Chapter 1 talks about students from poverty having emotional
dysregulation. What is that?
Give three example of what this may look like in the
classroom and a give a possible solution (action step) for each example.
Respond to two others.
Friday, November 9, 2012
Friday, October 19, 2012
End: Due Jan. 31st Extra time to catch up.
How does this book relate to your teaching and the students you teach?
Chapter 6 (3) Due Jan. 4th
There are 3 areas that can accomplish turnabouts in low
performing schools. What are they?
Give one example of how each area is demonstrated
in your building.
Chapter 6 (2) Due Jan. 4th
The book states: “Good teaching can mitigate the effects of
low socioeconomic status and lack of school resources.” Do you agree or disagree and why?
Respond to 2 others.
Chapter 6 (1) Due Jan. 4th
What are the 6 crucial areas of the social operating
system? How does the social operating
system affect classroom learning?
After reading a day in the life of Mr. Hawkins classroom,
critics would say that he has more fluff than substance. Do you agree or
disagree and why?
Respond to 2 others.
Chapter 5 (3) Due Dec. 14th
Many teachers will relate that discipline is a major
challenge. How does high poverty affect
the amount of time spent on discipline?
How can you change that?
What are 2 strategies you use in the classroom to increase
student engagement? (be specific enough others could replicate it)
Respond to 2 others.
Chapter 5 (2) Due Dec. 14th
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The book uses the Acronym CHAMPS to describe the essential
skills of the brain’s operating system.
These skills are crucial in the development of academic and life skills
necessary for successful children. What
does CHAMPS stand for?
Choose one area
and list 4 strategies (be specific enough others could replicate it) you use in
the classroom that would aid this area of development.
Respond to 2 others.
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