Welcome to Junior - Intermediate Methods

8/8/2019 Welcome to Junior - Intermediate Methods

1/44


2/44


3/44


4/44


5/44


6/44


7/44

L ECTURE SUMMARY

C ommunicating With Parents:1. I ntroduction

2. T

heImportance3. Ex pectations of Teachers

4. H ow to Get Parents Involved

F our Effective F orms of C ommunicating with Parents1. N ewsletters:

2. T elephone Calls:3. Conferences

4. W eb Sites and E mails

F our Tips for Parent\Teacher C ommunication1. B e Caring, Professional, and Open

2. B e Organized3. M ake the E ffort

C ommunication C onclusion:Communication is a two-way street

Newsletter:Please finish your newsletter for homework before the ne x t teaching block!


8/44

C ooperative Discipline(More Methods than Management)

Adapted from Linda Alberts Book

T he trouble with many discipline programs is that they giveteachers strategies for addressing misbehavior, but don't showthem how to keep the misbehavior from recurring

Cooperative Discipline assumes that students will misbehaveagain if the strategies aren't accompanied by encouragementtechniques that build self-esteem and strengthen the student'smotivation to cooperate and learnE ncouragement techniques are neither time-consuming nor

difficult to learn . Commit to using them daily and your students will feel like valuable members of the classroom . Strategies for encouraging students fall into three categories:


9/44


10/44


11/44

3 Strategies for Encouraging Students

(3

)C

ontribute:Students need to contribute to the welfare of the classso they feel like they make a difference .

How?I nvolve them in maintaining the learningenvironment by holding class meetings

A sk for suggestions when decisions need to be madeUse cooperative learning groups frequently

E ncourage peer tutoring .


12/44

Generally SpeakingStudents feel good about themselvesand about their ability to succeed in schoolwhen they believe theyrecapable learners who can connect in positive ways withclassmates and teachersT

heyll also feel good about themselves when they findways to contribute to the class and to the schoolKeep in mind that encouragement strategies not only

prevent misbehavior but are being used successfully as

violence and gang prevention measures .


13/44

Why Do Students Misbehave?In most cases, students misbehave because they want something

T he first step of Cooperative Discipline is to find out e x actly what the studentwants .

Usually the student has one of four goals:

(1) Attention

(2) Power

(3 ) Revenge

(4) Avoidance of F ailure

You Tube Link

http://www.youtube.com/watch?v=TQubfif F mHI


14/44

ATTENTION

Some students choose misbehavior to get ex

traattentionT hey want to be center stage, so they distract teachers

and classmates to gain an audience and specialrecognition

Some typical behaviors include making noises, usingfoul language, and creating unnecessary interruptions

during class time


15/44

POWER Some students want to be the bossof themselves, the

teacher, and sometimes the whole classT hey want everything to be done their way

A t the very least, they want to show others that "you cant push me around"

T hese students arent likely to comply with classroom rulesor teacher requests

T hey will challenge and argue with teachers until they think theyve had the "last word ."


16/44

REVENGE

Some students want to lash out at their teachers or classmates to get even for real or imagined scenariosStudents may sometimes threaten physical harm or getindirect physical revenge by breaking, damaging, or

stealingT hey also may try to manipulate you into feeling hurt

or guilty .


17/44


18/44

C lass ActivityIn your current groups of four, discuss possible teacher

interventions for the four major goals of misbehaviour.

(1) Attention

(2) Power

(3 ) Revenge

(4) Avoidance of F ailure

Then we will compare our answers to the

interventions offered by Linda Albert


19/44

Intervention for the Attention SeekerGive "the eye" so the student knows you mean

businessStand close to the student and continue your lessonDistract the student by asking a direct question or

using the students name while continuing your lessonGive specific praise to a nearby student whos ontask .


20/44


21/44

Intervention for the Revenge Seeker

R evoke a privilegeB uild a caring relationship by using affirmation

statements that give the message: "Youre okay, but your choice of behavior is not

R equire the return, repair, or replacement of damaged objects

I nvolve school personnel or parents if necessary .


22/44

Intervention for the Avoidance Seeker

A cknowledge the difficulty of the assigned task, but beenthusiastic

M odify instruction (not curriculum)

T each the student to say " I can" instead of " I cant" byrecognizing achievements similar to the task at hand

Provide peer tutors or ask the student to help someoneelse, perhaps a younger student, to help build self-confidence .


23/44

The Three Major Learning Styles Defined by Psychologists:

(1) VISUAL LEARNERS represent appro x imately 65 percent of the populationT his type of learner is best at collecting information withtheir eyesT his includes looking at visual images or reading te x tVisual learners usually prefer graphics, illustrations andchartsT hey are able to remember details and ideas in picture form,typically what they've seen before .


24/44


(2) AUDITORY LEARNERS represent appro x imately 30 percent of the population

T his type of learner is best at collecting information withtheir earsT his includes listening and talkingA lthough easily distracted, auditory learners learn by

memorizing soundFor instance, they learn instructions by repeating them over and over again, even in silent form

T hey often like background music to block out interruptingnoises .


