Seminar-Nov.+7,+2008

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=Tentative Agenda for November 7, 2008=

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Housekeeping - 4:00 - 4:05

 * You each need to schedule 3 more appointments for me to come visit you!
 * Please bring your Teacher Work Sample materials with you to class
 * Please bring your textbook(s) to class

Teacher Work Sample - 4:05- 5:00
//What questions do you have about this? Please post them here.//

Writing Primer
 * Ideas and Content


 * Organization - Chain linking activity


 * Word Choice -
 * act up - (misbehave)
 * come back - (return)
 * go out - (date, leave)
 * think about - (consider, ponder)
 * went to - (attended)
 * work on - (address)


 * Voice - (Passive v. active - [|Readability.info], elimination of prepositional phrases)


 * Mechanics -
 * Compound sentences (used to emphasize connection of ideas)
 * Short, clear sentences
 * [|Transitions] - An excellent handout on the topic that includes a list of useful transitional phrases
 * [|Transitional words and phrases] - A useful list you can use to strengthen the flow of your writing
 * [|Transitions] - This list outlines common transitional words used in informal conversation, then provides a list of more substantive words and phrases for use in writing


 * Introductory clauses and commas



Insights & Issues - 5:00 - 5:30
//Nominate items for discussion here.//

Thematic Teaching - Jacob

Classroom Management - Brianne
 * Should our TWS be longer than the recommended number of pages in order to "fit all the info. in?" No. You should tighten up your writing. See information above.
 * Do we only need to include plans for 5 lessons? Yes.
 * What lesson plan format must we use? See template above--focus primarily on the first column of the template.
 * What is expected of us re: thematic planning in our Teacher Work Sample? I need to see evidence that you are thinking about contextualization, embedding culture, personalizing the activities you are planning for students, etc. It is unlikely that most of you will produce a full thematic unit by the end of this semester. You haven't had adequate time or preparation to do so.
 * What to do with students who "get it" the first time during instructions? (We discussed differentiation, having those students begin working while the rest of the class continues to work the teacher, having those students who get it the first time explain the instructions to a partner, etc.)
 * What to do with a small group of students who are disruptive? (We talked about having private conversations with these students, avoiding confrontation by focusing on the teacher's thoughts and feelings, empowering them by asking for their advice and "noticing" their leadership, giving them signals that you need their help, allowing them to signal you privately if they feel something that is occurring is unfair, encouraging them to hand you notes warning you that they are having a bad day, etc., when class begins, asking them to help manage their peers, soliciting their thoughts re: their needs that are not being met and how you might meet them, requesting their involvement in generating potential solutions, etc.)

Brianne's Questions (Students completed these anonymously, she read several aloud, then students had a conversation with her about what might change)

I am most frustrated with my --- period because. . . I wish we could do. . . I wish my --- period classmates would. . . I wish my teacher would. ..

For Next Time
Anyone who wants to attend an "extra" class next Friday at 4 p.m. can do so in order to receive help on their TWS, with lesson planning, classroom management issues, etc.