Introduction to Teaching

INTRODUCTION TO TEACHING

“Those things, which ye have both learned, and received, and heard, and seen in me, do: and the God of peace shall be with you.” Philippians 4:19

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Table of Contents Introduction to Teaching ........................................................................................................................................................ i Table of Contents................................................................................................................................................................. ii Preparing to be a Teacher................................................................................................................................................ 1 Essential Tools ................................................................................................................................................................. 1 Preaching Vs. Teaching................................................................................................................................................. 2 Importance of the role of the teacher. .................................................................................................................... 3 The Teaching Process ........................................................................................................................................................ 4 Basic Seven-Step Planning Process ......................................................................................................................... 4 Four Levels of Instructional Work ............................................................................................................................... 6 Rationale: Why am I teaching? What is the reason I am teaching? ............................................................ 6 Content: What am I going to share? ........................................................................................................................ 6 Methods: How am I going to share? ........................................................................................................................ 6 Evaluation: How well did I share? What is the result of my teaching? ..................................................... 6 Three Key Roles of Teacher ............................................................................................................................................ 7 Instructional Expert....................................................................................................................................................... 7 Manager .............................................................................................................................................................................. 7 Counselor ........................................................................................................................................................................... 8 Making Systematic Observations................................................................................................................................ 10 Observation and Inferences ..................................................................................................................................... 10 As a teacher it helps you in: ...................................................................................................................................... 10 Writing Objectives ............................................................................................................................................................ 12 How Do We Write an Objective? ............................................................................................................................ 12 Domains of Learning ........................................................................................................................................................ 14 3 Domains of Learning................................................................................................................................................ 14 Learning Modalities.......................................................................................................................................................... 16 Tactile Learner ............................................................................................................................................................... 16 Visual Learner ................................................................................................................................................................ 16 Auditory Learner .......................................................................................................................................................... 17 Kinesthetic Learner...................................................................................................................................................... 18 Instructional Planning..................................................................................................................................................... 20 Yearly Plan ....................................................................................................................................................................... 20 Unit Plan ........................................................................................................................................................................... 20 Daily Lesson Plan .......................................................................................................................................................... 22 Selecting and Designing Instructions........................................................................................................................ 25 Three Key Points in Delivering Instruction ....................................................................................................... 25 Procedures....................................................................................................................................................................... 25 Methods ............................................................................................................................................................................ 25 Two Key Methods of Presenting Information ................................................................................................... 25 Factors Helps You To Decide Which Method To Use ..................................................................................... 26 Improving Lecture Method ....................................................................................................................................... 28 Questioning .......................................................................................................................................................................... 30 Proper questions ............................................................................................................................................................... 30 Techniques in Using Questions ............................................................................................................................... 31 Wait time .......................................................................................................................................................................... 31 Reinforcement................................................................................................................................................................ 31 Methods used in teaching .......................................................................................................................................... 32 Communication .................................................................................................................................................................. 33 Effective Communication .......................................................................................................................................... 33

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Feedback and Listening.............................................................................................................................................. 34 Three phases in Listening Process ........................................................................................................................ 34 Evaluation ............................................................................................................................................................................ 36 Three Reasons for Evaluating Students............................................................................................................... 36 Factors for Poor Evaluation: Quiz .......................................................................................................................... 36 Two Major Point to Remember in Evaluation (Test) ..................................................................................... 36 Planning the Evaluation ................................................................................................................................................. 38 Multiple Choice .............................................................................................................................................................. 38 True or False ................................................................................................................................................................... 38 Fill in the Blank/Completion Sentence ................................................................................................................ 39 Short Essay/Short Answers...................................................................................................................................... 39 The Role of the Bible in Christian Education ......................................................................................................... 40 Teacher-Parent Meeting ................................................................................................................................................. 40 Parent-Teacher Conference ...................................................................................................................................... 42 Discipline.......................................................................................................................................................................... 44 Components of Discipline Plan ............................................................................................................................... 46

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Preparing to be a Teacher Essential Tools Devotional Card

When you are a teacher, you are in charge of doing devotion. It can be every morning. So you would write this card in such a way that you could teach of it. Advice for 3x5 Devotional Card 1. Put “??” Question Marks: to remind you to ask the question from the class. Question is one of

the most important techniques of teaching. Being able to ask a right kind of question is essential. Because if we get to intellectual mode, we start speeding out the information and soon we forget that “Teaching is not giving information, teaching is teaching others to get information. So that they can educate themselves.” Tips: Wait 5-10 seconds in question - In question, we are to wait approximately at least for 5 – 10 seconds. Sometimes you may only wait 2 seconds and you seemed to have waited for two hours, because no one is saying anything. 2. One or two sentences or summary in one section. 3. Point to Share 4. Put “*” – to remind yourself that this is the most important thought of things I ever read.

You spent time on it. Teacher when you are planning class presentation, you are putting little symbols thoughout your lesson plan, devotion card, even sermon to remind yourself the questions, the most important point, and on. Tips: Devotionals should not be longer than 5 minutes - When you are working with young people, SOP so cleared, “you do not speak long!” Lengthy worships weary the children and even the angels. Your goal is get truth into young person’s brain, and if you give too much truth, everything overflows and they don’t get anything. Your goal is you want to get in little bit in there, and to make it enjoyable, practical and interacting. Unit Planning Week and half to 2 weeks long on one subject. Different lesson plans all fit in one unit. Start unit planning as soon as I learn about it.

Tips: Be organized with planning - As a teacher, you should never be disorganized. But longer you teach, it tends to more likely to forget the class outlines. One of the most important things in presenting thing is planning. Planning determines the success. Philosophy of Discipline Card When you discipline? Why do you discipline? How do you discipline? With what do you discipline? Understanding what is it for? Discipline is not a punishment. When you teach, this philosophy of discipline has to stick in your mind. You change so much when you are in the classroom. You can pull this card time-to-time check yourself. http://breachrepairers.webs.com

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Tips: My life has to be pure - The most essential thing for teacher is that “My life has to be pure” by the grace of God. But I must have that. I cannot change the life of any young person, if I’m holding on to sin in my heart, and I am not controlling myself. It’s wasting of time. An impure lake does not have a pure rivers going from it.” CT 31 It is only life that can beget life. He alone has life who is connected with the Source of life, and only such can be a channel of life. In order that the teacher may accomplish the object of his work, he should be a living embodiment of truth, a living channel through which wisdom and life may flow. A pure life, the result of sound principles and right habits, should therefore be regarded as his most essential qualification. Plan of Implementation Card

How will I enforce the rule that I have. What kind of methods I will use to implement that to win their heart. Tips: Be consistent - One of the important thing as a teacher is being consistent. You can forget everything else, but be consistent. When you say something make sure it happens. So that student can depend upon it. Sometimes it’s hard on you, but they are going to realize that what you say, it happens. They are never going to believe what you says, if you don’t carry out what you says. There are some teachers who allow “mercy.” But it’s not a mercy, but “training students bad habit.” Sign of Good Teacher - When your student end up smarter than you are. That’s what you want to accomplish.

Preaching Vs. Teaching Matt 28:19, 20 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen.” What is the difference between preaching and teaching?

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Preaching is one-sided, teaching is two-sided. Preaching is sharing information, teaching is helping them to learn the information Teaching is closer to the people. 6T 154 Teachers should lead students to think, and clearly to understand the truth for themselves. It is not enough for the teacher to explain or for the student to believe; inquiry must be awakened, and the student must be drawn out to state the truth in his own language, thus making it evident that he sees its force and makes the application. By painstaking effort the vital truths should thus be impressed upon the mind. This may be a slow process; but it is of more value than rushing over important subjects without due consideration.

Why would someone want to be a teacher? * You can fill out “Getting to Know You” form. Eph 4:11 And he gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; For the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ: Till we all come in the unity of the faith, and of the knowledge of the Son of God, unto a perfect man, unto the measure of the stature of the fullness of Christ:

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The true purpose of education is to restore in a man an image of God. The reason God give us a gift of teaching is to bring the nature of Christ into our life. That is the reason and the purpose. Where is God calling you? What is the call that He can place in your life. Make sure that you are living and walking in His will. If you don’t have vision, get one, pray for it: “Father give me a vision. Give me a passion to work for. To dedicate my life for.”

Importance of the role of the teacher. 1 Cor 12:28,31 And God hath set some in the church, first apostles, secondarily prophets, thirdly teachers, after that miracles, then gifts of healings, helps, governments, diversities of tongues…But covet earnestly the best gifts: and yet shew I unto you a more excellent way.

Teacher is right next to the prophet. We are living in a society where teachers are not being appreciated. Teachers are becoming a babysitter. They are sending their children expecting that teacher will change their child. As a result, teacher gets a low place in society. But the need for teaching is incredible. Story of a king looking for the greatest person in his kingdom.     

First man – great scientist: created a vaccine that saved thousands of people. Second man – great lawyer: he made a law that saved kingdom being an anarchy. Third man – great architect: he made a building that earthquake can’t shake. Last man – old gray haired woman: she was the teacher of these three greatest men. That is the power of teacher.

* Also read the poem “Why Teach?” You want to become a teacher because you want to change the life for Jesus. What is your purpose? You are wanting to teacher, whether it’s your profession or to benefit your ministry, but you are wanting to teach because you want to change the life for Jesus. That’s why you are being a teacher. That’s why you are wanting to get involved in teaching. If not, pray and ask God to give you that passion, give you that vision: THAT’S WHY I WANT TO TEACH. Teaching is a hard work. But it’s rewarding.

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The Teaching Process

This is the foundation of all teachings. After this section, we will be looking at each area in detail.

Basic Seven-Step Planning Process Step 1 & 7

Determine Content Re-determine Content

Step 6 Step 2

Plan Evaluation

Write Objectives

Step 5

Step 3

Plan Closure

Plan Introduction

Step 4 Select instructional Strategy

Step 1> Determine Content What I am I going to teach?

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Step 2> Write Objectives What I want student to get out of this class? Step 3> Plan Introduction How am I get them interested? Step 4> Methods What methods I am going to use to make this stick in?

