SECOND TO THE LAST CLASS FOR…

Behavior Management for Middle and High School

Top 10 Reasons Why We Need to Complete This Semester

#10

If we would gain any holiday weight, we would not fit in the computer lab…

#9

Many sports events seem to occur on Thursday nights…..

#8

I eat too many chocolate bars while putting together the lessons for this course!

#7

Holiday parties and tv specials are starting up….

#6

Lesson plans are making everyone crazy….

#5

You are getting excited to do the“real” thing…

#4

Instructor desperately pleads for late assignments…..

#3

I need to decorate for Christmas….

#2

High School BB has started!!!!

My Son #4

My Son #5

#1I need to concentrate on my classroom.

I am feeling overwhelmed with all my responsibilities and I want to do my job well.

My students only pass through this year once.

Annual Goals

Part of your annual assessment In addition to other projects, PLC

groups, and your many other obligations

Meet twice with administration Beginning of year – present what you are

trying to do End of year - results

Requirements

Must apply to student learning Measureable…must show how you

changed something…include data Provide resources that you will use

SCHOOL DISTRICT OF NORTH FOND DU LAC

PROFESSIONAL GROWTH PLAN

Name: Beth Stroede, Bessie Allen Middle School School Year: 2011-12

Goal: Write lesson plans that include researched-based practices with the

purpose of increasing student participation and reducing student

inattentiveness.

Evidence: Copies of lesson plans for all 4 quarters. Reflection of how the lesson plans

changed over the course of the year.

Activities/Steps tobe taken

Persons/Resourcesneeded

Documentation tobe collected

Timeline

Read information on dynamic lesson plans and make standard lesson plan template.

During 2nd quarter, read one book about lesson delivery methods to enhance current instructional plans.

During 3rd quarter, read an additional book about lesson delivery that focuses on students’ emotional states in learning.

During 4th quarter, continue to apply information from both books to my lesson plans.

The New Teacher's Companion: Practical Wisdom for Succeeding in the Classroom, by Gini Cunningham  Teach Like a Champion (49 Techniques that put students on the path for college), by Doug Lemov  Tools for Engagement (managing emotional states for learner success), by Eric Jensen

Prepare lesson plans for 1st quarter RWW & CT using the template. 

Prepare new lesson plans that are enhanced with additional practices.  

Prepare new lesson plans that are enhanced with additional practices.   

Prepare new lesson plans that are enhanced with additional practices. Organize documentation & prepare reflection

9/11 – 10/11    

11/11 – 1/12     2/12 – 3/12     

4/12 – 5/12

Weekly Lesson Plans for Critical Thinking Dates: Week 3, 11/28/11 – 12/2/11

 Standards used this week: ELA Lit1.8 Cite the textual evidence that most strongly supports an analysis of

what the text says explicitly as well as inferences drawn from the text ELA Lit 3.8 Analyze how particular lines of dialogue or incidents in a story or

drama propel the action, reveal aspects of a character, or provoke a decision.

 ELA Lit 9.8 Analyze how a modern work of fiction draws on themes, patterns of

events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

 ELA Writing 2.8 Write informative/explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 ELA Writing 3.8 Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-structured event sequences.

Lesson Phase Details Supplies

Intro (2 min) Restaurant Food pics

PPT

Foundation (5 min) Clever writing is more interesting…you need to sell your ideas

Advertising clip

Brain Activation (5 min)

Show one restaurant commercial

Commercial

New Info (5 min) WIT Ch 4b

Clarification (5 min) Look at real menus; how are the dishes described? What words “sell” the menu item?

Real store menus

Practice and Review (15 min)

Students create their own menus

Colored paper, markers

Independent Practice (10 min)

Create menus

Closure (2 min) Turn in menus

What else can you expect as a first year teacher…

First 3 years….probationary teacher

Lesson plans must be turned inObservations of your teachingMay have mentor for your first yearVarious first year teacher meetingsAll full-time teaching responsibilities

Communication

Student Parent Colleagues Outside of school

Student Communication Yelling is your last resort Being “friends” is never an option

~ Publish advanced organizer so they

know what to expect…they will assist you in staying “on task”

Compassion – “I am sorry that has happened to you…”

Firmness – “The lesson is due…; if you choose to turn it in late, then……”

Share grade reports regularly

Parent Communication

Always share a “positive” first Never use abrupt emails; explain

everything Share how you are willing to assist

student Be honest….without your opinion…

Share facts Never include info about another student

Hi Beth,

I have some things I need to ask you. Although I understand her side.....I still wonder what to do with Sam.

Yes, he's got to learn.  But.........in the mean time, he doesn't get stuff home quite often or turned in sometimes, what can be done?

Are there kids in 6th grade still being monitored as far as getting their stuff turned in on time?  If so, then I suppose we need to get it put in his IEP, right?

I have a question.......for Science, Math, English and History,,,,,,,,do you or Sheri overlook the SPED kids and step in as far as behavior or can you help as far as the actual homework?

If you can step in with the work,,,,,,,would it be possible to make sure he turns his stuff in?  Or do you have to let the chips fall where they may?

I'm really freaking out right now......if you can't tell.  he he.

