Establishing an Effective Teaching Practice Part 1 Knowing

Establishing an Effective Teaching Practice Part 1: Knowing Your Students and Knowing Yourself

A place to start…. What’s happening in our state? What is changing about online education? New Title 5 Regulations New Federal laws How we have tied ourselves to these! Humanizing Inclusion Customizing Teaching as a Practice

How would you define your teaching practice? Take a moment to write an answer to this question.

What kind of teacher do you want to be remembered as? Personally Professionally Rigorous Someone please take a picture of the white board when we are finished!

Who are your/our students? Someone please take a picture of the white board when we are finished!

What’s important to them? Someone please take a picture of the white board when we are finished!

What does the word ”Rigor” mean to you?

What does the word ”Rigor” mean to you? Definition of Rigor (From Dictionary. com): noun rigor the quality of being extremely thorough, exhaustive, or accurate. "his analysis is lacking in rigor” severity or strictness. "the full rigor of the law” demanding, difficult, or extreme conditions. plural noun: rigors; "the rigors of a harsh winter"

Definition for education (from The Heart of Education online journal) https: //theartofeducation. edu/2017/09/07/develop-rigor-classroom/ The term “rigor” in education has been a buzzword for at least a decade. It describes the result of work that challenges students’ thinking in new and interesting ways. Promoting rigor in the classroom requires expectations and experiences that are academically, intellectually, and personally challenging. How? Build strong relationships based on respect and trust Finding effective ways to challenge each student (differentiating) Provide choice and assignments that are relevant Maintain high expectations

The Heart of “Rigor” “Students not only need high expectations, but they also need to believe they can reach them. ” “Students learn early on in the school year it is not just about “getting it done, ” but about seeing how far they can go and how much they can improve. ” Matt Christensen, The Art of Education University