Student Workbook for On-line Teacher Training - Ripple Effects · Student Workbook for On-line Teacher Training Teaching Coach Volume 1-Learning Issues [email protected] 888•259•6618

Student Workbook forOn-line Teacher Training

Teaching CoachVolume 1-Learning Issues

[email protected] www.rippleeffects.com 888•259•6618

© 2000-2004 Ripple Effects, Inc. All Rights Reserved Worldwide


© 2000-2004 Ripple Effects, Inc. All Rights Reserved

Teaching Coach Student WorkbookTable of Contents

Unit 1Lesson 1: Learning Orientations............................................................................................1Lesson 2: Learning Styles Intro.............................................................................................2Lesson 3: Feeler-doer Learners.............................................................................................3Lesson 4: Feeler-watcher Learners......................................................................................4Lesson 5: Thinker-doer Learners...........................................................................................5Lesson 6: Thinker-watcher Learners....................................................................................6Lesson 7: Balanced Learners................................................................................................7Lesson 8: Bimodal Learners...................................................................................................8Lesson 9: Kinds of Smarts.....................................................................................................9Lesson 10: Cultural Differences............................................................................................10Unit 2Lesson 11: Learning Related Disorders.............................................................................11Lesson 12: Cognitive Disorders............................................................................................12Lesson 13: Attention Disorders.............................................................................................13Lesson 14: Communicative Disorders.................................................................................14Lesson 15: Behavioral Disorders.........................................................................................15Lesson 16: Testing Anxiety....................................................................................................16Lesson 17: Giftedness............................................................................................................17Unit 3Lesson 18: Managing Diverse Learners............................................................................18Lesson 19: Establishing Authority........................................................................................19Lesson 20: Setting Expectations..........................................................................................20Lesson 21: Setting Rules.......................................................................................................21Lesson 22: Having Consequences.....................................................................................22Lesson 23: Solving Problems................................................................................................23Lesson 24: Making Individual Plans....................................................................................24Lesson 25: Getting Support...................................................................................................25Lesson 26: Using Technology...............................................................................................26Unit 4Lesson 27: Social-emotional Skills.......................................................................................27Lesson 28: Assertiveness Overview..................................................................................28Lesson 29: Assertive Face....................................................................................................29Lesson 30: Assertive Voice...................................................................................................30Lesson 31: Assertive Message............................................................................................31Lesson 32: Assertive Body....................................................................................................32Lesson 33: Empathy-feeling..................................................................................................33Lesson 34: Empathy-showing..............................................................................................34Lesson 35: Managing Feelings.............................................................................................35Answer Key...............................................................................................................................36


© 2000-2004 Ripple Effects, Inc. All Rights Reserved

Course:Student:Instructor:Date:Lesson 1: Learning Orientations

1. What do you think the impact on a student is of having a lot of information aboutlearning differences, without a clear way to act on it? Where could she start?

2. Give an example of how physical differences, cultural differences, and individualtemperament and motivation, interact to create a specific learning orientation for aspecific student.

3. Why is it important to identify students’ strengths and successful learning styles,before probing for weaknesses?

Check the phrase that best completes the sentence.

Learning orientation includes:__ intention __intelligences __emotion __learning style __all of these

Learning orientation is NOT impacted by:__parents’ attitudes __the price of beans __genetic factors __culture

Learning style is about:__how students learn __what they learn __ why they learn

In teasing out learning issues, start with students’__ diagnosis __ prior grades __strengths

A grey area in learning differences:__attention problems __IQ __dyslexia

Special sensitivity is required to probe:__ learning styles __cultural differences __ kinds of intelligences

Course:Student:Instructor:Date:Lesson 2: Learning Styles Intro

1. What are some reasons so many students may be missing the boat? Whatare some clues that it may be connected to differences in their learning styles?

2. How much do you think learning styles are wired into the genes and how muchare they learned? How might learning styles change over time? What couldaccelerate or slow down those changes?

Fill in the blank with the number that best matches the statement.

Feeler-doers __Feelers __Doers __Watchers __Thinkers __Thinker-watchers __

1. Jump right in2. Act, based on feelings3. Tune in to ideas4. Look, don’t leap5. Watch and weigh6. Tune in to people

Course:Student:Instructor:Date:Lesson 3: Feeler-Doer Learners

What are some clues that a student’s problems might be connected to a feeler-doer learning style? Why might large numbers ofstudents from a shared neighborhood or background share similar learning problems and/or learning styles? What could a teacher do to make headway with a student having trouble?

How might environmental factors affect learning style? How could that be relatedto clusters of similar performance at certain schools?

What issues of cultural relevance can arise when trying to come up with concreteexamples and analogies to meet the needs of learners who are “feeler-doers?”How can involving students in the creation of content help with that issue?


