Booker T. Washington New Teacher Orientation 2016-2017

What would you take and why? Deserted Island You've been exiled to a deserted island for a year. In addition to the essentials, you may take: One piece of music One book (which is not the Bible) One luxury item you can carry with you (i.e. not a boat to leave the island!) What would you take and why?

You have been given a list of 20 locations in this building You have been given a list of 20 locations in this building. You must find all 20 locations and create an electronic story that includes all 20 locations and all of the people in your group. You have 60 minutes to complete this assignment.

Expectations

Who to Call? 1st – Mentor 2nd – Department Chair 3rd – Assigned Administrator

The Food Chain Mentor Department Chair Assigned Admin Anderson Steven McKinney Dexter Flannagan Tara Harris (HD) Dancy Temu Rutherford Jocelyn Mosby Hollins Jaclyn Boyd Kimberly Minor Alisha Kiner Matthews Phillips Reaves-Thomas Melonee Griggs Shaw Smith Marcia Lakey Washington Victoria Knight Wicks

Name with a face  Boyd Flannagan Griggs Knight Lakey McKinney Minor Rutherford

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Find the lesson plan format for what you will be teaching. What do you notice about our lesson plan format? What are the benefits of planning backwards? What is the most intimidating part of this plan? Why?

Planning a lesson is like planning a trip….

When planning a road trip, what do you need to know FIRST? How do you translate “DESTINATION” when planning a lesson? What determines your mode of transportation on a road trip? How does mode of transportation translate when planning a lesson?

You can’t tell by looking at a slice of someone’s brain whether that person is Black, White, Jew, or Muslim, but you can tell whether the person is male or female.

The Brain

Our job as adults is to serve as external frontal lobes. . .

The difference in WHAT men and women can do is small The difference in WHAT men and women can do is small. The difference in HOW they do it is LARGE.

Research By adolescence, a girl’s corpus callosum is 25 percent larger than a boy’s. This enables more “cross talk” between hemispheres. A girl’s prefrontal cortex develops earlier and is larger than in boys. Girls also have more serotonin than boys There are stronger neural connectors in the brains of girls, and a larger hippocampus The Minds of Girls

So What?! Girls are able to multitask Fewer attention span problems Can make faster transitions between lessons More detailed memory storage The Minds of Girls

So What?! Creates better listening Better discrimination between among voice tones Greater sensory memory details in speaking and writing Fewer impulsive decisions The Minds of Girls

Research A girl’s brain experiences approximately 15% more blood flow, which is located in more centers of the brain than a boy’s There are more cortical areas devoted to verbal functioning in a girl’s brain The Minds of Girls

Research Girls are better at sitting still Girls are better at listening Girls are better at tonality Girls are better at mental cross talk Girls are better at the complexities of reading and writing The Minds of Girls

What does all of this mean if you teach girls What does all of this mean if you teach girls? With your group, list at least 5 teaching strategies should be used when teaching girls

The very skills and behaviors often rewarded in schools!! observation The very skills and behaviors often rewarded in schools!! The Minds of Girls

Girl behavior becomes the gold standard. Boys are treated like observation Girl behavior becomes the gold standard. Boys are treated like DEFECTIVE GIRLS Dr. Michael Thompson PBS Series Author of “Raising Cain”

Research Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning. Boys have less serotonin and less oxytocin Boys have less blood flow to the brain and tend to structure or compartmentalize learning The Minds of Boys

So What?! Boys want to move objects through the air. Balls, Airplanes, Little Sisters, Their Arms and Legs Boys are less likely “to talk about it”. The Minds of Boys

So What?! Boys are more impulsive! Boys’ brains are better suited to symbols, abstractions, and pictures The more words a teacher uses, the greater the chance a boy will zone out The Minds of Boys

What does all of this mean if you teach boys What does all of this mean if you teach boys? With your group, list at least 5 teaching strategies should be used when teaching boys

What does all of this mean if you teach mixed gender classes What does all of this mean if you teach mixed gender classes? With your group, list at least 5 teaching strategies should be used when teaching mixed gender classes.

