Teaching and Learning in the

1
Teaching and Learning in the
Classroom Implementing the 3 Model
Dr. Judith Smith, Designer
2
Teaching and Learning in the Classroom
Needs for Learning Needs for managing a classroom Needs for effective discipline procedures
Establish a purpose Establish and implement classroom routines Set and communicate levels of rewards and consequences
Connect to prior knowledge Write, post, and communicate classroom rules in clear precise language Offer options consistently
Build trusting relationships Sequence steps in the learning process in clear precise language Implement rewards and consequences consistently
3
Why do you want to learn? - Post on the chart.
- Compare answers.
4
Needs for Learning

• Purpose
• Prior
• Knowledge
• Trusting Relationships

5
Establish a Purpose

• Motivate for future use of knowledge.
• Stimulate and challenge.
• Connect to parent expectation/ pride.

6
Connect to Prior Knowledge

• Connect to other subjects / interests.
• Connect to students cultures.
• Connect to prior experiences
• / real life experiences.
• EXAMPLES

7
Paris When it SizzledAccounts of the Lost
Generation
8
The French historian Henri Blet claimed
"Frenchmen have never adopted racial doctrines
affirming the superiority of whites over men of
color."
9
Yet France, like other European powers, was an
active participant in the transatlantic slave
trade and developed a colonial empire that
systematically subordinated blacks to whites.
10
Persons of color came to France in the late 19th
and early 20th century. As in prior centuries
most worked as servants, although artists and
intellectuals also settled in France or stayed
for extended periods. Prominent 20th Century
visitors were preceded by Ira Aldridge in 1867
Frederick Douglass in 1886 Mary Church Terrell,
who repeatedly visited between 1888 and 1921 and
Booker T. Washington in 1899.
11
Many 20th-century black musicians, writers, and
artists experienced France as a haven of racial
tolerance.W. E. B. Du Bois fell in love with
France during visits in 1894, 1906, and in 1918,
when he was sent by the NAACP to investigate
anti-black prejudice in the American forces in
France during WWI.
12
Josephine sang in six languages
Portuguese
Spanish
German
English
Hebrew
French
13
Leading African American writers in Paris
included Langston Hughes, Walter White, Jean
Toomer and Gwendolyn Bennett. During the 1950s
James Baldwin joined other prominent African
American writers -Richard Wright and Chester
Himes- and settled in France.
14
With the reinstitution of jazz came another
African-American musical form - - -
BE - BOP!
15
Most African Americans after World War II
congregated in the Latin Quarter and in
Montparnasse.
16
Voces Langston Hughes hermano hermano de raza y
también por ser hombre y humano, mi admiracíon te
alcanza. Pilar Barrios, Piel negra, p. 37,
Uruaguay Black Writers in Latin America,
Richard Wright UNM Press, 1979
17
Langston Hughes (1902-1967Langston Hughes
worked as a teacher, seaman, columnist, and poet.
His poems used jazz and Black folk rhyme to
expose social injustice and frustration. He
learned Spanish while visiting/living with his
father in Mexico. During the Spanish Civil War,
he was Madrid correspondent to a Baltimore paper
(Afro-American). During the war he escaped
capture by posing as Moroccan. His fluent Spanish
saved his life.
18
Build Trusting Relationships

• Content -Teach me about my
• history and culture.
• Context - Create positive learning environment
  for me.
• Process - Teach me using my
• learning style(s).

19

• Content (My History?)
• Context (Learning Environment?)
• Process (Learning Styles?)

20
Registers of Language

• Frozen - Always the same (Lords Prayer)
• Formal - Word choice of school or work
• Consultative - Formal conversation pattern
• Casual - Language between friends
• Intimate - Lovers, twins, or sexual harassers

21
Impact of Language Register on Minority and Poor
Children

• Majority do not access formal register at home
• Many cannot use the formal register
• State tests written in formal register
• Formal register needed for well-paying job
• Casual register uses non-verbal assists

22
Discourse Patterns in Formal and Casual Register

• Formal - Pattern is straight to the point
• Casual - Pattern goes around and around

23
Acquisition and Learning

• Acquisition (immersion in, and constant
  interaction with that language) is the best and
  most natural way to learn.
• Learning (the direct teaching of a language) is
  usually at the more meta-cognitive level.
• Double impact when teaching the formal register
  of a second language to students who do not know
  the formal register of their primary language

24
Needs for Managing a Classroom

• Establish and Implement Routines
• Develop and Post
• Classroom Rules
• Sequence Steps During Instruction

25
Establish and Implement Classroom Routines

• Teach routines through structured activities
• Demonstrate and model
• expected behaviors
• Check for understanding through guided practice

26
Write, Post, and Communicate Classroom Rules

• Develop 4 to 6 positive rules with the class
• Compose rules in positive command format using 4
  to 6 words
• Post and refer to the rules
• in the classroom

27
Sequence Steps in the Lesson

• Develop and share lesson objective(s) with
  students
• Connect to students prior
• knowledge/ experience
• Model or demonstrate the skill, process, or
  strategy with concrete examples

28
Sequence Steps in the Lesson (Cont)

• Students complete direct choice activity
• with teachers directions
• Teacher provides feedback /
  re-teaches if needed
• Students demonstrate what they have learned by
  practicing then applying

29
Needs for Effective Discipline Procedures

• Set /communicate rewards and consequences
• Offer students options when rules/procedures are
  violated
• Implement rewards/
• consequences consistently

30
Set and Communicate Rewards and Consequences

• Post rewards and consequences in the classroom
• Set reward /consequence to align with level of
  the offense /positive behavior
• Communicate rewards/ consequences with students

31
Offer Options Consistently

• Provide options for students - rewards and
  punishments
• Record positive behavior on reward charts
• Catch students being good / on task

32
Implement Rewards/ Consequences Consistently

• Show objectivity when giving rewards/ and
  consequences
• Speak slowly, monotone voice, using few words in
  giving options / consequences
• Impose consequences in a positive manner to train
  students in responsibility

33
Assessment and Evaluation

• Assess/ test in the format in which the
  information was taught
• Score tests/ assessments objectively using
  rubrics
• Inform students of the levels in the rubric

34
Use Resources in the Building

• Communicate frequently with the principal and
  other support staff
• Talk / plan with other teachers to maintain/
  improve student behavior
• Plan integrated/ interdisciplinary units in in
  collaboration with other teachers

35
(No Transcript)