These students learn from...__ ideas and theories __ experience and emotion __ reading and analysis

Socially, these kids may need help with...__ impulse control __ empathy __ belonging skills

Their learning style may be influenced by.__ their home environment __ their nervous system __both

For every subject...__give examples __ assign some reading __ spend time lecturing

These students need you to...__ leave them alone __ be strict and understanding__ be lenient and understanding

An important thing to teach these kids is...__“If/Then” constructions __ to be part of a group __ to be more sensitive

Course:Student:Instructor:Date:Lesson 4: Feeler-Watcher Learners

1. What are some of the clues that a student is probably a “feeler-watcher”learner? How does that differ from a teacher who is a “thinker-watcher”?

2. In your teaching, do you favor some styles of learners above others? Whichones? Why?

3. How can you ensure that the quiet, agreeable nature of many “feeler-watcher”students won’t cause you to lower expectations for their performance?

Mark the answer that best completes the sentence.

These students are informed by...__ ideas __ feelings and intuition __ concepts

They learn best by...__ doing __ practicing drills __ observing

Socially, these kids may need help with...__ impulse control __ making friends __ assertiveness

To really reach them...__ use busy work __ use videos and stories __ use analysis

In language arts, have them do...__ straight analysis __ straight reading __ descriptive writing

To keep them engaged...__ keep them busy __ use plenty of stories__ make them perform in class

Course:Student:Instructor:Date:Lesson 5: Thinker-Doer Learners

1. What signs are there that a teacher’s success is at least partly due to a matchbetween students’ learning styles and his or her own? How might this affectperception of students? What if students were interested and respectful, butdidn’t get the important points? What might that suggest to you as a teacher?

2. How is your learning style the same as or different from your students’? Howdoes that affect your perception of the students’ potential and/or your teachingmethods?

3. How much are performance standards and grades for students based on apreference for this learning style? How does that skew teaching methods andaffect whether students with other styles will score below the norm?


These students are guided by...__ principles __ feelings __ principles and feelings

They respond best to...__ doing __ watching __ doing and watching

Socially, these students often excel in...__ empathy __ predicting consequences __ managing feelings

As a teacher, don’t shy away from...__ lecturing often __ drills and practice __ straight reading assignments

Focus on...__ concrete explanations __ emotional content __ basic concepts

Your motto for working with these students should be...__ model, model, model __ do less, let them do more__ state main idea, then drill

Course:Student:Instructor:Date:Lesson 6: Thinker-Watcher Learners

1. Does the behavior of a student who is almost TOO quiet in the classroom seemnormal to you? Could this be connected with their learning style? Why might ateacher be concerned?

2. Why do the potential problems associated with this learning style so often gounnoticed in schools, while those of “feeler-doer” learners receive such attention?What are some signals that a “thinker-watcher” student may have underlyingproblems that could be helped with early attention?

3. What are some concrete ways you can pull these kinds of learners deeper intothe community? Why is it important to do so?


These students thrive on...__ participating __ passive learning __ social situations

To reach them...__ start with an overview __ use practice and drills __ use stories

Socially, these kids may need help with...__ impulse control __ decision making __ belonging skills

These students are most comfortable with...__ concepts __ active participation __ emotional content

An effective tool to use with them is...__ role plays __ straight facts __ modeling

As a teacher, the best thing you can do for these kids is...__ draw them into community __ leave them alone__ appreciate their low maintenance

Course:Student:Instructor:Date:Lesson 7: Balanced Learners

1. What is the biggest clue that a student may have a balanced learning style?How might that work against his/her becoming a very high performer in any area?What could enhance his/her chances of success?

2. What are the pros and cons of a very balanced learning style for today’sstudents? How could such a style negatively affect the chances of getting into afirst-rate college?

3. What is the biggest factor limiting your ability to offer all four learning modes tostudents with balanced learning styles, or to the class as a whole? Which is moreof a constraint: time or skill training?


In the classroom, these students are generally...__ trouble makers __high risk __low maintenance

They learn best by...__ doing __all four modes of learning __ observing

Socially, these kids are often...__ outcasts __ well liked __ trend setters

To reach them, use...__ emotion and modeling __ overviews and examples __all of these

Academically, these students are often...__B+ to C+ students __ exceptional students __ below average students

To really help these kids...__show them they’re special __ draw them into community__leave them alone

Course:Student:Instructor:Date:Lesson 8: Bi-modal Learners

1. Have you ever had a student who was a bi-modal learner? What kind of feelingsdo these students bring up in you? Why? How might this combination beconnected to a bi-modal learning style?

2. Have you ever had bright, bi-modal students in your class? What were yourfeelings toward them? How could understanding their learning style help you dealwith those feelings?

3. Why is the development of self-discipline in these kinds of learners so important?What has worked for you in developing self-discipline? Are those strategies likelyto be helpful with this kind of learner?