Teaching, Learning and Discipline Use lots of puzzles to foster perceptual and symbolic learning Promote leadership by using working groups and teams Verbally encourage quieter girls Play physical games

Teaching, Learning and Discipline Take digital pictures of girls being successful at math/science tasks Use manipulatives in science and math Generalize the meaning of their failures because they interpret them as indicating that they have disappointed adults, and thus of little worth

Teaching, Learning and Discipline Prefer inductive exercises Prefer fictional books Like role-playing activities in learning new concepts Prefer to learn using manipulatives and objects Hearing is 7 times more sensitive than the average boy

Teaching, Learning and Discipline Typically navigate landmarks that can be seen or heard Small learning groups work well for girls Story problems are a good way to teach Algebra to girls Girls like to talk about feelings and relating characters when reading

Teaching, Learning and Discipline Are more likely to learn better if what is learned is connected to the real world

Teaching, Learning and Discipline Use manipulatives that require boys to use fine motor skills Surround the room with books so boys get used to their omnipresence Make lessons experiential and kinesthetic – use technology

Teaching, Learning and Discipline Use physical lessons so boys can work in a large space Keep verbal instructions to no more than a minute. Don’t layer instructions one after another. Use male mentors and role models. Expect healthy physicality and aggression among boys at times.

Teaching, Learning and Discipline Create opportunities for boys to get up and move around Use brain breaks to revive boys during and/or after rest states Use visual dictionaries and play word games especially on the computer

Teaching, Learning and Discipline Take them to the library and introduce them to male role model readers and authors Link screen time with study rewards Can learn much more easily from chalkboard instruction Tend to prefer nonfiction

Teaching, Learning and Discipline Provide reading material that boys enjoy Texts filled with spatial-kinetic action – sports, science fiction, thriller and suspense Graphic and visual in nature – graphic novels and comics Technical and mechanical books and articles on cars, aerospace, sports magazines

Teaching, Learning and Discipline Without females present, will take more risks Prefer deductive exercises Thrive on competition Teachers should use loud voices and be aggressive Thrive better in violent stress See their failures as relevant only to specific subject area

Teaching, Learning and Discipline Tend to create structured teams Are more likely to use abstract concepts like north, south, and absolute distance when giving directions Can not talk about feelings Not motivated to study material unless it interests them

Teaching, Learning and Discipline Formal terms of address work well Enjoy stories with male protagonists Less likely to do homework that is practice. Prefer to be challenged. Personalize items in classroom to increase his sense of attachment

Reflection Time What are your questions? Thoughts? Rate your USE OF GENDER STRATEGIES (scale of 1 – 10)…how do you know? Please provide evidence. What do you need to do to improve in this area? What do you know now that you didn’t know before?

Resources Financial: Money to purchase goods and services. Emotional: Able to choose and control emotional responses. Mental: Having mental abilities and acquired skills to deal with daily life. Spiritual: Believing in divine purpose and guidance. Physical: Health and mobility Support systems: Friends, family, backup resources and knowledge bases one can rely on in time of need Role models: frequent access to adults who are appropriate and nurturing to the child, and who do not engage in self-destructive behavior Knowledge of hidden rules: knowing the unspoken cues and habits of a group.

Definition of Poverty: The extent to which a person lives without resources.

Hidden Rules https://www.youtube.com/watch?v=PYeWJlfu1ZA

Registers of Language Frozen: Language is always the same (e.g., Lord’s Prayer, wedding vows). Formal: Standard in work and school. Complete sentences, specific word choice. Consultative: Not quite as direct as formal and used in conversation. Casual: Language b/w friends and limited to about 400-800 words in total vocabulary. Strong use of non-verbal cues. Intimate: Language b/w lovers, family members, and sexual harassers.

The Voices https://www.youtube.com/watch?v=eP277GsZDxs