PowerrPoint-x - ACET

peruvianwageslaveInternet and Web Development

Feb 5, 2013 (4 years and 9 months ago)

107 views


Keep Student Drama on the Stage and
Out of Your Classroom


Compensatory Education


The idea behind compensatory education is to, in
a sense, "compensate" for disadvantages that
children living in poverty face by expanding and
improving the educational programs offered.


Early intervention programs that focus on
young preschool and primary school
children, attempt to provide them with the
skills they will need in school.



Many of these skills they do not learn at
home or in their regular school.




According to Ruby Payne in her book ,
A
Framework for Understanding Poverty
,


Low achievement can be closely correlated
with low socioeconomic status.


Poverty can be related to academic
achievement in the United States.

Facts About Low
-
Income Families


Before entering kindergarten, the average cognitive
scores of preschool
-
age children in the highest
socioeconomic group are 60% above the average
scores of children in the lowest socioeconomic group.


At age 4 years, children who live below the poverty line
are 18 months below what is normal for their age
group



By age 10 that gap is still present. For children living
in the poorest families, the gap is even larger


By the time children from middle
-
income
families with well
-
educated parents are in
3
rd

grade, they know about 12,000 words.


Third grade children from low
-
income
families with undereducated parents who
don’t talk to them very much have
vocabularies of around 4,000 words,


One
-
third as many words as their middle
-
income peers
.


It has been well documented that there is
an association between family poverty and
children’s health, achievement and
behavior


Family income appears to be more
strongly related to children’s ability and
achievement than to their long term
emotional outcomes
.


Educational professionals know that the
science

of

teaching

requires developing specific,
measurable goals, which determine mastery.



The
art

of

teaching

rests on the instructor’s
innate understanding of students’ needs and
motivations, which are complex and difficult to
identify, much less, to measure.


SCIENCE AND ART

OF TEACHING

Art of Teaching and Classroom
Management


Through clear, systematic instruction, this
presentation proves how effective classroom
management brings the art and science of teaching
into balance, which in turn, translates into academic
success and personal satisfaction for students


Understanding certain beliefs will provide a
foundation that will change the life of teachers and
student.


I
am providing a set of strategies and beliefs that
students and teachers will carry with them the rest of
their lives.




Caring is Key


Building on the central belief that caring is the key to
effective teaching, the “why”, “what”, and “how
-
to’s” of
research
-
based classroom management strategies are
the focus of this presentation.


Key Components


But
first there are beliefs to reflect upon.


Caring
is the key.


Understand that conflict
is an essential part of
growing up.


The
strategies presented to you have helped teachers
realize how “good behavior” must be systematically
taught, how behavior can be changed and how “good
discipline” is related to “good timing.”


It’s All About Timing…


It is always “good timing” to implement self
-
control,
especially when a problem has potential for escalating.



It
is the SMARTR response to remain calm and use
words or phrases that neutralize verbal exchange and
maintain teaching. Some examples are to say “I
understand” or “nevertheless”.



Who better to provide this than the teacher who acts
as a role model and teaches life skills?



Teachers
are the provider of life skills and correct
behaviors that will help the student excel today and
tomorrow. What you expect and teach in the
classroom will be your return

What to Expect


Outline
ways to allow your students to rise to meet
your behavioral expectations.


Given tools to guide your students to a level of
learning you never thought possible.


Outcome


Students are able to focus on learning not the discipline

Expect To Be…


challenged to reexamine traditionally
-
held
assumptions about behaviors that students bring with
them to the classroom and will be asked to make
adjustments to their educational philosophies based
on this paradigm shift.


BE PROACTIVE


This is not, however, an “all talk, no action”
presentation. Innovative, common sense techniques
for classroom management will be modeled for
participants
.



Session attendees will return to the
classroom
equipped
with the tools they need to put philosophy
into effective practice.


STUDENT EXPECTATIONS


Children come with all kinds of ‘plans’, just like cell
phones the reception is better on some networks than
others.


We
can no longer assume they can ‘hear you now’.


We
need to have clear connections with our students
before we can try to begin to teach.


WHAT YOU LEAVE WITH…


What teachers will take from this is a belief system and
a set of strategies which are the foundation of the
nationally acclaimed Time to Teach seminars.


Punishment
does not
work because
i
t
is a temporary
fix for a set of behaviors.


This
will impact your teaching.


Are You Ready…


To change the cultural of your campus that is based on
mutual respect for the teacher and student that
ensures that teachers can teach and students can
learn.

For More Information…

You can go to youhavetimetoteach.com

Or email me at

Canaa@youhavetimeteach.com

Thank You!