I've worked with/fought, argued with, begged the teachers at FLC for 4 years for help with Sam.  With his organization, getting some kind of help with getting his necessary books into his backpack so he could do his work, getting them to stop telling him to "hurry up" when he couldn't keep up with note-taking, asking and begging for help with notes, asking and begging for help with testing because he would fail almost everything, yet, when asked about it, he could do much better.

I doubted myself when I asked for things for him because there was a side of me that thought, "He needs to learn......apply consequences and he'll learn".

But,,,,for Sam, all that happened was that he got sad.  Really sad and down and he started to say how stupid he was.  It was horrible.  I hurt because he sees daily that he is slower.  He sees daily that he can't sit still.

My heart aches for when he finds out that his almost-2-hours to do the Science XC won't be accepted.  Although him getting consequences, knowing Sam, this will make him really angry and then, when he gets home, he'll be in tears.  Tears because he really does try...and then he'll again, beg for me to not make him go back to school.  It breaks my heart because what he "sees" is that he works hard, never really gets a good grade and sometimes, because he forgets things, he won't even get credit for the hours of work that he does.In a perfect world, he would hate the consequence and start turning everything in on time.  I highly doubt this will happen in his case.

I was so thrilled, yet scared, with him coming over to BAMS......and it's been quite a ride...he he.  For you, too, I'm sure. I'm just finding myself torn again with how much help to get him.

It's not okay for him to turn his work in whenever he feels like it or remembers,,,,,,but when he legitimately has issues with executive function and it's been sitting in his binder this whole time,,,,do you agree that something has to be changed in his IEP so that he can get the benefit of the doubt?

Again, I guess I just really want your thoughts on all these questions.  Please.  he he.

As far as you're concerned, do you think "tough love" will work with him or when you have these executive functioning problems, is it really not okay to punish by way of "consequences" and maybe give him some help?

I"m "MOM" here, so I"m really wanting an objective opinion, Beth, so feel free to say it how you see it.

Well....hope I didn't come off horribly.  If I did, it wasn't intended. I seem to get on a roll and can't keep up with what's going on in my head. he he.Janice

How would you respond?

This is not small groups…lol. Let’s just have an informal class discussion

Colleagues

Professional at all times Share your opinions with your

steering wheel and car interior Avoid too much negative sharing at

work…stay positive Avoid too much negative sharing at

home…your family gets tired of it Only professional emails…no “curt”

messages

Trust

Your priorities are not necessarily the same as your colleague(s)……

Trust Cards

Outside of School

All conversations should be supportive of your school district - you are now a part of this district and share in its strengths and weaknesses

Everything that occurs at school should be considered confidential

Never share student names with anyone

Your first two years of teaching are the most difficult…it can feel overwhelming

Final – December 8th, 5:30 pm We will meet in 3rd floor computer lab

We will put all coats and bags off to the side to give you all more room around you

You will come in, take final, leave – respect others need for quietness and additional time

Set Up of Final

Multiple choice Short answer One essay

Will include information from your book and my ppts on my wiki – entire semester

You may refer to these at any time during the final – you may also use your notes

Final will most likely take you an hour to complete; you can use up to 3 hours if you desire

Let’s review……..

Figure 1.1 The Big Vision of Teaching – Your Mantra (pg. 12)

Life at School

You are part of several Professional Learning Communities

Professional Responsibilities listed in Employee Manual are your responsibility

What you teach

Textbooks are a guide for organization – they do not determine what you teach or are meant to limit your content

What you teach depends on the Common Core or State Standards for your subject and grade level.

Behavior Management

Your can’t demand respect….you earn it by your teaching style, your knowledge, and good lesson planning.

Know the parts of the Cunningham lesson plan…know this very, very well. Know why you use all the different parts of the plan.

Behavior Problems

Review this ppt carefully….. Fiduciary responsibility Positive/Negative reinforcement Read chapters on rule enforcement

within your classroom

Key things that help me most… Arrive early: 1. Have your lesson plan ready and have an

advanced organizer posted.2. Have supplies for the day set up.3. If you get an idea for the next day, pencil it into

your current lesson right away so you do not forget.

Get in habit of taking attendance right away.

Have a plan to handle past due work and students who miss instruction.

Special Education

504 Plans Medical Plans IEPs – Your responsibility in an IEP

meeting Types of disabilities Differentiated Learning RtI

Assessment and Grading

Be able to discuss your grading system.

How will you handle homework vs. test grades?

What ways can you assess learning? Share your ideas about late

assignments. What about students with special

needs?

Student Learning

Bloom’s Taxonomy Learning Spiral Cone of Experiences Emotional States of Learning

Task Analysis…discuss how learning might break down

Behavior Programming

PBIS Love and Logic

Final Thoughts Your Toolbox:

You need to know a little about a lot of things Just be aware of your options You will be overwhelmed your first year By your third year, you will need to go back and review

these concepts You will then need to review them every year you

teach in order to keep your ideas fresh Every year’s class group will be different…you will

need to return to your toolbox to “tweak” your plans according to the strengths and needs of your current students.

Be willing to change yourself…your teaching…your attitude in order to meet the needs of students