Promises To Keep Whose woods these are I think I Know His house is in the village though

1. Promises To Keep • Whose woods these are I think I Know • His house is in the village though • He will not see me stopping here • To watch his woods fill up with snow • My little horse must think it queer • To stop without a farmhouse near • Between the woods and frozen lake • The darkest evening of the year • He gives his harness bells a shake • To ask if there’s some mistake • The only other sound’s the sweep • Of easy wind and downy flake • The woods are lovely, dark and deepBut I have promises to keep • And miles to go before I sleep • And miles to go before I sleep • Robert Frost: Stopping by Woods on a Snowy Evening

2. What Are the Promises We Must Keep? • What Promises Did we Make in the PreExistence? • As Daughters and Sons of God? • As Parents and Grandparents? • As Church Members? • Covenants made in the Temple? • As Church Employees? • C

3. Promises To Keep Teaching at Moroni High • Moroni High School Professional Development Adapted from Power Point By Hasan Abdul-Malik Vice-Principal Solano Middle School

4. Time-On-Task: • The intent of this presentation is to help teachers improve the quality of classroom instruction • Teachers will: • 1. Identify common causes of student misbehavior • 2. Describe the relationship of teachers’ lesson preparation and student behavior • 3. Examine teacher directed behaviors that directly influence student off-task behaviors • 4. Identify a variety of effective classroom methods and instructional strategies

5. What is Time-On-Task? Time-on-taskis defined as the percentage of classroom time when students are actively engaged in learning When students are actively engaged in learning they are:Focused, Listening, Reading, Writing, Discussing and Learning

6. Time-On-Task in the Classroom The most content-rich, creative lessons delivered with the latest technology will not mean much for a student staring out the window. Nor will the latest textbooks, hands-on materials, or cooperative groupings, have much effect upon students who are goofing off and socializing

7. 5 Types of Student Misbehavior • Aggression: physical and verbal attacks by students on the teacher or other student • Dishonesty: acts such as cheating, lying and stealing. • Defiance of authority: refusal, sometimes hostile to do as the teacher requests • Goofing off: fooling around, not doing assigned task, dropping a book, day dreaming • Disruptions talking loudly, calling out, getting out seat and walking around, clowning, tossing objects and the like. Class disruptionstalking loudly, calling out, getting out seat and: walking around, clowning, tossing objects and the like.

8. Some Common Causes of Misbehavior Research finds the common behavior problems in the classroom that teachers frequently encounter, include: Acts of inattention such as being off task; out of seat, or not doing one’s work Acts of defiance such as disrespectful behavior and disobedience Acts of disruption such as talking and fidgeting These categories accounted for 79% of all the misbehaviors

9. Lost Classroom Time About 50% of classroom time is lost due to student misbehavior and students’ being off task 80% of that lost time is due to talking without permission. 19% is lost to daydreaming, out of seat, making noises, etc. 1% is lost to more serious misbehavior. Effective Teachers use Rules and Procedures to prevent lost instructional time What is Wrong with this Picture?

10. Teacher Preparedness Increases Time-On-Task One of the first steps towards increasing student time-on-task isteacher preparedness. Being prepared sounds very obvious and simplistic but good planning will help to avoid many problems with classroom management, time-on-task, and academic achievement.

11. What Can Teachers Do? 1. Have the assignment planned and well thought out. Anticipate and plan for unexpected occurrences or events that could impact students time-on-task 2. Have all the necessary materials available and easily accessible 3. Post the assignment for students to see and copy 4. Have the students to begin working immediately with an assignment 5. Monitor to ensure students have begun their assignment

12. How To Increase Student Time On Task Incorporate Preventive Management teaching strategies that focuses on a range of skills, including alertness, keeping up the pace, establishing routines and procedures It is the teacher that set the learning climate of the class during the course of instruction and the teacher can take students off-task with unnecessary conversations or by causing distractions

13. Teach Students Procedures Procedure Start Teach the Process Rehearsal Rehearsal Rehearsal Finish Established Routine (Students automatically know what to do) A procedure is simply a method or process for how things are to be done in a classroom There should be a procedures for almost everything the students must do in the classroom All procedures must be rehearsed until they become routines A smooth-running class is based on the teacher’s ability to teach students procedures. A well-managed classroom is a task-oriented and predictable environment.

