The Big PictureThe Big PictureAssistant Teacher Professional Learning CommunityFacilitator: Shelita McCadney Brown, HCSD Teacher Quality Team

Assistant Teacher Professional Learning CommunityFacilitator: Shelita McCadney Brown, HCSD Teacher Quality Team

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Session ISession I

Goal:Evaluate your roles and

responsibilities to as a Teacher assistant.

Goal:Evaluate your roles and

responsibilities to as a Teacher assistant.

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What hue am I?What hue am I?

Read the words and describe which of the four letter choices is most

like you. “Give that a 4”. Then rank the next three letter choices from

3 -1 in descending preference.

(4 – most like you) – (1 – least like you)

Read the words and describe which of the four letter choices is most

like you. “Give that a 4”. Then rank the next three letter choices from

3 -1 in descending preference.

(4 – most like you) – (1 – least like you) 3

True ColorsTrue Colors

True Color Inventory:Better understand yourself and

othersPromote appreciation of individual

differences

True Color Inventory:Better understand yourself and

othersPromote appreciation of individual

differences

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ApplicationApplication

Professional relationshipsCommunicationEventsUse of timeTeaching and discipline styles

Professional relationshipsCommunicationEventsUse of timeTeaching and discipline styles

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Gold CharacteristicsGold Characteristics

Group 2 Loves to plan Detail oriented Service Oriented Values and Family

traditions Helpful and

trustworthy Conservative and

stable Never breaks the

speed limit Strives for a sense of

security

Group 2 Loves to plan Detail oriented Service Oriented Values and Family

traditions Helpful and

trustworthy Conservative and

stable Never breaks the

speed limit Strives for a sense of

security

Punctual predictable, precise

Duty, loyalty, useful responsible

There is a right way to do everything

Punctual predictable, precise

Duty, loyalty, useful responsible

There is a right way to do everything

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How others see GoldHow others see Gold

Stable Providing security Firm Dependable Decisive Executive type Orderly, neat Punctual

Stable Providing security Firm Dependable Decisive Executive type Orderly, neat Punctual

Rigid Controlling , bossy Dull, boring Stubborn, pig-

headed Opinionated System-bound Unimaginative Judgmental Uptight Rigid idea of time

Rigid Controlling , bossy Dull, boring Stubborn, pig-

headed Opinionated System-bound Unimaginative Judgmental Uptight Rigid idea of time7

Orange CharacteristicsOrange Characteristics

Group 1 Playful Energetic Charming Risk-taker Tests limits Quick witted Master negotiator Creative,

inventive

Group 1 Playful Energetic Charming Risk-taker Tests limits Quick witted Master negotiator Creative,

inventive

Impulsive and spontaneous

Natural entertainer

Likes tangible rewards

Appreciate immediate feedback

Impulsive and spontaneous

Natural entertainer

Likes tangible rewards

Appreciate immediate feedback

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How others view OrangeHow others view Orange

Fun loving, enjoys life

Spontaneous Care-free Proficient Problem solver Good negotiator Eclectic

Fun loving, enjoys life

Spontaneous Care-free Proficient Problem solver Good negotiator Eclectic

Irresponsible Flaky Wishy-washy Disobey the rules Not able to stay

on task Indecisive

Irresponsible Flaky Wishy-washy Disobey the rules Not able to stay

on task Indecisive

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Blue CharacteristicsBlue Characteristics

Group 3 Mediators Optimistic Caretakers Passionate True Romantic Cause Oriented Cooperative

rather than competitive

Group 3 Mediators Optimistic Caretakers Passionate True Romantic Cause Oriented Cooperative

rather than competitive

Need to feel special

Always has a kind word

Strong sense of spirituality

Peace, harmony, and relationship

Motivate and encourage others

Need to feel special

Always has a kind word

Strong sense of spirituality

Peace, harmony, and relationship

Motivate and encourage others

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How others view BlueHow others view Blue

Warming, caring compassionate

Likes to please people

Trusting Romantic Spiritual Creative Unselfish

Warming, caring compassionate

Likes to please people

Trusting Romantic Spiritual Creative Unselfish

Overemotional Groveling, soft Too trusting Mushy Ignore

policy/creates chaos

Overemotional Groveling, soft Too trusting Mushy Ignore

policy/creates chaos

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Green AttributesGreen Attributes

Group 4 Intellectual Theoretical Idea people Philosophical Very complex Perfectionists Standard sellers Visionaries, futurists

Group 4 Intellectual Theoretical Idea people Philosophical Very complex Perfectionists Standard sellers Visionaries, futurists

