1. Challenging the Barriers to Academic Success Putting a Face to our Academically Struggling Students Dr. Cathy Hamilton Cathy Hamilton and Associates, LLC Presenter cathy@cathyhamiltonassociates.com 513-295-5360cathy@cathyhamiltonassociates.com “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Haim Ginot

2. The Human Brain’s Response to Stimuli

3. Commonalities among At-Risk Children--Who are they? Putting a Face to AYP

4. OLD MONEY WEALTH Generationally Poor Middle Class… Rules the the school Political, Financial, and Social Connections Work Achieve Attain material security Survival-Health and Violence Relationship Entertainment Nouveaux riche WORKING POOR Ruby Payne’s A FRAMEWORK FOR UNDERSTANDING POVERTY, adapted

5. Building relationships, the teacher... 1.calls on everyone in the room equitably. 2.provides individual help. 3.gives “wait” time (allows student enough time to arrive). 4.asks questions to give the student clues about the answer. 5.asks questions that require more thought. 6.tells students whether their answers are right or wrong. 7.gives specific praise. 8.gives reasons for praise. 9.listens. 10.accepts feelings of the student. 11.gets within an arm’s reach of each student each day. 12.is courteous to students. 13.shows personal interest & gives sincere, specific compliments. 14.touches students (appropriately). 15.desists (he/she does not call attention to every negative behavior), differentiates between the nuisance, the rude, and the illegal behaviors. T.E.S.A. Robert Rosenthal, 1968 Jere Brophy, 1999

6. REGISTERS OF LANGUAGE 1.Frozen 2.Formal 3.Consultative 4.Casual 5.Intimate-----Never in public Martin Joos and Ruby Payne Standard English

7. Danielson’s Domains (Pathwise/Praxis) Domain I: Planning and Preparation A.Demonstrating knowledge of content & pedagogy B.Demonstration of knowledge of students C.Selecting instructional goals D.Demonstrating knowledge of resources. E. Designing coherent instruction. F.Assessing student learning. Domain II: The Classroom Environment A. Creating an environment of respect and rapport. B. Establishing a culture for learning. C. Managing classroom procedures D. Managing student behavior E. Organizing physical space

8. Danielson’s Domains/Pathwise/Praxis Domain III:Instruction A.Communicating clearly and articulately B.Using questioning and discussion techniques C.Engaging students in learning. D.Providing feedback to students. E. Demonstrating flexibility & responsiveness. Domain IV: Professional Responsibilities A. Reflecting on teaching. B. Maintaining accurate records. C.Communicating w/families D.Contributing to the school and district. E. Growing and developing professionally. F. Showing professionalism.

9. Effective Lesson Design Reteach/Enrich? Madeline Hunter Cathy Hamilton 1. Identifying similarities and differences 2. Summarizing and note- taking 3. Reinforcing effort and providing recognition 4. Appropriately using homework & practice 5. Using non-linguistic representation 6. Using cooperative learning 7. Setting objectives and giving feedback 8. Generating and testing hypotheses 9. Offering cues, questions, and advance organizers (RUBRICS) Marzano, et al 2001 Independent Practice & Assessment Closing Anticipatory Set Objective Reteach? Checks for understanding and guided practice embedded Research-based “best practices”: A variety of lesson delivery format should be used in a new lesson LESSON DELIVERY The lesson delivery should reflect understanding of student learning styles, brain research on attention span and retention capacity. 6 & 7 8 4 & 5 1 2 3 Enrich

10. 1.Use planning behaviors. 2.Focus perception on specific stimulus. 3.Control impulsivity. 4.Explore data systematically. 5.Use appropriate and accurate labels. 6.Organize space using stable systems of reference. 7.Orient data in time. 8.Identify constancies across variations. 9.Gather precise and accurate data. 10.Consider two sources of information at once. 11.Organize data (parts of a whole). 12.Visually transport data.  INPUT: Quantity and Quality of Data Gathered—Feuerstein, Schlecty, Payne Primacy-Recency: Dave Sousa When do we get to teach? What causes kids to “roam”? How can we avoid the roaming? Focus Direct Instruct Processing X Summarize