Presentation Response, Questions and Interviewing...

WRFA: always keep a spare change of clothes in your workplace or at school
WRFA: take time to build relationships

option A, which seems like it was a practiced delivery and confident projection. It also told a story without it seeming like it was an actual presentation; there was a visual/graphics

WRFA; you need talking points only, not a TelePrompter
WRFA; appropriate size font, color, graphic, visual, ect

WRFA: have a friend click for you, make eye contact every single person every single class
WRFA: closing is key; neat, clean practiced,

WRFA: use a timer, it lets you get into the practice of keeping better time management. showcase it.
WRFA: be very mindful of your dress and attire when presenting. be professional, and have the option to step it up a notch
Look neat, look covered, nothing too formal, but appropriate. Dress does impact how you are received

WRFA; a good analogy is the bridge analogy; bridge your classes together and connect them, so they are clear about the way you teach and how it is interwoven

WRFA; come up with a number of questions you want them to pose

1. What does BED stand for again? Behaviorally and emotionally disabled students
2. is there a special population you would have liked to spend more time on but didn't?
3. Would you ever suggest making a minority experience or cultural clinical public with the school for non education members?

regular EDU is considered within the 2 year scope of the grade level you are teaching
80% of your students is regular edu

WRFA: quickly and efficiently and then walk away

WRFA; always remember your EC chair, you will meet with that person if you feel there is someone in your class who could benefit from that program

WRFA: always involve an administrator,
WRFA: kids will open up more if they think you relate

WRFA; food pantry, a clothes closet, and a supply closet for students who need them
WRFA: you have not because you ask not
WRFA: asses your kids within the first ten days
WRFA: parent information on your children
WRFA: survey your kids anonymously

"tell us about yourself" smooth as silk, smile but not lucid, 2 minutes or less
practiced but not rehearsed
personal and profesional

end with a thank you "and i appreciate this opportunity, etc)

glimpse into your classroom; don't talk about things you aren't secure about
focus on the student role first
show variety
what is the teacher doing
talk in threes (reading, writing or listening)
"does that answer your question?"
don't talk about things that will make yourself cry

two of your greatest strengths (relationships, classroom instruction and student management)
never ever ever say classroom management as your weakness
make your negative into a positive (-you care too much)
-technology

will they ask about parent management in your interview?
WFRA; how do you build relationships with parents, you will have a parent question of some sort
WRFA: email and paper thank you note, and email is immediate

the quote seems very wise. without considering the history of the book i still feel like the quote is somewhat naive, but that it gets to a point all the same.

i feel like even thought the book might not have been true it is still a great story and has an impact all the same

one size does not fit all policy; i have a very low tollerance for violence, and we were required to watch a movie that displayed to a historical extent the violence that went on. Instead of watching the movie, my teachers let me write letters from the soldiers point of view and in that way they fit the lesson to me.

respect the listener will mean that you will be heard
politeness will send you a mile further than not


It is never too late for a child to get help.

why should he be locked in a closet? wouldn't that make him feel more isolated? that doesn't seem like


I would have gotten out of that car right now, and either confronted him right there and then or asked him where he went to school and talk to his teachers or parent

Book Analysis daybook

19 minutes
i would like to have my kids think about ways they could be different. have them think about changing their race, their gender, their sexuality, and then try and see how this change makes them vulnerable; if they can see the vulnerability in others they will be less likely to abuse it. do this by a free write, an anonymous response system and the class responding to those vulnerabilities.

WRFA; kids love getting envelopes, student feedback and response that is supportive, contructive and anonymous

a Haiku
it should not matter
what color our students are
potential all

A Child Called It
i would initially not intitially push it off on someone else but instead colaborate with a guidance councelor or school psychologist, and definitely not deny that there might be something wrong. I don't think abuse would start suddenly but you can't rule it out. Don't just talk to the mom, talk to her, her friends, and others who interact with her. If she is being abused, you need to take action immediately. Listen, be supportive and involve others immediately. It is possible she is not being abused, if she is a tomboy, but she shows three of the 8 signs of abuse; not a dead giveaway but certainly a possible indicator

Religion

Islam; founded by the teachings of the prophet mohammed, and contains the belief that allah is the true and unrivaled god, and depends on five pillars for worship and maintaining spirituality
Hinduism; there is one true god whos power rests in the divinity of the four vedas
Christianity; based on the teachings of Jesus and the holy bible
Judaism

