Developing an inquiry-based classroom engages students’ attention and promotes deeper learning of the content. A few inquiry-based classroom basics, based on resources from the Great Books Foundation, are listed below. For more detailed information, please visit: https://www.greatbooks.org/emu/student-and-teacher-behaviors-in-the-inquiry-based-classroom/
Inquiry-Based Classroom Basics
- Develop their own ideas before the teacher gives a “right” answer.
- Say what they think because it is a safe environment.
- Students speak and listen respectfully to one another.
Critical thinking Skills
- Develop strong ideas about the meaning of what they read.
- Offer evidence from the text to support their ideas.
- Respond to each other, rather than only to the teacher.
Participation and Engagement
- Students participate willingly in the activity.
- Students participate are interested and engaged in the process.
One of the biggest challenges teachers face is getting (and keeping) their students' attention. Learning to do so takes time and practice, but effective teaching requires it.
Tips for getting students' attention
- Praise students for getting (and doing) the signal correctly.
- Make it fun! Change it up and say (or do) the signal fast, or slow, soft or loud.
- Practice, practice, practice! Go over your attention signal until your blue in the face.
Here are some ideas to try
- Attention signals
- Timer or a count down
- Using proximity
- Precision commands/requests
- Do not talk over students
7 ways to keep students’ attention
- Use the 10:2 method: (2 min process/respond for 10 min of instruction)
- Incorporate movement into your lessons
- Pick up the pace
- Provide effective feedback
- Allow 5-7 seconds of “think time” when asking a question
- 3-2-1 method of summarizing: (Write 3 things they learned, 2 interesting things, 1 question. Share in small groups.)
- Periodically pause mid-sentence
Why should teachers have students practice routines? If you have ever had the chance to observe kindergarten, especially at the beginning of the year, you may see a lot of repetition of directions. Kindergarten teachers know that their students need to practice basic skills a lot: sitting in their seats, moving to the carpet, raising their hands to talk, sharpening pencils, lining up... you name it. Kindergarten teachers are pros at establishing routines.
Routines should be established and built in all levels of teaching. It is important for teachers to set these expectations and practice them with their students, even with older grades and students in secondary schools.
In this TED Talk, How To Use A Paper Towel, Joe Smith teaches adults how to help the environment by using paper towels more effectively. Watch the video and see what techniques he uses to help his audience remember the directions.
When we give directions, we should try to follow these basic ideas:
- Get the student's attention and make sure you have it!
- Give clear, positive directions with high expectations.
- Limit the number of directions and steps to the directions.
- Vary the way directions are given (teacher modeled, student modeled, using phrases like, "When I say go...", students repeating directions).
- Be consistent and follow through.
- Give students time to process.
- Repeat directions if needed.
If you find you are struggling to have students follow directions or they struggle to do routine tasks, try using some of these ideas to help your students remember the routines and procedures for your classroom. It is never to late to polish up routines and procedures to help students be successful!
The school year is winding down, summer is highly anticipated, and educators are experiencing reflection and
desiring rejuvenation. Here are a few suggestions to make this process purposeful and successful.
- What was meaningful for you this past year? Did something make you happy, or satisfied? Look back in your planning book or journal and decide what you want to keep or enhance.
- What enthused students the most? When were they the most creative or successful?
- What did you do to make a difference in students lives? Look at thank you notes written by parents, colleagues, principals and especially students to validate your efforts. How can you continue to make a unique difference in the lives of your students? (Keep a yearly file of special notes given to you, this becomes a “happy place.”)
- Take care of your body through purposeful diet and exercise, and get restful sleep. Teaching is a physically demanding occupation, taking care of your physical self is crucial.
- Your mental and emotional self needs down-time too. There are several things that can help you destress such as yoga, meditation, and the outdoors. Do what works for you.
- Refocus on the positives of the job to create anticipation for the upcoming year, this will help you come backrenewed and refreshed.
Knight, S., EdD. (2017). The Heart of a Teacher:6 Ways to Refresh, Refocus and Rejuvenate [Web log post]. Retrieved May 9, 2019, from https://www.gcu.edu
Zakerzewski, V., Ph.D. (2012). Take This Job and.... Retrieved May 9, 2019, from https://greatergood.berkeley.edu/article/item/take_this_job_and
When provisional teachers obtain their Level 2 license, many ask a similar question. “I have my Level 2, now what should I do?” As lifelong learners, it is important to continue seeking opportunities to grow.
There are various ways to continue learning once you have upgraded to a professional license. Here are some ideas:
Endorsements: Jordan District offers many endorsement opportunities such as: ESL, Reading, Math, Technology, Gifted and Talented. In addition to providing new skills and strategies to use in your classroom, credits earned from endorsement classes can be used to increase your step on the pay scale! Also, some endorsement credit hours can be used towards a Master’s Degree at local universities.
Mentor Training: Have you felt a desire to help new teachers? Our district provides mentor training every year to help teachers be prepared to help mentor new teachers to our buildings. These classes are typically offered in the fall, and you can register on JPLS. Mentoring is a great way to build relationships with other teachers, as well as provide yourself opportunities to reflect. If your administrator assigns you to mentor a provisional teacher, you will be paid for your services!
