Planning That Ensures Academic Achievement #4

In chapter Two: Planning That Ensures Academic Achievement talk about the five planning techniques, how they are designed to be implemented before go into a classroom. These techniques different from the other techniques because they are not done live in front of the students. These five techniques set the stage for your success when you enter a classroom. They are important links to the rest of the techniques found in the book Teach Like A Champion. These five techniques are critical to effective teaching because they deal with specific types of planning. To have any success in a classroom as a teacher you most organize and have good plans.

Technique #6: Is the first technique in chapter Two Planning That Ensures Academic Achievement: This technique  is Begin with the End is progressing from unit planning to lesson planning. Using a well-framed objective to define the goal of each lesson. Then to determine how you assess your effectiveness in reaching your goal. Then the teacher had to decide on the activity. Teachers have to ask themselves why am I teaching the material this material? What is the outcome I am looking for? How does the outcome relate to what your students need to have learned to be ready to move to the next grade?

In this planning chapter the 7th Technique are the 4Ms, (1: manageable, 2: Measurable, 3: made first,4: most important.)Manageable is the first m and it effective object should be of a size and scope that can be taught in a single lesson. The teacher needs to know how fast students can master information. If they need two or three weeks to master the basic skills. The second m is measurable, that is when you have writing assignments so that you can measure the students achievement. This lets the teacher understand what is working with the students and what is not working. The third m is made first this is when the objective comes first so it is designed to guide the activity. The forth m is most important this is an effective objective that focus on what is important in the lesson. To have a great lesson plan  you need to have all 4 M’s in the plan.

Technique 8 is post it: Post it is put in a visible location in the room so everyone can see it though out the room and when you enter the room. Teachers post the students important objective. Students that are aware that their work will be post it will help them work more intentionally for their work to be post it.

Shortest Path is the (9) ninth technique, this technique is the most direct route to get to the point and the shortest. The criteria should be focus on the goal and how to reach it fast. Teachers have to make their lesson motivated by switching among a series of reliable activities .

Double plan is technique 10: It  is  important to plan for what students will be doing during each phase of your lesson as it is to plan for what you’ll be doing and saying. Sometimes teachers forget to plan what their students will be doing. When teachers do both plans it is called double plan with this technique it helps the lesson move smoother and teachers and students have a better understanding of what is going on and what is to be done.

Technique 11 is draw the map: This is an effective planning tool that most every teacher use and don’t realize  they use it. This technique draw a map is the planning and controlling of the physical environment that support the  way the class should look like. Each teacher has there own image of how they classroom should be designed. A classroom should be designed in away that the students can communicate with each other comfortable  and see the board and do their work.

All these techniques in this chapter is to assist teachers in planning for their students. To make sure students and teachers are on the same page when it comes to completing the lessons. Also, to make sure the classroom is set up in away that encourages the students to learn and the teachers to teach.

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Setting High Academic Expectations

In chapter one Setting High Academic Expectations discuss one of the problems with high expectation. High expectation often include a wide array of actions, beliefs, and operational strategies, and spending more time on a task. This chapter looks at five technique to work on in a classroom to gain the high expectation teachers are looking for in there students. The first one No Opt Out, it’s when a teacher does not give a student a way out of a question. When a teacher ask a question in the classroom and calls on a student and the student does not answer or does not have the correct answer. The teacher either gives the correct answer or another student does. The teacher then goes back to the student that did not answer and has them answer the question. After using this strategy a couple of time students quickly relies no matter what they have to answer. There is no way of getting around it.T

The second technique is right is right. That is when a teacher sets a high standard on the student and have them believe that they can make their answer better even though it may be correct. It creates a high standard of correctness in your classroom. Teachers have to be mindful not to always say correct  answer because students stop looking for answer when they think they are right. Teachers need for students to believe and trust that what they say on a question truly matters to them and that the teacher has their best interest at hand.