Christianity; a mono-religion that follows the teachings of God
Judiaism; 4th mosst represented religion in schools
islam
hinduism; religion made up of tradition made up of scriptures teaching and ... other

religious
beliefs
differences
prejudice
resources
empathy and curiosity
ceremony
multicultural
etiquette

accepting
appreciation
similarities
purposeful actions
diversifyig
celebration

Guest Speaker; Bullying

What charaterizes school climate
how students and staff feel about their school

what does school culture mean
why they feel the way they do

Responsibility, restoration and respect
The three r's of relationship

students who feel connected to their schools are less likely to be aggressive or perpetrate violence

a respectful climate at school produces students who are safe, smart honest and responsible at school and online
psychological safety

people not programs build relationships

productive, contributing and satisfying life
who feel socially, emotionally and physically safe
where people feel engaged and respected

elbow discussion

physical environment; how does it look? safetly and cleanlyness, noise decibal,
social; do you feel acceptive, involved, fostering relationships
affective; do you feel like you are learning, making progress, do you feel like teachers care if you succeed

if it doesn't happen naturally, what can we do to foster it? Programs listed in the pamphlet, a safe supportive environment.

school climate and culture as an organizing data driven concept
protect children and promote social learning

don't be a bystander be an upstander; intervene, be safe but proactive

pacer.org

homicide, assualt invilving injury or weapons, rape, sexual assault, taking indeccent liberties with a minor
assault on school personel
alchohol
drugs
bomb threats
posession of weapon or bomb


are we providing an opportunity for restoration?

Restorative actions
-address needs of target and agressor
-give the target a voice
-holds agressors accountable
provides opprtunities for amends
-encourages reconciliation and restores relationships
-develop plan to adresss emotional distress
-discuss sources of strength and plan to tap into them
evaluate to determine effectiveness and need for continuing or corrective actions

why is it important to understand the link between student behavior and student climate?
if you know what the link is you can decrease the negative aspects that could promote the behavior and the climate

what aspects of school climate promote bullying and peer harassment
-size
-teacher relationships
-problems brought from home
-lack of knowledge about the situation as a whole (don't know how to handle bullying)

What might discourage these behaviors?
--building relationships with students
-students relationship with other students
-school connectedness

we want students to devleop strong character and values, qualities that drive in a postive way the way we behave. THis includes compassion, honesty and fairness, and others

We need each kid to feel like the world is magical, and for that we need to help them.

LGTB Post lesson and wrap up

AGD; attention getting device
spring break checkup (low risk way to get to know your students)
first three minutes is key. has to be productive or you will lose them
people like being read to.
planned absences are key, make sure you touch base with the sub so it is still a productive class
The moral of the story is that if you believe you are different it is only a matter of time before people realize your difference is beautiful. you just have to find the right time. it might not be perfect but it shows you for you. be patient and never stop believing in yourself.

What if there is a parent who does not support their child's sexuality or sexual identity? how do you encorage the student without angering the parent?
WRFA; you have the legal responsability to report it, even if its only a suspicion

what is a good example to model acceptance

what are things to look for to help a child come to know themselves

WRFA: make them laugh, put their hands on their head when they're done.

Scenario 1.
make sure that they understnad you will not tell anyone if it does not harm them or others
ask them if they are comfortable talking here
if you cannot talk then, arrange a time
I am here to support you

WRFA; keep your door open when talking to kids. if needed bring someone else in the room
WRFA: murphey's law; if it can go wrong it will, make sure you have a mindset to protect yourself

2. I believe it is important for kids to realize that they are not bad people just because they are gay
bring a councelor in
ask if their parents have done anything bad to them?
ask them if they feel safe at home

WRFA; three positive comments before doing anything else
WRFA: involve mentor, team mate, guidance coulcelor, soial worker and staff representative
WRFA: never get into the right or wrong of the issue. the legal term of captive audience; people must legally be in your room you can not use that time to make statements of right or wrong

3. i would remind the class as a whole, not naming names, that it is important to respect your classmates. i would also ask the two students to stay after class (door open) and find out what happened.
act swiftly and promptly and very obviously
have a catchphrase, go into broken record.
WRFA: publicly squashed. must set the tone.
WRFA: make sure both students write downs what happened and then sign it
WRFA; tolerance. your job is to advocate for kids and teach tolerance.
WRFA: have critical conversations with your students. make them feel uncomfortable by asking the questions you do want the answer to.

4.comfort
I would immediately ask them if their parents are aware of the situation
I would reccomend they deactivate their facebook account, talk to a councelor
although students rarely like to name names its impportant that bullying be squashed
WRFA: when it comes to discipline it should be two fold. it should be punitive and educational. You are going to get a consequence
be midnful of monitoring the situation after it is addressed.
you can take action on anything that disrupts the school day

5.Do i act or do i monitor?
if act;
it is important first of all to stress to the student that you support them
talk to them about their feelings but remind them that passing notes is not ok
is the friend ok with this
purposeful conversation

6. I would confront the coach right then and there and say that the language is not appropriate, especially in front of a student. I would ask the coach to apologize to the student and i would also possibly lodge an incident report
WRFA; silence is acceptance, do not accept descrimination

WRFA; you need to act...What would you do? you act until you see something change
WRFA: stand at the door beginning and end of class and you check in with EACH and every student.

