C.+Bridges

=Pre-work for the first webinar=


 * Question 1:**

Expectations: This process should only take a total of 5 minutes after entering classroom. These steps are to be made without prompting by Ms. Bridges
 * Entering the classroom:**
 * 1) Enter classroom quickly, quietly, calmly
 * 2) Greet Ms. Bridges
 * 3) Gather documents/packets from the Pick-up/Turn-in table
 * 4) Sit in assigned seat
 * 5) Place completed homework assignment in top left corner of desk
 * 6) Adjust mood card to fit mood
 * 7) Complete the Do-Now

Expectations: students are to be on their marks before completing their Do-Now. If a student does not have the materials needed to satisfy the On Your Mark requirements, they may access materials from Ms. Bridges’ desk.
 * On your mark:**
 * 1) Paper out
 * 2) Pencil sharp and ready
 * 3) Desk clear of everything unnecessary to lesson

Expectations: Students have 30 seconds to complete this task in silence.
 * Before a test:**
 * 1) Clear all items from desk except pencil. See front board for additional materials
 * 2) Place all purses, bags, books, folders, etc. under chair
 * 3) Students will SLANT to let Ms. Bridges know they are ready to move forward

Expectations: Sice Me will only take a total of 5 seconds. Once the sice session is complete, students will immediately transition to the task at hand.
 * Props: Sice Me**
 * 1) When prompted by Ms. Bridges (Sice Student A), class focuses eyes on student(s)
 * 2) Students will “sice” spotlight student by chanting “Ay, ay!” and dancing in seat
 * Sice: to give props. This term is commonly used in the DMV region of the U.S.

Expectations: students are to be in SLANT position during instruction time. Students are to also immediately transition into SLANT position when Ms. Bridges says, “let me see you SLANT!”
 * SLANT**
 * 1) Sit up
 * 2) Listen
 * 3) Ask and answer questions
 * 4) Nod your head
 * 5) Track the speaker


 * Question 3:**
 * 1) “Can I use the bathroom, please?”: Hand up; two fingers crossed
 * 2) “I need a new pencil”: quietly hold up pencil and wait for exchange
 * 3) “I need to get out of my seat”: one finger held up rotated in a circular motion


 * Quotes:**
 * 1) Discipline
 * 2) “If they are not doing what you asked, the most likely explanation is that you haven’t taught them.
 * 3) Management
 * 4) “Without them, management, even in the best systems, ultimately suffers from diminishing marginal returns: the more you use it, the less effective it is.”
 * 5) Control
 * 6) “To truly succeed, you must be able to control students, that is, get them to do things regardless of consequences.”
 * 7) Influence
 * 8) “Control gets them to do things you suggest; influence gets them to want to internalize the things you suggest.”
 * 9) Engagement
 * 10) “No matter what they’re thinking, what they’re doing is positive.”


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

By the end of the school year, my students will display the following:
 * 1) The confidence to solve any problem in math and the real world regardless of how challenging it is
 * 2) The ability to clearly articulate their thoughts, ideas, concerns, and questions with confidence
 * 3) The ability to articulate their learning styles to others and to exercise this learning style regardless of the format of a class
 * 4) Students will exercise leadership skills in and out of the classroom
 * 5) Mastery of 90% of the objectives with 90% mastery
 * I want my students to become academic risk takers. That is, students will seek out challenging material and concepts in ALL academic classes. They will understand that with practice, dedication, and perseverance, they can do ANYTHING.

“We have been problem solvers our entire lives. When we were babies, we had to figure out how to get our parents’ attention to feed us or change our diapers. When we were in elementary school, many of us had to figure out how to ride a bike. Today, as middle school students, many of you spend a lot of your time trying to figure out how to get what it is that you want or feel like you need, whether it be an new CD, an ipod, a pair of new shoes, a piece of candy, etc. Many of you are ready to be grownups. You want to drive your own cars, come and go as you please, buy the things you want, and etc. Believe it or not, you will be solving problems for the rest of your life. In order to do any of the things I just mentioned, you have to THINK. You have to strategically plan how to solve these problems. It is in math class that we really learn how to sharpen our problem solving and logic skills. It is imperative that each and every one of you take this time seriously if you plan on being the best version of you. Your performance in this class will impact you today, tomorrow, in high school, college, and beyond. “
 * 1) ** What connections will you make between the content you will teach and success in school, other content areas, in high school and in life? **

I will use the internet to research and compile a list of reasons of the importance of mastering math skills. I will also research statistics that explain the correlation between math scores and success.


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

In order to invest my students, I will make math personal. Math can be extremely challenging and each student needs to have a very personal reason for excelling in the class and/or subject. Each student will consider what it is that they want to do in the future. We will then brainstorm different reasons why math or skills developed in a math class would be crucial to achieving these goals. Additionally, I will ask students what their interests are and will attempt to infuse these interests into the curriculum. For example, if a student likes to rap, I may ask a student to write a short rap to help the class remember a certain concept.