Tips: No Lecture!!! - For Elementary and secondary, good lecture do not include “lecture” most of the time. If you want to have your Academy or Elementary class go into sleep, lecture them. It’s guarantied way to loose students’ attention. You may loose college students if you lecture too much. There are some college students that just want their teacher to pour out the information as much as they can, but they are not learning effectively if they are not taught in different method than just a lecture. Here is why: You don’t remember much of what you have heard. College class is different than just Academy classes: it covers at least 10 times more information. For Example, in discussing Conversion and Righteousness by Faith Class; We are going to look at the sanctuary model, and the very first thing that you come into sanctuary is the altar of burnt offering: Justification. What is justification? Give them Bible and Concordance, and let them find as much as they can about justification. 10-15, or 20 minutes. Then you discuss about it. It takes a while to go through one process, but “they” found the information, it’s theirs, they own it. Step 5> Plan Closure  Review - Closure is taking the content that you have discussed, and summing it up in 3 or 4 minutes. It’s a review; repetition leaves deep impression. That way they are ready to come back next day. When you finish your class, you back to your set induction and tie up everything in between. Keep this in mind. 

Set induction for the next day - You don’t do this often. But they can’t wait to find what the next class is about. You want them to be interested, so when they come for next class, they will be ready to go on. ß

Step 6> Evaluation How am I going to evaluate whether students have learned what I have taught them? (There are many different form of evaluation: making commentary for Bible class, doing a project, test evaluation, quiz evaluation, homework evaluation). Step 7> Re-determine Content It’s seldom done, but it’s key to solid teaching. Did my students today in class understand what I was saying? Yes or No. If they didn’t, how can I be more effective? What method can I use to reach them tomorrow? How can I present this material more clear next time I teach it? Most of teachers doesn’t have time to do this, but it makes you a growing teacher.

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Four Levels of Instructional Work see the handout

Rationale: Why am I teaching? What is the reason I am teaching? 

Research & Study

Content: What am I going to share? 

Putting together specific class content

Methods: How am I going to share?  

Conducting class Planning teaching(strategies for specific class)

Evaluation: How well did I share? What is the result of my teaching?  

Grading & recording papers Doing report cards & P/T conferences

College spends 50% of time in Rationale & Content; getting information. Secondary/Elementary – spends 60% of time in Methods; How am I going to teach this? Typically, elementary teachers are the best teacher. In College, if you have PHD, if you know your topic, no matter how you present it, they will hire you. When it comes to Academy, you need to have your masters. But when you come to the elementary, you spend most your time learning what methods can I use to cross this information. Tips: Sometimes you can use elementary methods in other levels - You will be surprise how much elementary methods can be used in Academy. It works. Sometimes even in the college. For example, you will surprise to know that how much Academy students are motivated in studying by putting the stickers on their paperwork. Telling stories. Tips: Learn how to present the material in many different methods as possible in same content Don’t let it just pass by. For example, you speak about something, and you can tell a story about it, you can illustrate in the board, and you can have a discussion in the class about it. You have four different methods discussed on same exact content; it will stick in. You got auditory(speak), visual(board), emotional(story), and intellect(discussion) students; all of a sudden it becomes real to them.

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Three Key Roles of Teacher Calling of teacher is high. There is more work done than they paid by teacher than any other job. Do not become a teacher for finances. Teaching is a calling. If you are going in for any other reason, you will be discouraged.

Instructional Expert You must be expert in communicating the information that you have in a way that people might be able to understand.

Manager 

After school

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Re-arranging room

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Doing bulletin boards

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Administrative paper work(reports, letters, etc.)

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Phone calls

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Preparing field trips

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Contacting parents

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Occupying children not yet picked up

Tips: Good teacher make good use of it. There is tendency that parents may look at teachers as a babysitters. Your job is to say “If you want your children to stay, your children is donating time to help the school. Then parents may let them do that, or they will come pick their children. Hard part in teaching is not dealing with the students, but it’s dealing with the parents.

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School board meetings

Some jobs that you may have to do as a teacher

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Secretary – type letters, keep file, immunization reports, medical reports. Genitor Supervisor Interior Decorator

Tips: Your classroom, just by look will tell people whether you are a teacher or not. If you just have good bulletin board, people wouldn’t bother you; unfortunately that’s true. They don’t look how you teacher, but they look what your classroom look like.

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Maintenance Ground Nurse Classroom Manager Human Relation Expert Role Model Lead they CT 158 Special care should be given to the education of the youth. The children are to be trained to become missionaries; they must be helped to understand distinctly what they must do to be saved. … This is the noblest missionary work that any man or woman can undertake.

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The most important role of teacher, your goal, is leading them to Christ. You must do more than just leading them to Christ, but somehow embroidden to them this desire to serve God with whole heart. The role of education is “to restore the image of the Creator, and to prepare the service for this world and the world to come.” As a teacher, never forget that.

Counselor As a teacher, one of the most important role that you have is a counselor. Counselor should be able to observe in objective way. For example, “Your son Johnny is disturbing my class.” That is subjective. “Johnny has thrown something at Julie three times today, and it stopped her from doing her work.” That’s objective. And mother is able to interpret what ever she want to call it; most likely she would say it’s disturbing the class. Observation will teach you to be objective; to look at exactly what’s happening and not to have any interpreter. As a teacher, our goal is to train them to give their heart to God. We can not do this until we have ability to observe. Tips: Observe your student - If you see a student struggling, don’t just pass by. Give him a card or a note saying “Hey, I’ve been thinking about you, hope you have a good day.” You need to able to observe student’s need, that way you can provide for them in spiritual sense. When you meet them where they are at, then you can bid them to follow Jesus. But you need to care for them first. Guide for Observation: Behavioral Descriptions Choose five student behaviors you will monitor. 1. Talking without permission 2. Fidgeting in seat 3. Talking to neighbor 4. Interrupting teacher 5. Listening 

Keep record of behaviors on observation form. What other behaviors did you notice?

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Take notes on classroom environment: time, weather, subject, etc. Also notice the class activity (independent study at desk, or teacher-directed activity such as lecturing or an oral quiz, etc.)

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Summarize on final form with conclusions(safe and reasonable inferences), (type if handwriting isn't legible and neat - points will be deducted if it is unreadable)

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Note time arrived and time left (45 minimum)

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Have teacher initial your observation.

Tips: Remember to set up the appointment! – don’t just show up to the class. Call the principal of the school and say “I need to do the observation form for my introduction to teaching class, it’s due by April 12. What would be good day for me to come and what class would be good for me to observe?

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Tips: Oral Quiz can be one of the set inductions. Students are not going to get a point for it, but just to review and see whether students are catching up. This gives you chance to evaluate the students without having to grade.

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Making Systematic Observations

Observation and Inferences Use your Observation Record Form Differences between observation and inferences

1. Observation – behaviors. 2. Inferences – interpretation of behaviors. For example,

1. Jane walked into the class, pushed the table back, she sat down and had a frown on her face………………(O) 2. Jane had a bad attitude……………………………………………………………………………..…………….(I) 3. Joe hit two students with the stick………………………………………………………………………………(O) 4. Joe is a troublemaker………………………………………………………………………………..……………(I) 5. Joe stirred up the class…………………………………………………………………………….……………..(I) 6. Mark didn’t answer or look up when the teacher directed questions to him…………………….……………(O) 7. Mark didn’t appear to be listening………………………………………………………………………………(I) 8. Mark doesn’t listen………………………………………………………………………………………………(I) 9. Tom didn’t have assignment handed on time………………………………………………………..…………(O) 10. Tom is lazy…………………………………………………………………………………………….…………(I) Tips: Always be objective! - It’s so easy for teachers to make inferences. You don’t want to make inferences, you want to be objective and make your observation clear. Often times parents will understand what you are saying when you are given observation, and they will take inference for you. But if you give inferences, they will get frustrated with you. It doesn’t work. They will ask for objective fact. Even when you are dealing with the students, you need to be very clear on that. Never say: “You and so and so was causing troubles in the class,” but say: “When you did this, so and so became like this. What was the reason you did it?” That would be the difference between inference and observation.

As a teacher it helps you in: Communication

People want to know clear, objective thing: If you have a student having a problem, and you are making an inference, you are not helping him. If you are giving an observation such as “Here is what’s taking place, here’s what you are doing, and it’s not appropriate. How can we change it?” you are helping the student to see the problem. But when you say, “Excuse me, you are causing a trouble in the class, you need to stop!” it will make student confused, it will make student rebellious.

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Parent-teacher Conferences

You can say anything about your students, but parents wouldn’t believe. They want evidence. When you give them your observation, “So and so said this, it took how many minutes to control this situation, etc.,” they can’t argue with it. Not because you can win the battle, but the reason is to let parents realize that there is an issue and they have to unite with the school together and make a change. Parents will not join on something; even the school board will not join on something, if they don’t know that. You need to be able to pull something together with the objective observation. Shouldn’t students feel like they are being watched?

When you are in a trouble, and you are in the position that you have to do something, in a way that students will not know, it’s important that you find out that information. Often if you are a supervisor, whenever you are around, students behave. So there is difference with other teachers. You should be able to hide and observe the class in a way that on one could know.

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Writing Objectives How Do We Write an Objective? What is objective?

Asking what are the desired learner outcomes? Why do we write an objective?