7. You need to take all student involved, bring them aside, check first that no one is hurt and then impiment the punitive and educational punishment.
report it to the administration
monitor the situation

are you talking to the right people? if not, talk to someone higher up. get other involved
make sure that nothing actually has been done and no progress has been made. when you turn a kid over to the office you name is no longer involved, it is no longer your business.

Reader Response

SOCIAL CLIMATE

I agree with several of the points made in the School Climate article, however I would argue that while competition may hinder student connectedness, it also sometimes promotes motivation and success in others. I believe it depends on the type of competition being presented, whether it's academic, athletic or for other reasons.

Also, if a school has a violence problem and the students feel unsafe that is one thing, but promoting anti-violence when there is none to begin with seems to draw attention to that factor too much. School should be a sanctum, not a prison, so increased security might be necessary but should not be obvious.

Increasing student-based decisions seems like the best solution/suggestion out of all of those. By discussing options students can hear others out and through that get to know one and other better. It also promotes fairness moderated by the students themselves, and if they feel more in control they are likely to feel more comfortable in their environment.

Q; How does the school identify and address those individuals who do feel lonely, worthless and other powerless emotions?

SCHOOL VIOLENCE

Wow. Just Wow. I would never have guessed how many weapons were brought on campus, how gangs are prevalent in schools to that extent or even how many students felt unsafe in their school environment. Imagine the fear that overwhelms and consumes these students every day when they think about school, and how that can affect their academics! Anyone would feel it hard to concentrate if they felt their life was at stake.

All of the prevention suggestions seemed well thought-out, however it still made me feel powerless as a teacher, and even as a person. I want to feel proactive in this topic and while the suggestions proposed were helpful, and might lower the percentages stated on the previous page, it still seemed like there was more that could be done to help solve the problem. I like that they included parents and communities in their attempts to rectify the situation.

Q; Where has this 4 step program been put in place and the suggested solution been successful?

I was in elementary school when the Columbine shooting happened. My school system in Massachusetts went into an official lock-down approximately 17 times before I transferred after sophomore year. We had guns on campus, bullets, bomb threats and others, and we were stuck in a classroom for over six and a half hours. Because of this, that school now has the highest security, and there are still threats. Nothing was done to address the students, as far as I know the faculty was not spoken to, instead they hired security guards with dogs who patrolled the hallways and sniffed out a girl who got her period early, and didn't have any tampons. This, in my opinion, was the exact opposite way the school should have handled the situation.

TWO WRONGS DON'T MAKE A RIGHT

While the government continues to update the laws on bullying, the schools need to handle the preventative side. However such big changes are hard to implement, and many of the laws and bills are not having as big an impact as the schools and communities would like, as much as I would like. This article seems like a great time to mention the punitive but educational part to reprimanding students; the school to prison pipeline suggest the punitive part is put in place, but not the educational part. If students do not understand what they did wrong and how to rectify it they will never cease doing it. The article (in so many words) states that we don't necessary give students a chance to redeem themselves if we punish them without room for growth and redemption.

Sending kids out of school does no good. You need to educate them to understand, not dismiss them because they don't. The administration is actually making the problem worse by sending the students home as punishment!  While the laws and recommendations at the bottom of the article make sense, we must also make use of them. Until that happens we have little chance of improving the pipeline.

LGBT Guest Speaker Emily Gennings

Were your thoughts on the LGTB community changed by the presentation? Why or why not?

I don't necessarily believe that I changed perspectives on the LGTB community, but I learned alot about the different terms and meanings behind them and which ones are PC or not. I really didn't understand what asexual, intersex or pansexual meant and I honestly feel like this lesson was really valuable, because this is a hot topic and I feel more prepared to deal with my own feelings toawrds it as well as manage it in my classroom. I also liked the distinction between activist and ally, and while I am the latter I wish to be more involved. Thank you so much Emily for coming in, it was a wonderful lesson. 