25/44

(3

) KINESTHETIC

LEARNERS representappro x imately 5 percent of the populationT his type of learner is best at collecting meaningthrough touch and movement

Kinesthetic learners learn through physicalinteraction; most are young childrenIn essence, touching is a way of seeing .



26/44

M ost people actually use all three, but

every one has a propensity to rely on oneof three more than the other two

5 C

lass Discussion:W hat learningstyle are you?

Ex plain your answer withspecific e x amples!


27/44

Graphic Organizers

Since 65% of students are visual learners, it isimportant to know graphic organizer

Graphic and Visual are the same thing theyare interchangeable terms

Please refer to page 11 0 and 11 of the course

tex tbook and e x amine Figure 7 .11 a (GraphicOrganizer on a Fairy T ale T heme W eb) andFigure 7 .11 b (Graphic Organizer on a fairy taletheme Venn Diagram)


28/44

Web Diagram

A W eb Diagram is a plan, sketch, drawing, chart, diagram, or outline designed to demonstrate or e x plain how somethingworks or to clarify the relationship between the parts of awhole

I t allows the user to visually see/identify multiple componentsof the topic being studied, and allows for easybrainstorming/expansion/fleshing out of a central idea

T here are many different types of web diagrams . H ere are afew e x amples:


29/44

Basic Word WebF igure 7.11: Page 110 of C ourse Textbook

Cinderella

HappyEnding Step

Mother

StepSisters

TheBall

ThePrince

MidnightStrikes

Loss of Shoe

ThePrince sSearch

TheWedding


30/44

Basic Word Web Brainstorming theC haracteristics of Salsa Music


31/44

There are many different arrangements of word webs(varying in difficulty and complexity), but the basic

premise is the same easy brainstorming /expansion/fleshing out of a central idea


32/44

Venn DiagramsVenn diagrams are useful as a graphicsorganization tool when comparing two things(and particularly for use with younger children) . Simple Venn diagrams are used, in which no morethan two curves intersect at a common point .

Shared characteristics (two or more) are listed inthe overlapping section allowing for easyidentification of which characteristics are sharedand which aren't .

String or colored yarn can be used to make circleson the floor and manipulatives and pictures arestrongly encouraged .


33/44

Simple 2 Person Venn Diagram based on thePersonalities/ C haracteristics of Larry and Mary

Larry

Boy11 Years OldTakes Bus toSchoolBorn inOntarioLikes HockeyLovesHamburgers

Mary

Girl

12 Years OldWalks to SchoolBorn in

SaskatchewanLikes BalletLoves Pizza

Larry and Mary

Love SpaghettiLove Music

Live in the SameApartment Building

Like BasketballUkrainian Heritage


34/44

C omplicated Venn Diagram C omparingF our Different Models of Sony PlayStation # 3

Source: www.news.filefront.com


35/44

C omplicated Venn Diagram of the British Isles


36/44

C lass Activity:With the person beside you, complete a simple Venn Diagram

(class handout) on personality traits. Use things such as favourite colours,food, music, cultural background, age, etc.

Five thingsin

common:1.2.3.4.5 .

Five thingsthat are

different:1.2.3.4.5 .

Five thingsthat are

different:1.2.3.4.5 .


37/44

The Story Map:Story M aps are a great method of showing the setting, characters,

problem, events, solution, and conclusion of a storyT hey can be used at all grade levels, especially at the J I levelT hey are a great way to integrate art and geography (social studies)

into the Language A rts/ E nglish curriculumT hey are a great method for allowing students to show their

understanding of a specific story other than through words (orallyand in writing)Story maps teach chronological order, spatial reasoning and

sequence, and progression of plot

Example: The Three Little PigsPlease R efer to Figure 7 .11 c,Page 111 of Course T ex tbook


38/44

Detailed and Artistically AdvancedStory Map of the Three Little Pigs


39/44

Detailed Story Map (in Word Web F orm) C reatedon C omputer for C harlottes Web


40/44

There area myriad

of graphicorganizersavailable

for free onthe web,as well as

inMicrosoftOffice.


41/44

Lecture Summary:C ooperative Discipline

Cooperative Discipline assumes that students will misbehave again if the strategies aren't accompanied by encouragement techniques that build self-esteem and strengthen the student's motivation to cooperateand learn

Strategies for encouraging students fall into three categories: ( 1 )Feeling Capable, (2) Feeling Connected, and (3) Contributing

Usually the student has one of four goals for misbehaving: ( 1 )A ttention, (2) Power, (3) R evenge, and (4) A voidance of Failure

W e discussed interventions for these four areas


42/44

Lecture Summary:Types of Learning

Visual Learners: 65% of Population

Auditory Learners: 3 0% of Population

Kinesthetic Learners: 5% of Population

Most people use all three, buthave a preference towards on


43/44

Lecture Summary:Graphic Organizers

Word Webs

Venn Diagrams

Story Maps

Most people use all three, buthave a preference towards on


44/44

FOOD FOR THOUGHT:

Myths wh ic h are b elieved t end to b ec om e t rue.

George Orwell (190 3 -19 5 0)Writer, Author, & Journalist

Date post:	10-Apr-2018
Category:	Documents
Upload:	george-tucker
View:	232 times
Download:	0 times

Welcome to Junior - Intermediate Methods

Documents