#TeacherToolkit

[clevertalelover]

PowerPoint Profits Review: The joy of play with the power of knowledge.

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Read the full review here>>>

[kramersamantha]

Lesson 1: Document Document Document

MONTY ADAMS*

1st Quarter - 2008:

Mini-Skateboard

Spare mini wheels

Mini screwdriver

click...click...click...click...whiiish...wheeeee

Grinding the board on the edge of a desk then SLAM SLAM...”hehe nice”

In a classroom. 20 other students. Cooperating teacher looks at me for an answer.

This was my first year of teaching. One student. Would he take me down? Would I let him? Would they let him? Who could stop him?

2nd Quarter - 2008:

AXE body spray

Blue

Orange

Mini can

Value Pack

Spritzz....spritz....SSSSSsssssssss......”aaahh nice”

Coughing. Sighing. Complaining. 

“Miss...do something!”

What now?

That’s the moment as a first year teacher when I had to find my voice and find my way. Monty wouldn’t take me down. He wouldn’t derail every lesson, every day, all year. Or would he? He wanted to. He could if we let him. So what do you do?

LESSON #1 Document Document Document

It was this early in my career that I learned to keep a paper trail. I didn’t know yet what I would need it for, but when I didn’t know what else to do, I stood in the back of the room and wrote down everything.

9/2/2008 

Period 2: Monty asked to borrow a pen rather than take one out of his bag.

Intervention: I asked him to take out his own and he complied

Period 5: Monty took a very long time to fill out the book receipt.

Intervention: I sat next to him and walked him through each blank space, it was completed successfully.

Period 6: Monty clicks the end of pen on the desk for 10 minutes. He refused to take out his notebook.

Intervention: Mr. Shell from the middle school came up and spoke to him. He told him to act like he is in the 9th grade and that there is plenty of room back in Junior High if he wants to do 8th grade again. Reminded Monty that his "mom fought hard to get him here but MS Franklin Heights would take him back in a minute."

Period 8: Monty was talking out. Later he wouldn't fill out the note card about himself. Monty wouldn't take out his notebook or take notes.

Intervention: I asked him if he wanted to dictate the work to me. He did for a few minutes and then took over on his own so that he could participate in the activity that was going on in the classroom.

THINGS ESCALATE QUICKLY...

9/12/2008

pd 1 8:45am Class is doing work in Math and the instructions do not allow calculators. Monty takes out his calculator and begins using it do his work.

Intervention: Both teachers in room ask him to put it away multiple times. He is told it is not allowed and he needs to learn how to do these exercises without a calculator. He refuses and ignores the teachers. When I get my notebook out to write down his behavior, he stops using his calculator and puts his books away. 

pd 2 9:15am Monty does not want to sit in his seat for the Quiz. He finally sits but then picks his desk up and bangs it on the floor. 

Intervention: Ms. Kang tells him it is unsafe and not appropriate for the classroom. He still does it. Kang goes to get the Dean. Monty says to me, "Ya get Ms. Corn. I wanna talk to her right now!" Ms. Corn is in a meeting and can't come to the class. During the Quiz Monty taps loudly on the desk and whispers to classmates.

9:35am Ms. Kang begins lesson and Monty yells out, "Shit!" Another student says, "Watch your language?" Monty responds, "What up nigga?" 

Intervention: Kang tells him to talk in a professional way. He says, "I don't wanna talk professional! I'm not professional."

pd 5 11:15am Monty comes into class with a note that he was just with Ms. Corn. He slams door, sits down and puts feet up on the desk. Then says, "The F**king nigga teachers got me in trouble for no reason. I don't wanna be in this school."

11:35am Monty is banging loudly on desk to a rhythm, singing along with himself, "Uh…hey…uh…hey…soul….my bitch."

Intervention: I ask him to stop banging because it is impossible to teach with the banging. He stops and then starts clapping loudly to the same beat and sings the same tune. 

11:40am Ms. Curtis hooks her computer up to the LCD projector.  On her background is a picture of her son. Monty yells out, "Ugh! Get those niggahs off the screen!"

