Secret 3 Part 7

Part 7 discusses the secrets of effective instruction: Introduction/anticipatory set, teach the new skill, practice the new skill with students, let them try the new skill on their own, and review what has been learned. These steps seem so simple and easy. Is there ever a time when you can leave a step out? If so explain when and why?

Secret 3 Part 5

On page 55 the authors provide a list of 8 cues to let you know if your lessons are appropriately paced. Describe one of your lessons where you felt you were on pace, and everything was firing on all cylinders.

Secret 3 Part 4

If your students were to rate your “enthusiasm” 1 being "none," and 10 being "best," where would they rate you, and why? What is the ideal rating to have?

How can you foster enthusiasm in your classroom?

Secret 3 Part 3

What is one technique you use to “teach students at his or her own level.”

Secret 3 Part 2

Share some of the hands-on activities, active learning, and ways that you create opportunities for active student involvement in your classes.

Secret 3 Part 1

“The best teachers make their lessons exciting and inviting by relating learning to real life.” Describe a lesson that you taught that you feel meets that criteria.

GeriAnn's Secret #1, Question #2

1.5 I agree with the quote: "We know that whoever is doing the "doing" is doing the learning." I have found that if I am having difficulty getting a point across, sometimes I just let a student try to restate or "teach" the concept in their own words to another student. It's thrilling to watch a student doing peer teaching and see that "AHA" light bulb go on...Occasionally I even have the students explain their "I never thought of it that way before" ideas to the class. And guess what? They get it! (Wouldn't it be wonderful if some of these peer helpers actually became future teachers?)

GeriAnn's Secret #2 Question 1

2.1 I don't believe that you can randomly tell everyone that they should set a specific number of rules. It depends on the class. I'd say that as few as three or as many as five rules is the range I would aim at. All students have the right to learn! So, rules and consequences for breaking the rules are necessary. (I've never posted the consequences for breaking the rules, so this is something that I need to think about.)
Respecting the rights of others is vital. All procedures should be geared toward achieving this status quo. As far as the procedures that are critical for a successful classroom I believe that the procedures such as how to enter a classroom, how to get prepared to learn (agenda and materials), and establishing a ready-to-learn mindset should be taught. The students need to know exactly what is expected of them. (I also think that rules and procedures should be continuously evaluated and revised as deemed necessary.)

GeriAnn's Secret #1, Question #3

1.6 It's very important to be proactive with the students whether in class, in the hallway, or with co-curricular activities. On Tuesdays during 8th hour reading hour we have library time. As we're lining up to leave the classroom, we review the procedure of how to remain quiet in the hallway.
When we leave the library to return to the classroom once again the "no talking on the carpet" procedure is reviewed. If there is an assembly for the class to attend, we discuss the "no talking on the carpet" procedure before we leave. We also talk about how where we are to sit and how we will be good listeners during the assembly. When we return to the classroom, if time permits, we have a quick debriefing (either immediately or the next class period). We also discuss what went well and what needs improvement.

GeriAnn's Secret #1, Question #1

Secret 1
1.2 When I have a lesson that doesn't take a full class period, I always over plan. Since reading their AR book is one viable option for Language Arts, I always try to have a purpose that ties in with the objective currently being covered either in the Reading or Language Arts curriculum. (For example we have been studying nouns and pronouns in L.A., so I have them locate a short paragraph in their AR book that has at least 5 pronouns in it. Then they copy the paragraph, white-out the pronouns, and trade the paragraph with another student to complete with person- al pronouns. Once checked, we discuss the relevance of an author using pronouns in their writing.
Another strategy is to have the students replace all of the pronouns with nouns. Then we discuss how the redundancy gets boring.)

1.1

"Sack Secrets" - We did this activity last week in class as an activity to start our unit on "What is Matter". (Unfortunately, I wasn't there when we did it this year). What I do is go around my house and gather up about 15 small items that will fit into a brown paper lunch sack. I try to find a variety of things so that the students can use 4/5 of their senses to describe different properties of the matter that is in the bag. They write down different properties of the matter in the bag and then make a "hypothesis" of what they think is in their bag based on the different properties that they have listed on their data sheet. When every group has made an educated guess, I open the bags to reveal what is inside. The anticipation level is high as they find out what is actually in each mystery bag.