Katie Malone - Biology

What are they doing?

Kingdoms Project presentations
Slideshow + Creative Element

Start with Today’s Goals

Made Close Relationships with Students

Trying to get attention “Thank you, _____ looks ready”

Formed bonds with students to be incredibly comfortable around students

Never raises voice, uses wait time

Make expectations for the people not presenting

Checks on student behavior during presentations

Includes in depth discussion after presentations

Finds relatable things about the topic to discuss (Fungi-different types of mushrooms people
use)

If a student has a different answer, she seems excited to check whether it is right.

Encourages students to be creative when making a project

Uses presence around certain students to encourage productivity

Monitors activity outside the classroom as well.

Checks in and summarizes at the end of class

Gives extra materials to continued learning

Seth Glasser - Algebra 1

Starts class with talking to students about what they might be interested in (Thanksgiving break
coming up, travel plans)

Goes through warm-up with class

Builds relationships even while passing out work

Less Reliant on smart board slides, uses it more as an side tool

Asks for questions while kids work on their own

Models how to do certain processes when confusions come up

Uses class time as a review day when nearing the end of the unit, students can use the time to
work, and the teacher helps them when they need it

Has consequences for previous student behavior

Retains relationship even when disciplining students

Checks up on students working in the hall Encourages work time up until the end of class

Bonds with students with shared interests

Very Kind with struggling students, helps them understand

Lets more active kids work in the hall to separate the loud personalities from others who might
be distracted

Before kids leave he Sets expectations for what to expect in the future

Holds students to expectations about dismissal

Lindsey Healey - Spanish 2

“I don’t have everybody, I don’t have everyone's eyes”

Uses posters in the class to elevate learning by having some of the learning on them

Bonds with students with mutual interests, answers bonding questions from students

She has classroom practices she lets the students participate in everyday

Asks “What are you doing over the weekend” But has the students answer in spanish to
simultaneously bond with them while incorporating material (Uses class projects the same way)

“Clase” - “Si Senora”

Stresses the Importance of things done in the class when students might not value it.

Very energetic, has a great personality while teaching, (Students say they really like her)
(Makes jokes to encourage relationships)

“Instead of me slowing my role, you’re gonna pick up the pace”

Has one student leave to fill water battles instead of everyone leaving

Uses physical rewards to encourage participation.

Has students pass out sheets so she can use the time in other ways

Uses different parts of the classroom effectively to engage students

Uses downtime to take care of things that need to get done (passing out papers)

Anne Tarkinson - Science 8

Lists expectations at the beginning of class

Very aware of the class, barely interrupts what she’s saying for redirecting students.

Survey with “Two people you want to sit next to, Two people you don’t want to sit next to”

Uses Skittles as a reward to read learning target, Uses this to enforce the LT

Uses wait time to get kids back on track

“Still Waiting”

Uses current popular talking points to generate interest in class

“I’ll wait again”

“What’s New in the News” warm up game to get energy up

Has common procedures in class so students know what is going on and have a sense of
consistency

Puzzle Piece Activity, students match a concepts with each other to make a full puzzle, Good
Review Activity, difficult for some students and can take some time
When a student needs to be redirected she calls him over calmly without alerting the whole
class and talks to him real quick about what he should be doing

Encourages students to participate in activities

Gives time limit for activity and communicates this to students

Stops activity early if taking to long, as there are other things to do in class. Tells them they can
finish later.

“You should be back in your seats in 20-15-10-5 seconds”

“You’re wasting everybody’s time”

Says “Eighth graders” as a catch-all for the class

Showcase of Learning document to informally assess student learning. Lists learning targets
met in the review and lets students use notes

On the Showcase of Learning, she has a level one, two, three, and four questions, all listing the
criteria for getting a 3 in that question

Plays music for students that is calming for study time

Gives multiple reminders for what they need to have done by the end of lass

Amy Archibald - MS Algebra 1

Uses time before class to hand out papers

Starts with a review warm up in the note books

Uses seating chart as an incentive to be productive and work together well

Waits for multiple hands to be raised before asking for an answer

Has clear and concise notes for students to follow along with

Walks around class to make sure students are understanding the material

Requires them to check solutions for full credit

Joy Decker - English 7

Starts with silent reading time to get students in the right headspace to be in cass

The ONE rule: Feel free to do anything that does not cause a problem for anyone (this includes
yourself and the teacher)

Uses reading time to take care of thinks she can’t do while teaching

Reinforces how procedures should be run if students are acting off task

Shows other student examples of a project to show what meeting the standards look like

Uses questioning during teaching to review concepts “What is a minor character?”

