June+2,+2009

June 2, 2009

Developmental Designs Day 2

First thing to do is CPR. It may be called anything that a school or class would like to call it. Make it you own. Goal of Greeting:
 * 1) to set a positive tone for the day
 * 2) to provide a sense of recognition and belonging
 * 3) to help children learn and use everyone's name
 * 4) to let children practice hospitality

Sharing: What we like to teach the most. We wrote our responses on the news chart and then whipped shared them. This interactive part of the news chart can be used for team building and getting to know each other.

Activities: Think about time when planning a game. Our game went from simple to more difficult problem solving. We used the book //99 Activities and Greetings//.

Daily News: New vocabulary words can be introduced and an outline of the day can be put on the chart. Also, instructions for the beginning of class can be placed on the chart.

Advisory Scaffolding

simple -> Complex low risk -> high risk little self control -> much self control less autonomy -> more autonomy

Apply knowledge of child development to our classrooms: (implications to teaching)


 * = 6th grade ||= 7th grade ||= 8th grade ||
 * * movement
 * variety of strategies
 * redirecting - routine
 * repeat directions often in different ways || * careful language
 * develop independence via materials
 * include movement in lesson
 * allow student to "teach" or explain a lesson || * relate content to their lives
 * self art projects or historical figures
 * develop lessons around cell phones
 * freedom of choices
 * higher order thinking skills in class discussions - no one word responses ||

Group Work

We gathered together in our "puzzle" groups to develop an activity for later in the week.

Discipline Little Johnny drew on the desk. Little Jimmy told on him. What would you do? This action broke the class Social Contract which the students wrote the rule
 * Autocratic approach: teacher has all the control
 * Permissive approach: please behave
 * balanced approach may be best


 * What outcomes do we want from our rules and consequences?
 * What are the characteristics of a management system with these outcomes?
 * What is the belief system that underlies this approach?


 * Take a Break** can be used for small infractions. A student is sent to another spot in the room or another teacher's room for such infractions. Develop a form for to student to complete in Take a Break -out. You need a teacher-buddy to help with TAB outside of the classroom.

Silent Time: Work with your 7 o'clock partner on **proactive modeling and practice.**

Have-to's for Wednesday: Read pages 116 - 120 Take a Break (TAB-in) - group 1 Read pages 123/126-128 Take a Break (TAB out) fix it plans - group 2

Modeling:How effective classroom managers spend their time: **proactive is in blue****25%

modeling****25% remodeling****40% community building** 10% react

IDEA: Model how to come into a classroom and get ready for class. Model how to pick up trays at the end of lunch. Practice language of modeling

Tuesday Team Time Agenda Roles: Facilitator: will include all voices - Becky Recorder: record and send meeting minutes to all team members: Kathleen Timekeeper: signal time to team and watch over the time limits: Lezlee Process observer: observe for participation by all: Pam and Emmitt

Adult Social contract 8th Grade 1. Show up on time 2. Share 3. Participate

Agenda Items: 1. Goals and Declarations:  Lezlee will have the students set goals. This will be accomplished by the end of the first week of September. The goals will be displayed in the locker hall. The goals will be placed in a word document and kept in their folder. Marlyn will be contacted for a lab day.Kathleen would like to have the students develop a symbol representing one of their goals. Becky will e-mail all parents to inform them that the goals will be coming home. We will discuss them at the Parent's night. 2. Creating our social contract. This is our honor code. We will discuss this further on Wednesday.