The third technique is stretch it. This is when a teacher stretches the question and the answer. When a student answer the question even if they answer it correctly the teacher keeps on ask more questions from the question at hand. This extend knowledge and test for reliability. This technique is especially important for differentiating instruction. Teacher ask how or why questions and  have them think of other ways to answer. Teachers can even ask them maybe there is a better word to use and ask for evidence to defend their conclusion of the question or problem.

The fourth technique is format matter it’s not what the student say but how they communicate it.  Student need to be able to communicate their knowledge and express it in the language of opportunity. Students need to know how to speak in complete sentences that make sense and have knowledge about the subject that they are talking about. Being able to speak in complete sentences and write them can open doors to students in many ways. It can open the door for them for college and employment

The fifth techniques is without apology, this techniques is interesting because at one time or another you been in a class that was so boring it was hard for you to focus on what the teacher was teaching. without apology the teacher lets the students know that this is kind of dull, and they may not find it interesting but for the students to bare with him/her  and just maybe they might find something in the lesson that they like or even become interested in it. Teachers have to think quick and be efficient with the skills and techniques that they have to gain the attention of their students even when a subject may appear boring and  students lack interest. Teachers have to inspire their students to what to learn even the boring stuff. Teachers have to make materials accessible to students. Find ways to connect students to so they will learn and not be so bored but find some interest. Teachers just have to find a way to make it engaging and exciting.

The Art Of teaching and Its Tools

Reading the introduction: The art of Teaching And Its Tools was very interesting. It had a lot of information in it that I never thought about as a teacher. It also, explained how teaching is an art all by its self. To be a successful and effective teacher you should use some of these tools in your classroom. The tool and techniques that are used in the classroom to teach students vary from classroom and content areas. You as the teacher has to figure out which tool and technique you will use for your classroom. You as the teacher has to be skilled, informed and inspired to do the job. When you as the teacher go into the classroom and see your students the first thing you should ask yourself is “What can I do to make there learning better. How do I inspire them. What is the plan of action. Which tool and techniques should I use.” In this introduction it discuss several teachers that use various tools and techniques and it describe these techniques in a concrete, specific, and actionable way that lets you start using them in your classroom right away. In The chapter The Art of Teaching and Its Tools explains why they don’t use the term strategies but the term techniques. Strategies is a generalized approach to a problem, a way to inform decisions. Technique is a thing you say or do in a particle way.
In this introduction it also, explained how to use this book “Teach like a Champion” as part as the Art of Teaching and Its Tools. In other words use this book as a tool too. The structure of the book allows you to pick and choose techniques in order to improve your skills. In the classroom teaching the students and using these tools , students need to know techniques to pass test. Teachers have to assess students, They have to teach toward the standards.
The teachers  use these assessments and collect data on each students,  as the level of learning  increases. Being a teacher you needed a lot of tools and techniques. Its alright to use other teachers tools and techniques and make the use with your own unique way of teaching. In this introduction it shared other teachers tools and stated it was alright to use them. The bottom line to teaching the students is to allow and assist students to learn as much as they can and to be told in the way they need to be taught. `Many of the tools and techniques in tis book you properly  have saw in a classroom before. You may or may not have recognized it at the time. I feel you have to find teaching inspirational to have the energy that it takes to develop and promote a classroom of students that what to learn and enjoy learning. Its not easy being a teacher cause their are so many things you have to deal with and go through. Teaching is no longer teaching just to have the information. Now when you teach you are teaching for students to pass a test . Therefore, you are teaching for a test. That makes it harder because you have to have the knowledge and know how to use the techniques and tools this introduction talked about.  a child’s success should not be determined buy test scores. That failing to foster more abstract and deeper knowledge, this interfers with it.

Article Summart #1 “Is teacher education up to common core requirements?”

