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Robelia - Teacher Toolkit
Robelia - Teacher Toolkit
https://www.edutopia.
The When a tense situation arises, First-responder mentality: stabilze first. Both teacher and
>Outbursts, >When a student retaliates, >Count to 10 and then respond. org/blog/classroom-
respond with a 2-step approach: student need to be free of anger, calm, and willing to
14 Intervention immediate stabilization and listen to the other's POV. Depersonalize the incident.
>When a student calls you or another
student a name
>Have responses for all the typical
reactions and behaviors.
management-
intervention-two-step-
Two-Step intervention to resolve the issue. Deflect attempts to argue. Use humor.
richard-curwin
Ms. Robelia's Teacher Toolkit
# Strategy: Definition: Steps to Implementation: When to Use: Strategy Variations: Resources:
This is a classroom management
tool that can get students attention. >This is great when you need to get the
>You can add clapping. > Have
With practice, students will student's attention or curb behavior.
>The teacher says a prompt. > Students respond students help create Call Backs.
15 Call Backs automatically know the correct
response to your prompt. Ex:
appropriately with words and sometimes actions.
>There are so many lists of various Call
Backs for a variety of situations. Some are
>Break up the day with prescribed
Call Backs.
Macaroni Cheese... everybody silly and some get to the point.
freeze
Card that state: You rushed
>It might be nice to add some
through this assignment and made
>When a student turns in sloppy rushed word and you >This allows students to recoup points strategies for slowing down or
Speeding careless mistakes. Please redo this
recognize that they did not focus or do neat work, clip and redo work but it also calls them out focusing. >You could also add an
16 Ticket
assignment. Turn in the
assignement along with corrections
this to their work and have them try again. >They will and shows students the value of slowing invitation for the student to ask the
turn in the work by the date stated. down and focusing. teacher for tips or to ask questions
by the following date. Due Date:
about their work.
____
>You could also explore different
>This is a great way to reward students
critters as long as they are quiet,
A jar of pom-pom critters with >When a student is working quietly, you can reward who are following directions and
17 Quiet Critters googly eyes. Pretty simple. them by giving them a quiet critter to take care of. encourages positive classroom
simple, and not distracting. They
would need to be small, soft, and
management.
fairly inconspicuous.
Preprinted tags that students
>When a student does something praiseworthy or needs >You could also have one class set
receive for accomplishements. >This is a great way to reward students
some encouragement, the teacher can distribute s tag and put them on lanyards. Then the
18 Brag Tags Students can collect them, take
them home and show their family
when appropriate. >The student can put it on their desk
and encourage good habits and
successful learning strategies.
students could wear or display them
or add them to a key ring. for the rest of the day.
and friends.
Card that state: Please stop what
you are doing and rethink your >When a student is making poor choices or
>This keeps distractions to a minimum
behavior choice. Bring this card misbehaving, hand them a warning card. >They will >Time increments can be changed
and serves as a silent drive-by. > It also
19 Warning Cards back to me at the end of class and
tell me what you were doing wrong
follow the directions on the card. > At the end of class or
whatever time increment you put on the card. the
requires students to think about their own
to meet the needs of the teacher or
situation.
behavior and choices.
and how you are going to make student will speak with you and discuss better choices.
better choices.
https://www.
thepathway2success.
How to respond in lieu of these >This may also fit when students
com/what-to-do-when-
Don'ts: >Don't just punish. >Don't are being attention seeking in
Response to a >Keep teaching. >Give wait time. >Ignore small students-refuse-to-work/?
send student out of room. >Don't general. >These are helpful when
behaviors. >Be reflective. >Meet privately. >Use logical utm_medium=social&utm
20 Child Refusing get in a power struggle. >Don't act
out of frustration or anger. >Don't
consequences. >Give choices. >Focus on the
>When a student refuses to work. deescalation is necessary. > There
is also a great list of specific
_source=pinterest&utm_c
to Work use threats. >Don't embarass
relationship.
deescalation strategies and
ampaign=tailwind_tribes&
utm_content=tribes&utm_
students. techniques at the resource link.
term=481947190_167120
50_124814
SCIENCE: I think this is most helpful
>By generating examples and non-examples, giving defining scientific vocabulary. Things that
characteristics, and/or drawing a picture to illustrate the are black and white. >Develop
>Change the 4 elements to:
meaning of the word. This information is placed on a understanding of key concepts and
• Examples
chart that is divided into four sections to provide a visual vocabulary. >Draw on prior knowledge to
• Non-examples
The Frayer Model is a graphic representation for students. Elements of a Typical Frayer make connections among concepts.
• Essential Characteristics http://www.
organizer for building student Model >Compare attributes and examples.
The Frayer • Non-essential characteristics theteachertoolkit.
21 Model
vocabulary. This technique requires A typical Frayer “ 4-square” model includes the following
students to define target vocabulary elements:
>Think critically to find relationships
between concepts and to develop deeper.
com/index.php/tool/frayer-
>Give students a Frayer model with model
and apply their knowledge. • Definition (either from teacher or in student’s own >Understanding of word meanings. >Make
all the squares filled in and ask
words visual connections and personal
students to guess the vocabulary
• Examples associations. >Review key vocabulary
word.
