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.

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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.
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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
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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
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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
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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****

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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
-