Hello Hurricanes,
In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. This month we will be focusing on student engagement opportunities in the classroom, by examining Teacher Talking Time (TTT) vs Student Talking Time (STT). The Instructional coaches will be creating data displays to present individually to teachers to reflect on the level of student engagement in their classes. Research states that teachers should roughly limit their speaking to 20% to 30% of the class time, with the remainder devoted to speaking/use of the language by the students. Student Talk Time (STT) should be around 80% during the course of the lesson.
An article from Cornerstone reports the following: “If you do fewer teacher-directed activities, that means the students will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task.Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work.”
Here are 8 ways teachers can talk less and getting students talking more:
1. Don’t steal the struggle. It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it.
2. Move from the front of the classroom. It’s easy to get in an instructional rut when you stand at the same place near the board all day long. Try occasionally sitting on the side of the classroom or in an absent student’s desk and say “I need someone to go up and demonstrate ___ for us.”
3. Teach students signals for your often-repeated phrases and for transitions. Cut down on conversations about bathroom/water/pencil sharpening/etc by teaching kids to use sign language to request permission: use sign language to indicate your answer back: yes, no, or wait.
4. Use non-verbal reinforcement for behavior whenever possible. A lot of the talking most of us do throughout the day is related to student behavior. Resist the urge to lecture students every time someone forgets their materials, interrupts your lesson, or makes an inappropriate noise.
5. Turn your statements into questions and prompts. Instead of saying to a group, “Nice work over here, I like the strategy you used for ___”, ask the kids to reflect on their own work: “Tell me how your group has chosen to solve ___.” Instead of telling a child, “Take a look at #3, that answer is incorrect” say, “Would you tell me how you got the answer for #3?” Not only will these questions get kids talking instead of you, kids will also have the chance to reflect on and articulate their learning.
6. Instead of asking, “Does that make sense?” say, “Can you put that in your own words?” If you’ve ever asked kids “Are you getting this?”, you’ve probably noticed you rarely get an insightful response. So, you either move on without kids understanding or you repeat something you’ve already said.
7. Stop repeating yourself. It’s tempting to say important points and instructions a couple of different ways to make sure every child understands, but that strategy can backfire when it’s overused. Kids learn that it’s okay to tune you out because you’ll repeat everything you say.
8. Notice moments when you summarize/review for students and instead get their input. If you hear yourself saying once again, remember, as I said, as always, so to sum this up, or don’t forget, that probably means you’re about to drive home an important point for the second or third (or tenth) time. Practice making those moments a chance for kids to share: What’s the rule about this? Who can sum this section up for us? Who remembers the way to determine ___? Some teachers even turn these moments into interactive activities, where the whole class does a hand motion, body movement, sound, or chant to indicate that they’re summarizing an idea or reviewing directions before getting started.
WILDLY IMPORTANT GOALS FOR 15-16
Goal 1: Each Quarter, 70% of SSMS students will pass the ELA exam
Goal 2: SSMS will reduce the number of students who miss five or more days of school during the year by 50%
Goal 3: SSMS will reduce the number of referrals which result in ISS and OSS by 20%
- “BEGINNING WITH THE END IN MIND”
Leadership Seminole Visit
On October 2, SSMS will collaborate with Casselberry Elementary and host Leadership Seminole! Please view the alternate bell schedule below.
Students will receive passes on the practice dates: September 23 and 30.
Local leaders will visit our campus to see our Student Leaders STORM!!!
21 Day Challenge
Our second challenge is underway!
Habit 2: Begin With The End In Mind
One of the best ways to incorporate Habit 2 into your life is to develop a Personal Mission Statement.
It focuses on what you want to be and do. It is your plan for success.
It reaffirms who you are, puts your goals in focus, and moves your ideas into the real world. Your mission statement makes you the leader of your own life.
You create your own destiny and secure the future you envision.
How can you Begin with the End in Mind???
Lighthouse Team Updates
The Leader in Me Symposium is coming to Orlando in January 2016!
The theme for the event is Stand for Greatness!
What do you STAND for in education?
View the Video Below to see highlights form the Symposiums held in 2015!
http://www.youtube.com/watch?v=0LAAxuAlzYs
2016 is an amazing opportunity to showcase our student leaders!!!
Important Dates:
October 2- Leadership Seminole Visit
November 5 Magnet Night
October 1, 2015 Magnet Tours Begin
PBS STORMS!
Click here for the PBS update for 9-18-15
There is no AIP update for this week.
Continue to STORM, Hurricanes!
TEACHER SHOUT OUTS!!!
A shout out to the following teachers for awarding students positive behavior referrals: Mr. Perri and Mrs. Utchel!
2015 – 2016 PROFESSIONAL DEVELOPMENT CORNER
For the months of October, November and January, SSMS will be offering professional development à la carte. This PD Carousel will allow you to select when you would like to attend the requisite Growth Mindset meeting, as well as two PDs of your choice. Each PD, descriptions of which can be found below, will be limited to 25 attendees. Technology – This session will focus on how to embed items (videos, PowerPoint, NearPod, Prezi…) and create buttons. Growth Mindset – This session is mandatory to attend once during the PD cycle. You will learn more about the tools available! Interactive Notebooks – Do you need support with interactive notebooks? This session will focus on logistics, tips, and offer collaborative suggestions for improvement and refinement. Collect and Analyze Data (Common Assessments) – Data…now what? This session will offer practical tips for data collection and ways to use data to inform instruction. Rubrics for Feedback – This session will focus on how to use rubrics to provide students feedback to help them meet academic goals & last but not least, The Instructional Model Overview – Would you like to learn more about Domain One of the Learning Map? This session is designed for teachers new to the SCPS Instructional Model.
PD Carousel – 1st Cycle Flyer
CLICK HERE sign up for your PD Carousel…tailored to meet your needs
GROWTH MINDSET!
eCampus Leadership Lessons
ANNOUNCEMENTS
- Our first Monday Morning Leadership meeting will be held 9/21/15 @ 8:30am in Media Center (Breakfast provided by PTSA)
- STEMExpo Flyer 2015 STEMExpo Commitment form
- Contact Mr. Bess if you are interested in participating.
- FDLRS Teaching Students with Disabilities Online Module is available in this short video from DTL at http://www.fl-pda.org. The video link is http://vimeo.com/113935831.
HAVE A GREAT WEEKEND AND DON’T FORGET TO SHARPEN THE SAW!!!
LEAD21-SSA PARENT NEWSLETTER 