Use humor to bond with class but doesn’t over use it

Goes over expectations during work time so students know what they should be doing and are
set up for success

Helps students be successful at every opportunity by telling them to make notes that will remind
them of due dates or of strategies to use

“I have a feeling you’ll be more successful in that spot”

Uses Brain breaks for students to take a break (Funny Cat Video)

Checkout sheets for materials like pencils and books and whiteboards, regulates who has what
at what time. Check out system for leaving the classroom to keep track of who is where (Where
do you need to be? Bathroom/Media Center/Counselor/Other)

Uses posters around the room to support learning

Reviews what is on the agenda at the beginning of class

Assigned Numbers to tables so she can call groups by table

Shares room with another teacher, keeps room split so that the math teacher has their own area
of the classroom with their materials and Joy has an area with her materials

Has students pick the book for their project as a way to differentiate for different levels of
learners

Reads along some students who aren’t quite at that level themselves
Dismisses by Table and calls on groups to put materials away and clean up parts of the room

Alli Clifton - ELD

“How’s it Going…. That makes me happy to hear”

Starts class with a game to get kids ready to learn

Always greets students with kindness and treats them like she's always happy for them to be
there

Encourages Kindness

Very Friendly with the students, builds great relationships that way

Scattergories, helps build vocabulary confidence

“Welcome Circle-If you could have any superpower…..” Used as a get to know you question at
the beginning of the class

Has Learning Target on the board to display it for the students

Enforces “no food in the class” rule if she sees food out on the tables

“I’ll wait”

“I’m still waiting for a few of us to settle and focus”

Seems to understands the climate of her class and how they understand direction

Plays game to get class participation on the learning

Stan Lakin - Geometry

Students immediately know what they are supposed to be doing as class starts. He sets piles of
notes on one of the front tables and lets the students grab them on their own

Uses this time to have students settle in a little before the lesson starts

Uses visuals to help students learn who might need it

Uses Chess piece analogy to relate to translation

Notes all printed on one piece of paper to save space

Keeps Students attention with notes. Expects all students to be writing in notebook

Gives time for students to discuss how to do a problem, but quickly moves on so that they have
enough time for working on HW

Walks around classroom making sure students are helped if they need it

Uses Interactive Notebook so that students are able to look back through it while doing work

Pulls up homework on the board to help them during HW time

Put handouts in notebook FIRST so they don’t have to waste time later

With the More well behaved class he trusts the students to dismiss themselves

Ashton Miller - 6th Grade Math

Begins class by reviewing what they learned last class

Has Schedule for the whole week listed at the front of the classroom

Lets students know what they will be doing today

Lists materials needed on the board

Uses color on the slideshow to highlight important things

“Invisible Math” Poster, Looks EXTREMELY helpful for students to visualize those concepts

Encourages students to look in their notebook for help doing warm up problems

Before the Fire Drill, she establishes the expectation that students should go immediately back
to work when they come back in

Uses questioning to enforce prior learning “Do the decimals always need to be lined up

Has students help clean up the room when they are done with a task

Has students copy her notes exactly so they should look the same

Waits for many hands in the air before calling on a student

Gives wait time for slower students to catch up on notes

Gives white boards to the students without drawable desks so every student can have the same
access to whiteboards

Pencil checkout + headphone checkout for students asking for materials

Goes of the “Plan of the Day” slide so kids know what they should be doing

Lists student expectations for work “base = what? Height = what?”

At the end of class reminds students of what they need to remember “I saw a lot of people not
boxing their answer”

Checks every students Ticket Out the Door before they can leave

“I’m waiting for everyone to be sitting down” Enforces that kids cannot leave without following
the instructions first

Tami Wolff - English 8

Awesome classroom vibe, feels comfortable with comfy chairs and dimmed lighting

Intro question “Are you staying or going for thanksgiving”

“This is not what we are doing right now, get out your reading log”

“Read-a-Latte” They have a day to bring drinks and snacks while watching a movie and
comparing it to their book

Posts student examples of work on the wall with examples of 3s and examples of 4s

Reads aloud an example on the slideshow, lets students follow along with what she is reading
on their own

“Hey…. We are supposed to be doing this with our voices off”

Uses quickwrite time for students to cool down at the beginning of class

Also uses quickwrite time to get things done that she needs to do

Uses a seat change as a consequence for behaviors

When redirecting a student, she has them wait in the hall, then comes to talk to them when
there is time. Afterwards she catches him up on what they’re supposed to be doing

Sets a timer for students to work during that time

Uses questioning to lead students to an answer

Encourages students to work together to come up with answers to a question

Has a student tell her what they are supposed to be doing after she is done explaining

Encourages students to work creatively

Shows students examples from previous classes to display what the students should be striving
towards

Uses LANSCHOOL to monitor students' computers, if a student is doing something they aren't
supposed to, she screenshots it and sends it to their parents so that she doesn’t have to spend
time in class dealing with that issue. “Pick your battles” is what she said.

