3.2 Students  (see also Part 2)

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

 

 

OVERVIEW:Ý ÝFrom day one, the teacher should begin building the psychological, emotional, and physical operatives which foster the development in each student of learning how to learnÖand being proud of what is being accomplished, and of having the highest expectations for self improvement and self accomplishment.

 

1. THE VERY 1ST ROLL CALL

1.      1st impressions are everything.Ý Let the student hear the 1st words from the teacher being an inquiry into interest, background, ectÖ.even during the very 1st roll call.Ý This fosters trust and begins a bonding process between student and teacher.

2.      Realize that the other students are "listening in" on the informal exchange betweenÝ teacher and student.Ý This begins to build community in the classroomÖ.a chance for each student to be "introduced" to classmatesÖ and, at the lease, begin to learn names of each other.

 

 

 

(2) THE CHAIR

1.       A bit of role playing and interpretive analolgy with a chair can dispel perceived inequities, instill self-motivation, establish a positive and productive group work ethic, and inspire a great degree of understanding and trust among students and teacher inÝ the classroom.

2.       It is absolutely essential that the teacher craft and present the educational activity of the chair with unqualified candor, honesty, and full intent and ability to "follow-through

(3) INTRODUCE THE CLASSROOM TO THE STUDENTS: Ý

1.       People are more important than things.Ý The room and the functions, resources, and opportunities provided in the room should be explained (introduced) to the students.Ý It is their room as well as the teacher's room.

2.       "This is the part of the room for working together; this is for quite work by self, etc.

 

Read the entire section about the Chair.

See:ÝChair-1+2+3

Read Topics 4 + 5

 

 (see also Part 2)