These students learn...__ step by step __ in traditional ways __in leaps and bounds

The biggest obstacle for these kids is...__ understanding assignments __ boredom __ their slow instincts

The key to teaching them is...__individualized pacing __individualized pacing and structured discipline__structured discipline

To keep them engaged...__ use drills and exercises __ keep them busy __ appeal to their creativity

Socially, these kids may need help with...__ decision making __impulse control __ empathy

Bimodal students can be.__ threatening __ challenging __ threatening and challenging

Course:Student:Instructor:Date:Lesson 9: Kinds of Smarts

1. How might non-academic intelligences affect academic performances? What aresome benefits of knowing the areas in which each student has specialintelligence?

2. List five different occupations. What kind of smarts is most important for each ofthem? What kind is least important?

3. Think about the different kinds of intelligence. Which ones are most recognized inyour school or classroom? Which are ignored? How do extracurricular activities fitinto this mix?


When it comes to ways of being smart, there are:__ one or two __ right and wrong ones __ at least five

People who have an easy time with schoolwork usually have__ people smarts __ language and math smarts __ sport smarts

People who have an easy time getting along with others usually have:__ book smarts __ people smarts __ space smarts

People who have an easy time with sports usually have:__ sport and space smarts __ book smarts __ music smarts

Knowing how you are smart can help you:__ go far __ be happy __ go far and be happy

Everyone is good at something:__ true __ false

Course:Student:Instructor:Date:Lesson 10: Cultural Differences

1. What are the dangers of stereotyping kids based on possible cultural differencestoward learning? What are the dangers of ignoring those differences?

2. How do you see religious values and attitudes toward personal effort andachievement affecting the learning ethic of students in your classrooms? How canyou be aware of those influences, without stereotyping students?

3. Why is it important to have open discussions about cultural differences? Whathappens when that dynamic goes underground? How are your expectationsaffected by cultural stereotypes? What can you do to ensure you maintain highexpectations for every student?


Culture is most like:__ good manners __air your mind breathes __ class distinctions

Cultural differences exist:__within groups __ between groups __between and within groups

Cultural attitudes toward learning may be influenced by:__ ideas of success __ religious values __value given to effort__ all of these

To accommodate cultural differences, DON’T:__lower expectations __talk about them __apply rules evenly

If you think academic failure is tied to cultural differences:__probe further __create a cultural curve for grading

A sign you may be stereotyping students:__more appreciation of some cultures __ involvement in your own culture__uneven expectations

Course:Student:Instructor:Date:Lesson 11: Learning Related Disorders

1. What is the classroom teacher’s role in accommodating learning disabilities?Why do teachers often feel overwhelmed by pressure to accommodate studentswith learning disabilities?

2. Of your low-performing students, how many seem to have purely academicproblems? Communication problems? Attention Problems? Behavior problem?How can you ease their differences?

3. Why is it critically important that you maintain high expectations for students withlearning disorders? What is the value of broad screening before asking for specificdiagnosis?


A learning disability is a gap between a person’s IQ and__ skills __ age __ attitude

A true learning disability involves__ academic skills __ attention ability __ social behavior

Another kind of disorder that affects learning__ rude behavior __ ADHD __ no discipline

An important step for you, in teasing out learning problems__ screen for learning style __ diagnose learning disabilities__ lower expectations

Most problems with conduct__ are a sign of conduct disorder __ are a sign of poor parenting__ are not conduct disorder

A major tool every teacher has to affect learning__ enough resources __ his or her own expectations__ correct diagnosis of kids with LD’s

Course:Student:Instructor:Date:Lesson 12: Cognitive Disorders

1. How can a teacher figure out if his/her student has dyslexia? What are theconsequences of having to guess?

2. How many dyslexic students do you think you have? How does that compareto the national average of 5-10%? What could account for the differences, if any?

3. How can physical factors like poor eyesight impact student performance? Whatabout true dyslexia? How are these things tied to economic background? Howcan they affect test scores? What does that do to your evaluation as a teacher?


A simple definition of dyslexia__ Mirror writing __ Word blindness __ Night blindness

The only known “cure” for dyslexia__ Medication __ Parental involvement __ Phonics

The minimum amount of phonics needed to show improvement__ Four years __ Four months __ Four weeks

The most important part of giving directions to kids with dyslexia__ Keep it simple __ Say it out loud __ Put it in writing

Important skill training for kids with dyslexia__ Identifying with others __ Dealing with frustration __ Making apologies

NOT helpful for kids with dyslexia__ Correcting all their mistakes __ Pouncing on their strengths__ Teaching them phonics

Course:Student:Instructor:Date:Lesson 13: Attention Disorders

1. How does it feel to work with kids with attention problems? What couldteachers do to figure out what’s causing the inattention?

2. How can ADHD be distinguished from acting out? From creativity? Fromdyslexia?

3. Why is it important to focus on immediate consequences - both positive andnegative - for students with attention problems? How can learning style differencesbe distinguished from attention disorders?


ADHD __“doer” learning style __impulsive __medications __a good strategy __good seating __

1. away from distractions2. often mislabeled ADD3. offer stretch breaks4. work for many5. genetic disorder6. acts, then thinks

Course:Student:Instructor:Date:Lesson 14: Communicative Disorders

1. How do you think a teacher might feel about dealing with students withcommunicative disorders? Do you think this sounds like a disability? What are thesigns that the problem is with communication? What options does a teachershave for dealing with it?