National Board Certification: Have you wanted to push your teaching to a new level? National Board Certification is a rigorous program that helps you reflect on your teaching practice and pushes you toward recognizing how your efforts impact student learning. Through writing, video, and reflection, you spend one to three years working to earn this honor. The district also provides a stipend to National Board Teachers of $2400 a year, and you can apply for an extra stipend with the state office if you are a classroom teacher. To learn more about the process, check out their website: https://www.nbpts.org/
Fellowships and Leadership Opportunities: There are groups that provide leadership opportunities and chances to advocate for teachers on a state or national level. UT Teacher Fellows is one group that works to build relationships with stakeholders and helps collect information from teachers on issues impacting our state for USBE. They accept new applications every two years (and are currently accepting applications right now). To learn more about this program, check out their site: https://hopestreetgroup.org/teacher-fellows/utteacherfellows/
We have made it to Spring Break! We hope that you take time to relax and enjoy your time off from work. Here are some fun ideas of things to do or places to visit that might help you to rejuvenate:
Go walking in a park
Go on a hike
Take a bicycle ride
Visit a museum
Take a nap
Visit a library & check out a book for fun
Invite guests for the first BBQ of the season
Prep the soil for your flowers/garden
Check out some place new such as the following:
- Museum of Natural Curiosity
- The Leonardo
- The Aquarium
- Tracy Aviary
- Clark Planetarium
- Red Butte Garden
A few tips…
- Remember that you are a role model and that your actions speak louder than your words.
- Be an excellent classroom manager.
- Treat all students with dignity and know how to diffuse almost any situation.
- Teach enthusiastically even when you don’t feel like it.
- Relate all lessons to real life.
What does an effective teacher’s classroom look like?
-There is little or no down-time.
-Procedures and routines are evident and consistent.
-The teacher’s rapport with students is evident.
-The classroom is well organized.
-The teacher is well prepared for each lesson.
-The lessons relate to real life and are student-oriented.
-Transitions are smooth.
-Teacher moves around the classroom frequently.
-Incorrect responses from students are dignified by the teacher.
-Teacher models skills for students.
-The students are actively involved in all lessons.
-The atmosphere is comfortable and pleasant with lots of smiles and encouragement.
As a bonus… here are a few tricks for avoiding discipline problems:
- Greeting students daily with enthusiasm.
- Maintaining a calm, composed, professional demeanor at all times regardless of a student’s demeanor.
- Avoiding negatives whenever possible.
- Keeping students busy from bell to bell.
“We have to believe that all children are both reachable and teachable and that we, as teachers, truly can make a difference in their lives”.
Resource: Annette L. Breaux - For information on Annette’s books, go to www.eyeoneducation.com
After returning from Holiday Break your students will benefit from reviewing your classroom management expectations. Here are a few ideas and reminders to help your classroom start 2019 on the right foot!
- Review classroom rules and practice procedures. Students will need to be re-taught what is expected.
- Circulate among the kids. It allows you to give immediate reinforcement or corrective feedback.
- Deliver high rates of reinforcement.
-Talk about the good behavior and say individual students’ names when praising.
-Make sure to provide examples and non-examples of desired behaviors (but don’t use students’ names when giving non-examples).
-Remember 6:1 ratio of positive reinforcement to correction!
- Give an attention cue before giving instructions.
- Use road mapping before starting a lesson or activity. It creates predictability and it is an antecedent to compliance.
-Try using language such as “first we’ll do this… then we’ll do this.”
- Have materials ready to go before calling students to groups. Down-time can lead to behavior disruptions!
- Get creative about reinforcers. Watch and listen… students will show you what they want to earn.
-Remember the basics of reinforcement are (IFEED-AV): Immediate, Frequent, Enthusiastic, Eye contact, Describe the Behavior, Build Anticipation, and Variety
Information from Melisa Genaux, Autism Specialist, Jordan School District
As your Mentor Teacher Specialist meets with many of you in your schools, the subject of your teaching license is a frequent topic for conversation:
“Do I have a Level 1 or a Level 2 license?”
“Yes, I did take a Praxis test, but which one was it?”
“ Have I taken the Praxis II PLT test and were can I go to find my score?”
The answers to these questions and many more can be found by accessing an electronic personnel file called C.A.C.T.U.S., which is an acronym for "Comprehensive Administration of Credentials for Teachers in Utah Schools".
It is important for every teacher to be aware of his/her C.A.C.T.U.S. file, have access to it, and to monitor it frequently. On it you will find your degree, license, a list of in-service classes taken, teacher employment/assignment history, record of Praxis test scores, and much more.
If you haven’t registered for your account on C.A.C.T.U.S, take a few minutes to register now. It is simple and easy to do.
Once you have access to your account, monitor it regularly to be sure all information is current and accurate. If you find information that is incorrect, contact our Jordan District Human Resources to resolve it.