Intervention: He sees me write it up and says, "See, now she's writing me up for saying niggah."

And on and on and on...

Have you had a Monty? What happens to them? 

Well I could write for three days on all of the incidents there were between September and December, and the pages of anecdotals I was forced to type from my handwritten Composition Book for the lawyers at the inevitable hearing that took place after he was jumped on the street outside of school and both kids went away for a while.

LESSON #2 The Most Extreme Cases Usually Take Care of Themselves (more on these later)

What did I learn and how did it impact who I am as an educator and a leader?

The hundreds of interventions we tried and used and tried again and tweaked; that’s the “win” here. We may not save every student. We learn from each case and make it better for the next one, and help ourselves to help other students who are crying for help. 

SO here it is. Interventions we used that began to fill my toolkit that I would take with me wherever I went and with whoever I was working:

WITH ONE STUDENT!

Prompting

Redirecting

Refocusing

Positive praise of appropriate behavior

Clear expectations

Repetition

Directions read and explained

Direct Language

Verbal prompts

Non-verbal prompts

Student conferences

Timer for work completion

Timer for breaks

Timer to take data on off-task

Tallies of foul language

Tallies of aggressive behavior

Point system for on-task behavior

Planned ignoring

Assigning seats

Moving seats

Removing materials

Providing additional materials

Scaffolding tasks

Chunking tasks

Kindness

Soft-spoken encouragement

Jokes and laughter

Build Rapport

Modifying classwork

Modifying homework

Modifying assessments

Pair with preferred group

Pair with non-preferred group

Monitoring duties

Leadership opportunities at school events when possible

Referral to the Dean

Lunch detention

After-School Detention

Conference with the Dean

Functional Behavior Assessment/Behavior Intervention Plan

Edible incentives

Work related incentives

Conference with administration

Conference with guidance

Counseling with guidance

Teacher collaborative meetings

Parent meeting with teacher

Parent meeting with guidance

Parent phone calls with administrator

Parent meeting with administrator

WITH ONE STUDENT! 

EVERY STUDENT DESERVES THE BENEFIT OF THE DOUBT THAT “MAYBE THIS ONE WILL WORK...” UNTIL YOU’RE OUT OF ROAD...OR UNTIL THE STUDENT HITS THE POINT OF NO RETURN.

Recap:

Lesson 1: Document Document Document

Not because the lawyer needs the data, that may be the reason at first. Ultimately, the paper trail you keep becomes your road map and personal professional development. Reflect, rethink and revise the action plan to achieve a greater result next time. There’s always a next time. 

Lesson 2: The Most Extreme Cases Usually Take Care of Themselves 

Unfortunately, teachers are the first line, and an extremely crucial component, in the growth and development of children when they are in our care. But we don’t have them with us ALL day, and it is often in the unstructured and unsupervised hours, they have free will to do what they impulsively will do. It is then that they end up making the bad decisions that remove them from our classrooms and schools, and thus out of our hands without warning - and there’s nothing we can do about it. 

Just as students do, they come into our classrooms temporarily and they are told we will teach them. More often though, we are taught many lessons from our students and it is those lessons that we take with us after they have left out doors.

[sdellenty]

Teacher Toolkit Podcast with Top Global Diversity and Inclusion Leader, educator and author Shaun Dellenty https://lnkd.in/gFBrQVT via @TeacherToolkit #LGBTHM20 #ukedchat #educationalservices #teachers #primaryschools #primaryeducation #secondaryschools #internationaleducation #teachingandlearning #lgbthistorymonth #learningcommunities #youngpeople #diversityandinclusion #podcasts #teachertoolkit #teachersofinstagram #headteacher #authors #writers #bookstagram https://www.instagram.com/p/B83mibrl-IK/?igshid=adoup4gmfdk3

[ukedchat]

Book: Mark. Plan. Teach 2.0 by @TeacherToolkit via @BloomsburyEd

Book: Mark. Plan. Teach 2.0 by @TeacherToolkit via @BloomsburyEd - See the #UKEdChat review now at

