Create a Culture for Learning Through Knowledge of your Students

Create a Culture for Learning Through Knowledge of your Students

Guiding Questions

• How does knowledge of our students help to create a culture for learning?

• How can we get to know our students?• Why is it important to know our students?• What does it mean to demonstrate knowledge

of our students?

Choose your favorite shape.

Video

• Purpose questions• From TESS--search Teaching Channel

Sort

• Each bag contains four colors. Each color represents a teacher.

• Sort the following evidence as:– Unsatisfactory– Basic– Proficient– Distinguished

Danielson: Enhancing Professional Practice

• Independently read the section from 2B.

• Purpose: to build background knowledge and discuss the following with your partner:– What is evidence for a

culture of learning?– Any new learnings you

had.

Re-visit sort and share out

• Using the sorting mat, re-visit your sort.

• Based on your reading and the sorting mat, make changes to your sort.

• Share out during whole group discussion.

How does knowledge of your students help to create a culture for learning?

How can we get to know our students?

• In what ways do you see Mr. Van Dyck connecting with individual students?

• What personal experiences can you draw upon to better understand your students?

• How does focusing on one positive element discourage negative behaviors?

https://www.teachingchannel.org/videos/teacher-student-relationship

How do you get to know your students?

Please share your ideas!

How can we get to know our students?

Gather information- KNOW your kids. Show an obvious interest in them.

Interest inventories• Surveymonkey

VAKPLSITrue Colors

Inventories

Visual Auditory Kinesthetic (VAK )http://www.businessballs.com/vaklearningstylestest.htm

Paragon Learning Styles Inventory (PLSI) http://www.oswego.edu/plsi

True Colors International www.true-colors.com

Inventories

Visual Auditory Kinesthetic (VAK )http://www.businessballs.com/vaklearningstylestest.htm

Paragon Learning Styles Inventory (PLSI) http://www.oswego.edu/plsi

True Colors International www.true-colors.com

Inventories

Visual Auditory Kinesthetic (VAK )http://www.businessballs.com/vaklearningstylestest.htm

Paragon Learning Styles Inventory (PLSI) http://www.oswego.edu/plsi

True Colors International www.true-colors.com

Green

See Self• Superior intellect• 98% right• Tough-minded• Efficient, powerful• Original and unique• Rational• Great planner• Calm not emotional• Precise not repetitive• Under control• Able to find flaws objectively• Holding firm to policy

Others See• Intellectual snob• Arrogant• Afraid to open up• Unappreciative, stingy with praise• Doesn’t consider people in

plans• Critical, fault-finding• Cool, aloof, unfeeling• Eccentric, weird

Excellent Problem SolversRelate to GREEN by being objective and logical. Listen and be open

to new ideas. Value their abstract thinking.Famous people include:• Carl Jung• John DeLorean • Socrates• Moses• Frank Lloyd Wright• Benjamin Franklin• Thomas Edison• Douglas MacArthur• Sherlock Holmes• Dwight Eisenhower• Eleanor Roosevelt• Madame Curie

Gold

See Self• Stable• Providing security• Dependable• Firm• Always have a view• Efficient• Realistic• Decisive• Executive type• Good planner• Orderly, neat• Punctual, expect same

Others See• Rigid• Controlling, bossy• Dull, boring• Stubborn, pigheaded• Opinionated• System-bound• Unimaginative• Limiting flexibility• Uptight• Sets own agenda• Rigid idea of time

Natural LeadersRelate to GOLD by being dependable, responsible, direct, decisive

organized and punctual.Famous people include:• Henry Ford• Harry Truman• Joan Rivers• George Washington• Florence Nightingale• Gerald Ford• Mr. Rogers• Nancy Reagan• Johnny Carson• Joe Friday• Queen Victoria

Blue

See Self• Warm, caring, compassionate• Likes to please people• Trusting• Romantic• Spiritual• Creative• Idealistic• People person• Willing to work tirelessly for a cause• Unselfish• Empathetic• Wanting harmony

Others See• Overemotional• Groveling, fawning, soft• Too trusting• Mushy• Hopelessly naïve• Too nice• Aloof• Smothering• Manipulative• Ignores policy, create chaos• Talks too much• Illogical, incomprehensive

Excellent Relationship BuildersRelate to BLUE by connecting personally and listening attentively.