In the article “Is teacher education up to common core requirements?”  It discuss what the common core math standards are looking for in the students to know and do. The common core

math standards what students to be able to think critically, be able to reason, attend to precision, have an understanding of different concepts, and be able to apply it in math and in future

topic. In the article it talked about three teachers (teachers A,B,C),  and their methods and interaction with a student that did not agree with a math lesson that was being taught. Teacher

Teacher A did not gave the student a chance to explain why he/she did not agree with the math lesson. Teacher A told the student that he/she was wrong and the way the lesson was being

taught was correct. Then teacher B listened to what the student said about the lesson and why he/she felt that way. Teacher B did not go any further then listening to the student and

teacher B continued teaching the math lesson the way it was. Teacher C stop the lesson and engaged in a conversation with the student about why he/she did not agree with the math lesson

about odd and even numbers. Teacher C focus on what the student wanted to discuss and how he/she felt about the math lesson. Teacher C let the student explain his reasoning for his

critical thinking about the odd and even numbers. Then the teacher allowed the whole class to explore different concepts for the student to gain the answer to the problem that some even

numbers are odd numbers too. Teacher C was following the common core math standards that what students to; “make senses of problems and persevere in solving them, reason abstractly

and quantitatively, construct viable arguments and critique the reasoning of others, attend to precision, look for and make use of structure.” In order for the common core math standards

to be successful in the classroom all teachers have to allow students to use the skills that the common core is trying to get them to develop. Even if you are a teacher that feels that the

common core is a waste of time. Students need to be able to critically think and be able to know the reasoning behind a math problem with the understanding. Teachers have to allow

and encourage students to develop these skills, so they can apply it in future topic. When students develop and use these skills teachers will be able to facilitate education through

mediation. Students will no-longer have to memorize and repeat math problems.

Common Core Math Fifth (5) Grade

In reading the common core math for fifth grade, I realized there was a lot of information the students needed to now in order for them to gain the knowledge and understanding for the next grade level. The common core in math is designed to connect from one grade to the other grade. In order for teachers to be successful in teaching their math lessons to the students in the fifth grade, teachers have to know what the students learned in the fourth grade. Teachers have to review students prior knowledge. Therefore, the fifth grade teacher has to read the common core for fourth grade to better assist the students with their math and gaining the information and understanding they need to move forward.  As I was reading the fourth grade common core math I gained knowledge on why it is so important for students to have a strong foundation on their math skills and be able to understand operations and be able to solve math problems.

The common core math is giving teachers a break down of each grade level and what they need.  As I read and reflect back to the reading I grained the understanding that each grade builds from the next grade in math equation and applying the understanding to solve simple to complex math problems. Teachers have to know they need to read the grade level under them and then a grade level above them to assist their students in the understanding of math skills. The common core math standards are not just for one school or teacher it is for all classroom and teachers from Pre.-K/ Kindergarten to High School. The common core  math standard has so many variables to understand and apply.

In the fifth grade common core math the students need to now and understand what they learned in the 4th grade in order to build on their knowledge in math in the 5th grade.  In the 4th grade the students had to gain knowledge and be familiarity themselves with  fractions, multiplication, generate, and analyze patterns, and word problems.  In the 5th grade they have to apply their understanding of faction, division, and multiplication. Also, students have to recognize what is the volume as an attribute of three-dimensional space. Students have to know the reasoning behind division and multiplication. The procedure work based on meaning of base ten numerals and properties of operations. Then in the 6th grade the students have to be able to have reasoning about multiplication and division to solve ratio and rate of problems about quantities. Knowing the use of meaning and having the understanding of the use of the variables in mathematical expression. As I read I notice each grade scaffold from the prior grade and the math skills needed to have the understanding to apply the reasoning behind the math problem with out just getting the answer.

In order for students to gain the knowledge they need to build on their math skills teachers have to do the extra work. Teachers have to know how to teach the steps and skills needed from the common core math standards in the grade they are teaching and have prior and future knowledge of the student. Teachers need to be better trained and have more work shops to help them. If teachers from every grade learns the proper way to teach from the common core and be able to apply what they should students should be able to move forward in their math with little problems. Each math standards are important and in the 5th grade there are so many math equations  that have to be understood so they can move up to the more complex math problems.

We as educators have  to learn the common core math standards and apply them to the correct grade level. We have to but in the extra work so we as the teachers can ensure our students have the right tools to move forward in the math field.