Can never know enough

Cool, calm collected Work is play, play is

work Often not in the

mainstream Abstract,

conceptual, global Need for

independence and private time

Can never know enough

Cool, calm collected Work is play, play is

work Often not in the

mainstream Abstract,

conceptual, global Need for

independence and private time 12

How others view GreenHow others view Green

Super intellectual Rational Calm, not

emotional Able to find flaws,

objective Holding firm to

policy Tough minded

Super intellectual Rational Calm, not

emotional Able to find flaws,

objective Holding firm to

policy Tough minded

Intellectual snob Cool, aloof,

unfeeling Afraid to open up Appreciative,

stingy with praise Does not consider

others in plans

Intellectual snob Cool, aloof,

unfeeling Afraid to open up Appreciative,

stingy with praise Does not consider

others in plans

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Color MingleColor Mingle

1. Which characteristics shined the most.2. Which characteristics shined the least.3. Have your partner share their experiences if

any with your personality.4. Share some insights or strategies to enhance

characteristics that shined the most.5. Share some insights or strategies to overcome

characteristics that shined the least.

(5 minutes/5 minutes)

1. Which characteristics shined the most.2. Which characteristics shined the least.3. Have your partner share their experiences if

any with your personality.4. Share some insights or strategies to enhance

characteristics that shined the most.5. Share some insights or strategies to overcome

characteristics that shined the least.

(5 minutes/5 minutes)

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TruthsTruths

“Your perception is your reality”

“You can’t waste time trying to control someone else, but you can always control yourself and be the

best you that you can be”

“Your perception is your reality”

“You can’t waste time trying to control someone else, but you can always control yourself and be the

best you that you can be”

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•Everyone has some of each color. •We each have our strengths and our

weaknesses. •Try to play to each others strengths and

consider how others approach ideas, projects, and communication.

•Use this information to become a better communicator and team player.

•Everyone has some of each color. •We each have our strengths and our

weaknesses. •Try to play to each others strengths and

consider how others approach ideas, projects, and communication.

•Use this information to become a better communicator and team player.

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Roles and ResponsibilitiesRoles and ResponsibilitiesTeacher, Shared, Teacher AssistantTeacher, Shared, Teacher Assistant 17

Roles and ResponsibilitiesRoles and Responsibilities

“Staying in our lane.”“Staying in our lane.”

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Roles and ResponsibilitiesRoles and Responsibilities

1. Tries to take control of the class

2. Not enough to do3. Intimidating age

(older to younger)4. Young teachers

are trying to figure out their first job

5. Young teachers are not trained on how to work with teacher assistants

1. Tries to take control of the class

2. Not enough to do3. Intimidating age

(older to younger)4. Young teachers

are trying to figure out their first job

5. Young teachers are not trained on how to work with teacher assistants 19

Roles and ResponsibilitiesRoles and Responsibilities

Reports to:Principal or his/her designee; under the direct supervision of the classroom teacher.

Job Summary:The basic function of this position is to assist in providing a well-organized and

smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.

Reports to:Principal or his/her designee; under the direct supervision of the classroom teacher.

Job Summary:The basic function of this position is to assist in providing a well-organized and

smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. 20

Let’s Play Jeopardy!Let’s Play Jeopardy!

http://www.superteachertools.com/jeopardy/usergames/Dec201251/game1355842670.php

http://www.superteachertools.com/jeopardy/usergames/Dec201251/game1355842670.php

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Session II: Understanding the Students You ServeSession II: Understanding the Students You ServeMarzano Classroom Management that WorksMarzano Classroom Management that Works

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And…..dealing with children too…this is too much!

And…..dealing with children too…this is too much!

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Elementary Characteristics

(K-5)

Elementary Characteristics

(K-5) Gaining self-confidence Less quarreling Perfecting motor skills Becoming more inner-directed Likes organized play with definite

rules Bursts of emotion and impatience Accepts failures and mistakes more

realistically Tries to give impression of being

calm and steadfast Becomes selective in activities and

spends more time focused on an activity

Girls may start puberty spurt of growth

Loves to form clubs and be an officer

Sense of humor is well defined May begin to show signs of

neglecting personal hygiene while interest in clothing styles and fads begins to be important

Gaining self-confidence Less quarreling Perfecting motor skills Becoming more inner-directed Likes organized play with definite

rules Bursts of emotion and impatience Accepts failures and mistakes more

realistically Tries to give impression of being

calm and steadfast Becomes selective in activities and

spends more time focused on an activity

Girls may start puberty spurt of growth

Loves to form clubs and be an officer

Sense of humor is well defined May begin to show signs of

neglecting personal hygiene while interest in clothing styles and fads begins to be important

Likes and enjoys friends Beginning to agree logically Individual interest more long-lasting Motor skills fairly well developed Enjoys ability to "fit in" at home,

school and play Relation with parents, siblings,

teachers and friends at all-time high

Enjoys organized activities and has secret groups, codes, etc.

