Teach Like a Champion
-Setting High Academic Expecations
- Planning that Ensures Academic Achievement
Wednesday, August 1, 2012
Scenario 1
It has been two days since Mr. Lindstrom’s class has read To Kill a Mockingbird and he needs his students to access prior knowledge of key characters and their contributions to the major events discussed thus far in their reading.
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Which TLC strategy presented today might be used, and what might this look like if it were employed in one of your classrooms?
It has been two days since Mr. Lindstrom’s class has read To Kill a Mockingbird and he needs his students to access prior knowledge of key characters and their contributions to the major events discussed thus far in their reading.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
Which TLC strategy presented today might be used, and what might this look like if it were employed in one of your classrooms?
Scenario 2:
Mr. Chalmer’s math class is taking the NWEA MAP math test tomorrow morning and he has one last day to prep and motivate his students. When he reminds them of the test, one groans loudly in response and another quickly raises her hand and asks why they have to take it for a third time this school-year. Mr. Chalmers calmly agrees with the students and asks for them to do their best. He expresses sincere regret for their having to do this and tells them the state requires schools to collect assessment data and monitor student growth.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
What TLC strategy should Mr. Chalmers have used? How might this situation have been handled differently?
Mr. Chalmer’s math class is taking the NWEA MAP math test tomorrow morning and he has one last day to prep and motivate his students. When he reminds them of the test, one groans loudly in response and another quickly raises her hand and asks why they have to take it for a third time this school-year. Mr. Chalmers calmly agrees with the students and asks for them to do their best. He expresses sincere regret for their having to do this and tells them the state requires schools to collect assessment data and monitor student growth.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
What TLC strategy should Mr. Chalmers have used? How might this situation have been handled differently?
Scenario 3:
Mrs. Line’s Spanish class is conjugating verbs, and she has clearly expressed to students that they must master this skill as it is the foundation from which the rest of their learning will be built. A struggling student immediately puts his hood up and his head down. Although she’s well aware of this student’s behavior, Mrs. Line continues her lesson, calling only on those students whose hands are raised and who appear to be paying attention. When the struggling student asks a classmate how to say “this class sucks en espanol,” Mrs. Line responds by thanking him for picking his head up and then asks him for three forms of the verb Trabajar. When her student responds “No Se, Senior,” Mrs. Line’s frustration boils over and she removes him to the hallway.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
What strategy might Mrs. Line have used? How might this situation have been handled differently?
Mrs. Line’s Spanish class is conjugating verbs, and she has clearly expressed to students that they must master this skill as it is the foundation from which the rest of their learning will be built. A struggling student immediately puts his hood up and his head down. Although she’s well aware of this student’s behavior, Mrs. Line continues her lesson, calling only on those students whose hands are raised and who appear to be paying attention. When the struggling student asks a classmate how to say “this class sucks en espanol,” Mrs. Line responds by thanking him for picking his head up and then asks him for three forms of the verb Trabajar. When her student responds “No Se, Senior,” Mrs. Line’s frustration boils over and she removes him to the hallway.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
What strategy might Mrs. Line have used? How might this situation have been handled differently?
Scenario 4:
Mr. Marfel assigns a three paragraph essay in which students are required to write in complete sentences. When one of students submits a response that is both incomplete and written in the format of a list, Mr. Marfel awards the student half-credit and asks him to try harder on the next writing assignment. Although the student’s cumulative grade will slip a few percentage points, this assignment alone will not result in a failing grade for the semester and the student did show some understanding of the topic at hand.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
What TLC strategy could Mr. Marfel have used? How might this scenario be handled differently in your class?
Mr. Marfel assigns a three paragraph essay in which students are required to write in complete sentences. When one of students submits a response that is both incomplete and written in the format of a list, Mr. Marfel awards the student half-credit and asks him to try harder on the next writing assignment. Although the student’s cumulative grade will slip a few percentage points, this assignment alone will not result in a failing grade for the semester and the student did show some understanding of the topic at hand.
Sign-in using your MV Gmail address and create a BLOG entry in response to the following question:
What TLC strategy could Mr. Marfel have used? How might this scenario be handled differently in your class?
Scenario 5
Mrs. Bona, a 5th grade teacher in her 10th year of teaching, has helped many struggling students feel better about participating in class. Today she asked if any students could define peninsula. One student raised his hand and said “It’s like, where the water indents into the land.” “Right,” Mrs. Bona replied, trying to reinforce participation since so few hands had gone up. Then she added, “Well, except that a peninsula is where land indents into water, which is a little different.”
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Which TLC strategy should Mrs. Bona have employed? How might you have handled this situation in your classroom?
Scenario 6
Mrs. Cobb notices that Maya, a young lady who sits in the middle of the classroom, continues to turn around, appearing distracted and annoyed with Andrew, the young man that sits directly behind her. In the past, Mrs. Cobb has had to remind Andrew to keep his hands to himself and more often, to keep his feet on the floor instead of on the seatback in front of him. Maya is not the only person becoming distracted by this situation, so Mrs. Cobb says “Andrew please take your feet off of Maya’s seatback.” Andrew reacts to this by replying “But she keeps pushing her desk back into my space!” Mrs. Cobb feels the need to ask Maya if, in fact, she was pushing her desk backwards into Andrew’s space, which means that she has now engaged the entire class in something that was clearly not her lesson objective.
Mrs. Bona, a 5th grade teacher in her 10th year of teaching, has helped many struggling students feel better about participating in class. Today she asked if any students could define peninsula. One student raised his hand and said “It’s like, where the water indents into the land.” “Right,” Mrs. Bona replied, trying to reinforce participation since so few hands had gone up. Then she added, “Well, except that a peninsula is where land indents into water, which is a little different.”
Sign-in using your MV Gmail address and create a BLOG post responding to the following question:
Which TLC strategy should Mrs. Bona have employed? How might you have handled this situation in your classroom?
Scenario 6
Mrs. Cobb notices that Maya, a young lady who sits in the middle of the classroom, continues to turn around, appearing distracted and annoyed with Andrew, the young man that sits directly behind her. In the past, Mrs. Cobb has had to remind Andrew to keep his hands to himself and more often, to keep his feet on the floor instead of on the seatback in front of him. Maya is not the only person becoming distracted by this situation, so Mrs. Cobb says “Andrew please take your feet off of Maya’s seatback.” Andrew reacts to this by replying “But she keeps pushing her desk back into my space!” Mrs. Cobb feels the need to ask Maya if, in fact, she was pushing her desk backwards into Andrew’s space, which means that she has now engaged the entire class in something that was clearly not her lesson objective.
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