Practice+Project+Reflections


 * What I Believe about How Students Learn Best**
 * atmosphere of challenge but not stress--delicate balancing
 * holding the standards high but reachable
 * free to ask questions
 * free to make mistakes
 * respect of teacher and classmates
 * modeling of new behaviors
 * using varied materials and methods


 * The Qualities of My Instructional Approach**
 * Plan, plan, plan
 * Use questions and problems from previous deliveries to anticipate or avoid them this time.
 * Use much motion and many gestures and signs
 * Include many ENglish derivatives of Latin vocabulary
 * Encourage students to read for non-academic purposes
 * leisure, pleasure
 * information, news, opinion


 * A Typical Day in My Classroom**
 * Review vocabulary for daily reading or grammar lesson
 * Read story, learn grammar rules, or answer cultural questions based on an article
 * (Often) rush to assign homework


 * What Do All Students Bring to My Classroom?**
 * Youth, activity
 * Abilities that I do not have, such as athleticism
 * Experiences that I have not had
 * Inquisitiveness


 * How Communication Will Work in My Classroom**
 * Students are free to ask any question broadly related to the topic
 * They can ask off-topic questions if we have finished the day's objective
 * I may feel unable to answer some for various reasons.
 * I may invite students to visit me outside of class time.
 * I may invite students to e-mail me the question or concern.
 * I comment on their assignments
 * I write commendations for excellent work and referrals for deficient and missing work


 * What I Expect from My Students**
 * Nightly time reviewing day's work and preparing for the next day
 * Punctual completion of assignments
 * Negotiation of extended due-dates
 * Informing me of the accommodations that they need


 * What My Students Can Expect from Me**
 * Carefully planned lessons
 * Instruction on unfamiliar instruments, such as Google Docs or the learning management system
 * Review of the kinds of assignments that they are most likely to make errors of comprehension on, such as translations and culture; not so much on vocabulary, in which errors are mostly orthographic
 * Preparation for exams
 * Timely grading and feedback on exams


 * Resources for Success in My Classroom**
 * Scanned PDF version of textbook and workbook
 * Textbook companion website
 * vocabulary practice
 * grammar practice
 * cultural links
 * Instructional posters for each lesson
 * on wall
 * downloadable from class website
 * Me during my planning periods, and before and after school

SourceURL:file://localhost/Users/Marc/Documents/Education,%20Schools/Pedagogy%20and%20Research/Inspired%20Teaching%20201107/Teaching%20Practices.xls
 * || New Things I Want to Try This Year ||  ||
 * # || Practice || Beginning ||
 * 1 || I get the most out of my students by guiding them to generate their own high level questions. || Stage 1 Culture ||
 * 2 || I ask thought-provoking questions as a constant part of the teaching process. || Stage 1 Culture ||
 * 3 || I continuously assess student learning using an array of tools and multiple opportunities that represent the diversity of individual students. || Stage 1 end ||
 * 4 || I teach students to engage in self-assessment. || Stage 2 ||
 * 5 || I take children seriously as evidenced by listening intently to students' ideas and concerns, responding to student comments with respect, and incorporating their input into classroom activities. || Stage 2 ||
 * 6 || I value students' ideas and intellect far more than their obedience. || Stage 2 ||
 * 7 || I know when and how to take time to care for myself. || Stage 2 ||
 * 8 || I know when to push students to learn and when to move out of their way so they can learn on their own. || Stage 3 ||
 * 9 || I build a classroom community in which students behave not because they are afraid of punishment, or because they seek a reward, but because they know that they are valued members of that community. || Stage 3 ||
 * 10 || I teach students strategies for preventing and solving conflicts. || Stage 3 ||
 * 11 || I encourage students to uncover and synthesize information as the primary instructional strategy. || Stage 4 ||
 * 12 || I facilitate trust among students and between students and staff. || Stage 4 ||
 * 13 || I inspire student to take risks as part of the learning process, and allow--even encourage--students to make mistakes within a setting which is understanding and accepting. || Stage 4 ||
 * 13 || I inspire student to take risks as part of the learning process, and allow--even encourage--students to make mistakes within a setting which is understanding and accepting. || Stage 4 ||