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Y ou are a Star Polisher: Communication and Ethics

Y ou are a Star Polisher: Communication and Ethics. Induction Professional Development September, 2013. WELCOME!. Outcomes: Network with other secondary teachers Understand the importance of ethics Reflect on and further skills needed to be a better communicator. Why ethics? eth·ics

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Y ou are a Star Polisher: Communication and Ethics

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  1. You are a Star Polisher:Communication and Ethics Induction Professional Development September, 2013

  2. WELCOME!

  3. Outcomes: Network with other secondary teachers Understand the importance of ethics Reflect on and further skills needed to be a better communicator

  4. Why ethics? eth·ics /ˈɛθɪks/ Show Spelled [eth-iks] Show IPA plural noun 1. ( used with a singular or plural verb ) a system of moral principles: the ethics of a culture. 2. the rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc.: medical ethics; Christian ethics. 3. moral principles, as of an individual: His ethics forbade betrayal of a confidence. 4. ( usually used with a singular verb ) that branch of philosophy dealing with values relating to human conduct, with respect to the rightness and wrongness of certain actions and to the goodness and badness of the motives and ends of such actions.

  5. Special Education Laws Sprinkled with Ethics

  6. Polish Your Self-ReflectionWhat is your first reaction?

  7. immigrant

  8. cheerleader

  9. laborer

  10. at-risk

  11. achievement gap

  12. rich

  13. administrator

  14. lawyers

  15. white male

  16. apartments .

  17. One Word Summary With your table group, determine one word to summarize your learning.

  18. You cannot not have a culture. Nor can there be an environment that is culture-free or without cultural bias. A culture is like the air; it is everywhere and you don’t even notice it until it changes. Cultural Proficiency by Randall B. Lindsey, KikanzaNuri Robins, Raymond D. Terrell (2003)

  19. ...Listening...requires not only open eyes and ears, but open hearts and minds.  We do not really see through our eyes or hear through our ears, but through our beliefs...It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start dialogue ~  Lisa Delpit

  20. Silent Beats http://www.youtube.com/watch?v=76BboyrEl48

  21. Lights Out… Sharing

  22. What assumptions did you see in the video?

  23. What assumptions have you seen in a school setting?

  24. How do you think assumptions can impact student achievement in your classroom?

  25. What will you do about that impact?

  26. A culturally responsive classroom is one in which teachers and students strive to create a caring social-emotional climate that serves individual and group needs of all members of the learning community. - Grant, C. A., & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57(3), 292-299.

  27. What other factors impact your classroom? 51.4% Free and reduced lunch About 1/2 are male Seasonal Events Military Families Special Events Home Environment Attendance Rate Primary Home Language Single Parent Home Holidays Mobility Rate 30.4% 2.2% American Indians or Alaskan Natives 2.5% Asian 11.6% Black 24.6% Hispanic 51.1% White 10% Other Religious Consideration Political Climate 9.93% GT 8.41% SPED 8.53% ELL

  28. Characteristics of Effective Cultural Responsive Learning • Positive perspectives on parents and families • Communication of high expectations • Learning within the context of culture • Student-centered instruction • Culturally mediated instruction • Reshaping the curriculum • Teacher as facilitator - The Education Alliance, Brown University http://www.alliance.brown.edu/tdl/

  29. Jigsaw • Divide into groups • Each group becomes an expert on assigned section • Be ready to share key learning, providing an application

  30. Characteristics of Effective Cultural Responsive Learning • Positive perspectives on parents and families • Communication of high expectations • Learning within the context of culture • Student-centered instruction • Culturally mediated instruction • Reshaping the curriculum • Teacher as facilitator - The Education Alliance, Brown University http://www.alliance.brown.edu/tdl/

  31. Where do I go from here? • Use the reflection tool to continue your personal growth • Continue to be aware of your personal belief system • Continue to identify your personal unconscious bias • Continue to increase your level of cultural proficiency • http://www.youtube.com/watch?v=mX_kLEovriM

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  44. Welcome Back!

  45. Pick One…

  46. Pick One… Almond Joy: You are always ready to give and receive. You are very energetic and really like to get into life. The opposite sex is always attracted to you. Skittles: Your personality might be described as magical. You are believer that anything can happen and always figure out how to make the best of life’s opportunities. Reeses’ Peanut Butter Cups: You are a very amusing and devoted person. You like to laugh and people enjoy being with you. Twizzlers: You are pragmatic and conservative. You tend to be more methodical and like to have things planned out ahead instead of leaving things to chance. Twix: You are both brittle and supple in social situations. You are sort of trapped between personality types. Milky Way: You are easy to talk to and make those around you comfortable. You are always reaching for the stars to make this world better. 3 Musketeers: You are adventurous, love new ideas, are a champion of underdogs and a slayer of dragons. Sweet Tarts: You are a fun loving person with a sharp wit. You think quickly on your feet and your students and peers love you. You aren’t what many people are expecting! Snickers: You are sassy and humorous. Everyone enjoys being around you, but you are a practical joker. Others should be cautious in shaking your hand! Hershey: You are romantic, warm, and loving. You care about other people and be counted on in a pinch. You tend to melt at sentimental moments! .

  47. Polish YourCommunication

  48. How do you communicate ?

  49. Verbal Communication

  50. “When a teacher expresses sympathy over failure, lavishes praise for completing a simple task, or offers unsolicited help, the teacher may send unintended messages of low expectations.” Kathleen Severian-Wilmeth

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