Grab your name tent and find a spot! No more than three per table.

1. Setting up the proper environment sets the tone for success every time. 2. Positive classroom culture helps students learn at the best of their ability. 3. To recognize culture as a “feet on the ground” matter is imperative. 4. Developing a positive culture is essential to the learning process for each student. 5. Explore strategies to help students have a learning and safe environment. 6. I learned new useful ideas from other class members that I’ll try!

This activity will get you up and moving around. Complete the chart with signatures from your colleagues, making sure no one signs twice!

 On your whiteboard write down one question you have about district protocol related to any concern or situation you have experienced.  Share your situations with your table group.

Topic: Where to access district policies, guidelines and protocol Do: Examine a variety of sources of information Level of thinking: Understanding / Applying

There is a 1043 page document that can be accessed on line at This document has all information on district guidelines and Board policies!

 Let’s look at an example of a Governing Board Policy: ◦ Staff-Student Relationships  Each person is being given a hard copy of the Staff Student Relationships policy to complete this activity  Write two questions and answers related to specific information contained in this policy on the handout provided highlighting what you find most important

 CTE Operational Guidelines: ◦ 2007 issue – getting it updated and online is a work in progress, but for now it’s what we have!  Topics you might find most interesting: ◦ Student Safety and Health ◦ Accident Report Form ◦ CTE Guidelines for Hazardous Materials ◦ Equipment Transfer Form ◦ Equipment Loan Agreement ◦ Public Gifts to the District

 Each person will choose information from two different tabs in the CTE Operational Guidelines handbook.  Write two questions related to the information found in each tab.  Once everyone is done, you will ask your questions to the group to see if anyone already knows the answers!

 Teachers set the tone for their expectations in class, yet there are resources available  Students receive a handbook and must sign Statement of Awareness forms  Schools typically have campus-wide policies that you should know about, and if you do not, ask!  There is an official Secondary Disciplinary Referral form, but use it sparingly! Always contact parents if used

 Topic: Procedures and Routines  Do: Examine Procedures and Routines  Level of Thinking: Understanding

 Choose one of the two articles to read.  Highlight important points and take notes in the margins as to what you think is most important  Time for a “Quick Write”! You will have 2 minutes to write down whatever you thought was most significant in your article.

 Procedure: What the teacher wants done  Routine: What the students do automatically without prompting or supervision

promote structure and allow students to develop respectful and trustful relationships with their teacher and peers. They enable teachers to effectively manage activities.

Slate activity: With your table group, brainstorm at least five different situations you could have procedures for that help make labs or run smoothly.

 Transitioning from one activity to another  Time to clean up  Working with groups  Getting into groups  Students are done with work early  Students need to get the teacher’s attention  Teacher needs to get the student’s attention  Your additional ideas

 Complete the left side of your paper independently (Give One)  Meet with at least 3 other colleagues (not in your table group)  Give them one of your ideas on one of the topics  Get one of their ideas and write it in on the right side Everyone should have 1 or 2 ideas from others on the GET ONE side of their paper for each prompt.

You need to directly TEACH procedures  Choose procedures that are most critical for your classroom to focus upon  Clearly explain what needs to be done  Practice until they become routines (most likely this will be different for each class)  Reinforce and reteach until they become efficient habits for all students

 What students do automatically without being prompted or supervised Well defined and rehearsed procedures become routines. If reinforced consistently, routines should be established in about three weeks.

 Students automatically do what they have been taught to do Procedures become routines Teacher does not have to remind Teacher has a safe and manageable lab

Not like this! Not like this!

 Identify some rules/procedures that would work for your lab situation.

 Respond to the prompts and come up with two things for each topic.

Consistency is critical!!! Procedures and routines are meaningless if they are not always insisted upon and reinforced as needed !

 Can serve as daily closure on lab days  Holds students accountable  Provides you with feedback It would be up to you when you collected it but it would need to be part of their grade to be meaningful.

 as/sci/IR/lessonplans/MID_LP/001Lab%20Saf ety%20Station%20Activity_0910.pdf as/sci/IR/lessonplans/MID_LP/001Lab%20Saf ety%20Station%20Activity_0910.pdf

On the back of your name tent complete the week 2 closure by answering this prompt: Write a question you still have or a comment about what you learned in today’s class