2. Why do you think communicative disorders have such an impact on learning?What percent of school success do you think comes from non-verbal abilities?What percent of your teaching does?

3. Why is it important to both consistent and concrete when working with studentswith communicative disorders? What could be the down side of having themspend lots of time on the computer?


Communicative disorders may be__ verbal __ non-verbal __ verbal and non-verbal

Non-verbal communicative disorders DON'T affect__ reading ability __ eye contact __ body language

Kids with communicative disorders are often__ concrete in the extreme __ very polite __ attentive

A really hard thing for those with communicative disorders__ reading __ change __ math

To help kids with this disorder__ be concrete with directions __ force eye contact __ joke around with them

The biggest social asset these kids lack is__ caring parents __ empathy __assertiveness

Course:Student:Instructor:Date:Lesson 15: Behavioral Disorders

1. How do you think a teacher might feel about having a student who talks backand annoys her every day? What could she now do to improve this situation?

2. How is chronic defiance different from ADD behavior? How are they similar?How can they compound each other?

3. Why is it so important to keep from losing your cool to ADD students? Whattechniques do you use to stay in control?


One way to tell if it's chronic defiance__ It lasts 6 months or more __ It happens with every teacher__ It happens outside of class __all of these

Chronic defiance__ is usually paired with another problem __ usually shows up alone__ is always accompanied by ADD

NOT necessary for dealing with defiant students__ Make them admit you’re boss __ Stay cool__ Deliver consequences

Biggest predictor of chronic defiance__ Teacher's not assertive __ Dad is alcoholic and criminal__ Mom is overbearing

Essential if you’re dealing with defiant students__ Counseling A large glass of wine __ Support from other teachers

A good strategy for dealing with defiant students__ Find out their weaknesses __ Find out what they really care about__ Find out why they’re so negative

Course:Student:Instructor:Date:Lesson 16: Testing Anxiety

1. What are the tradeoffs between teaching to the test, and teaching to students’needs? How might they be reconciled? What about the students’ anxiety? Howcan teachers affect that?

2. How would you rate testing as a measure of teacher accountability? As ameasure of student achievement? What alternative ways could be used foreither?

3. Why might some students need to physically practice with the testing structureand others not? Why is it important that all students know the 5 "unwritten rules"for standardized tests? How does social background affect how likely it is astudent will know the insiders’ tips?

Check the statement that best completes the sentence.The end goal of testing should be:__facilitate "tracking" of students __ensure all students learn to standard__enable punishment of teachers

NOT a way teachers cheat:__suggesting students "reconsider" __hovering and pointing__accommodating genuine disabilities

A good thing to do with standardized tests:__augment with portfolio __cheat on them __ignore them

This is legal and fair:__accommodation for disabled students __special treatment for able, lowperformers __influencing answer without saying it

Match your test prep strategies to:__other teachers' __students' learning styles __one fool-proof method

Don't teach students this testing rule:__do easy stuff first __avoid "always" and "never" __go with instinct__if unsure, leave answers blank __practice relaxation techniques

Course:Student:Instructor:Date:Lesson 17: Giftedness

1. What are teachers’ options for meeting the needs of gifted kids? What are theequity issues involved?

2. What is your greatest challenge in dealing with gifted students? What is themost rewarding part of teaching these students?

3. What are some practical ways to accelerate learning for gifted kids? Whathappens when teachers expect students’ emotional development to match theiracademic development? How does that affect bright kids? How does it affectslow kids?


To leverage problem-solving ability, DON’T ask gifted kids to:__provide the answers themselves __ find the right questions__ get everyone involved __ generate lots of options

To normalize the brilliance of academically gifted kids:__ discount it __ ignore it __ provide “average’ assignments__compare it to other kinds of intelligence

This is an area in which many bright students have trouble:__ solving problems __ dealing with frustration__ understanding instructions

When gifted people become socially isolated, they can:__ become anti-social criminals __ nurture their talent better__ avoid showing up average kids

A good way to enrich discussion:__ let the bright kids show off __ ask open ended-questions__use sophisticated language

Often the best investment to make for gifted kids is:__ social-emotional learning __ a powerful computer __ a private school

Course:Student:Instructor:Date:Lesson 18: Managing Diverse Learners

1. How does the amount of time a teacher has to spend on restoring order impacthis/her teaching? Even if they had twice the time - twelve minutes total per studentper day, how could they make that work to make sure every student succeeds?

2. Name three things that you think could help a teacher “find” extra time in the dayfor each student? Which involve social behavior, which involve technical skills?How are they connected?

3. What is the relationship between expectations and performance? Betweenexpectations and support? How does technology fit in? How does respect for yourauthority fit in?