Can show concern and is sensitive to others

Begins development of special motor skills (sports, music, dancing, crafts)

Feels more comfortable when their world is organized and schedules are kept

Loves trivia Enjoys taking and planning outings May resent being told what to do,

yet needs constant reminders regarding routine responsibilities

Likes and enjoys friends Beginning to agree logically Individual interest more long-lasting Motor skills fairly well developed Enjoys ability to "fit in" at home,

school and play Relation with parents, siblings,

teachers and friends at all-time high

Enjoys organized activities and has secret groups, codes, etc.

Can show concern and is sensitive to others

Begins development of special motor skills (sports, music, dancing, crafts)

Feels more comfortable when their world is organized and schedules are kept

Loves trivia Enjoys taking and planning outings May resent being told what to do,

yet needs constant reminders regarding routine responsibilities 24

Middle School Characteristics (6 -8)

Middle School Characteristics (6 -8)

Appetite increases At times can be loud, boorish

and rude Tends to be moody, sensitive With strangers may be

cooperative, friendly, lively and pleasant

Frequent arguments with parents

Friends are selected because of mutual interests

Interest in the opposite sex is changing

Attitudes about school are changing

Very active May read without being able to

explain the story sequence, or the consequences of actions

Appetite increases At times can be loud, boorish

and rude Tends to be moody, sensitive With strangers may be

cooperative, friendly, lively and pleasant

Frequent arguments with parents

Friends are selected because of mutual interests

Interest in the opposite sex is changing

Attitudes about school are changing

Very active May read without being able to

explain the story sequence, or the consequences of actions

Enthusiastic for short periods Emotions are extreme; either

really likes something or really hates it

No longer wants to be considered a child

Emphasis on "best" friend Can be critical of physical

appearance (especially girls) Some restlessness, day

dreaming and wasting time Has some difficulty accepting

praise Participates less in family

activities Talks frequently of the opposite

sex

Enthusiastic for short periods Emotions are extreme; either

really likes something or really hates it

No longer wants to be considered a child

Emphasis on "best" friend Can be critical of physical

appearance (especially girls) Some restlessness, day

dreaming and wasting time Has some difficulty accepting

praise Participates less in family

activities Talks frequently of the opposite

sex

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Secondary Students (9-12)

Secondary Students (9-12)

Need to understand the purpose and relevance of instructional activities

Are both internally and externally motivated

Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence

May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning

Want to establish immediate and long-term personal goals

Want to assume individual responsibility for learning and progress toward goals

Need to understand the purpose and relevance of instructional activities

Are both internally and externally motivated

Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence

May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning

Want to establish immediate and long-term personal goals

Want to assume individual responsibility for learning and progress toward goals

High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

Interested in co-educational activities

Desire adult leadership roles and autonomy in planning

Want adults to assume a chiefly support role in their education

Developing a community consciousness

Need opportunities for self-expression

SourcePennington, M. (2009)

Characteristics of High School Learner.

High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

Interested in co-educational activities

Desire adult leadership roles and autonomy in planning

Want adults to assume a chiefly support role in their education

Developing a community consciousness

Need opportunities for self-expression

SourcePennington, M. (2009)

Characteristics of High School Learner.

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Classroom Management (Shared)Vs.

Classroom Discipline (Teacher)

Classroom Management (Shared)Vs.

Classroom Discipline (Teacher)

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“In well-managed classrooms, teachers simultaneously develop a set of rules and procedures and a companion set of consequences….driven by, the building level management system, which allows teachers to individualize…rewards, consequences, etc.

“In well-managed classrooms, teachers simultaneously develop a set of rules and procedures and a companion set of consequences….driven by, the building level management system, which allows teachers to individualize…rewards, consequences, etc.

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Teacher ReactionsTeacher Reactions

Reactions that address inappropriate behavior.

Reactions that reinforce appropriate behavior.

Reactions that address inappropriate behavior.

Reactions that reinforce appropriate behavior.

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Scenario #1Scenario #1

The teacher has to take an important phone call and you have been asked to monitor the students working while she is away. Johnny (imagine your grade) wants to try his hand at getting the class in an uproar.

The teacher has to take an important phone call and you have been asked to monitor the students working while she is away. Johnny (imagine your grade) wants to try his hand at getting the class in an uproar.