If I can get into my mind how to write an objective that I don’t have to write it anymore, it will be much successful, because your mind will think in objective terms. Three Benefits of Objective 1. Teaching approach will be largely dictated by objective by your objective. 2. Important for your evaluation process – you will know whether your students has reached the desired goal, because you have your desire goal front of you. 3. It’s going to help me in communicating with the students that I need to communicate. Four Main Parts of Objective 1. Performance – How the students are going to perform? Something that is observable; see table 1.1 2. Product – What they are going to perform? Outcome or the result. 3. Conditions – Under what condition are they going to perform the product? Conditions which the students will perform the product. 4. Criterion – The skill level they are going to perform the product. Level of acceptable student performance. Tips: You don’t have to set your criterion. You want 100% accuracy. You are wanting them to answer everything right. Table 1.1 Illustrative Verbs for Writing Goals and Objectives

COVERT (NONOBSERVABLE) VERBS apply appreciate believe comprehend cope demonstrate enjoy familiarize grasp imagine know like realize recognize think understand value http://breachrepairers.webs.com

OVERT (OBSERVABLE)

VERBS

add analyze arrange build calculate choose circle classify compare construct contrast define distinguish draw explain graph identify

label list locate measure name operate order pick point pronounce read recite select sing sort underline write 12

For Example, 1. Given a set of picture, students will be able to place the pictures in proper sequence with no more than one error. (Condition) (Performance) (Product) (Criterion) 2. Given the necessary materials and the dimensions, the student will be able to construct a polygon with all dimensions being within 5%. (Condition) (Performance)(Product) (Criterion) Are we going to write this for every single lesson that we teach? 1. Realistic Answer – No. When you get out into elementary school, and when you are teaching 9 classes a day to 3 different grades, that’s 27 lessons per day. There is no way that you can put 27 objectives together. 2. Idealistic Answer – It’s best to have the objective for every lesson. You want to have a mentality of how to have an objective automatically. As you walk into the class, you should be able to make an objective for that class in your mind. Create a mentality of approaching a subject: when ever you see a subject analyze your performance, product, condition, and criterion. But you won’t be able to make these objectives in your mind, if you haven’t practiced writing in the paper. Difference between Objectives and Goals 1. General Educational Goal – broadest. 1) To restore the image of the Creator; 2) To prepare the joy of service of this world and the world to come.” 2. Informational Objective – smaller. It’s for certain class. “Preparing committed educators.” “Space travel.” (It’s not specific such as your course goal). 3. Instructional Objective – narrowest. It’s for one day. “Preparation of Astronauts.” (it’s specific such as unit plan) Being a Christian Educator… Love God with all your heart, and love your neighbor as yourself: this is the fundamental. If you can somehow install into your brain that this is what the education is all about, it’s going to drastically affect the way we deal with the students in your classroom. First thing “I want God’s image installed in this young person,” and the second thing “I want them to get working side by side with me.” Keep these two things in your mind. “Is this restoring the image of God?” and “Is this preparing them for service?” These are the two questions you need to ask in everything taking place. If you ask these questions, it’s going to solve so many other things. For example, 1. The students will learn to read………………………………...( G ) 2. The students will think clearly and rationally…………………( G ) 3. The students will appreciate art and music……………………( G )

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Domains of Learning 3 Domains of Learning As an educator, somehow you have to deal with all these different levels. Some students are stronger in one area than another. Affective Attitudes and feeling: Heart issue. 1. 2. 3. 4.

Receiving – choosing to listen. Responding – choosing to cooperate. Valuing – appreciating and having burden for. Commitment – being able to act upon and follow through with what I value.

Affective level seems not that important as an educator, however you will find that if you make Affective your main focus, you got everything else. If your students are willing to receive the information and not only respond to it but value it and having the commitment, then they will going to love the Cognitive, and they will do well in the Psychomotor area. But this is the hardest job in the class. Psychomotor Physical hands-on skills: Hand issue. 1. Imitate – you see something and imitate it. 2. Manipulate – to move with your hands to control yourself being able to make something in some degree. 3. Precision – doing exactly what they want to accomplish. Cognitive Knowledge and thinking skills: Head issue 1. 2. 3. 4. 5. 6.

Knowledge – just recalling information, raw memory. Comprehension – not just a raw memory, but explaining what I recall. Application – taking whatever they’ve learned and comprehended and applying. Analysis – being able to dissect. Synthesis – creating something new from information you had before. Evaluation – valuing, determining information.

You want to have closest to the bottom as possible in your instructional training. You can’t ignore the knowledge, however real intellect comes from the bottom; when they are able to take something and apply, when they are able to create something new. Exercise 1. The student will correctly adjust the microscope ( P ) 2. The student will write an essay which is argument for prayer in school was developed ( C) 3. Given the material and the picture of a sugar molecule, students will create a model of a sugar molecule with 100% accuracy ( P ) 4. The student will voluntarily check out books related to art ( A ) 5. Given a story, students will orally read for at least 5 minutes with no more than 4 errors ( C )

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6. Given a paragraph, students will type in a rate of 50 words per minute with fewer than 2 errors per minute. ( P ) 7. The student will argue for more science in the public school. ( A ) 8. The student will correctly write the sums for all the basic addition facts. ( C ) 9. Given attitude inventory, the students will rate social study from the high-ended scale. ( A ) When you get into a habit to include these three areas in your objective, when you have lesson plan that had each one in it, you are going to be a very good teacher. If you can give them a Cognitive objective – what I what to get in their head, Psychomotor objective – what I want them to do with their hand in this class period, and Affective objective – what I want them to feel about this class when they are done, that’s teaching! Teaching is not just presenting the information, it’s much more. That’s your goals as an educator.

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Learning Modalities

“He was a good student; I knew he studies very hard. In fact, he would study 3 hours for a test when others will study 30 minutes. They get the same grade. I knew he was bright; God has blessed him in hands on skills (Psychomotor). He knew how to cut the trees, kill the snakes; he knew how to deal with the issues that are outdoors. But in the class, he struggled. When we had a test 50% of the test was wrong, but when I called him after class and asked him verbally, he knew everything. It’s just when it came to reading it, it wasn’t working.” We will be learning about Learning Modalities. Some people are auditory learners, some are visual, and some are hands-on. If you don’t consider that in your class, many students will struggle a lot, and fail the class. Know what kind of learners your students are, and try to strengthen their areas that are weak. There are four modalities or ways in which people learn. The categories are: Visual, Auditory, Kinesthetic, and Tactile. With the ever-expanding interest in individualized instruction, the identification of a child's major modality may provide at the classroom level a multi-option approach to learning. In this way all children have a chance at success. Fall owing are some signposts for learning styles, and some suggestions for dealing with modality weakness. This material was originally developed by Dr. Penelope Young.

Tactile Learner How to Spot the Tactile Learner 1. Needs to use concrete objects as learning aids. 2. Cannot rate count, sequence material without aids. 3. Has difficulty establishing one-to-one relationships in number values. 4. Has difficulty learning abstract symbols (letters and numbers.) 5. After chronological age 6.5 is generally classed as underachiever. 6. Often is described as a child who can't keep his hands to himself. 7. Needs to explore his environment more than average for his age. 8. Is often considered hyperactive. How to Make Adjustments for the Child with Tactile Modality Weakness 1. Use pictures to help establish associations whether in area of words, numbers, or meanings. 2. Attach verbal labels. 3. Use visual-auditory, tactile, kinesthetic method for teaching writing. 4. Consider seating and classroom organization that wi11 allow more air space and 1imit negative contacts with others. 5. Allow for planned times for movement, such as monitor jobs, or office messenger. How to Teach the Child with Strong Tactile Modality 1. Present manipulative experiences whenever possible. 2. Use sandpaper letters, writing in sand, clay, 3-D materials. 3. Supply concrete objects for counting, sequencing, establishing patterns, seeing likenesses and differences.

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How to Spot the Visual Learner

1. Likes to look at books and pictures – stays with a book, not just manipulating books on and off the shelves. 2. Loves to look at orderly things – demands neat surroundings. 3. Can find what others have lost, remembers where they have seen things. 4. Sees details--how you dress, if your slip is showing, errors in typing. 5. Can find page in book or workbook readily – may have it half done before others start. 6. Can't get directions orally (if child is timid will copy from others rather than ask for more directions.) 7. Likes to work puzzles. 8. Probably will be able to make good pictures – at least ones with good balance. 9. Can set the table correctly, remembers where the dishes belong in the cupboard. 10. May have a speech problem 11. May watch teacher's face intently. 12. Rarely talks in class—or responds in as few words as possible. How to Make Adjustments For The Child With Visual Modality Weakness 1. Take out visual distractions. It is impossible to take visuals out or the regular classroom, but try to place the chi1d where he is not bombarded by too many visual items. (He swims visually in an overloaded situation.) 2. Leave a frame of blank wall around visual displays. 3. On a worksheet put a heavy line around items to help pupil attend to one item at a time. 4. Give him a BIG marker. 5. Allow him to point if necessary. Let him touch the first letter of every word. 6. Have him work in a cleared area. 7. Let the child get one work sheet at a time, rather than hand him several papers at once. This also gives the child a purpose for moving about as he turns in his completed work and gets his next assignment. 8. Try not to stand in front of a too cluttered background when instructing him. 9. Give him one step of an assignment at a time. How to Teach the Child with Strong Visual Modality

1. Give him lots of visual directions. 2. Give demonstrations. 3. Use matching games. 4. Charts. 5. Graphs. 6. Maps and the use of a legend. 7. Color coding system. 8. Number frames. 9. Abacus. 10. Dictionaries. 11. Visual symbols for sounds. 12. Use configuration clues. 13. Look for words, letters, in papers and magazines. 14. Use mirror to see mouth. 15. Use clues such as green dot as place to begin, red dot to stop--helps child to develop directionality. 16. A1low the child to work with rulers and number lines to develop math concepts.

Auditory Learner How to Spot the Auditory Learner 1. Never stops talking, chatterbox. 2. Tells jokes. http://breachrepairers.webs.com

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3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Tries to be funny. Can win spelling bee if taught say-spell-say method. Good story tellers. Stories get taller and taller. Child may have to learn when to stop. Poor handwriting, history of reversals. If child can make telephone call asking for information you have directed, and remembers the received message and relays that message, a good sign of auditory strength. Makes a good boss. Likes records, rhythmic activities. Probably has ten excuses for everything. Knows all the words to all the songs. Can memorize easily. Poor performance on group intelligence test. Seems brighter than group test reveal. Poor perception of time and space.

How to Make Adjustments for the Child with Auditory Modality Weakness

1. 2. 3. 4. 5. 6. 7. 8.

Take out as much noise as possible. Find him a quiet place to work. Very soft background music may be used. Use as few words as you can when giving directions. If you repeat, use the same words. Speak directly to this child. Earphones and tape recorders help cut out distractions of other noises. Cup your hand about his ear to help his focus on instructions.

