Class+2+BHJ


 * Response to the Tchudi & Mitchell Ch. 5 "Getting Started" **
 * **#2 Getting Started- What happens in the first forty-five minutes of my first class?**
 * In the first forty-five minutes with my students I want to get to know them and introduce myself, but just as importantly I would like to exchange expectations with them about the class we are about to experience together, either Language Arts or Social Studies. I want to set the atmosphere for my classroom in these forty-five minutes. I will ask my students to tell me how they feel about either subject and why they feel that way. I would like to know this especially about reading and writing. I want to ask them why they feel that way so that I can plan ways to help them overcome their fears and shortcomings with LA or SS. Next I will lay down expectations; I want to know what they expect or are looking forward to learning about. I want to ask them, "Is there a specific piece of literature, language or social studies you want to learn about in my class?" As they tell me all their wishes I will write them down and I will throughout the class make sure that there is time to cover all (at least most) of the topics mentions either in my lessons or perhaps a short side lesson somewhere that it may be appropriate. I hope to incorporate every students wish in some way into my class. Last, I will lay down my expectations for what will happen in my class and I will as what they expect from me. I hope to formulate some sort of contract between me and my students, so from right out of the gate we all understand what it means to be in class and ready to learn.
 * **#3 Reading**
 * A) Questions: We can be come much better teachers by always asking __questions__ about what we are teaching.
 * B) I believe this chapter brings forth a great point about teaching. The author is telling us that in order to become successful teachers we have to know why we teach what we teach. When a student asks, " Why do we have to learn this?" We should be able to give them an answer other than just "because its part of the curriculum." We should ask those questions when we find out what we have to teach, so that we can teach in a truly efficient and meaningful way.
 * C) Who decides what is right? - How can we determine what is truly important? - Who do we consult to find answers to questioning the curriculum?
 * E) I will use this information to better prepare defending what I teach to my students, because I will find "the good reason." I will make my teaching relevant and effective. I will question what I don't agree with.
 * D) Who creates the standards? - How do we guide without limiting? - What areas are left out of the curriculum and why? - How do we mediate Socratic discussion?
 * **#4 ELA Standards**