A key to being successful with diverse learners is having:__low expectations __no expectations __high expectations

To keep a disciplined environment, I have to:__withhold affection __establish my authority __have severe consequences

The most important thing in meting out consequences is:__severity __consistency __explaining why

Technology can help me reach diverse learners more efficiently, if:__it’s based on proven theory __it’s engaging, not boring__it’s educationally sound AND not boring

To reach all my diverse learners today, I can:__involve students in peer teaching __rely on the district office__get psychological tests for all students

The best way I can free up more time to teach:__spend less time on discipline __stay an extra hour__focus on the kids I can reach

Course:Student:Instructor:Date:Lesson 19: Establishing Authority

1. What do you think accounts for today’s students being so disrespectful toteachers? How does it make you feel? What could you do to change things,short of leaving the classroom?

2. Getting respect for your authority requires balancing assertiveness with empathy.What happens if you have empathy without assertiveness? Assertivenesswithout empathy?


Number of teachers assaulted by students each year__190,000 __50,000 __5,000

NOT an explanation for students’ disrespect__ Ethnicity __ Family background __ Social injustice

To get more respect__ demand it __ show more respect __ ignore it

To reduce your chance of being targeted__ carry protection __ form personal bonds with students __ be aggressive

One of the most important factors in commanding respect__ Age __ Consistency __ Gender

Having backup gives this message__ You’re weak __ The school is in control __ You don’t trust students

Course:Student:Instructor:Date:Lesson 20: Setting Expectations

1. One teacher working in a low-income neighborhood feels it isn’t fair to expect asmuch from his students. Another thinks you have to expect more-not less. Whatpart of each teacher’s approach seems most true to you? What effect do theirattitudes have on their students’ performance? On their own?

2. It’s long been known that teacher expectations affect student behavior. Buthow do teachers’ self-expectations affect their own performance? Why?

3. Why is it more effective to say, “Stay in your seats,” than, “Don’t get out of yourseats”? What are the three most important things in your discipline plan? Why?


expectation level __high achievement __lowering expectations __couple high expectations __to avoid confusion __communicate rules __

1. locks out poor kids2. make it the norm3. with high support4. in positive terms5. predicts achievement level6. be concrete and explicit

Course:Student:Instructor:Date:Lesson 21:Setting Rules

1. Why might students think a teacher is being unfair in enforcing two simple rules:treat me (the teacher) with respect and treat each other with respect?What is it about these two rules that makes them hard to enforce fairly? Whatalternatives do teachers have?

2. Why is it important to make rules about observable behavior? How mightstudents’ learning styles predispose some students to do better with concrete rulesand others with abstract ones?

3. How does the three-part process (post, explain, give example) appeal toseveral different learning styles? Why is it important to check for understandingafter explaining rules?


Good rules are about this kind of behavior:__ observable __ anti-social __ impulsive

Good rules are applicable:__ most of the time __ all day, every day__ always, except for a crisis

It’s important to keep rules:__ simple and abstract __ simple and concrete __ abstract and concrete

Besides posting rules, check that students:__ memorize them __ understand them __ like them

Involve students in making rules, IF:__ you’ll feel good __ they want it __ you’ll use input

Diversity in the classroom requires you to:__ make exceptions __ explain rules __ keep it abstract

Course:Student:Instructor:Date:Lesson 22: Having Consequences

1. How could meting out consequences be a sign of respect for students? Why doyou think things get worse for teachers who don’t do this? How might taking timeto impose consequences actually result in more instructional time available forteachings?

2. If a student is badgering you for something, why is giving in after a long period ofignoring it or saying no, worse than just giving in quickly?

3. Why is pouncing on good behavior an essential part of a system ofconsequences? What happens if you only notice negative stuff? How doesconsistency affect results?


Consequences are about students’:__ punishments __ choices __ abilities

Imposing consequences on students is:__ unfair to poor kids __ a sign of respect __ always negative

The most important thing in imposing consequences is:__ consistency __ severity __ creativity

The goal of imposing consequences is to teach students:__ who’s in charge __ about punishment __ how to behave

It’s important that the severity of a consequence:__ matches the offense __ shows you’re serious

NEVER an appropriate consequence:__ consistent and even-handed __ harmful and humiliating__ equal to the offense

Course:Student:Instructor:Date:Lesson 23: Solving Problems

1. How much of your teaching day is spent solving problems? How much is spentactually teaching? How does this affect test scores and other academicoutcomes?

2. What are the advantages of involving others in the problem-solving process?Disadvantages? What things would have to be true for you to put a problem-solving structure in place in your classroom?


A teacher’s best role in problem solving:__ fixer __ facilitator __ blamer

Best way to look at problems:__ failure __ fact __ sin

Not a step in effective problem-solving:__ naming problem __ laying blame __ brainstorming options__ weighing options __ choosing alternative

This does NOT help to engage students:__ judging during brainstorming __ problem box __ class meetings

Good question for students to ask about solutions:__ Does it help everyone learn? __ Are we used to it?__ Would I have thought of it?