How to Teach the Child with Strong Auditory Modality 1. Teach him to talk through tasks. 2. He may need to spell out loud. 3. Needs to say syllables out loud. 4. Have him name punctuation marks as he reads to develop an awareness of its function. 5. Play lots of rhyming and blending games. 6. Allow him to think out loud. Encourage oral response. 7. Tape record lessons and tests. Use record. 8. Pair him with a visual learner. 9. Encourage him to use color cues and markers. 10. Use neurological impress method, (child points to words while you read to him. You feed the words into his ear.)

Kinesthetic Learner How to Spot The Kinesthetic Learner 1. Movers, that is how they learn. 2. Wants to touch and feel everything. 3. Rubs hand along the wall while in lunch line, or walking down the hallway. 4. Puts hand on the doorframe, touches desks as he moves down the aisle. 5. Thumps buddies. 6. Can take an item apart and put it back together. 7. Enjoys doing things with his hands. 8. Is well coordinated, good at sports. (If visual modality strength is lacking, will be good at those sports where no visual analysis is required.) 9. Frequently uses fists. 10. May be the child who is always making paper airplanes, or other items out of paper. http://breachrepairers.webs.com

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How to Make Adjustments for The Child With Kinesthetic Modality Weakness 1. This child needs a quieting down period after physical activity. . 2. Quiet periods interspersed with active periods best. 3. Contingency management system works well – task reward. 4. Don't place this child too near other children. 5. This child has a need to know when the work/study time will end. A timer or clock is useful. 6. Make certain that these children go to the bathroom, have drinks or whatever before the beginning of class. 7. Make it harder to move than to sit sti11, (place the child’s desk close to, the wal1 to make him aware of movement.) 8. He may be unaware of hi s own movement, and he is distracted by the movement of others. 9. Some children with. This prob1em are given medication. Be aware of this! How to Teach The Child With Strong Kinesthetic Modality 1. Use movement exploration activities-addition and subtraction concepts as well as prepositional concepts can be taught on the monkey bars! 2. Let them clap or tap out numbers, syllables and the like. 3. Use number 1ines on the f1 oar-experience learning, move heavy objects along the number line for more physical feedback. 4. Walk patterns of words. 5. Use sandpaper letters, felt letters and the 1 He. 6. Use Fl0 pens for more kinesthetic feedback. 7. This chi1d may need to talk to self to feel self-saying things – gets motor feedback even though he may speak in monotone. 8. Use all the manipulative possible. 9. Do lots of things with eyes shut using 3-D letters. Some of these children are taught to read Braille. 10. Use lots of writing. May need to introduce writing with stencils.

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Instructional Planning Yearly Plan What you hope to accomplish in a year. It helps you to determine the pace as you go through your materials. PACE = PAGES/(INSTRUCTIONAL DAYS – TEST DAYS) Instructional Days = 164 Days School Days: 36 weeks x 5 school days = 180 days Tests: Four quarters x 2 test per quarter = 8 tests Review days: 8 (at least one review before each tests) 180 – 8 – 8 = 164 Days Pages = 567 pages = 567/164 = 3.5  4 PAGES A DAY. 1 Quarter = 41 Days x 4 Pages =164 pages Tips: For Math is written in a way that you do a lesson a day.

Unit Plan It’s more specific. 1. Topic 2. Educational goals 3. Outline of daily activities/lessons 4. Informational objectives 5. Resources & materials 6. Assignments & total evaluation. * Also see Sample Unit Plan: The American Civil War, and Teaching Unit Guide.

Sample Unit Plan Title

Natural Health Solutions & the conspiracy to keep you from knowing them! Grade 11 & 12 Educational Goals

- To realize how modern medicine is a grand hoax that only traps patients in a system of medicine that will leave them dead and broke. - To analyze why most modern diseases are actually a result of nutritional deficiencies that can be easily corrected. - To understand and list how one can completely rebuild their entire body, at a molecular level, by making new food choices starting today.

Resources And Materials: - Hand-outs - Understanding Nutrition textbook - Michael Moore's SiCKO Video - Field trip to a drug-making factory

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Unit Content Outline

Day 1: An Intoxicated Nation Objective: The Student will realize who is it that is behind pushing foods, drugs and personal care products that actually harm people and to reason from cause to effect how modern medicine is the cause of disease and be able to list 7 facts taught in the class about health and disease with 90% accuracy. Set Induction: Start off with a display of the popular kinds of medications available these days in the so-called treatment of diseases and have each student choose one and list the side effects of those medications and ask them ‘do you think it is possible to treat a disease with only ONE prescriptive drug without developing another disease or is it possible to be 100% cure without the use of any medications?’ Body: The teacher will then go over facts and information on how gullible the nation has become into thinking that a synthetic chemical can solve all your problems and put your life in perfect order and give ways how 90% of all diseases are easily preventable Evaluation: In groups of 3’s the student will then discuss and summarize the contrast that they perceive in relation to drugs vs. lifestyle and also read the section on psychostimulants in textbook: The Side Effects of Common Psychiatric Drugs by Citizen’s Commission on Human Rights. Day 2: Nutritional Deficiencies Set Induction: Demonstrate how medications can deplete the body of its nutrients with chemical solutions. Body: Teacher will go over major vitamins and minerals needed by the body for everyday growth and development and how these pharmaceutical drugs can throw off the circadian rhythm of the body. Evaluation: The class will then look into the different types of nutritional foods that contain these essential vitamins and minerals available in textbook: Understanding Nutrition by Whitney/Rolfes. Day 3: Health Transformation Set Induction: Bring to class a raw disease-looking kind of animal meat along with models of 3 infected body parts and compare it with a mouth-watering dish of vegan lasagna made with tofu and another model of 3 healthy body parts then ask which they would prefer…. then show 10 min clip of ‘Meet your Meat’ …. then ask which is more likely to produce the infected body part. Body: Teacher will then give facts and evidence of health deterioration from the consumption of junk food also relating to poor lifestyle habits and then show steps to free and easy health solutions. Evaluation: Student will do research from the Spirit of Prophecy and Bible explaining the view noted on the effects health has to do with physical and spiritual growth. Available textbook: Counsels on Diet & Food also Healthful Living. Day 4: Grocery Warning System - (Trip to the Supermarket) Set Induction: Students will take a trip down to the nearest supermarket and half will choose 3 items that are vegetarian and the other half will choose non-vegetarian. http://breachrepairers.webs.com

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Body: Then we will discuss the labels on each item and the negative or positive (if any) effects they have on the body… and will zoom in on major ingredients that are found most commonly in food items causing the numerous diseases plaguing the world today. Evaluation: Quiz. Student’s will review day’s class work and will come up with alternatives for healthier food choices and implementing it. Day 5: Disease Prevention Set Induction: Short video clip of Dispatches: Supermarket Secret 1 Body: Go through the basic 8 laws of health and additional treatment methods for the curing of diseases naturally. Evaluation: Quiz. Each student will choose one of the 8 laws of health and study in depth it’s effect in the prevention and curing of diseases along with additional notes from class… and will watch the Part 2 of Dispatches: Supermarket Secret and evaluate in their own words the extent that these profit-hungry private industry will go to bleed the people dry of their money and health. Day 6: Health care Reform vs Health Reform Set Induction: Short video clip of Michael Moore SiCKO base on health care system in the US with a focus on for-profit health insurance and the pharmaceutical industry. Body: Quotes from the Spirit of Prophecy on Health Reform vs. the world’s system of Health Care Reform and how meaningless Health insurance can be when the focus is not on health itself and we’ll also be focusing on health claims by the FDA as well as Big Pharma companies that unhealthy foods are good for them. Evaluation: Quiz. Find the underlying cause of diseases and put together a menu plan of 5 days for someone who wants to convert to the way of healthy eating along with principles for each day’s meal found in SOP. Resources for this would be: Understanding Nutrition; Natural Health Solutions; Counsels on Diet & Food; Healthful Living and Becoming Vegan.

Daily Lesson Plan 1. 2. 3. 4. 5. 6.

Objective Materials Set Induction * Procedures * Closure * Evaluation

* These three are the one that you actually do in the class. If you have nothing else, just make sure that you have those three. Others are important, but these three are essentials.

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I would like my lesson plan to be so good, that any substitute teacher could come and pickup the lesson plan and teach the class.

Lesson Plan on Health Transformation Content: Fact - Looking at chemical ingredients placed in the human food supply that creates havoc in the internal body organs and a better alternative to meat. Set Induction: Start off with a hands-on activity in analyzing a pork sausage and it’s composition. Instructional Objective: After analyzing the meat product students will list 5 points in what they saw, felt and smelt with few words as possible, then at the end of lecture be able to summarize the harmful effects these products have on the human system. Materials: Power-point Slide show, Jimmy-Dean original pork sausage, Veggie patties. Body: Teacher will then give some facts about diseases that are linked to eating processed meat; also how ignorant people can be or want to be when it comes to eating unhealthy injurious food… then show a 2 min. video clip of: ‘Meat your Meat’ and finish off with what the USDA and FDA are hiding from the people in regards to the chemicals injected in meat products as well as others, and how there is a more healthier choice of eating recommended by the SOP and the word of God about man’s original diet. Closure: Will then present a platter of green vegetables, a special homemade sauce with vegan patties for them to taste and see the big contrast between decayed animal flesh and fresh, nutritive wholesome food from the garden. Evaluation: Will be determined by their research on main diseases linked to a flesh diet and quotes from the SOP to back it up, along with more research on Sodium Nitrite and what else they found on that along with 2 other ingredients placed into food products.

Lesson Plan on an Intoxicated Nation Content: Fact - Realize who is it that is behind pushing foods, drugs and personal care products that actually harm people and to reason from cause to effect how modern medicine is one of the cause of diseases. Set Induction: Start off with a display of the popular kinds of medications available these days in the so-called treatment of diseases and have each student choose one and list the side effects of those medications and ask them ‘do you think it is possible to treat a disease with only ONE prescriptive drug without developing another disease or is it possible to be 100% cure without the use of any medication?’ Instructional Objective: After the lecture the students will write in their own words from what they heard in class and read in their textbook 2 points that shows why people are taking these medications in their bodies and how they can best be rid of them completely. Materials: Power-point Slide show, textbook, handouts, 8 bottles of the most popular kinds of medications.

