Success us not the work of one, but the work of many.
Points taken away:
Effective classroom management is
- Focusing on the white not the black dot Bill Rogers
- Focusing on the white not the black dot Bill Rogers
https://www.google.co.nz/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=bill+rogers+behaviour+management+black+dot
- Setting a positive environment.
- Reviewing your tone and voice on bad days
- Is talk about behaviour or learning?
Teaching as Inquiry:
Starting point: Done based on the need in your class or school
We are constantly doing it but its the depth that you take it in which you record an inquiry
Mindset of Culturally Responsive Educators:
In this session we also covered what it meant to be a culturally responsive teacher. There are 6 characteristics which a teacher needs to be culturally responsive.
1. Socio-cultural consciousness - question their own attitudes, behaviours and beliefs they understand the discrimination that some children experience.
2. High Expectations - hold positive and affirming views of all students, see their social identities as an asset rather than a limit. Belief in their potential.
3. Desire to make a difference - Work to remove barriers and create an environment where all students benefit.
4. Constructivist approach - Build on live experiences to make learning relevant and promote inquiry based learning.
5. Deep knowledge of their students - build strong relationships with family and promote a respect between home and school making the learning a collaborative task. Use students experiences to make learning meaningful and students can see themselves reflected in learning.
6. Culturally Responsive Teaching Practices - recognising and celebrating students strengths that they bring to the classroom
Strategies that can be implemented in the classroom
- Use inquiry-based approaches to student learning to develop self-directed learners.
- See the curriculum as flexible and adaptive
- Know your students - build on their prior knowledge, interests and strengths
- Differentiate instruction and provide a wide range of methods and opportunities for students to demonstrate their learning.
1. Socio-cultural consciousness - question their own attitudes, behaviours and beliefs they understand the discrimination that some children experience.
2. High Expectations - hold positive and affirming views of all students, see their social identities as an asset rather than a limit. Belief in their potential.
3. Desire to make a difference - Work to remove barriers and create an environment where all students benefit.
4. Constructivist approach - Build on live experiences to make learning relevant and promote inquiry based learning.
5. Deep knowledge of their students - build strong relationships with family and promote a respect between home and school making the learning a collaborative task. Use students experiences to make learning meaningful and students can see themselves reflected in learning.
6. Culturally Responsive Teaching Practices - recognising and celebrating students strengths that they bring to the classroom
Strategies that can be implemented in the classroom
- Use inquiry-based approaches to student learning to develop self-directed learners.
- See the curriculum as flexible and adaptive
- Know your students - build on their prior knowledge, interests and strengths
- Differentiate instruction and provide a wide range of methods and opportunities for students to demonstrate their learning.
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