Assignment 1D Greet for a Great Day Technique
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Jan 9, 2024
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FOT 1D: Greet for a Great Day Technique
In this assignment, we will evaluate several new teachers as they are practicing the Greet for a Great Day
technique. Now that you have more information on how to Greet for a Great Day
, take a moment to evaluate the following videos from the INSPIRE TEXAS Teacher Academy.
Please watch each video and answer the following questions. Your responses much be in complete sentences.
Video #1 Questions:
1.How can the greeting be revised to be more precise and concise?
The teacher should have hands out
of pockets and with a smile. the greeting can be revised by having a seating chart ready to show students where they will sit instead
of them having to look for it. 2. Does the instructor show consistent pace as he greets each student?
The instructor does slow down a few times. The pace does need to be
fixed just a bit to make sure the instructions are clear. 3. Does the seat assignments need to be communicated during this greeting? What impact does this have on the pace of the greeting ritual?
The seating assignments should be communicated during the greeting. This will let students know what they will be doing as they are waiting for the teacher. This will help a lot the students because they are explain what the teacher expects to do as they are coming into the classroom. Video #2 Questions:
1. How many expectations are outlined for the students before beginning the Greet for a Great Day
routine?
There were three expectations outlined before beginning the Greet
for a greet day routine. The three expectations were to find the warmup activity and work on the warmup, they are expected to
finish in five minutes, and they must greet before they come into the classroom. 2. During the greeting, are all students greeted by name? What impact does this have on students?
They are greeted by their name. they should be greeted by name. since they weren’t, students will have a negative impacted when coming into the classroom and feel like it will be just a normal day instead of being excited. We should
say their name since this will get students to get excited to come into
the class to learn. 3. How does the teacher control the pace with the greeting ritual?
The teacher can control the peace of the greeting ritual. The teacher was able to do this by having a lot of hand movements or gestures that helped her pace herself as she was talking. Video #3 Questions
1. Notice how the teacher mentions
that the warm-up will take 5 minutes during his greeting ritual. Does the teacher need to mention the signal for finished warm-ups during his greeting? What impact will this piece of information have on the start of his day?
The teacher does need to mention the signal for finished warm-ups during the greeting. The reason for this is so that students know what they need to do when they are done
instead of saying “teacher, I’ am done!” this will impact the classroom managements and the expectations within the classroom. 2. How does the teacher use gestures to support the steps provided to the students in the greeting ritual?
Using gestures is a great way of explaining what you expect from students. Gestures are like visuals that help students understand better than just from saying words.
Like when the teacher raised his hand and the quiet sign showing them what the teacher expects of them within the classroom. 3. During the greeting, are all the students greeted by name? What impact does this have on students?
During the greeting, the students were not greeted by their name. the
impact that it would have on students is that they won’t feel welcomed and just feel like will be just a normal day instead of feeling welcomed.
Video #4 Questions:
1. Why does the teacher’s position
during the Greet for a Great Day routine change? What impact does this change of position have on the teacher’s ability to control the pace of students as they enter the classroom?
The teacher position changed during the routine because there were students who weren’t paying attention. The teacher went to the students and redirected the students to follow the greeting routines. This changes the pace because the teacher must remain students about the greeting routine
and what they expect of them. 2. Why is the beginning/end of the
handshake not clear to the student? How are the teacher’s shoulders positioned during the handshake?
The teacher explains what they will
be doing when they walk in. however, the teacher didn’t explain the expectations during the shaking of the hands and for them to say their name. 3. Does the teacher use a consistent greeting for the students
that were previously redirected before the greeting ritual began in the classroom?
The teacher does not use a consistent greeting for the students
that were previously redirected. The
teacher does greet them and then thanks them for putting aways their phones when asked. 4. Does the student get a greeting that includes their first name? The teacher does for some of the students, but not all the students. We need to remember to have the students names within the greeting.
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