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Body: The teacher will then go over facts and information on how gullible the nation has become into thinking that a synthetic chemical can solve all your problems and put your life in perfect order and give ways how 90% of all diseases are easily preventable. Closure: Have each student take a pill from each bottle and give them a body organ name, and then have one organ [student with pill] pretend to gotten ill, take that particular pill they have to treat that illness, then have another organ [student with pill] affected because of that one pill so they also became ill, and just show the vicious cycle of one disease leading to another by making the mistake of taking one pill. Evaluation: Individually the student will summarize the contrast that they perceive in relation to drugs vs. lifestyle and also read the section on psychostimulants in textbook: The Side Effects of Common Psychiatric Drugs by Citizen’s Commission on Human Rights.

Tips: Don’t ever raise your voice in a classroom – when you raise your voice in a classroom, students will think “Wow, if this is what happens when he get frustrated, when people get mad, they say what they really think. And I must be that kind of person. He must be really not like me at all.” It’s not true: often it’s at people who we love the most we loose our temper. We get frustrated to the people who we love the most. Sure you may cover up, but one few seconds of moment will be very hard to be erased in their mind. Make sure that it doesn’t happen.

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Selecting and Designing Instructions

One of the most important things to be affective teacher is planning. Unplanned teacher is the worst teacher that you can have. Human by nature, our enjoyment with teacher and preacher doesn’t have to do with logic, we like teacher or preacher who is dynamic. We look so many times into dynamic that often times we forget the content. But teacher or preacher is not out there to entertain: they are out there to get content through. When students enjoyed the class but by the time they leave the class they don’t remember what you have taught them, you haven’t taught them; you just entertained them. We don’t want to depend upon the dynamic, we want to make it sure the content is getting them. Dynamics are important. You have dynamics and content, you are awesome teacher.

Three Key Points in Delivering Instruction Three most important things in planning are Set Induction, Procedures, and Closure. We are going to look at these three areas. Set Induction 1. Get student’s attention a. Silence b. Speak in very low tone c. Gestures d. Walking across 2. Get student interest 3. Establish Framework – bridge to your lesson. ** Also it creates questions – students want to know “why?” Then your students are ready to receive the information. Procedures – Outline of the lesson plan. Organization of how my content is going to be delivered. Outline of how are you going to teach the lesson. Methods – How am I going to teach that outline? How you are going keep students’ attention while you are teaching these points. 1. Keep the students’ attention 2. Motivate students. 3. Get them involved in the learning process.

Two Key Methods of Presenting Information Teacher-Centered Method 1. Lecture – teacher having high control over class. 2. Socratic – teacher using questions and dialogues to bring out the information. Teacher doesn’t have high control, but still teacher centered. Without final conclusion at the end, it can create distrust. Be careful! http://breachrepairers.webs.com

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3. Demonstration 4. Modeling Student-Centered Method 1. Discussion – throw a question and let them discuss. 2. Panel – point a student to study and be an expert on certain subject, and whole class will be throwing questions. 3. Debate – make sure it’s not competitive: give one group to study the position on one side, and other group study the position on the other side, come up with the strong points, and at the end make final conclusion. Not competitive, but being objective. 4. Role playing 5. Cooperative learning Quiz 1. 2. 3. 4. 5.

What are the six steps in lesson plan? - Objective, methods, set induction, procedure, closure, and evaluation. Give two purposes of set induction. - Get attention, Get interest, establish framework. Using one of those principles you wrote in question 2, give me one set induction that will accomplish that purpose. What is the difference between procedures and methods? - Procedures: outline to carry out the information. - Methods: ways to get their attention. What level of the cognitive level is question number 3? - Synthesis

Tips: When collecting the quiz – you can save your time by telling them to give it to the person in the front. While the student is collecting the quizzes, you can use that time to prepare and set for your lesson. That way you don’t have to waste your time to walk around and trying to collect the quizzes. If they have to hand them in, and you collected the paper, they know that they are late, they are going to be quicker with their classmate than with a teacher. How Do You Choose The Teaching Method? 1. Students (personality, learning modalities, age, interest level) 2. Subject 3. Resources (textbooks, location of the school, weather, chalkboard, money) Tips: Fall in love with the information you are sharing – if you don’t like the information, your students will not like it. If you learn to enjoy your topic, your students will learn how to enjoy your topic.

Factors Helps You To Decide Which Method To Use Two Methods of Learning Model Traditional Learning Model – your students are all in the same grade at the same age level with same learning level and same homework graduating at the same time. Advantages: – Teacher have complete control. – Lot of materials covered. – Have respect and courtesy. http://breachrepairers.webs.com

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– Easier to teach. Disadvantages: – You don’t think yourself. – Get into routine, not thinking. – Student who have not the same level have to suffer. Mastery Learning Model – student will learn until he/she masters it, and he will be sent into the next level. Advantages – Creates creative mentality. – Better for the students. Disadvantages – When teacher have no skill, repeating information until students get it, the students can be frustrated with the school. – Takes lots of time, paper work, and extra works. * We can’t encourage a student graduate from college and straight jump into the Mastery Level. IEP (Individualized Educational Program) Each student has his or her own IEP. Teacher exactly knows where each student are at, where their mastery level is, teacher have program for each student how to accomplish their learning. “We should be a thinker, not merely a reflector of other’s thought.” USA and Austria use Mastery model, and most of the oriental countries uses the traditional model. The best thinkers of Math and Science come from oriental countries. But the best thinkers financially come from USA. Mastery model creates “free-thinking” mentality, willingness to be creative and try a new thing. Somehow we need to combine both. During the early years of age when the child has no solid reasoning, child should be under complete submission. Teachers with early students should have this traditional learning mentality (Grade 1 and 2). At the same time, teachers with higher-level students should have much mastery learning methods than traditional learning methods.

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Improving Lecture Method Lecture method is a passive type of learning. When you have to cover a lot of material, it’s very helpful. But there is danger in using lecture method. This is not the method to use except in rare cases in high school and never to be used in elementary school except very special reason. There are times that you have to cover the material especially in college setting. So you run into a stress time. But what are some ways to improve the lecture method? Because there are times lectures are necessary. Value 1. 2. 3. 4. 5.

You can cover a lot of material at one time. Need minimum mastery understanding on the part for the lecture to change it to other form. Teacher is always in charge of the content. It’s easier to plan. It supplements the printed page.

Problems 1. When misused, it can be very boring, especially for children. 2. It violates the principles of teaching such as involvements and group participation. 3. It encourages mainly retention of facts. 4. It’s a telling procedure; you are telling them what they have to do. 5. Limited application. 6. It encourages the dependence upon instructor. 7. It gives very little opportunity for individual differences. Ways to improve 1. Combine the lecture with other forms of teaching such as using white board. 2. Question and answer period after the lecture. 3. Stop provoking questions and demonstrations. 4. Using visual aids such as overhead, chart, PowerPoint, etc. 5. Have outline to know what’s clearly going to happen. 6. Practicing good principles of speaking such as eye contact, voice inflection, enthusiasm, and proper posture. 7. Emphasizing important points. 8. Having good illustration such as good set induction, and closure. 9. Being able to tell stories.

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Problems with story telling

o o o o o o 

Poor facial expression of the person who is reading could destroy effectiveness of the story. Quoting the story rather than “telling” the story. Bogging down; you add so many details and students forget the theme of the story. Lack of enthusiasm. Sermonizing; using the story to do the sermon; there is more sermon than story in the presentation. Poor organization.

How to improve: Secret to good story telling.

o o

Plan ahead. Remember the key story

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o o o o o o o o o

Good application. Limited distraction. Good presentation; clear voice, eye contact, and deliberate quietness for effect. Seat or stand. Enthusiasm; get into your story by using your facial expression, intonation, body language, and actions. Avoid distraction. Adapt your vocabulary to student level; it’s better to use lower vocabulary to anyone. Use extra sensory words such as “shining,” “fuzzy”: be descriptive in your language. If the story has really touched the heart, end with a prayer.

When you make the person in the story come alive, all of a sudden it’s not a person to hate, it’s a person to love and admire. Telling story to a high school age and college students is different than telling story to elementary school. Elementary students have: Short attention span. They are hands-on. Bigger imagination. You never use lecture method in this setting. You have to tell the story with “hands-on” activities. Tips: The best way to improve story telling skill – Spend time watching master teachers!!! Watch the techniques they use, watch what they do.

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Questioning

Proper questions How can questioning makes lecture better? Two Types of Questions 1. Convergent Questions – from broad information to narrowing down to only one answer. a. Emphasize the point. b. Drawing & testing. 2. Divergent Questions – start up with one concept and broaden up to many different correct answers. a. Best to start the discussion. b. Evaluation – you get not one thought, but all different opinion. Levels of Question: Cognitive Level 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Most of the time, convergent questions are “Knowledge,” and “Comprehension” levels. On the other side, divergent questions are “Application,” “Analysis,” “Synthesis,” “Evaluation” levels. Categories of Questions types of questions that are connected to the cognitive dominion of learning. MENTAL OPERATION QUESTIONS

BLOOM’S TAXONOMY

GUILFORD’S STRUCTURE OF THE INTELLECT

Empirical*

Knowledge or comprehension Application or analysis

Cognitive or memory process Convergent thinking

Productive

Synthesis

Divergent thinking

Evaluative

Evaluation

Evaluative thinking

Factual

EXAMPLES

Who invented the automobile? What is the most economical source of energy? How can we improve our performance in Math? Who was our greatest president?

* Empirical questions are the hardest essay you can grade in the objective manner. Because there is one set answer, but you have to do a lot of thinking to get into that set answer. Types of Questions different methods of questionings to help to produce the desired results. 1. Focusing – to focus student attention on the day’s lesson.

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2. Prompting – use hints and clues to aid students in answering questions or to assist them in correcting an initial response. Teacher does not give the answer. “What is 5 plus 7, Pat?” “I don’t know.” “Well, let’s see if we can figure it out. What is 5 plus 5?” [Pause] “10.” “Right. Now, we want 5 plus 7. How many more than 5 is 7?” [Pause] “2.” “Good. So, if 5 plus 10 and we add 2 more, what is 5 plus 7?” [Pause] “12.” “Very good, Pat.” 3. Probing – force the student to think more thoroughly about the initial response.

