Maintain an effective environment for student learning through the use of these teaching strategy cards.
Challenge yourself to utilize all three UNIVERSAL blue cards within an hour of instruction. These cards will provide valuable feedback to you as the teacher of whether or not you should implement orange DIFFERENTIATE cards (product sold separately) you planned with prior to instruction or advance your class with a green WRITING or INQUIRY card (product sold separately) for guided or independent practice. Emphasize to the class you cannot read their minds. It is imperative for no one to OPT out. Everyone must answer honestly. Avoid student embarrassment. Thank the class for helping you gauge your teaching effectiveness.
Implementing codes for student behavior on their credit card will increase the productivity in your classroom. Consider using these codes on seating charts as well as student credit cards to maximize instruction time and minimize interruptions. Review student credit histories with students that violated OPT. Take note of which SMILE behaviors challenging students exhibit to capitalize on their needs when they follow procedures. Consider implementing the orange INTERVENTION and DIFFERENTIATE cards to develop short-term academic and behavior plans for students with repeat OPT violations.
As you implement these cards, ask yourself how you are meeting the expectations for:
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. Model and promote fairness, equity, and respect in a classroom atmosphere that values all individuals and cultures. Engage students in shared problem-solving and conflict resolution.
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. Create an environment that promotes optimal learning for each student. Post SMILE and OPT meanings for student reference at any time. No OPT out works well as a poster.
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe. Encourage, support, and recognize the achievements and contributions of all students.
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students.
2.5 Developing, communicating, and maintaining high standards for individual and group behavior. Foster and support appropriate student behavior. Understand the underlying causes of student behavior, including developmental and individual needs, and utilize that knowledge in support of positive classroom conduct. Work proactively to prevent and respond quickly to minimize behavioral issues. Understand and respond to inappropriate behaviors in an efficient, fair, and equitable way. Help all students learn to take responsibility for their own behavior and actions.
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. Create a poster highlighting OPT violations that develop the BEST INTERVENTION (orange card sold separately). Classroom procedures, rules, and consequences are clearly defined and posted.
2.7 Using instructional time to optimize learning.
1.1 Using knowledge of students to engage them in learning. How do you recognize atypical behavior in students?
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.
1.6 Monitoring student learning and adjusting instruction while teaching. Incorporate a variety of strategies in a lesson to check for understanding. Adjust the lesson plan to accelerate instruction when I determine that the pace of the lesson is too slow or students comprehend an objective without need of intervention.
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks.
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.
3.3 Organizing curriculum to facilitate student understanding of the subject matter.
3.4 Utilizing instructional strategies that are appropriate to the subject matter.
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content.
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction.
4.2 Establishing and articulating goals for student learning.
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning.
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students. Check for understanding, prepare for adjustments, remediate or accelerate instruction, and individualize when appropriate.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction. Assess student behavior to support learning.
5.3 Reviewing data, both individually and with colleagues, to monitor student learning.
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction. Use informal assessments to adjust instruction while teaching.
5.5 Involving all students in self-assessment, goal setting, and monitoring progress.
5.7 Using assessment information to share timely and comprehensible feedback with students and their families.