Teachers.Net Gazette October 2002 - HARRY & ROSEMARY WONG: EFFECTIVE PRACTICES APPLY TO... - 0 views
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Teachers put off dealing with non-emergency situations and needs until students are working
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Matt Townsley on 31 May 09I like to say, "let's talk about it later..." It gives students a chance to cool down and me a chance to think about it...as well as keeps the class moving forward.
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S Adair on 11 Jun 09This is a great idea! How much of my class time is spent with students telling me "I forgot my book" or "I had pizza last night" or other things that may be interesting, but not relevant to what we need to do!
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anonymous on 13 Jun 09I agree. A lot of time during class is spent on nonrelevant discussion. We need to refocus to keep the class flowing.
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High school and middle grade teachers have bellwork/warm-up/sponge activities on the board or overhead projector so students get to work as soon as they enter the classroom
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If you haven't thought about a bell-ringer, you should. It gets the students working right away and gives you time to take attendance and do other things for the first few minutes. It may seem like "busy work," but you'll eventually figure out how to use the bell ringer to maximize your instruction, too.
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Objectives for the day are displayed on the board
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I can go either way on this one. I used to post objectives, but students didn't really get into it. Instead, I post a bulleted list of the day's activities on the board, i.e. 1) Discuss HW 2) Go over quizzes 3) Circumference of Circles 4) Area of Circles This takes away the "what are we doing today?" questions and gives students an idea of what to expect for the day. It also establishes a nice routine, helps you metacognitize before the day, and provides a 'back-up' in case you freeze. It's not uncommon for students to say, "hey..weren't we supposed to go over our quizzes?!" when I've mistakenly moved on.
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A student "class secretary" maintains a "What Did I Miss?" folder
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Create whatever system you want for missing work. After a few weeks of helping absent students see how the system works, you'll never have to answer the question, "What did we do yesterday in LA?" Students will know the routine (who to ask or where to go) to get the handouts, assignment, etc.
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I was never able to get that developed. Eventually, when I put things on Moodle, students got into the habit of checking there after missing (or before). Still, I could see many other setups being just as effective.
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Re: make-up work - this task can easily become digital - assignments, handouts, summaries of the lesson by other students, etc. could be posted on a class wiki so it's accessible 24/7
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Each teacher has a system of procedures for setting up small groups
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Students are informed of and discuss the specific purpose/s before viewing a vide
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I would add, "Students are informed of and discuss the specific purpose before ANYTHING"...not just videos. Saves the "Why do we have to do/know this?" comments.
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Students do need to be informed about everything they're doing. It saves a lot of time answering questions rather than spending it repeating the information over and over again. We want to make sure they're prepared and ready to go.
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shakes hands
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Students who have something of a non-emergency nature that they wish to tell the teacher can fill out a prepared form titled "Listening Ear" with a line drawing of an ear and four blank lines for the student's message.
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Harry Wong - okay, so this isn't ICC, but it does talk a lot about effective practices. If you haven't read "The First Days of School," you should. If not, check out this website. It summarizes lots of the main points. I'll mark it up with what I see as the most important points.
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Some teachers send home progress sheets and letters informing parents whenever a new chapter or unit begins, outlining the objectives and providing information about any cultural activities or projects associated with the new unit.
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I think this is a good way to keep parents informed on what their child is going to be working on. This can help promote interaction between parent and child.
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