Problem solves with students to figure out what they should be doing if they’re behind

Checks multiple students for completion of the in-class activity as incentive for students to
participate. Stands at the door before students leave to collect work to manage dismissal

Kyla Walker - World History

Begins the class by discussing what the sub said about their class, informs class of the
expectations of what she should hear from the sub

Informs the class of what they should be doing during work time, and what questions they
shouldn’t be asking, like “can I go here to work…”

Has students come up to her to show them their work so they can get feedback.

Lists possible words the students can use in their writing

Informs students of what they can do to get a 3 or a 4 while giving feedback.

“The only thing that would make my life easier is if you highlighted your vocab words” Enforces
that the student still has done great work but she could improve it to get a 4

Makes feedback brief and to the point

Class expectations makes it so students are able to work quietly and productively

Uses Work time in class to get her own work done

When a student isn’t working, she comes over to him and makes it clear she knows he isn’t
working, and suggests ways he could try to get some work done, “Headphones to block the
noise, get out your packet to look at while you write”

Goes One by one through each student asking if they have their assignment turned in at the
end of class

Supports students working in different ways (Student wants to handwrite their essay because
she works better that way, she says its fine)

Lets class know how much longer they have to work so that they can gauge where they should
be at this point

At dismissal she reminds students what they should have done by next time informs them of the
plan for next time. Also reminds them of what should’ve been done by the end of class

Andrea Frost - Beginning Band

Students question a difference about the room, She uses it as a learning opportunity to explain
why it sounds different

Beginning of class, she goes over the procedure for the concert the next day

Uses announcement time efficiently by doing their daily stretches

Different instruments are separated so that different students can have the teaching focused for
them (Having brass and woodwinds in one class is like teaching spanish and german in one
class)

“What’s our Learning Target? To stay with me!” Reflects on learning target from previous
classes as well.

“If you don;t know, where are all the answers” (Your notebook)

“I hear 4 people answering” (to get full class participation)

“What feels better, “I’m struggling Im gonna get this” or “I can’t do it its to hard”” applies to
anything we do
Uses anxiety and stress as a learning opportunity

Very supportive when it comes to making mistakes “do we make mistakes? Yeah! Are we
gonna make less mistakes next time? Yeah”

Student gets distracted “We’re focused up heare” and then immediately moves on

Brain break, stand up and tell someone you aren’t sitting by that theyre doing great in band and
what you are doing for thanksgiving

Cross content learning - “When I say penultimate measure, what does that mean?”

Leaves time at the end of class for questions about what is happening in the next couple of days

When borrowing a room, enforces that students leave the room as clean as how they found it

Adam Woodruff - 6th Grade Math

Starts with important vocabulary for the lesson (parallelogram, parallel, area, base, height)

Uses lines we can see in the room as a comparison to describe parallel lines

Uses mnemonic devices to describe “Rhombus” (a square got hit by a bus)

“This is the base - Say Base!” to enforce vocab

“Let’s Be Sixth Graders Today”

Uses visual learning to enforce math concepts, he cut a parallelogram and rearranged it to be a
rectangle to show how the area is constant

With Fill-in-the-blank notes, gives options for what can go in the blank (Is it the space inside or
the distance around?)

“This is the piece you’re going to struggle with, your eyes should be up here”

“You can’t just hear you’ve gotta see what we’re doing”

Uses kite analogy to talk about why height is not necessarily a side length

Uses highlighter colors to enforce which concepts are which

Lets students use half of class time as practice time, enforces expectations of a quiet classroom
without distractions. Walks around during practice time to help students who may need it.

Relates to student interests like sports

Uses practice time to get menial things like attendance done

Uses technology to guide student learning like IXL

Gives challenge problem at the end of class for accelerated learners

Plays Mario Kart at the end of the class as a brain break

Lilly Halboth - English 9

Set up of classroom - U shape around the speaker, keeps student focus inward

“Weird Word”

“Take a moment, look at your partner and say “You’ve got it today””

Start with an assessment Practice example before launching into the assessment

Leaves important words on the board so she can refer back to them in a later lesson

Sets expectations for the video watching time, walks around to each student, checking that they
have their notes open and are writing what they are supposed to be

Encourages students to think critically by talking about multiple different interpretations

Uses color to separate evidence and analysis’

‘
“I’m hearing from you…..” When student is on the right track but not entirely there

Gives options for short film for students to use, so that they don’t spend too much time
choosing

Shows examples of 3 or 4 student

Sign up board for talking to the teacher, 4 categories, totally stuck, I’ll keep going but quick
question, Doing well but would like feedback, Write me an ELO pass. Maybe add one for
leaving the room?
Uses headphones so that kids can focus on their own work instead of someone else’s