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 2 B Sort

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 VAK PLSI True Colors

Inventories Visual Auditory Kinesthetic (VAK ) Learning Styles Inventory Activity: Take VAK Time: 5 Purpose: Identify learning style and potential biases toward using that style in teaching practices Re-visit table tents 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 ) Learning Styles Inventory Activity: Take VAK Time: 5 Purpose: Identify learning style and potential biases toward using that style in teaching practices Re-visit Name Tents 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 ) Learning Styles Inventory Activity: Take VAK Time: 5 Purpose: Identify learning style and potential biases toward using that style in teaching practices Re-visit Name Tents 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 Others See Intellectual snob Arrogant Afraid to open up 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 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 Solvers Relate 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 Others See Rigid Controlling, bossy Dull, boring Stable Providing security Dependable Firm Always have a view Efficient Realistic Decisive Executive type Good planner Orderly, neat Punctual, expect same Rigid Controlling, bossy Dull, boring Stubborn, pigheaded Opinionated System-bound Unimaginative Limiting flexibility Uptight Sets own agenda Rigid idea of time

Natural Leaders Relate 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 Others See 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 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 Builders Relate to BLUE by connecting personally and listening attentively.  Be honest and sincere. Mother Teresa Ghandi Mozart Pope John XXII Oprah Winfrey Sigmund Freud Jimmy Carter Martin Luther King, Jr. Julius Ceasar Beverly Sills Brigham Young Mohammed Ali President Clinton Thomas Jefferson

Orange See Self Others See 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 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 Negotiators Relate to ORANGE by being spontaneous, playful and humorous. Provide variety and alternatives – keep things exciting. Famous People Lee Iacocca Amelia Earhart JFK George Patton FDR Oliver North Teddy Roosevelt Lucille Ball James Dean Winston Churchill John Wayne St. Francis of Assisi Ernest Hemmingway

True Colors Read HO: Colors: The Personality of Education Purpose: To see the usefulness of these tools and the importance of knowing students’ personalities.

True Colors: Conversations In order to speak to a True Colors: Conversations In order to speak to a in a way they will understand, you should … Green: Use clear and precise language Use logic in support of your decision Get right to the point Keep the conversation relevant Ask meaningful questions Talk about possibilities Gold: Give straightforward direction Use references to the past and tradition Not get sidetracked Keep conversation in order Follow an agenda Talk about responsibility Blue: Relate what you are saying to feelings Avoid open criticism Put their needs ahead of procedures Be honest and genuine Leave room for input and questions Keep your promises Orange: Cut to the heart of a problem Give them the straight stuff Be bold and say what is on your mind Focus on action Talk about results Keep 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.

Do’s for Good Respect and Rapport 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.

A-Z Wordstorming A-B C-D E-F G-H I-J K-L M-N 0-P Q-R S-T U-V WXYZ