Supported by Bloomsbury Education Three major elements are at the heart of what each teacher must do: plan lessons, teach students well, and mark the work completed. The sequence may seem repetitive, and obviously there are the usual distractions that can disrupt the routine, yet the essence of teaching is on providing quality teaching and learning to help young people achieve their potential.…

[hmc12345-blog]

Slicing Pomodoros

So, having (very)  recently made the leap into an SLT position, I am trying to digest as many books on leadership, time management, teaching, learning, etc. as possible. Fortunately my wife is due to give birth at any moment, so I have lots of time waiting and hanging around for something to start. I have been delving into a broader range of Twitter accounts too, getting outside the usual Economics/Business teacher set - we are an incredibly active and sharing bunch - and into some SLT and other subject related accounts.

The most interesting reading of today has been my discovery (sorry I am definitely late to the party on this one) of Stephen Covey’s time management grid, and Francesco Cirillo’s Pomodoro technique for increasing productivity. As such I have resolved to use these as I start my new role next term, in a bid to ensure high producI ativity and some time for my expanding family!

My proposition is to do both together. Covey’s technique is about dividing tasks in to an importance/urgency grid. Those tasks that are both important and urgent (to the current day) need to be done today and cannot be shirked. those that are less urgent but still important can be left until the first list are done (but must have a deadline attached for when they themselves will bump up into urgent and important). That then leaves tasks which are urgent but not important and those that are neither. This led me to the wonderful @teachertoolkit on Twitter, that left me with a puzzle - what on earth is not important!? Some further delving through links brought me to @leadinglearner who placed the emphasis on your job description (or that was my interpretation of his discussion - a fantastic and fascinating insight into an in-tray exercise he sets candidates for middle & senior leadership positions). Thus, activities that are outside your job description actual warrant little of your time and therefore need to be delegated to the correct person or caught up on at a later date. the examples given included meetings with other HoDs from other schools (urgent to the day, but not really that important to current job description and easily caught up on through minutes), and meeting with another HoD to discuss their budget (not important to you, not urgent to today) as such best declined.

So I have defined:

Urgent - must be done today

Important: central to fulfilling job description

This comes with the important caveat of course that your job description is correct and reflects the nature of your role and priorities. I have written a vision statement for my new role that I hope will drive this forward.

The second question is then how to combine that with Cirillo’s Pomodoro technique - allocating uninterruptible 25 minute slots to activities. Well, I am including a ‘how many pomodoros’ section to my to do list, this I hope will allow me to better plan out my days now I am becoming less reliant on a bell to tell me what to do at every second! That way I can focus in on really important stuff for a predetermined amount of time and no more. I know that I am a deadline oriented person, so I am hoping that lots of small deadlines will help me become more focused on getting work done, freeing me up time to spend with my family!

That’s the theory at least...

[eyebamiblog]

Growth Mindset: For Staff And Pupils — TeacherToolkit

Reading Time: 3 minutes How can we foster staff and pupil growth mindset? Many of us understand the basics of growth mindset and why it is fundamental for development. 31 more wordsGrowth Mindset: For Staff And Pupils — TeacherToolkit

[skybleueducation]

The latest The Education and Technology News! https://t.co/2h06f8Sv8E Thanks to @wittertainment @mathsian @TeacherToolkit #microsoftteams #covid19

The latest The Education and Technology News! https://t.co/2h06f8Sv8E Thanks to @wittertainment @mathsian @TeacherToolkit #microsoftteams #covid19

— Dr. Albin Wallace (@albinwallace) Oct 16, 2021

from Twitter https://twitter.com/albinwallace October 16, 2021 at 10:23AM via IFTTT

[crazyboytech]

Teaching Coding and Critical Thinking

Teaching Coding and Critical Thinking

@TeacherToolkit In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account through which he rapidly became the ‘most followed teacher on social media in the UK’. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday… Read more about @TeacherToolkit How can your school get started with coding in the primary classroom? In a…

[psychtrainee]

20 years of education FADS.

