/104135/chapters/Classroom-Management-and-Organization.aspx Unclassified

24. Transition Slide Unclassified

25. Ethical Standards in The Classroom JSOCC Basic Course

26. OVERVIEW • Profile of a Good Teacher • Key Terms for developing an ethical framework • Practical Exercise-Apply Ethical Framework to avoid unethical practices • Guidelines • Strategies Unclassified

27. Profile of a Good Teacher • Provides holistic instruction (teach the total child) • Great Teacher • Well respected and stand out among their peers • Dedicates extra time to students Unclassified

28. Key Legal Terms and Definitionsfor developing an Ethical Framework Unclassified

29. Fiduciary Positions • By position there is an automatic imbalance of power. • Teachers • Doctors • Clergy • Lawyers • Therapists Unclassified

30. In Loco Parentis • In Place of the parents Captive Audience • Students are required to be there Unclassified

31. Safety & Welfare • The first priority of all educators is the safety and welfare of their students • Physical • Sexual • Emotional • Psychological • Intellectual Unclassified

32. Education as a Right of Property • 14th Amendment states every person has a right to property • An Education is considered a property entitlement • Goss vs Lopez , 419 U.S. 565-75 (1975) Unclassified

33. Student Freedom of Expression • Cannot be inconsistent with schools mission • School rules cannot infringe on students right to expression • Students is not permitted to cause disorder in the school • Should not violate someone else’s rights • REFER TO YOUR SCHOOLS STUDENT/TEACHER HANDBOOK Unclassified

34. Supervisory Liability • To avoid liability, teachers must be able to prove that they: • Provided proper supervision • Established rules • Attempted to anticipate danger • Gave warning of possible danger Unclassified

35. Teacher Lifestyle • Should not hinder teacher effectiveness Teacher Misconduct • Legal and ethical violations –may be criminal or non-criminal Unclassified

36. Teacher Sexual Misconduct • Verbal, visual, written, physical Teacher Freedom of Expression • Cannot conflict with school mission • Cannot endanger efficacy or safety • Relevant to curriculum Unclassified

37. Sexual Harassment • Criteria: • Sexual in nature, Unwanted and unwelcomed • Severe, persistent, or pervasive • Interfere with work or study • School Liability: • Must have knowledge of it • Deliberate indifference Unclassified

38. Duty to Report • You must report known or suspected abuse Due process • Protects the student and the teacher Unclassified

39. Student Punishment • Due process: • Documentation of Offense • Student given opportunity to accept or refuse accusation • Student and parents notified of the punishment REFER TO YOUR SCHOOL POLICY!!!!! Unclassified

40. Group Practical Exercise View The Good Teacher video segment • View possible outcomes (right and wrong decision) • Process each decision using your handout: - Decision (Based on two video outcomes) • Principles guiding decision –Which key terms are associated with your decision • Reasons-provide justification for right and wrong decision • Consequences -legal and non legal (give examples) • What did you learn during your group discussion • Facilitate a discuss with the class (8 min max) Unclassified

41. Ethical Guidelines(Staying off the Slippery Slope) • Remember the basis of your relationship. • Set and maintain clearly defined boundaries. • Balance the student’s needs and your responsibilities. • Do not have “personal” conversations with students. • Do not allow the students to fill a personal void in your life. Unclassified

42. Develop Strategies(“when” not “if”) • When a student says something inappropriate • When I become uncomfortable with a relationship • When I start to develop a close personal relationship with a student • When I start to relate to my students as equals • When I think/know I am getting too close Unclassified

43. Resources • Dr. Troy Hutchings-University of Phoenix • Teacher Liability http://www2.ed.gov/policy/elsec/leg/esea02/pg33.html • Student Freedom of Expression • http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED154381&ERICExtSearch_SearchType_0=no&accno=ED154381 Unclassified