What do you mean by that? Tips: Want Good Sabbath School Lessons? – You have to change from lecture to discussion. To do that, you need to have questions, a question that doesn’t have only one answer. Have at least one or two diverse questions, then you got the Sabbath school class under control. Your job is not to lecture, but to control the discussion not to go off the track.

Techniques in Using Questions Redirecting – asking several students to respond to a question, in light of the previous responses. Tips: When you can’t answer the questions – “That’s good question, Mark. Someone want to respond to what Mark just said.” What happens is the information is coming from the group, but not me. As a teacher, I want to students to learn how to think, but to depend upon me to give the fountain of information. Wait time – By nature, it’s uncomfortable for us to stand front and be silent. Average teacher waits 1 second after their question. But if you can get into that habit, you can give students chance to think, and respond.

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Wait time 1: when I ask a question, how much I allow before any answer is given? 3-5 seconds for one person,  Wait time 2: how much time do I allow for the whole class to deal with that question? You can decide. Reinforcement – encourage to answering. You want young people in class to want to answer. If you are hardening your students, or don’t respond to students, or give negative response, you are going to eliminate them from wanting to answer you. Tips: When student give a wrong answer – “You are close, you almost got it. Could someone else give the answer?” Show them that you are glad that they answered.

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Methods used in teaching FYI

Salary for baby sitter is $3 per hour. Not counting coffee time, break time, teacher work 5 hours, that is $15 per day. There are about 20 students, that is 15x20= $300 a day. But they only work 180days a year; 300x180 = $54,000. How about those for who have 10 years experience and master degree? To be fair, let’s give him a minimum wage, $5 an hour. 5 x 5 = $25. 25x20 = $500 a day. 500 x 180 = $90,000. Teachers are requesting a higher wage, should they?

Teachers are doing more work than the baby sitters, yet they are paid less. Teachers are responsible for molding shaping of the children, are they getting paid See Handoutand Ellen “Whitethe On future Learning Methods,” andwhy “How Children Learn,” andless? “Methods Of Teaching.” Quiz 1. What two types of questions stimulate higher level thinking? (There are four, but two specifically deals with higher level thinking). a. Productive b. Evaluative 2. Which kind of question is best suited to start the class discussion, why? Divergent – more than one answer. 3. What are the benefit of factual questioning? a. Evaluate the general knowledge b. Reemphasize the point c. Drill review 4. List two benefit of wait time. a. Give people time to think b. Get attention c. Get more than one answer 5. Write an empirical question. What are the steps that led to world-war I? What are the disadvantages of drinking coffee? (Clear, definite answers, but you have accumulate lot of information, it’s research questions. If you have given the list, and they just simply cite from memory, that’s not an empirical questions. But they find out from the readings.) 6. What were the color of the George Washington’s collar? White Tips: Question 6 – This was slightly mentioned in the class, but not related in any major point. This kind of question, they may laugh about it, but it stimulates them to listen every single word you speak in the class.

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Communication

Effective Communication When there is a cycle of giving and receiving of information. It’s not just presenting the information, but also receiving. 2 Key Areas In Communication Process As A Teacher 1. Verbal o o o o

Organization – “Do I start up with the clear point?” “Do I have subheading?” “Do I close with a clear point?” Message Sidedness – presenting two opposing viewpoints. They will automatically get interested because they want to know which side is right. Language Intensity – kinds of words you are using. Concreteness and Ambiguity – the more concrete a message, the better it is learned.

Vocal Learning 1. Speed – slow down and intensify your voice to emphasize the point. Sometimes, when you speak too fast, it implies that you are not interested in your subject. 2. Loudness of voice – projecting your voice using your diaphragm. Varying your tones. Never scream nor speak too low. 2. Non-verbal o

Facial Language – it’s second only to your voice that comes to communication. “Don’t smile until thanks giving.” If you are going to your classroom, there has to be a look in your face “I am in charge.” You are not their buddy, you are their teacher, and you are an adult. You will not, ever get the hearts of students by being their buddy! You must have a clear, decided authority figure. After few months, they will respect you, but the end of the school years they will hate the teachers who were heroes of the school for first few weeks. Because students will soon find out that they can manipulate them, and students never respect someone they can manipulate. Watch your students’ facial expression constantly as you teach, “Is she catching it? Is she understanding it? What is he thinking?” Teacher will change his lesson in the middle based upon their reception.

1. Quizzy look – “I am lost.” 2. Rolling eyes – “It’s disgusting,” “It’s stupid.” 3. Teacher’s stare – “What are you doing?” o

Body Language – body language can lead to more open environment in the classroom. Very important for academic. 1. Crossing arms – “I am not accepting what you are doing.”

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2. Leaning or relaxing – “I am approachable. I am open and friendly, and I am in charge.” “I have confidence.” “ I know what I am talking about.” 3. Tensed – “I am nervous.” “I don’t know my material.” “I am not confident.” 4. Physical contact – it’s a powerful tool for motivation when you are dealing with primary grades. However, when you deal with upper elementary and academy age, touching going to be off limit, especially for the opposite gender. “A male teacher should never touch a female student.” Tips: When your student is very frustrated – stop being a tense mode, as soon as you relax your body, “Ok, let’s talk, what’s going on?” student’s attitude will change. o

Language of Space and Motion – The way you act and move determine something. 1. Going closer to student – when a student is playing something or making noise, you can just keep talking while you go to that student. Especially when students are talking. You don’t even have to look at them. 2. Learning territory – every one has their won territorial learning environment. People need different learning space. 3. Moving around – students have difficult time falling asleep and watching teacher moving. When teacher goes to the backside of the classroom, student stop what they were doing, and want to see what’s going on.

Tips: To minimize the cheating in the test – When you are giving the test, move among their chairs from the very first when you hand out the test. Student will soon realize that even during the test, teacher will be moving up and down between the chairs; it tells them cheating is not going to work. Just by moving a lot you will save a lot of discipline problem. It will also help students who are too shy to ask any question unless teacher is near to them. Keeping your position where they can ask. Set time period in your mind, “I am going to walk once or twice about 5-10 minutes.” 4. Decoration – How your classroom is decorated can affect your students a lot. Not too much decoration, but with enough decoration to be alive. Setting environment for education. o

Language of time 1. Length of time shows the importance – how much time you spend on the subject determines how much interest you have in it. 2. Pausing when you are speaking - quietness creates quietness. Whatever said next will grab their attention. By the way, it better be important, because it’s not important you have wasted the pause, and next time you pause, it won’t work. 3. Giving enough wait time after question – 3 to 5 seconds.

Feedback and Listening Tips: First step to be a better listener – stop talking. This is very hard for teachers. They have been working in the position where they know everything. Give undivided attention; lean forward, eye contact, make intelligent responds. Make them to feel that for that period of time, the only thing that was in your mind was that student. Be affective listener, then they will be willing to share. Three phases in Listening Process: recommend book “How to win and influence the people.” 1. Attentiveness – if you say “hi” to a person walking by while you are in conversation, you are being polite to the person walking by, but impolite to the person who are talking to you. How can you show your attentiveness: http://breachrepairers.webs.com

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a. Body posture b. Eye contact c. Facial Expression d. Physical space 2. Understanding – Ask yourself “Am I understanding what’s being said?’ 3. Evaluation How do you apply these in teaching? Listen to your student when they are speaking. But at the same time you need to have a complete comprehension what’s going on in the class. How do you deal with that? Position yourself where you will not loose the classroom control. How to get feedback? 1. Ask questions 2. Recap 3. Positive affirmation 4. Response

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Evaluation Evaluation is trying to see whether your students have comprehended what you were teaching, or get an idea about your students, where they are coming from. Tips: To win the heart of the student? – Spending active times outside the class is going to do something to reach their heart where you will not get in any other ways. You must be willing to do it. That is essential.

Three Reasons for Evaluating Students 1. 2. 3.

Diagnostic – Helps to find the levels your students are on. Once or twice before you start with your students. (diagnostic test, reading test). Formative – Helps promote the learning process. Constantly throughout the learning process. (Homework, project, chapter test). Summative – Helps to understand the overall comprehension of the material you have presented. (Grade).

Factors for Poor Evaluation: Quiz 1. 2. 3. 4. 5.

Not enough time Varied content Subjective question More than one answer Too much information

Two Major Point to Remember in Evaluation (Test) 1. Reliability(consistent) – information, styles, levels of expectations. 2. Validity(accurate) If your scale gives you different measure every time you jump on, it’s not reliable. But even when your scale gives you a consistent measure, but if it’s not accurate, it’s not reliable either. Tips: Quiz should only cover the material from the day before – Having a lot of questions from different contents, you can do that in the final exam, but never in the quiz. Quiz should only cover the material from the day before unless you are letting students know. Ways to get information from student evaluation process. 1. Cumulative record 2. Personal contact 3. Analysis 4. Open-ended themes and diaries 5. Conferences 6. Testing Tips: Grade your quiz quickly – As a teacher, grade the quiz quick, deal with it quick. Because if you grade quickly, you will not go to chapter 10 before you find out that students can’t even comprehend the chapter 3. You can deal with that immediately and go on the process. http://breachrepairers.webs.com

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Two Main Types of Test 1. Standardized Test 2. Teacher-made Test

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Planning the Evaluation Tips: Grade your quiz quickly – the students who learn the most are who seat up front. Encourage your students to seat up front. Theater, and sports, you paid the most money for the front seats. Tips: Before you split up the class for group discussion – ,

Multiple Choice 1. Grammatical – your grammar can give away the answer. For example, The first president of the US was an: A. Democrat B. Republican C. Atheist D. Federalist  The first president of the US was a(an): 2. Clearness – Do not write the sentence that is not clear. For example, The most serious disease in the world is… (Subjective) Who determines the most serious disease? It may differ in different countries.  The leading cause of death in US is… 3. You can test a variety of cognitive level at the same time – use your multiple choice level as high as possible such as analysis. 4. You should have 3 to 4 options – one of those option should be correct. One of them can be obviously wrong. One will be very close to correct. Not that students can get wrong answer, but to see how discerning they are. I want them to analyze the options and choose what is the best one.  Please give the answer that best answer the questions. 5. Layout – avoid having a layout such as you have questions on the bottom, and options on the next page. 6. Avoid the questions that are straight from the books – there are times for raw memory, but not often. You want to see they comprehend the material, not just the raw memory.

True or False 1. Not obvious – it should not be so obvious questions. Something that you have to understand in order to get the answer. 2. Clearly stated – Can’t be answered in both ways, make clear that there is no questions. The normal body temperature is 98.6 Student can say “my normal body temperature is 97” or “it’s 32 °C.” http://breachrepairers.webs.com

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 The normal average body temperature for the average human being is 98.6 °F. 3. Modified true of false – there is a guesswork that can take place, 50:50 chance. “Modified true of false” is better way to deal with that: if the answer is false, make it right. Students don’t like that. However, it takes extra level of thinking.

Fill in the Blank/Completion Sentence 1. It’s best to have the blank at the end of the sentence. The first thing that develops in plant is ______. 2. Only one space – do not put three or four different blanks. 3. Definite enough that there is only one answer. The best president of US was ______. Your opinion and others can be different.

Short Essay/Short Answers 1. Grade Objectively – the best questions to really challenge your students. It’s hard to grade, because you have so many subjective underlying, but yet you have to grade it objectively. You want to look for the key factor, yet you want to understand the logic they are using, and be able to adjust the score if they make sense. Students may bring questions that are different than what you’ve put, but they are right. 2. Give parameters – It’s hard to grade their opinion. You can say “please explain this part in 70 sentences.” Sometimes student who wrote 2 pages and student who wrote half page can have same grade. Because both of them had points you were looking for. 3. It’s good to not look at the name of the student who wrote the essay – your preconceptions about your students can affect you so much. If you show the essay to someone who doesn’t know the student, he may say that student was really creative. But you may feel like the student was just blowing off. Tips: When you see a lots of points not relevant to the subject in essay – When you grade an essay, and see lots of points that really don’t hit what you are looking for, it’s a sign that student don’t really know the subject.

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The Role of the Bible in Christian Education Bible is the foundation. Is that mean that we have to teach everything from the Bible and that’s it? Some people say, “That means we take physics everything from the Bible, and that’s it. I cannot use any other textbook.”

BIBLE Bible is the foundation. Are they touching my foundation? No. But they are on top of the foundation. Without the foundation, they won’t be there. But they are not necessarily touching the foundation itself. Everything must be built upon the principles that are in the Bible, or your theory will fall apart. You may not see Jeremiah written in your physics book, however, principles are there.

Teacher-Parent Meeting

A teacher may have great instructional skills, but will not succeed in a teaching carrier without skills working with parents and school board. You can have all the skills that you need. You can be a fantastic teacher in the classroom. But if you do not know how to relate to the parents and school board, you will fail the teaching carrier. See article “General Guides For Parent-Teacher Conferences.” Ed 283 The work of co-operation should begin with the father and mother themselves, in the home life…They(children) will be a support to their teachers, and an example and encouragement to their fellow pupils. Parents who give this training are not the ones likely to be found criticizing the teacher. They feel that both the interest of their children and justice to the school demand that, so far as possible, they sustain and honor the one who shares their responsibility. Many parents fail here.” 1. Visit with your students – good thing to do is to go to each home before school year starts, just to drop-by and say hi. 2. Counsel with your parents – counseling and visiting may not be the same thing. Visiting means just let them know that you are there caring about them and thinking about them. But counseling is working with their parents. Communicating what’s the best thing to do in situation.

Two Reasons for Counsel o

Arouse in parents the possibility of their children – there are parents who don’t realize that. You are arousing parents to the potential that their children have. Then you are creating very solid relationship.

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o

Elibiates misunderstanding – most of the time, parents talk to parents; parents don’t talk to teacher. If you are communicating with the parents you can elibiate a lot of problem.

(After you say positive things about the student) “But he had a little problem in the school. Just wanted to share with you what was taking place. Had Johnny told you about this?” “Yes, I was wondering what was going on.” “Let me explain what took place in perspective of teacher.” “Oh, really? Johnny didn’t say that.” “OK. Do you have any question that you want to ask me? Because there’s some miscommunication. Maybe Johnny misunderstood what I had told him.” You clear it up, and it’s all done. Parents may have some questions, but they will not ask you those questions. So when you call up and ask them how are they doing and if they have any questions, it makes them easier to open up. You have to open up the things so that it doesn’t festerate inside. If you have been constantly communicating with the parents, it will help you a lot when a major things happens. You can go to the parents and say, “You know we’ve been discussing about this issue a lot for past few weeks, “I know, I know. I’ve been wishing my son hadn’t been doing it.” “Yeah, in this case something different took place. I’m going to have to take a little bit tougher action.” “OK, I know you have been working with him, I appreciate it.” If you have not been communicating, and you are dealing with things in the classroom, and never tell them what’s going on, and they’ve been hearing from their son-side and daughterside, and they don’t know what’s going on in school perspective, and you come up and say, “Your child will have to do hard work for next three days.” They will come up and say, “Excuse me! You don’t know how to take care of children, do you?! You’ve been mistreating my child for past few weeks, and now you are going to do this!!!?” What Kind Of Things You Need To Communicate To Parents? 1. When they have done something very good – if you call up parents and say, “I just want to let you know that Johnny did a fantastic job in his research paper. Great job. I know you’ve seen him working at home, but what he has been doing here is fantastic. I just want to let you know that I really appreciate the efforts he is putting it into the class.” It will blow them away. Parents always expect when they get phone call from teacher that’s something bad. They’ll say, “Excuse me? What else did you want to talk about?” That will be a shock! It’s fantastic! Go beyond what the typical teacher does; calling for negative reasons. Call for positive reasons, you will have a tremendous results. “I really appreciate the way you are raising your son. He is so polite. And he is just a breathe of fresh air. Thank you so much. I appreciate it.” Then, five weeks on the road, we call them and say, “Hello, I’m sorry to say this. I am kind of shocked. Because Johnny is a special well-behaved child on regular basis. But we ran in some difficulties today. And I just need to let you know what’s going on.” “Oh, really? Ok, we will take care of it.” If I have not been communicating, “Oh, really? Let me hear his side of story.” Or “OK, who are the other students involved. Sure that isn’t all his fault.” 2.

Poor academic work – every four and half weeks, or midterm, you call your parents, anything below C, you want them to know. But say the good grades of the child first, and then bring out the problem. “Your child is averaging D+ in Bible right now. The reason is because he is not handing out a lot of his homework. Is there some way to get it out by ninth weeks so that it doesn’t have to go into the report card?”

* There are some parents who will say, “We hire you to be a teacher, you figure out how to fix it.”

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Parent-Teacher Conference Two Particular Occasion 1. Regular basis on a report card period: Every end of the nine weeks. 2. When there is a serious problem. Sandwich Principle When you are working with people on issue that are not the best, or things that they are struggling with, whenever you talk to them, you must take that problem, and sandwich it; you need to put something good on one sided, something good on the other side, you put problems on the center, and explain. One slide of bread “You know Mrs. Smith, I really appreciate the hard work that your son is putting to his reading assignments. His reading level increased a lot this year. I really can tell he is putting a lot of effort and we are really proud at what he has been doing at school.” Problem “However, there is this one little thing we need to deal with. Maybe he is going through little bit of stress or like that, but this is not allowed in school.” Other slide of bread “I know you are going to take care of it, and we are looking forward to Johnny improving even greater than what he has been done so far. I’m so thankful that we were able to work with you, and you are such a good family to work with. And I pray that as we work together as a team, we are going to see Johnny make great success in the work of God.” Tips: When you talk to parents about the child – Say 10 positive things for every one negative thing. Often times students already know that they have done wrong. So you don’t need to go into a fissile in a long issue with them. Just say “Hey, this is not allowed, please don’t!” It’s that simple. When I am working with parents, I want to able to think as many positive things I can say about the child, before I can say that thing that needs to be improved. It will also help you as you think of a positive things of the child, you will realize that actually your student has some good quality. There are times that certain people are just like “If he wasn’t in my class, my life would have been whole lot better right now,” or “Why don’t you go home?!” You don’t say that but in your mind you think in that way. So teacher needs to get into the mentality of doing a sandwich principle and looking for positive things because it will affect you. Please see the hand out: General Guides For Parent – Teacher Conferences 6 There was a girl in the school who was being sexually abused by her grandfather. Both parents were denying the fact. Teacher realized some situations are going on, and that gave that teacher understanding. This girl got away with almost everything at school. Students were so mad. She would get away with this issue, and students were “this is not fare!” Students complained to their parents: parents talk with parents, they never talk with teacher. There were group of parents discussing about how this young girl was being treated special by the teacher. They wondered something… That teacher didn’t say a single word for three years. He just excepted back step after back step after back step. Her eighth grade year, she announced what had been taking place, she have been going through therapy for about a year and half or two years. Suddenly students realized that this teacher who they hated was probably the most loving teacher they ever had. Because no matter how he had been treated, he refused to reveal the secret that she had told him. That’s teaching! 7 Johnny is disrespectful in the class. When the parent comes to you and say, “I’m really worried about my child.” You don’t say “Yeah, me too. He is really disrespectful.” Instead, you say, “Really? Mrs. Smith, how http://breachrepairers.webs.com

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come?” You may find out that Mrs. Smith is not worried about disrespect. Mrs. Smith is may be worried about the bad relationship between Johnny and his father having right now, which could relate to the disrespect you are dealing with in the classroom. Listen to parents, and they are going to give you the information you never knew. And it will help you understand why you are dealing with certain issues in the classroom. 8 Parents say, “I think the reason why Johnny is dealing with this issue is….” And you know that may be the minor element and that’s not the real issue. You never say, “Excuse me Mrs. Johnson, I really appreciate your opinion, but I think the real element is…” That’s not the way to deal with the parents. Instead, you say, “Oh, do you think there is possibility of any other causes that can be connect with that?” You are not contradicting, you are agreeing. But often times there is more than one issue. 9 When parents make some decision, you accept is as much as possible, and back it up. First, it will show parents that you respect their decision. Second, the child will see much more connection and agreements between parents and teacher. Often times, when teacher makes a rule, parents are not going to be supportive. But when the parents the rule, and you agree to go with it, you have better parent-teacher communication and cooperation. And they will going to enforce more than when teacher made a rule. Q: If what they suggest something that will do more harm than good? A: There’s was one parent come up to me and say, “I know what I will do. I am going to do this.” I was thinking, ‘This child will REBEL!” I knew it. And the parent say, “I believe this is what God wants me to do.” That’s hard when they start saying something like this. I was just “Uh…” I’m just imagining seeing this child walk out the church. Within three months, that child was completely different child. And what the parents had said was right, and I was wrong. Because there are times parents do know more than teachers. Parents may know something that you don’t. Never disagree the parent’s decision in front of the student! One thing that child needs to learn is submission. They must learn to submit themselves to parents. If you don’t learn submission to your parents, you will never be successful in your life! When students come up and say, “My parents…” Even you don’t agree with their parents, say, “They love you. They know what’s best for you. They know better than any one else.” You need to give parents that support. Because you never want the child to be disrespectful to their parents. When students come up and say, “My parents told me to do like this.” And you know that’s wrong. Than just tell him that his parents need to talk to you, and you will work out. What children told you and what the parents told children could be totally different.