[kylieasateacher]

I also asked myself as to why I decided to teach or be a teacher. When I started college, I chose a different course as I was undecided at that time. It was an interesting course however, I got bored and felt it was not the right path for me. I then shifted to Education which I really love and is keeping me interested in. I found a lot of interesting reasons as well why I would like to be a teacher.

Here are some of the things that I find as my reason in being a teacher:

1. I'll get to learn also while I'm teaching.

As a modern future teacher, I find it best that I would be able to learn as well while I'm teaching. I want to have an interactive class where everyone can share their insights on a certain topic. In that way, I could also see their perspectives and learn some of the knowledge they have that I still do not know of not just limited to basic facts but also about new technologies.

“The love of learning is the single biggest reason to become a teacher.” @TeacherToolKit

2. Everyday is a different and new day.

My previous work as a Customer Service Agent would be taking calls and resolving issues about our products. Exact same things happen every day. Compared to teaching, every year is a new set of students, every month is a whole new topics, every week will have different activities, every day you gain new ideas and knowledge.

3. Passion

I found my passion in teaching. I love to take part on a person's learning growth. I want to make a difference in someone's life and that means my future students. Being a teacher would not be fulfilling as a profession, rather it becomes your life.

“Because #LEARNING is important and life-changing.” @alicekeeler

“Teaching gives the ability to influence kids & shape the world.” @TopDogTeaching

4. Learning new skills

As a teacher, you would know that you have to be creative as you would learn different methods, ways and approach to impart a lesson to the students. If you will stick to one, the learners will get used to it and be bored. It could affect their learning process as they will not be as interested as they were before.

5. Every lesson could be full of laughter and playtime for the students.

You can make your class very interesting to the students if you put games in a way that they can also learn. It can also be their only time to play and enjoy with friends. Some doesn't have the time to play outside and after school as they have responsibilities at home. Some could also have issues at home and can only enjoy within school. Students must enjoy learning and not be a burden as it will affect on how effective your teaching is.

These are the main reasons why I love to become a teacher. Why I should teach. We may have different passions and paths but we all started dreaming and learning in a school. A class where you enjoyed your youth while gaining. If you would like to be a teacher too, just always remember to do this because you have passion. 

[sdellenty]

10 education books for Summer from Teacher Toolkit, including mine 😊🙏https://buff.ly/2JEBkvb #shaundellenty #booklaunch #teacherbooks #teachertraining #lgbt #lgbtq #teacherdevelopment #teachertoolkit #summerreading https://www.instagram.com/p/B0DZdqjFiAB/?igshid=6xgw2xh2o7xy

[eyebamiblog]

10 Things To Do Before The End Of Term — TeacherToolkit

Reading Time: 3 minutes What do you need to do before the end of term? The end of term is almost upon us. Another school year is coming to a close and we can practically smell the sandy beaches and pitchers of margaritas. 17 more words10 Things To Do Before The End Of Term — TeacherToolkit

[robertd1981]

Favorite tweets

Big question for a Saturday I know but…How do schools set lesson objectives and outcomes? What's the best research and practice? Looking for advice @Strickomaster @MaryMyatt @RachelPiXL @johntomsett @MrTeece_ @teacherhead @TeacherToolkit @SLKLCLW @HeadLutthigh #ukedchat

— MrNHandley (@MrNHandley) Oct 30, 2021

via http://twitter.com/MrNHandley

[crazyboytech]

Research: Online vs. Traditional Homework

Research: Online vs. Traditional Homework

@TeacherToolkit In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account through which he rapidly became the ‘most followed teacher on social media in the UK’. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday… Read more about @TeacherToolkit Which format of homework (online or traditional) shows more benefits for student’s…

[ukedchat]

School leaders must not sweep teacher wellbeing under the carpet - #Teacher5aday

School leaders must not sweep teacher wellbeing under the carpet – #Teacher5aday

Heads need to take teachers’ mental health seriously in order to tackle the recruitment crisis, says Ross Morrison McGill

Teacher wellbeing should not be the inevitable casualty of working in a difficult profession. In fact, good mental health and wellbeing for teachers are critical to the future of the profession itself.

If we are to maintain a high-quality education, attract new teachers…