Challenging the Barriers to Academic Success Putting a Face to our Academically Struggling Students Dr. Cathy Hamilton Cathy Hamilton and Associates, LLC Presenter [e-mail] 513-295-5360

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Challenging the Barriers to Academic Success
Putting a Face to our Academically Struggling
StudentsDr. Cathy HamiltonCathy Hamilton and
Associates, LLCPresenter cathy_at_cathyhamiltonass
ociates.com513-295-5360

• Ive come to the frightening conclusion that I
  am the decisive element in the classroom. Its
  my personal approach that creates the climate.
  Its my daily mood that makes the weather. As a
  teacher, I possess a tremendous power to make a
  childs life miserable or joyous. I can be a
  tool of torture or an instrument of inspiration.
  I can humiliate or humor, hurt or heal. In all
  situations, it is my response that decides
  whether a crisis will be escalated or
  de-escalated and a child humanized or
  de-humanized.
• Haim Ginot

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The Human Brains Response to Stimuli
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Commonalities among At-Risk Children--Who are
they? Putting a Face to AYP

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OLD MONEYWEALTH
Generationally Poor
Survival-Health and Violence Relationship Entertai
nment
Political, Financial, and Social Connections
Middle Class Rules the the school
situationally poor
Work Achieve Attain material security
Ruby Paynes A FRAMEWORK FOR UNDERSTANDING
POVERTY, adapted
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Building relationships, the teacher...

• 1. calls on everyone in the room equitably.
• 2. provides individual help.
• 3. gives wait time (allows student enough time
  to arrive).
• 4. asks questions to give the student clues
  about the answer.
• 5. asks questions that require more thought.
• 6. tells students whether their answers
• are right or wrong.
• 7. gives specific praise.
• 8. gives reasons for praise.
• 9. listens.
• 10. accepts feelings of the student.
• 11. gets within an arms reach of each student
  each day.
• 12. is courteous to students.
• 13. shows personal interest gives sincere,
  specific compliments.
• 14. touches students (appropriately).

T.E.S.A. Robert Rosenthal, 1968 Jere Brophy, 1999
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REGISTERS OF LANGUAGE

1. Frozen
2. Formal
3. Consultative
4. Casual
5. Intimate-----Never in public

Standard English
Martin Joos and Ruby Payne
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Danielsons Domains (Pathwise/Praxis)

• Domain I Planning and
  Preparation
• A. Demonstrating knowledge of content
  pedagogy
• B. Demonstration of knowledge of students
• C. Selecting instructional goals
• D. Demonstrating knowledge of resources.
• E. Designing coherent instruction.
• F. Assessing student learning.

• Domain II The Classroom Environment
• Creating an environment
• of respect and rapport.
• Establishing a culture for
• learning.
• Managing classroom
• procedures
• Managing student
• behavior
• E. Organizing physical space

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Danielsons Domains/Pathwise/Praxis

• Domain IV Professional
  Responsibilities
• A. Reflecting on teaching.
• Maintaining accurate
• records.
• Communicating w/families
• Contributing to the school
• and district.
• E. Growing and developing professionally.
• F. Showing professionalism.

• Domain III Instruction
• A. Communicating clearly and articulately
• B. Using questioning and discussion techniques
  
  
  
• C. Engaging students in learning.
• D. Providing feedback to students.
• E. Demonstrating flexibility responsiveness.

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Effective Lesson Design
1. Identifying similarities and differences 2.
Summarizing and note-taking 3. Reinforcing
effort and providing recognition 4. Appropriately
using homework practice 5. Using
non-linguistic representation 6. Using
cooperative learning 7. Setting objectives and
giving feedback 8. Generating and testing
hypotheses 9. Offering cues, questions, and
advance organizers (RUBRICS) Marzano, et al 2001
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2
6 7
Closing
Anticipatory Set
Objective
Independent Practice Assessment
Enrich
The lesson delivery should reflect understanding
of student learning styles, brain research on
attention span and retention capacity.
Reteach/Enrich?
Checks for understanding and guided practice
embedded
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LESSON DELIVERY
Reteach?
Research-based best practices A variety of
lesson delivery format should be used in a new
lesson
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Madeline Hunter Cathy Hamilton
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INPUT Quantity and Quality of Data
GatheredFeuerstein, Schlecty, Payne

• 1. Use planning behaviors.
• 2. Focus perception on specific stimulus.
• 3. Control impulsivity.
• Explore data systematically.
• 5. Use appropriate and accurate labels.
• Organize space using stable systems of reference.
• 7. Orient data in time.
• 8. Identify constancies across variations.
• 9. Gather precise and accurate data.
• 10. Consider two sources of information at once.
• 11. Organize data (parts of a whole).
• 12. Visually transport data.

Primacy-Recency Dave Sousa When do we get
to teach? What causes kids to roam?
How can we avoid the roaming?
Direct Instruct
Processing
Focus
Summarize
X