Engaging students in problem-solving:__ blames them __ empowers them __ overwhelms them

Course:Student:Instructor:Date:Lesson 24: Making Individual Plans

1. How do you think teachers might feel when they get a memo about IEPs? Howcould a teacher begin to identify students who quality for an IEP?

2. What is the basic right that students are guaranteed through “504” education?What steps does this involve?

3. Why is it important to make a realistic, rather than ideal plan? What happenswhen individual education plans cannot reasonably be carried out? Who shouldbe liable for ensuring that students’ rights are protected?


In 504, free and appropriate education means:__ inclusion in regular classroom __ anything the student wants__ assignment to Special Ed.

To be a qualifying disability, it must:__ be visible to a teacher __ substantially limit major life activity__ have parent support

The first step in 504 process:__ screen for candidates __ make a plan __ refer kids out

The second step in 504 process:__ evaluation by team __ professional does testing__ list of accommodations

The third step in 504 process:__ referring to Special Ed __ getting the principal to agree __ creating an IEP

The fourth step in 504 process:__ getting extra money from the district __ getting the district to sign off__ annual review of appropriateness

Course:Student:Instructor:Date:Lesson 25: Getting Support

1. How do you think it feels to have much responsibility and little apparentsupport? Are there resources teachers could be using?

2. In what ways would timing be key to getting useful support? How mightlodging a complaint, or whining, work against getting positive support?

3. Schools are understaffed, yet many intermediaries, like counselors andreading specialists, feel they could be used more and to better effect. Why?


Teachers need support today, but NOT because they:__face a bigger knowledge base __are less motivated__are under pressure to meet standards __have more diverse learners

A key to getting the most useful support is to:__rely only specialists __wait for a crisis__lodge a complaint __act early

NOT needed to get support from other teachers:__put everything in writing __know the student’s schedule__compare notes

Most people respond positively to:__threats __whining __invitations

These can provide great support to teachers:__technical books on learning __students __unsolicited advice from friends

A key to avoiding burnout:__get rid of troublemakers __have lots of caffeine on hand__celebrate successes

Course:Student:Instructor:Date:Lesson 26: Using Technology

1. What are three things that technology offers you as a teacher? Give anexample of when technology has NOT worked for you or one of your students.

2. What are the questions a teacher should be asking to help identify whichtechnology programs to use, and to match the right programs with each student?

3. How might computer-based learning reduce the achievement gap between highand low performing students? How might using computer-based programsbroaden that gap? What are the roles of reading independence and/or interactivityin this equation?


An element of computer programs tied to effectiveness:__ complexity __ interactivity __ redundancy

NOT a good use of computer technology:__ checking homework __ keeping records __ providing busy work

Students who are NOT helped by sound-assisted programs:__ English language learners __ deaf __ low language skills__ dyslexic

Modular programs enable you to:__ customize only __ customize and individualize __ individualize only

In choosing technology products, cultural inclusiveness:__isn’t always possible __ should be an important criteria__ doesn’t matter as much

To reach most students, computer programs should be:__ proven effective __ engaging and interactive__ effective and engaging

Course:Student:Instructor:Date:Lesson 27: Social-emotional Skills

1. Think of the three most effective teachers you know. How much of theireffectiveness is a function of IQ? Content expertise? Social-emotional abilities?Why is that so?

2. Why do you think Social Learning seems to happen differently from learningmath or language? What would need to be true for you to become comfortablepracticing this stuff?


This does NOT mean social-emotional abilities:__ IQ __ EQ __ people smarts

One reason today's teachers need to raise their EQ:__ greater diversity __ meaner students __ dumber students

EQ is more connected to teaching success than:__ IQ __ content expertise __ IQ plus content expertise

One method that requires heavy social interaction:__ rote learning __ both project and rote learning __ project learning

Experts say our collective social abilities are:__ getting worse __ getting better __ staying the same

Social-emotional abilities:__ are innate __ can be learned __ are overrated

Course:Student:Instructor:Date:Lesson 28: Assertiveness Overview

1. Why might students take advantage of some teachers? Do you think teacherscan be too nice? What’s the difference between being nice and being ineffectiveor a push-over?

2. What are some differences between assertiveness and aggressiveness? Howabout differences between being passive and assertive? Why is assertivenessso important in teacher-student relationships?

3. How do body language, voice, eyes, words, and will power each contribute tobeing assertive and getting respect?


assertive people__sounds like a question__weak words__assertive eye contact__put downs__assertive position__

1. are aggressive2. "kind of"3. regular, short glances4. voice up at end5. command respect6. close to student

Course:Student:Instructor:Date:Lesson 29: Assertive Face

1. How do you think teachers feel when students blow them off? How could a teacher show care for students, without coming across as a softy?

2. Describe a time when your eye contact with a student really communicatedassertiveness. What was the context? Why did it work?

3. What cultural differences among students have you noticed regarding eyecontact. How can you respect those differences and still use your eyes tocommunicate assertively?