Write it, Remember it, File it Away (WRFA)

never underestimate the hallmark moments, a life check in unrelated to academics can do wonders
poverty is the #1 indicator for child success (race and socioeconomic status)
a book read aloud is a perfect way to read aloud; research says upwards of 97% of class like to be read to.
Have You Filled A Bucket Today?
there is often a misconception that fluff pieces won't play into the academic day
WRFA; with whatever behavior management pieces you use, you must model it: you must fill a bucket, and display proper bucket filling behavior
the use and need of anchor charts both instruction-ally and behaviorally that are useful in your class.
WRFA: the fish philosophy originated in Seattle at a fish market. men who said they had the worst job ever,
1. play
2. be there; new teachers can be placed on the radar by absences, red flags are friday and mondays. you need to stay under the radar for bad things.
3. make their day; a rewards, a certificate, a good letter home, something special to make their day. mailed letters do wonders
4. choose your attitude; not letting your attitude about something impact your kid, fake it till you make it; for the most part your kids mirror you, display the reflection you want.
WRFA: the power of your words and action and lack thereof will make or break the relationship with your kids
WRFA: make sure your kids can understand and relate to your sarcasm because it will isolate them. wait till you know your group.
WRFA: kids can bounce back from two ineffective teachers in a row, but a third bad teacher will decrease their interest and spunk by 95%

poverty percent 30% NO 35%

Flip your classroom book title

High Point is considered based upon 2 sets of reserch studies either the poorest city or in the top 5 poorest cities in the US

the impact of a stop and jot; teach a bit and then give students a chance to reflect and write

S&J 1; stressfull, careful addition, bills
2; creativity, problem solving, hard choices
3; it's all about choices.
4. way both long term and short term consequences

Three things to do to upset poverty;
-relationship
-effective instruction
-content experts

a framework for understanding poverty
Entwistle & Gambino 1,2 3

30 minute lesson

one of the best ways that you make sure the students know the content is to each it to someone else
always make sure you have a checklist or rubric for grading for you and your students

closure will need to be seamless and on time
three things you learned from class today
quotes/comics/movie clips
kid friendly language
creativity component- gifted
are there different roles in your activity
graphic organizer

with each transition there needs to be a bridge

the use of checkpoints is always good

1-2-3 Method

responses that immediately came to mind

-yes I am old enough to teach
-I am older than you, aren't I

better response: it doesn't nescessarily have to do with how old I am but how much experience I have

Sam; sometimes it is best to let them walk away, if they are in their class you need to address the issue afterwards

Send a letter home to parents on open house night. Be very purposeful in your actions with skeptical teachers, build in safeguards with parents and resolve or start and resolve the issue within 24 hours to start fostering a relationship.

Go to a mentor, a PLC, a department chair, and unless it's absolutely necessary the vp and principal.

____________________________________

Scenario 2

I would finish explaining that assignment if I was up in front of the class, and then once I had finished I would pull that student aside and tell them that is not appropriate language in my class. I would outline the consequences if that happened again, depending on grade level, and if the problem continued I would reach out to the suggested support people for ideas.

-kid to adult will set the tone and you need to squash it

educational piece and punitive piece

be very aware to not ask questions that you do not want to hear the answer to.
Never forget the effectiveness of the broken record; transition from punitive to moving on to the rest of the class so there is no skip in time. if you keep repeating what you say, it may work.
_______________________________________________________

It is possible that the diversity of the class is affecting the lesson and you are not altering your lessons appropriately for those students. if it is a group of students try altering the lesson, if it is an individual you should

if it's the whole group of kids stop what you are doing so they realize that they are being disruptive
use their name
walk over to them
tap them on the shoulder

its not about what you say and do to kids its how you say and do it

if theyre laughing their learnin
_______________________________________________________
scenario 4
i think this is one of those cases where you need to sit down one on one with the student, without others around as a distraction so that you can find out directly from the source what is troubling them
is there a language barrier?
involve a specialist
increase the number of interactions with that kid
go to the cumulative folder
______________________________________________________
how does this take away from your main objective which is helping these kids academically
will it be a personal or financial burden on you
is it distracting you from your teaching

look for alternatives; bus, buddy, fundraising, etc

do not transport kids in your car
do not do not do not
permission slips do not work, the waiver means nothing if something happens, and its usually in conflict with board policies
_______________________________________________________

i would consider what would happen if there were to be disruptions if a similar event happened; do their parents know they are there.