14 There are tendencies among parents to think that teachers are their baby sitters. “That’s a teacher’s job, isn’t it?” The sole responsible for the welfare of children is the parents. Children are entrusted to teacher, but those parents are still responsible for how we work with their children. They need to take that responsibility. When they ask “Tell me what to do.” You don’t say, “Well, Mrs. Smith, here is something we can do; this and this and this…” Instead, you say, “I don’t know Mrs. Smith. I have some ideas, but maybe we can look at it together. What do you think is the main key problems?” “….” “I agree, I have seen some of those things too. How can we work with it?” Try to work with the parents; take step by step. Handout: Responsibilities of the School Board

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If you have too many parents in the school board, you have parents operating school, instead of school board and teachers. Do realize the school board is your authority as a teacher. You don’t have authority to change the rule without the permission of the board.

Discipline Maximum reading assignments for average secondary students is 5-6 pages max. Content more than quantity. Recommended book: Dr. James Dobson (The new dare to discipline) Story of two teacher. Don’t smile until thanksgiving. “If you give me trouble for this, you don’t really like me.” It’s just the opposite. Don’t let them fool you. Somehow you need to realize that the strictness, being disliked for month or two is perfectly fine. (Of course don’t act in a way that is unlikable. No one likes to being told what to do. But if they realize there is a boundary, it can be a foundation that they can build on and they will be HAPPY, they will be SUCCESSFUL, they will LEARN. The most profound philosophy of Discipline is in the book Education chapter “discipline.” What is the object of discipline? Is training of a child for self-government. They should come to a point that they don’t need you to behave, it’s an internal control. You need to get to a point where your students are motivated intrinsically. You don’t want them to have motivation extrinsically. “To much management is as bad as too little. The effort to break the wall of the child is a terrible mistake.” “Under authority, children may appear like “Well drilled soldiers.” But when the external control ceases, the character found to lack strength and steadfastness. Extrinsic is not wrong. There is need for extrinsic control, but sole purpose of my extrinsic control should be for creating intrinsic motivation. Everything that you do must be to get to the point where they don’t need you. The goal of the teacher is to make yourself unneeded. Example, One mother told her child, “When you get mad, or about to do something bad, have you feel like there is a little man inside getting mad and he want to pop out, and makes you yell and makes you do this things?” “Uhuh.” “Ok. When that happens, as soon as you feel like that, I want you to run to me. You are going to come to me, and we are going to pray to Jesus together and we are going to figure it out, we are going to surrender our heart to makes sure that this little man doesn’t have control. OK? Don’t fight it, don’t do anything, just come straight, and we will take care of it.” This little kid run to mommy and say, “Mommy! I feel little man is rising!” Then mom says, “OK, let’s pray together. This is what Jesus says in the Bible.” Few days later the child says, “Hey mommy. Today I felt little man rising, and you weren’t around, so I just went to Jesus. Soon this child realized that he doesn’t need mom to do it with him. He can do it himself. When does discipline begin in the classroom? It begins before the problem starts.

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Ways to discipline before problem starts. 1. Rules being explained clearly. 2. Ways you conduct yourself. 3. How you set up your class – desk setup. 4. Motivating to learn – if you know how to motivate your students, you are not going to have problems with discipline. Common statements you hear from student who are not interested in school is “I’m bored.” 19C Much less time for school Many people even didn’t get chance to go to school. Very limited textbooks in curriculum options. Untrained teachers – no more than 8th grade. Incredible advanced made in literary line – tremendous writers.

21C You attend school 180 days a year. Lots of text books in curriculum options. We even have PhD in the classroom. Very limited literary accomplishment – junk writers.

Why? We have all these advantages today, but we ended with less! What’s the reason? It’s because we do not have students motivated to learn. In those days, learning was a privilege, they valued teacher’s information. It was biggest thing, it was special. Today, learning is a right. Teacher becomes a baby sitter, they don’t value their information. If you can get a student who is not bored, you won yourself a major battle. Some Extrinsic Motivation Factors That Are Natural 1. Classroom Environment – the way that student’s desk is setup. 2. Modeling 3. Instructional Strategy 4. Expectation – you must expect your students to succeed. When you have faith in your students, they will have faith in themselves. 5. Feedback – you need positive feedback. In an average classroom, 90% of feedback is negative. 6. Motivation by using attentive. See handout: “Reward, competition, and prizes.” 7 Natural Ways to Stimulate Better Attention 1. Gestures – move around, use your hands. 2. Focusing attention – physical action such as tapping on the board, 3. Varying your instructional style – in the same class, use as much methods as possible. 4. Using the pause – before and after you say something important. 5. Shifting sensory channels – switching through auditory, visual, hands-on. 6. Teacher movement – right to left, forward and back ward. But too much movement is worse. 7. Enthusiasm

If any of these is not natural, it’s going to be more distracting than getting attention. Nothing is more distractive than trying to do these things that are not natural. It’s not going to be natural for first time or second or third. It takes time. * Sister White tells us not to preach longer than 20 minutes. That’s the limit line for attention. Students are worse than that. Study has shown that the average attention span of students is maximum 11 minutes. That means you need to try variation. It’s better to give 15 minutes lecture, and activity for another 15 minutes, and finish with the 15 minutes summary than to have 45 minutes lectures or 45 minutes activities.

You don’t have to be lengthy to get the things to your children what’s being said.

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Ed 282 “This is the secret of power over your pupil. Reflect Him.”

Components of Discipline Plan What the plan to make a successful experience for you as a teacher and for the students? 1. Talk to former teachers: methods – results 2. Students thoughts on what went wrong 3. Set rules – be consistent 4. Teacher disposition 5. Know your students & expectations 6. Discipline plan Do we need to have rules? Ed 291 The greatest wrong done to a child or youth is to allow him to become fastened in the bondage of evil habit. It’s your obligation to help him to have self-government to release himself from that evil habit. Key of all discipline is to teach self-government. Discipline Plan 1. Rules 3-4 a. Few and well enforced – Ed 290 b. Something better – that is the watchword of education. When you take something away, you must provide something better. c. Students help make rules – they have ownership of the rules. Students are often better enforcers of rules than you are. If you make them to force the rule, you will get out of a lot of hassle. d. Broad basic essential rules – it should cover the broad section in one sentence. That’s how you have the few rules. Such as: 1) Follow directions – whatever teacher tells the students, they do it. 2) Keep your hands, feet, to yourself and don’t touch anyone else’s property – no hitting, no touching others, no fighting, no taking other’s thing. 3) Use appropriate school language – no put-downs, no bad languages, no teasing. e. Observable and continually in effect – for example, do not say, “You need to raise your hand before you speak.” That rule is not going to be continually in effect. There are sometimes they don’t have to raise their hand. If you make that rule, they don’t know when it will be effect and when it will not be effect. f. Choose rules that work for you – teachers have different personality, different tolerance level. You can’t use rules that are based upon someone else’s. There are some rules that someone will have that you cannot handle it. 2. Supportive Feedback 3-4 – What are you going to do when they are cooperative? This is not prizes for being good. But we should give a positive feedback for the reward. Some of the benefits are: a. Students are more likely to obey. b. Increase their confidence what they can do. c. Reduce negativity. d. Plan to be positive naturally – think of the positive things you can say. Think of the things you can do ahead of time. e. Sending note home to parents/Making a phone call – tell them ahead “I really appreciate what you are doing, and I want your parents to realize that and I want to you to realize that. So as you behave well, I will be telling your parents about that. http://breachrepairers.webs.com

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f.

Give attention when they behave – most teenagers long for attention. For lot of them, whether it’s good or bad, they just want attention. They will do stupid things in front of their buddies, even though they make fun of him, just because he wants get attention. Create an environment that promises “I want to give attention when you behave.” When they misbehave, quick to the point “Not allowed.” They get less attention for misbehaving than before behaving. When you create that environment, you have a dream classroom.

3. Corrective Actions a. Discipline Hierarchy – levels of consequences. For example, Piedmont Valley Camp: First, if you misbehave, you will get warning. One more time, you get demerit and you need to go and talk to head counselor. Two demerits, you are going to meet with the disciplinary committee and they are going to be taken care of. Three demerits, you will be kicked out of the camp. In the classroom, write the name in your notebook, if you have name written, that means he got the warning. Next time he gives you hassle, put a mark next to his name. Mark means you need to take the first step. The first step could be as simple as this: “Stay in the chair for one minute after bell rings.” Two marks two minute. Three marks call parents and meet in the principle’s office. Four marks, deal with corrective actions. For elementary school, you don’t have bell, so you can separate him from the group for five minutes. Recommended book: Assertive discipline Lee Canters

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