A relaxed face looks:__passive __aggressive __assertive

Avoiding eye contact makes a person seem:__weak __respectful __assertive

Staring down a student is often seen as:__assertive __necessary __aggressive

A good length for eye contact with students:__1-3 seconds __4-10 seconds __20 seconds __none

When it comes to eye contact, cultural background:__dictates your behavior __provides a context __doesn’t matter

A smiling face:__won’t be taken seriously __can be assertive__is good with stern warnings

Course:Student:Instructor:Date:Lesson 30: Assertive Voice

1. What's the connection between speech volume and pacing and whethersomeone is perceived as aggressive, assertive or passive? On a scale of 1-10,how would you rate your volume, pace and inflection in terms of communicatingassertiveness? Explain.

2. Observe your students’ inflections for a day or two. Do you see genderdifferences in whether students let their voices rise at the end of a sentence? Howdoes the “up at the end” pattern affect social dynamics? How does it make thingseasier? Make them harder?


Speaking very softly communicates:__weakness __respect __assertiveness

If your voice is too low, students often become:__frustrated __enchanted __more attentive

Speaking very loud often seems:__instructive __assertive __aggressive

A good way to get a student to listen to you:__match their speaking pace __talk extra fast __talk extra slow

Bringing your voice up at the end of a sentence makes you sound:__respectful __tentative __cheery

English language learners may need you to speak:__louder __softer __slower

Course:Student:Instructor:Date:Lesson 31: Assertive Message

1. How might a teacher’s indirectness and use of weakening words contribute tostudents' sense that s/he doesn't need to be respected? How could a teacherbe gracious and respectful toward students and still get taken seriously?

2. Why do many teachers have a hard time being simple, clear and direct? Whatis the difference between having a sophisticated vocabulary and using big words?How can short, simple words still allow for nuance?

3. Why is playing the broken record up to three times, a better strategy for gettingcompliance than arguing? How does a student’s learning style affect the kindof directions that will seem simplest?


Words like "kind of" and "sort of":__are often necessary __weaken your speech__make you sound understanding

Putting students down is a form of:__assertiveness __caring __aggression

Being indirect often leads to:__better relations __quick compliance __misunderstanding

When giving directions be:__simple, direct and abstract __simple, but indirect__simple, direct and concrete __concrete, but as complicated as needed

If a student argues:__repeat your statement without altering it __respond to their argument__tell them to quit challenging your authority

If a student fails to comply:__administer a prearranged consequence __ignore it__tell him or her you’re serious

Course:Student:Instructor:Date:Lesson 32: Assertive Body

1. What gestures are always considered aggressive? Are there any gestures thatalways mean weakness or “I give up”? What distance from a studentcommunicates “assertive proximity” without being aggressive? Is it different fordifferent students? Why?

2. Do you consciously relax your muscles every time you feel confronted orchallenged by a student? How does that affect your response? How does itaffect the student’s response?


A rigid body shows that someone has:__taken charge __lost control __become assertive

If you’re hunched over, you’ll seem:__relaxed __weak __assertive

Fidgeting or wringing your hands makes you look:__younger __open to input __nervous and uncertain

An upright, but relaxed body:__seems uptight __communicates strength __seems weak

Use physical proximity to:__intimidate students __feel intimate __assert power

Use your hands:__for pointing at someone __for emphasis __at your peril

Course:Student:Instructor:Date:Lesson 33: Empathy-Feeling

1. What is empathy? Why would you connect it with lack of discipline? How canthe two go together?

2. Think of someone you really identify with. How much is your experience a matterof feelings? How much is it thoughts? How much is it physical?

3. How do the feeling and thinking parts of empathy fit together? Which are youbest at? Which are hardest? How might this be related to how you learn? Tohow you were raised? To your gender?


Feelings are never__ mixed __ stupid __ confusing __ changing

Empathy is__ feeling with someone else __ feeling sorry for someone else__ faking feeling

Empathy involves__ thinking __ feeling __thinking and feeling

To take someone else’s perspective__ imagine their background __ borrow their shoes __ ignore their motives

If your default feeling is anger__ figure out where it comes from __ lash out __ hide it

To understand others’ feelings, DON'T__ interrogate them __ get in touch with your own __ imagine being them

Course:Student:Instructor:Date:Lesson 34: Empathy-showing

1. What is the upside of teachers not showing how much they care? Thedownside? How does respect for personal boundaries enter into the equation?

2. Why is it so common for caring people to withhold expressions of that caring inthe workplace, including schools?

3. Think of a teacher, coach or boss you felt really cared about you. How did theyexpress it? How does that fit with how you show care for your students?


showing you care__caring posture__nod when__to paraphrase__make their interests__don't__

1. leaning forward2. you understand3. give advice4. echo student5. engenders loyalty6. your interests

Course:Student:Instructor:Date:Lesson 35: Managing Feelings

1. Why do you think feelings have historically been kept out of the workplace?What factors are causing that to change? What role does gender play in theequation? How do you feel about these changes?

