Teaching Learning

Community“No White Flag”

Teaching Learning Community, Brenda

Almonte• Ninth Grade Statistics• One of the Interventions• Compassionate, Innovative Team• Modules

Emotional Intelligence- Chrystal. Galek and Andrew

Kirkpatrick

• Identifying, understanding, and managing our feelings and using these skills in relating to others.

• Critical to success in:– School– Workplace– Life!

Emotional Intelligence• Showing empathy, recognizing

someone else’s feelings, and managing emotions!

• When do people not use E.I.?

• Handout 1.1.3—Lack of EQ

Nonverbal Communication

• Birthday Exercise• **Psychologists say that 65-90% of

communication is NON-verbal• “Actions speak louder than words”

• Follow up: Essay on Emotional Intelligence

Community—Darlene Baker & Nicolette

Czajak• Community in the classroom • Seating

– Every 3 weeks

– Students ask, “When do we get “New Neighbors”?

Student InterviewsHandout 1.2.1

Get Involved!!• Use of agenda• Description of extracurricular

activities– Clubs– Sports

Sense of Community

• Handout 1.2.2• Open Discussions

– Everyone is encouraged to talk– Koosh ball

• Heritage– Collage– Presented to class

Nikki Czajak

Preparing for TestsDoug Tomandl

• Handouts 3.10.1 and 3.10.2• How can we better prepare for

tests and reduce anxiety?-Use different types of reviews-Select study strategies that fit

different learning tasks.-Use helpful test taking tips.

The Three Reviews

• Weekly review-notes, reading

• A systematic pre-test review-main ideas, concepts, terms

• A post-test review-did it work?

Teacher Interviews, Building Rapport—

Mary Beth Spicer and Pantelis Antoniou

• Handout 1.10.1

• The Power of Building Rapport

• Teachers and Students Needs

• Real Scenario with Pantelis

Quotes from Interviews• “ The interviews allowed me to talk to

teachers about various topics that affect our student- teacher relationship. It allowed me to understand my teachers and hopefully allowed them to understand me better.”

• “ I understand how busy my teacher is all the time and that it’s hard for him to deal with everyone but he still manages to.”

Bullying Essential Questions

Handouts 1.9.2, 1.9.1, 1.7.2, 1.9.3What is bullying?`What contributes to bullying?What are the effects of bullying?How can we respond to and prevent bullying at school?

Connecting. . .Continue to create an awareness of TLC Provide opportunities for staff members to

participate in the program, I.e. Email staff about topics being covered in class.

Have staff contact us, as mentors, with common students.

• Classroom Issues—positive or negative• Referrals• Chronic tardiness/

absencesAssist with needs from other areas…• Formatting research papers• Formatting labs

A Systemic Intervention

The Big Picture• Intervention--component of the SIT plan

– Which relates to the high school objective– Which relates to the district goal

• TLC student representatives attended Chemical Day with Bill McEachron

• Feedback form• Regents Week Workshop

The Pivotal Year, Black, Susan, American School Board Journal,

February 2004:   Vol. 191, No. 02

• The transition year is difficult for many students, however, if there are key teachers, counselors, and staff in place to help these students, the rates of truancy, absenteeism, and drop out rate would decrease and academic achievement increase. 

School Administrator,  March, 2002  by Jennifer Newton

Reents• Entering ninth grade can be one of the most

emotionally difficult, most academically challenging times in children's lives.

• Research indicates that more students fail ninth grade than any other grade.

• . . . school districts risk watching their 9th graders fall through the cracks without proper transitional programs in place.