Ticket In

 After turning in the quiz (Wong & Wong, ch. 1-10), please write about either or both of these topics: your secondary teachers who  had positive expectations of you and how they were “inviting” to you  had negative expectations of you and how they were “disinviting” to you

THE FIRST DAYS OF SCHOOL: HOW TO BE AN EFFECTIVE TEACHER

(WONG & WONG, 2005) Unit B: First Characteristic – Positive Expectations

Think, Share, Discuss

How many ways can you connect what you’re about to see to the Wongs’ Unit B on positive expectations?

 start-of-year in-service for Dallas, TX school district’s teachers in August 2008  keynote speaker: 5 th -grader Dalton Sherman  keynote address: “ Do You Believe in Me?

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Ch. 6: Positive Expectations Are Important

 Give examples of positive and negative expectations from  you as university student.

 you as teacher.

 your own students.

 your students’ parents.

  Differentiate between high standards and high expectations.

How does the Pygmalion

in the Classroom

experiment demonstrate the power of positive expectations?

Think, Share, Discuss

Connecting to Oliva

 What positive expectations of future teachers does Oliva have, as evidenced by the scope and detail of his book?

Connecting to Marzano

 How is the Wongs’ work supported by Marzano’s research (in ch. 9) on  affective tone?

 quality of interaction with students?

Ch. 7: Helping All Students Succeed

 Why do the Wongs urge you to celebrate the first day of school with participation by families and community members?

 What might a First Day of School Celebration look like  in a middle school?

 in a high school?

 in your own classroom?

Share Your Reactions

from p. 44

6-year-old: “My teacher thought I was smarter than I was—so I was.”

from a desk calendar for teachers

“As a teacher, you are a role model at all times, whether you’re aware of it or not. Do your best to dress appropriately, be on time to class, and stay organized. You’ll have a much greater impact if you model the behavior you expect from your students.”

Ch. 8: How to Dress for Success

 Choose one of these stances:  Yes, teachers should dress professionally.

 No, what teachers wear doesn’t matter.

 Browse ch. 8 and write down statements that support your stance or statements against which you’d argue.

 Let’s discuss/debate!

Ch. 9: Inviting Students to Learn

  Differentiate among the four levels of invitational education.

What will “intentionally inviting” look like in your own classroom?

 What have you learned in other courses about being an invitational teacher (even if those courses called it something else)?

Ch. 10: Increase Positive Student Behavior

 What five “significant concepts” do the Wongs recommend to increase positive behaviors from your students?

 With a partner, create and perform a brief skit in which you demonstrate the use of these concepts in a typical teacher/student interaction.

Think, Share, Discuss

Connecting to Marzano    Which of Marzano’s chapters (in addition to ch. 9) suggest teaching techniques that are invitational?

Scan those chapters and write down the action steps or teaching strategies that you consider invitational or related to positive expectations.

Tell the whole group how you will implement these strategies with your own students.

Group Work Microteaching Project

Preview of Unit C (first half)

Second Characteristic – Classroom Management Ch. 11

How to Have a Well Managed Classroom

Ch. 12 Ch. 13

How to Have Your Classroom Ready How to Introduce Yourself to Your Class

Ch. 14 Ch. 15

How to Arrange and Assign Seating How to Post Your Assignments

Ticket Out

 Pretend that you are one of your own future students! What would he/she say about you if asked to write about a teacher (you) who has positive expectations?

 Write out your hypothetical student’s response—as though you are that student—providing details of what Mr. or Ms. ___ (you) does that is educationally inviting.