2. What’s the difference between expressing feelings - something you do foryourself - and communicating them - something that involves others? When iseach appropriate?

3. Think of an internal trigger - something you say to yourself that winds you uprather than calming you down. Now state a correction to it, that you can use whenyou’re upset.


Feelings are most like...__ weather __ concrete __ math

Ignoring feelings on the job is...__ smart __ risky __ impossible

A good way to tell what you’re feeling__ watch for body signs __ figure out what makes sense__ have someone else tell you

Something that often intensifies feelings__ naming them __ running __ negative self-talk

Expressing feelings on the job is...__ always good __ sometimes risky __ never good

Not a good way to express feelings__ screaming at someone __ writing __ running

Teaching Coach Student WorkbookAnswer Key

Lesson Answer # 1 a) all of these b) the price of beans c) how students learn d) strengths

e). attention problems f). cultural differences2 a)2 b)6 c)1 d)4 e)3 f)53 a) experience and emotion b) impulse control c) both d) give examples

e) be strict and understanding f) “If/Then” constructions4 a) feelings and intuition b) observing c) assertiveness d) use videos

and stories e) descriptive writing f) use plenty of stories5 a) principles b) doing c) predicting consequences d) drills and practice e)

basic concepts f) state main idea, then drill6 a) passive learning b) start with an overview c) belonging skills d)

concepts e) straight facts f) draw them into community7 a) low maintenance b) all four modes of learning c) well liked d) all of

these e) B+ to C+ students f) show them they’re special8 a) in leaps and bounds b) boredom c) individualized pacing and

structured discipline d) appeal to their creativity e) impulse control f)threatening and challenging

9 a) at least five b) language and math smarts c) people smarts d) sportand space smarts e) go far and be happy f) true

10 a) air your mind breathes b) between and within groups c) all of thesed) lower expectations e) probe further f) uneven expectations

11 a) age b) academic skills c) ADHD d) screen for learning style e) arenot conduct disorder f) his or her own expectations

12 a) Word blindness b) Phonics c) Four months d) Say it out loud e)Dealing with frustration f) Correcting all their mistakes

13 a)5 b)2 c)6 d)4 e)3 f)114 a) verbal and non-verbal b) reading ability c) concrete in the extreme d)

change e) be concrete with directions f) empathy15 a) all of these b) is usually paired with another problem c) Make them

admit you’re boss d) Dad is alcoholic and criminal e) Support from otherteachers f) Find out what they really care about

16 a) ensure all students learn to standard b) accommodating genuinedisabilities c) augment with portfolio d) accommodation for disabledstudents e) students' learning style f) if unsure, leave answers blank

17 a) provide the answers themselves b) compare it to other kinds ofintelligence c) dealing with frustration d) become anti-social criminals e)ask open ended-questions f) social-emotional learning

18 a) high expectations b) establish my authority c) consistency d) it’seducationally sound AND not boring e) involve students in peerteaching f) spend less time on discipline

19 a) 190,000 b) Ethnicity c) show more respect d) form personal bondswith students e) Consistency f) The school is in control

20 a)5 b)2 c)1 d)3 e)6 f)4

21 a) observable b) all day, every day c) simple and concrete d)understand them e) you’ll use input f) explain rules

22 a) choices b) a sign of respect c) consistency d) how to behave e)matches the offense f) harmful and humiliating

23 a) facilitator b) fact c) laying blame d) judging during brainstorminge) Does it help everyone learn? f) empowers them

24 a) inclusion in regular classroom b) substantially limit major life activity c)screen for candidates d) evaluation by team e) creating an IEP f)annual review of appropriateness

25 a) are less motivated b) act early c) put everything in writing d)invitations e) students f) celebrate successes

26 a) interactivity b) providing busy work c) deaf d) customize andindividualize e) should be an important criteria f) effective and engaging

27 a) IQ b) greater diversity c) IQ plus content expertise d) project learninge) getting worse f) can be learned

28 a)5 b)4 c)2 d)3 e)1 f)629 a) assertive b) weak c) aggressive d) 1-3 seconds e) provides a

context f) can be assertive30 a) weakness b) frustrated c) aggressive d) match their speaking

pace e) tentative f) slower

31 a) weaken your speech b) aggression c) misunderstanding d) simple,direct and concrete e) repeat your statement without altering it f)administer a prearranged consequence

32 a) lost control b) weak c) nervous and uncertain d) communicatesstrength e) assert power f) for emphasis

33 a) stupid b) feeling with someone else c) thinking and feeling d) imaginetheir background e) figure out where it comes from f) interrogate them

34 a)5 b)1 c)2 d)4 e)6 f)335 a) weather b) risky c) watch for body signs d) negative self-talk e)

sometimes risky f) screaming at someone

Documents

Student Workbook for On-line Teacher Training - Ripple Effects · Student Workbook for On-line Teacher Training Teaching Coach Volume 1-Learning Issues [email protected] 888•259•6618