Ch.3+activities

Activities

1. Make a list of all the qualities of role models. Group them by attribute, trait or quality. Identify which traits or qualities they need to develop or enhance. Have the students write a professional action plan or goal that will help them develop these skills. 2. The ability to use “I statements” has been identified as an effective communication tool. Reword the statements in Appendix iiii by making them “I statements”. 3. Teacher expectations can be very powerful. Jot down both positive and negative examples of how a teacher’s expectation helped or hindered your academic success. 4. ·  Angry · Frustrated · Bored · Confused · Excited · Proud 5. Active listening is often difficult to do and one must practice using acknowledgements and door openers. Using the following scenario, map out a conversation that you might have if you were practicing your active listening skills-write out the dialog you think will occur. Jerrell has had another fight on the bus, Mrs. Allen the bus driver comments that he has a chip on his shoulder every time he gets on the bus, however, Jerrell states that Mrs. Allen hates him and always let’s Bryan (the boy he hit) “bother” him. You suspect that Jerrell has issues at home and would like to discover Jerrell’s real feelings and problems.
 * 1. List non-verbal behaviors that reflect the emotion.
 * 2. What physical clues would a student display if her/she felt angry, frustrated, etc.
 * 3. How might someone misread the clues?

6. Think of the various teachers you have encountered during your education. What characteristics or qualities did your teachers possess with whom you had a positive-student teacher relationship. Now think of several characteristics or qualities of a teacher with whom you had a difficult relationship.

7. Using the website [] Have students take the cultural gestures quiz.

8. Mapping a classroom often gives one insight into the nature of the student-teacher interaction. Have students create a model of a classroom (or create a mock classroom) and have them trace the teacher’s traffic pattern. [] is an interactive classroom setup program.

Use this model to answer questions such as: · Where did you or the teacher spend the most time? Least time? · Were any students ignored? Were there specific reasons for not interaction with these students? · Did the classroom arrangement influence the teachers’ movement? · What changes need to be made in the walking pattern? · What changes, if any, would you make in your classroom arrangement? Using the same map template instruct the students to complete the positive/negative student interaction activity.

USEFUL WEBSITES
Building Relationships/Partnerships with the Latino Community []

Teacher Quality and Student Achievement: []

Critical Issue: Building on Prior Knowledge and Meaningful Student Contexts/Cultures (audio files included) []

Cultural gestures meanings []

Classroom design [] Constructing I statements []