Be honest and sincere.Mother TeresaGhandiMozartPope John XXIIOprah WinfreySigmund FreudJimmy CarterMartin Luther King, Jr.Julius CeasarBeverly SillsBrigham YoungMohammed AliPresident ClintonThomas Jefferson

Orange

See Self• Fun loving, enjoys life• Spontaneous• Flexible, adaptable• Carefree• Proficient, capable• Hands on person• Practical• Problem solver• Good negotiator• Here and now person• Does many things at once• Eclectic

Others See• Irresponsible• Flaky• Wish-washy• Not serious• Spends time on things they enjoy• Not interested in ideas• Disobey rules• Manipulative, not to be trusted• Not able to stay on task• Cluttered• Indecisive

Natural NegotiatorsRelate to ORANGE by being spontaneous, playful and humorous. Provide

variety and alternatives – keep things exciting.

Famous PeopleLee IacoccaAmelia EarhartJFKGeorge PattonFDROliver NorthTeddy RooseveltLucille BallJames DeanWinston ChurchillJohn WayneSt. Francis of AssisiErnest Hemmingway

True Colors

True Colors: ConversationsIn order to speak to a in a way they will understand, you should …

Green:Use clear and precise languageUse logic in support of your decision Get right to the pointKeep the conversation relevant Ask meaningful questionsTalk about possibilities

Gold:Give straightforward directionUse references to the past and tradition Not get sidetrackedKeep conversation in order Follow an agendaTalk about responsibility

Blue:Relate what you are saying to feelings Avoid open criticismPut their needs ahead of proceduresBe honest and genuineLeave room for input and questions Keep your promises

Orange:Cut to the heart of a problem Give them the straight stuffBe bold and say what is on your mindFocus on action Talk about resultsKeep the conversations lively

How does the color of your personality match the shape of your personality?

Quickwrite…

• How will you change your instruction as a result of analyzing data from these tools?

Why is it important to know our students?

Your shining moment

• How does this routine affect class culture?

• What can you learn from Ms. Price about celebrating successes?

• How could this strategy be used as an assessment?

https://www.teachingchannel.org/videos/celebrating-student-achievement

What does it mean to demonstrate knowledge of our students?

• Independently read the section from 1B.

• Purpose: to build background knowledge and discuss the following with your partner:– How do you

demonstrate knowledge of your students?

Nonlinguistic Representation: 1B

• Now that you have read and discussed 1B, create a Nonlinguistic Representation that illustrates a teacher using knowledge of their students.

“No significant learning occurs without a significant relationship.”

-James Comer, 1995

What is respect?

• re·spect• /rɪˈspɛkt/ • esteem for or a sense of the worth or

excellence of a person, a personal quality or ability, or something considered as a manifestation of a personal quality or ability: I have great respect for her judgment.

What is rapport?

• rap·port• /ræˈpɔr, -ˈpoʊr, rə-/ [ra-pawr, -pohr, ruh-] • noun relation; connection, especially

harmonious or sympathetic relation: a teacher trying to establish close rapport with students.

What are some “do’s” for good respect and rapport?• Divide into your brightest

color according to the True Colors Assessment.

• Brainstorm some “do’s” for good respect and rapport.

• Create a chart.• Share out.

• Let your kids know they are special to you.

• Never be afraid to apologize if you are wrong. This fosters respect—it does not erode it.

• Don’t ridicule or humiliate. Be VERY careful with sarcasm. (Private, private, private with misbehavior corrections).

• Control your emotions before administering consequences.

Do’s for Good Respect and Rapport

A-Z WordstormingA-B C-D E-F G-H

I-J K-L M-N 0-P

Q-R S-T U-V WXYZ