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Reactions That Address Inappropriate BehaviorReactions That Address Inappropriate Behavior

That pregnant pauseMoving to the front of the room

and stopping instructionEye contactSubtle gesturesHeading students off

That pregnant pauseMoving to the front of the room

and stopping instructionEye contactSubtle gesturesHeading students off

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Scenario #2Scenario #2

It is center/remedial time and you are working with a group with a range of academic ability. You have been asked to facilitate a group with a variety of questions.

It is center/remedial time and you are working with a group with a range of academic ability. You have been asked to facilitate a group with a variety of questions.

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Don’t tell students that they should have know the answer

Don’t ignore a responseAvoid subjective comments about

incorrect answers *until you fully understand the student’s thinking

Don’t allow negative comments from other students.

Don’t tell students that they should have know the answer

Don’t ignore a responseAvoid subjective comments about

incorrect answers *until you fully understand the student’s thinking

Don’t allow negative comments from other students.

Affirmative Actions to Incorrect Responses

Affirmative Actions to Incorrect Responses

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Reactions That Reinforce Appropriate Behavior

Reactions That Reinforce Appropriate Behavior

Short verbal affirmationsSmiles, winks, and other signalsCatching students being goodMoving around the roomAttribute ideas and comments to

those who offered themEncourage everyone’s participationProvide adequate “wait time”

Short verbal affirmationsSmiles, winks, and other signalsCatching students being goodMoving around the roomAttribute ideas and comments to

those who offered themEncourage everyone’s participationProvide adequate “wait time”

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Managing Cooperative Learning Groups and Independent Seatwork

Managing Cooperative Learning Groups and Independent Seatwork

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Group ContingencyGroup Contingency

Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior.

Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use)

Interdependent group contingency strategies are those in which the entire group gets a reward only when every student in the group meets the expectation for behavior.

Dependent group contingency strategies are those in which the group’s reward depend on the action of one student or a small group of students. (minimal use)

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IGC - ElementaryIGC - Elementary

Place a mark or tally on the board by a group or team name when the group is behaving as desired.

Recognizing students working in their assigned group role.

The group that collects five marbles in the jar.

Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system)

Place a mark or tally on the board by a group or team name when the group is behaving as desired.

Recognizing students working in their assigned group role.

The group that collects five marbles in the jar.

Reward at the end of the project, because of the project. (Directions to make lemonade, edible solar system)

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IGC - SecondaryIGC - Secondary

Grade the entire group on both the academic task and their effective group interactions

* Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform. Older students have a well-developed sense of fairness.

Grade the entire group on both the academic task and their effective group interactions

* Avoid IGC techniques that require a whole class to meet a behavioral criterion and that have a negative group consequence if one member of the class fails to perform. Older students have a well-developed sense of fairness.

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Seat Work and Teacher Led Activities

Seat Work and Teacher Led Activities

“What is the common denominator?”

Students must remain in their seats

“What is the common denominator?”

Students must remain in their seats

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Seat Work and Teacher-Led Activities

Seat Work and Teacher-Led Activities

Set expectations for student working in their seats

Maintain Students’ attention during teacher-led activities

Set expectations for student working in their seats

Maintain Students’ attention during teacher-led activities

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Seat WorkSeat Work

Offer rewardsCreate a list of fun activities at the

completion of the class work“Everyone is an Expert” learning

station*Helps students not have a negative

view on classwork

Offer rewardsCreate a list of fun activities at the

completion of the class work“Everyone is an Expert” learning

station*Helps students not have a negative

view on classwork

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Teacher-Led ActivitiesTeacher-Led Activities

Quick polls – thumbs up/thumbs down

Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet”

Random drawings-popsicle sticks, stars, coins, etc.

Job assignments/Helpers

Quick polls – thumbs up/thumbs down

Countdowns and Call-outs – “Give me a 5-4-3-2-1” / Please turn your voice down now, Tina/ I see Joe, Jen and Brandon quiet”

Random drawings-popsicle sticks, stars, coins, etc.

Job assignments/Helpers 42

Brain Breaks! Brain Breaks!

- Dr. John Ratey (2008) From your genes to emotions, your

body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire.

1.Prepares the brain2.Supports exercise and fitness3.Develops class cohesion

- Dr. John Ratey (2008) From your genes to emotions, your

body and brain are dying to embrace the physical life. You are built to move. When you do, you’ll be on fire.

1.Prepares the brain2.Supports exercise and fitness3.Develops class cohesion 43

Brain BreaksBrain Breaks

Midline of the body to get both hemispheres of the brain working.

- Heel taps - Windmills Reenergize your students- Three shakes- Freeze dance

Midline of the body to get both hemispheres of the brain working.

- Heel taps - Windmills Reenergize your students- Three shakes- Freeze dance

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