-remove yourself from the situation****

________________________________________________________
Scenario 9
the principal is there, ask him for advice
is there a specific example of what the parent says your have done
have a meeting with parent and principal, having the kid present is mostly good

-softening yourself to parents will go a long way,

"start off with a positive thing about their kid, that was never my intent, be proactive, purposeful interactive"

*call home within the first ten days of school for every single kid, no matter what grade*

A Look at Race Relations Through a Child's Eyes

-inital reaction; what surprised you
i can't believe that one child said their mom might not want them to play with you.
i love how the older kids are realizing that some of there parents are wrong to be racist
as young as five? that is terrible to corrupt kids so young when they could be missing so much

-how will this impact your classroom?
parent's racism impacts their kids and they could unintentionally bring that racism into the classroom


-general things to keep in mind?
to not imprint implicit bias on kids

Ethnicity and Race

ethnicity and race

-ethnic groups
-new cultures*
-new foods
-racism
-ethnocentrism
-culture shock
-diversity
-ancestry
-customs and traditions

Tips and Tricks 2

double bubble map; visual representations and thinking maps are good for all ages and can be used to display many materials
highs lows and uh ohs as a way of sharing after the weekend

Let groups know beforehand what order they are going in so it eliminates anxiety

Sentence starters are excellent for all levels, it also looks very good for teachers in strategic maneuvers, having the students come up with the purpose instead of telling them.

*the purpose of this activity was to think about our own ideas about race and ethnicity, provide a springboard for others to combine ideas and share those same ideas so that we could have a broadened understanding of both terms.*

in the last ten-twelve minutes we did an individual activity, a group activity and and class activity which promotes attention throughout the class.

1-2-3 method

if you do not have your classroom management issues resolved in the first ten-ish days, it is unlikely you will regain it until the next semester, if ever.

have a process and procedure for everything

the teacher should not smile till christmas

12 of the most important words in
-cultural
-diveristy
-biases and prejudice
-history and background
-pedagogy
-reform
-institution and education
-teachers
-students
-understanding
-acceptance

This article talks about teachers, and how they can become culturally responsive in their pedagogy, or teaching to diverse cultures. Teachers must take into account all of the history and backgrounds that make their students unique, as well as explore their own prejudices and biases so they can learn to understand themselves and their students. It is important for a teacher's education and student's education, as well as for the institution as a whole, that teachers learn  to accept different cultures and reflect that acceptance onto their students.

I would like to find out more about homelessness and how it can affect my classroom but also how I can help those students affected by it so that I can come to understand it more, and therefore it scares me less

A. Step 1; find a book that talks about homelessness in a way I feel i could relate to and/or understand
A. Step 2; meet a homeless person or work in a homeless shelter so the reality of homeless as well as the people become more real to me

I am somewhat judgmental about obesity so I need to look into myself and see why that is and I also need to understand that that characteristic does not define a person

I don't see any difference between a regular nuclear family and an GLTB family or single parent family as long as the child is being treated correctly
Gender is of little or no importance to me
I have a good idea of religious difference and feel I respect everyone's

I have little experience with Homelessness and it scares me in an empathetic way about how these children are living, which makes me confused and then somewhat scared
I have some bias with obesity, i dont know why

SES; socio-economic system
ELL; english language learner
FERPA; what should be private information about kids
Homelessness AKA Mckeny Vento (legal terminology) means the parent says they are homeless, so you cannot ask any more information about them, and they can enroll without anx

culturally responsive pedagogy
taking into account that there are different cultures and you have to teach to all of them, and that you are aware of all of those cultures

meaningingful things you can do to build a relationship with kids

-try and give them attention
remember specific details about their life
share something with them about you that you might have in common
paying attention shows you care
-have an introduction session
-to get down on their level
-smile, act warm and friendly
-some people just need hugs
-check in with them
-relationships fail because teachers don't act

two purposes for that activity was to start class with a creative initiative and to make us as students realize that any student can have any type of back-story no matter what they look or seem like initially.

Tips and Tricks...

-get comfortable with silence
-always start off with a seating chart
-one of the main problems is when teachers can not initially engage the class right off the bat
-100% engagement is a turn and talk
-most elementary schools are considered for title one, but not many middle and high schools
-sometimes Title one school have almost too much money for resources
-the number one thing you can do with any kid is to build a relationship with them
-the need to listen in, to guide instruction, instead of just walking around and monitoring
-dont forget the power of listening in
-if you are uncomfortable with a student because of a particular thing, start off by staying something positive
-always be honest
-the use of peer helpers is a useful resource if all parties involved is ok with it
-differentiation in the truest sense of the word; your most impacting teachers teach to the middle but enhance or adapt to the other students who need help.
-the gist method; skim and scan, and then, write twelve words,
-ticket out the door; you need an activity or exercise that wraps up the lesson or the period that is linked to the day's activities and lets them know class is over

when we talk about diversity in my classroom, three factors of diversity that come to mind

-the socio-economic system
-peoples race or ethnicity
-parents with different styles, or a different type of nuclear family
-whether english is there first language
-whether they  have any type of disability
-whether they have access to technology at home
-weight and stature
-