14. Rules • Specific Rules (brief, simple, positive, and willing to enforce) • Rules in Theory • Rules in Practice (Are Those You Consistently Enforce) • Classroom Structure will be taught, Question is by whom: teacher or student

15. Formula for Success Time On Task Actual Learning Time = % of time students # of instructional *275 minutes engaged in actual minutes per day learning *5 periods of instructional time (55 minute per period)

16. Time-On-Task Students Focused on Learning Think through how well you are prepared as a teacher Expected Student Behavior

17. Procedures Will Help 1. How long does it take to get class started? 2. Time spent on clerical tasks? (taking roll, read announcements) 3. Which part of class suffers must from off-task behaviors? 4. What portion of time is allocated to seat work? 5. How smooth are transitions from one task to next? 6. Time spent on discipline? 7. How many interruptions? How much time consumed? 8. How much time for students waiting for help?

18. Developing Positive Habits of the Mind At the end of every day, identify three things that went well in your classroom For each thing that went well, what was your role in it? What action did you take that resulted in the positive outcome? Our brains as "like Velcro" - negative experiences stick -- we dwell on them, while positive experience are like “Teflon" -- they slide right out of our minds Brooding over the negative - - cause us to be discouraged and lessens our resilience, causing us to “burn out”. Learn from mistakes but don’t dwell on them Reflecting on the positive things that went well will keep you fresh and energized. It will become a positive “habit of the mind” and revitalize and increase your love for teaching

19. “Variety is the Spice of Life” • Do you use the same teaching pattern day after day? • When you teach with variety, learners tend to understand better and retain more

20. Helpful Teaching Strategies and Methods http://www.lds.org/service/teaching-the-gospel?lang=eng Prepare Yourself Spiritually Love Those You Teach Methods of Teaching How can I prepare myself spiritually to teach? How can loving those I teach make a difference in their lives? What methods can I use to teach an effective lesson?

21. http://www.lds.org/service/teaching-the-gospel?lang=eng -Love Those You Teach -Teach By the Spirit -Teach the Doctrine -Invite Diligent Learning -Create a Learning Atmosphere -Use Effective Methods -Prepare a Lesson to Teach -Methods of Teaching

22. What methods can I use to teach an effective lesson? • Activity VersesLikeningApplication TechniquesMapsAttention ActivitiesMemorizationAudiovisual MaterialsMusicBrainstorming Music with Narratives DiscussionsCase Studies • Paper Stand-Up FiguresChalkboardsReadingsPuppets • Comparisons and Object LessonsReaders’ TheatersDemonstrations • RecitationsDioramasRole PlayingDramatizations • Roller BoxesDrawing ActivitiesScriptures, Teaching from • Examples Stations Flannel BoardsStoriesGames • VisualsGuest SpeakersWork SheetsLectures

23. Final Thoughts • Think through how well you are prepared as a teacher • In HOD meetings collaboratively set goals, objectives and discuss ways to improve student and teacher time-on task • Teach students procedures that will become routines and help facilitate academic achievement. • Have a positive and optimistic attitude and it will become a reality

24. Be Prepared Be Organized Be Ready

25. Now Go Forth and Do Good Things

26. Introducing our most effective teachers and administrators and some thoughts by Harry K Wong

27. “There is overwhelming evidence that the first two to three weeks of school are critical in determining how students will achieve for the remainder of the year.” Mwea Marinoa Ioram Vaieli Maingatara Bouri An effective teacher has planned the procedures for the year.

28. “The effective teacher is committed to seeing all people as able, valuable, responsible and possessing untapped potential in all worthwhile areas of human endeavor.” Boutara Titeebwa Teaka Abakite Fatele

29. “School does not begin until the teacher walks into the classroom.” Peter Tetobi Teaa Rena Mary Rebwa

30. ‘Successful teachers are innovative planners, exceptional classroom managers, adept critical thinkers, and competent problem solvers.’’ They are also creative procedure planners. Banririe Emely Tiorika Maerere Arieta Tititaake

31. “What teachers do is a miracle. Teachers accept all children from every imaginable situation and care for them, nurture them, and teach them. You are to be thanked for choosing such a noble profession.” Eutee Tanouea Bwebwennang Tabakaro Popeieta Effective teachers know how to open the door and invite their students to learn.

32. “Consistency means the classroom is organized and predictable. There are no surprises; the teachers and the students know how the class is structured and run. The students know what to do. They know the procedures.” An effective teacher taught them. Marian Tereke Taakire Tioeta Ataruru Paula

33. “It is the administration who makes the difference in the school.” Directed by Rusila and Produced by Lita And they want you to use procedures.

34. We Have Promises To Keep And Miles to Go Before We Sleep