N.+Brashears

=Teacher Observations=
 * I observed in Ms. Collin's 7th grade Science classroom over 2 days. After the first day Ms. Collins told me it was not one of her best days (although I might disagree) but then I returned the following day during the same period. My take-aways from the experiences include:**
 * **She had all the student's names in a jar and she cold called from the jar for the answers to the warm up. This made sure that all students were completing the assignment to ensure that they had answers in case they were called on.**
 * **She had many small reminders and nonverbal cues that she used to monitor the behavior in the room. I could tell that these were keeping small problems small.**
 * **I heard her verbalize "I need 100% attention before moving on" showing how she was waiting for all students to have attention. She also mentioned things like "I'm waiting on this side" to acknowledge those who had given their attention and those that had not.**
 * **She took a few moments to celebrate A's when she returned a quiz. I really liked seeing the acknowledgement of students that were performing at such a high level.**
 * **When giving directions she was very explicit. For example she explained that volume was to be low because if it got too high they would lose the ability to talk at all.**

=Pre-work for July 30th webinar=

Question 1:

Entering the Classroom

Enter the classroom (greet the teacher at the door with an appropriate Spanish greeting) Pick up papers for the day at the table Put homework in the homework tray Silently take your assigned seat Open notebook and begin the Do Now posted on the board

Do Now Work silently and independently in your assigned seat Only notebook, paper, and pencil/pen on your desk Write the response on the weekly Do-Now sheet Copy down any pertinent homework When complete

Partner Work Turn to your designated partner (within the first week we will practice the transition to partners and how to tell who your partner is) Every partner should contribute Only Spanish (and relevant) conversations

Group Work Turn to your designated group (within the first week we will practice the transition to groups partners and how to tell who is in your group) Every member of the group should contribute Only Spanish (and relevant) conversations

Active Listening Position To be in active listening position students will exhibit the following actions: Sit up straight and silently Track the teacher Ask and answer questions appropriately Repeat orally and physically when prompted

Question 3:

Using the restroom: Students will only ask and be able to use the restroom when teacher is not leading the class (only during independent work time). Students raise hand and wait for teacher to give permission to go to the bathroom…Is there a school-wide pass system or bathroom policy?

Sharpening pencils: Students are expected to have a sharpened pencil by the time they start the Do Now. If a pencil breaks in class, the student will silently hold up their pencil. Then teacher will trade student for a sharpened pencil. Students are able to use a sharpener at their seat only if it does not require a trip to the trashcan.

Throwing away trash: Students are not allowed to leave their seat to throw away any materials during the class. They will keep the material at their desk and then throw it in the trashcan as they exit the classroom.

Quotes for each aspect:

Discipline: “teaching students the right and successful way to do things”

Management: “process of reinforcing behavior by consequences and rewards”

Control: “capacity to cause someone to choose to do what you ask, regardless of consequences”

Influence: “gets them to want to internalize the things you suggest”

Engagement: “give students plenty to say yes to, plenty to get involved in, plenty to lose themselves in”

What are big goals that you want to set for your scholars this year at Ranson? (Year bound, middle school bound, high school bound..)

1. Gaining credit for Spanish 1 to enter high school with high school credit 2. Gaining confidence in ability to communicate and use Spanish 3. Gaining a sense of community within the classroom, the community, and the world

What connections will you make between the content you will teach and success in school, other content areas, in high school and in life?

-Entering high school with high school credit will put the scholars on a track to continue taking more advanced language courses. -Spanish (or any foreign language) can increase job prospects, salary, study abroad, and similar experiences. -The exposure to other cultures can cultivate respect that can have lasting impacts on abilities to connect with diverse groups of people.

How do you plan on investing the students in these goals? (How will you inspire and motivate?)

-I will connect daily lessons and content to big goals. -I will emphasize the importance of Spanish outside of the classroom (college, workforce, demographics of Charlotte/US, travel, etc.). -Making connections between Spanish culture and the student’s own culture.