• Non-examples before a test or quiz. >Create a
• Characteristics or illustration of concept “vocabulary wall” for quick reference of
word meanings
Ms. Robelia's Teacher Toolkit
# Strategy: Definition: Steps to Implementation: When to Use: Strategy Variations: Resources:
>Student-Created Guided Notes
As a cooperative-learning exercise,
>Create: Decide what is most important for students to a group of students can be assigned
understand in the presentation or reading for which they SCIENCE: I think this is most helpful a section from a text and asked to
Guided Notes are teacher-prepared will be taking notes. >Prioritize: Prepare a set of notes defining scientific vocabulary and lecture compose a set of Guided Notes
handouts that outline lectures, that contains the essential information from the based teaching. >Provide framework that based on its content. The teacher
audiovisual presentations, or presentation or reading. Underline or highlight the key students can preview before a can then review and edit the notes
readings, but leave blank space for concepts, facts or information that students will be presentation or a reading. >Accommodate as needed before providing them to
students to fill in key concepts, responsible for writing into the final version. Next, diverse learning styles. >Keep students the class. http://www.
facts, definitions, etc. Guided replace those concepts with blanks for the students to fill focused and engaged. >After a lecture to theteachertoolkit.
22 Guided Notes Notes promote active engagement in. >Explain: Prior to handing out copies of the Guided
during lecture or independent Notes in class, ensure that students understand their
serve as a review. >Help you monitor
student comprehension of key concepts.
>Context Clues Cloze Exercise com/index.
The teacher prepares a paragraph php/tool/guided-notes
reading, provide full and accurate responsibility to fill in each of the blanks with the >Serve as a review document for with certain words left out. This
notes for use as a study guide, and appropriate concepts, definitions, or other content to students. >Assist ELL’s with support in the cloze tool can be used to evaluate
help students to identify the most help them understand what they will be seeing, hearing, structure/outline of the language, so they the use of context clues by the
important information covered. or reading. Review: Discuss the correct answers with the can focus on vocabulary building and student to fill in the blanks with
class as the presentation progresses or after the concept understanding appropriate words that fit the
reading. context of the paragraph. This can
also be used as a diagnostic
reading assessment.
1. Read: Assign a section of text and ask students to find
three to five quotes from the text that they think are >Film-Watching: Students can use
particularly interesting. The quotes may be something this same strategy while watching a
they agree or disagree with, something they find film, choosing five moments in the
interesting, something they didn’t know, something they film, five actions, five characters,
would like to tell someone about, etc. five images . . .
* For elementary students, only have them prepare one >Using Images: This same process
This discussion technique quote. can be used with images instead of
ELAR: I find this especially helpful to
encourages meaningful classroom 2. Write: Pass out index cards or slips of paper to each quotations. Give students a
engage students while reading. >While
conversations by eliciting differing student, one card for each quote they have found. On collection of posters, paintings and
reading a story, novel, professional article,
opinions and interpretations of text. one side of the card, ask students to write down the photographs from the time period
or chapter of text. >After completing a http://www.
Asking students to think about their statements from the text. On the other side, instruct you are studying and then ask
Save the Last reading selection that could be debatable theteachertoolkit.
23 Word for Me
reading stimulates reflection and
helps to develop active and
them to write any comments or feelings about their
statements.
or thought-provoking. >Before students
students to select three images that
stand out to them.
com/index.php/tool/save-
debate a topic. >When teaching fact vs. the-last-word-for-me
thoughtful readers. Save the Last 3. Group and Share: Divide the class into groups of 3-5 >Using Question: Ask students to
opinion and how to support an opinion.
Word for Me also prompts students. All students in the group are allowed to share write down three “probing”
>As a researching or note-taking tool
classroom interaction and one of their quote cards. The first student reads one of questions the text raises for them.
before writing a paper.
cooperative group discussion. their quotes to the group and shows where to locate it in Students answer the questions on
the text. However, the student isn’t allowed to make any the back of their cards. In small
comments about his or her quote until the other groups, students select one of their
members of the group give their reactions. Therefore, questions for the other students to
the student gets the last word in the discussion of the discuss (see Sentence Stems or
statement. This process continues until everyone in the Talk Like a Genius for question
group has shared at least one quote and has provided stems).
the last word in the discussion.
ELAR: I find this most helpful when we
This strategy actively engages are brainstorming during the writing
1. Question: Pose a prompt that has multiple answers.
students and encourages process. >During Guided Practice to get
Have students write down as many responses as
participation by all. Students write students talking about the material just
possible. >Whip Around, Sit Down
down responses to a question or covered. >As a warm up activity to discuss
2. Whip Around: “Whip” around the room, calling on one >One Word Whip Around http://www.
prompt given to them by the highlights from yesterday’s lesson. >As a
student at a time. Have students share one of their >Whip Around Poll theteachertoolkit.
24 Whip Around teacher and quickly share their
responses with the class. Students
responses. When called on, students should not repeat
closing activity to summarize information
covered in the lesson. >To have students
>Answer or Pass com/index.php/tool/whip-
a response; they must add something new. >Select-a-Sentence Whip Around around
have to pay attention and listen provide evidence from a text. >As a
3. Discuss: After completing the whip around, have >Whip Around Ice Breaker
closely to their classmates’ brainstorming activity. >To help students
students discuss which ideas and themes showed up
responses to compare them to their uncover common themes. >As an
most in their responses.
own. icebreaker to help establish a positive
classroom environment
Ms. Robelia's Teacher Toolkit
# Strategy: Definition: Steps to Implementation: When to Use: Strategy Variations: Resources: