• Test

    Get the teacher guide book from the office or download from the link. Read over it entirely and ask any questions to other teachers or asked for a time to go over it with a manager.

  • Test

    Read about the theory and information on how to get student attention. Test it out in your class. Ask for an observation to complete this.

  • Attention Getting Information

    Getting student attention is paramount. If you cannot successfully get all student attention at one time then teaching feels terrible. It can feel defeating, or get you angry and cause you to yell or maybe cry.  If it is getting to this point in class after you have practice the following procedures then please contact a manager for better assistance.

    To get started you need to announce that you are going to clap. This gives them maybe 5 seconds to finish their conversation. “Alright students. In just a second we’re going to clap, so listen up.” Count in your head to 4. Then do a big clap. Keep the pattern simple. Look at the students and make sure that all of them clapped or if they had some reason not to, then make sure they are quiet and looking at you.

    If the class does not respond completely (Which is the normal) then express disappointment. Ahhhh, that was just terrible! I need we can do better than that. Let’s try it again. Clap, Clap, Clap clap clap. check to see if all students participated. Don’t let any of them not do it.

    Well that was better for about 80% of the class, but we still had a few students not follow. Sorry to the students who have to do it again, but we need to make sure everything can stop what they are doing turn their voices off and look up here while they clap. Let’s do it again. Clap, Clap, Clap.

    If it is only 2-3 kids that don’t do it at this point then you want to take them out with the assistant and have them go through the behavior guide.

    If it is more like half the class or more then you need a reset. Have them all go to a spot in the room or out in the hallway and explain to them they are being very disrespectful and that you expect better of them. To have this class be fun and have more freedom you need to be able to stop, go quiet and receive instruction. Now I’m going to give everyone a fresh start and I expect that you will be able to follow my instructions.

    Go back in and clap again to get them to refocus.

    If after doing this there is still a student or students that aren’t following, have them go out with the assistant again and have another talk and let them know calling their parent is the next step.

    Before you actually call a parent though, make sure you call your manager first.

    The key thing to remember is consistency. If you do it and they don’t completely do it, then stop them and practice again. if you let 1 or 2 get away with it then more will get away later and it’ll go down hill. If for some reason you will allow a student to not clap once, you can quickly point it out. “Johnny thanks for going quiet and looking up here even though you didn’t clap, next time join us though. Alright class we do to….”

    Stick with it, make sure they have the procedure down, practice it and remind them each class.

  • Script

    Have the script here

  • Practice the script

    Practice the script on your own and in the mirror

  • Test script on Manager

    Get a time with a manager to test the script out and get their feedback

  • Use script in Class (If needed)

    Use the script in class if needed, report back to the office on how it went.

  • Meet with Manager about it

  • Test

    Read over the student check-in procedure and teacher Role Call. Read over the phone call script. Practice both. Ask for an observation to complete this.

  • Procedure & Phone Script

    Link to student check-in and phone script

  • Injury Reporting

    When an injury happens, Asses the severity of it. If it can be easily bandaged and the student is in little to no pain, then do so immediately and get the student back into their project.

    When the injury seems like it will cause pain for the student, leave a scar, or you simply do not feel like you can handle it sufficiently then please call your manager. Then call the parent.

    If it is a severe or life threatening, call 911 immediately and then call parents, then your manager.

  • Test

    Read over the Assistant Role Guide. Memorize the roles and talk with your teaching partner about the roles.

  • Test

    Talk with each of your teachers/assistants and establish who will be responsible for what each day. Mark it down on the sheet and put it on the teacher clipboard.

  • Test

    Read about student engagement. Test out the phrases on students in class. Role-play with another teacher or assistant. Ask for an observation to complete this.

  • Student Engagement Reading

    Student Engagement Reading Link

  • Test

    Complete your own journal from front to back. Read about the expectation of journal use in class. Test out with students in class. Ask for observation to complete this.

  • Journal Expectations

    Journal Expectations Link

  • Test

    Know who to ask for more AMP dollars. How to cut them. The appropriate times to hand them out. How to record them. How to use the AMP dollar order sheet.

  • AMP Store Order Sheet

    Link for AMP Store Order Sheet

  • AMP Store Sheet

    Link for AMP Store Sheet

  • AMP Dollar Information

    Link for AMP Dollar Information

  • Test

    Read the school check in procedure and fill out the school information sheet and show a manager the sheet.

  • Check-in Procedure

    Link to information on checking in and filling out the school sheet

  • School Info Sheet

    Link to the school information sheet where you fill in any additional procedures, classroom teacher name, office check in, etc.

  • Test

    Read over the suggestions for transitions. Practice using these suggestions. Request an observation to complete this.

  • Test

    Read over the student games list. Memorized how they are played. Tested at least 3 games out on students. Request an observation to complete this.

  • Games List

    Link to the games link and explanation

  • Test

    Read over the expectations for hot glue setup and use and tear down for the classroom. Follow the expectations. Request an observation to complete this.

  • Classroom Hot Glue Use Expectations

    Link to the Hot Glue Use Expectations

  • Test

    Read over the information of Help stations and the different ways to provide students with fair quick help. Practice the different ways with your students. Request an observation to complete this.

  • Help Methods List

    Link to the different ways of helping students quickly, fairly and efficiently

  • Test

    Read over the bathroom procedures. Use the suggestions in class. Request an observation to complete this.

  • Bathroom Procedures

    Link to the Bathroom procedures

  • Test

    Read over the different methods and concerns around collecting and charging batteries

  • Batteries and Charging

    Link to information on batteries and Charging

  • Test

    Read over the student cleanup procedures. Practice the method. Request an observation to complete this.

  • Student Cleanup Procedures

    Link to the student clean up procedures

  • Test

    Read over teacher clean up procedures. Practice the procedures. Request an observation to complete this.

  • Teacher Cleanup

    Link to the Teacher Cleanup Procedure

  • Test

    Demonstrate how to count large components and small components. How to record/change the amount of On-Hand.

  • Test

    Read over the protocols for late pickup. Explain in detail what they are to a manager.

  • Late Pickup Procedures

    Link to Late Pickup procedures

  • Test

    Read over the debriefing procedures. Practice this after class. Write down your responses to the questions for 3 classes and turn that into a manager to complete this.

  • Debriefing Information

    Link to debriefing information

  • Test

    Demonstrate how to count large components and small components. How to record/change the amount of On-Hand.

  • Test

    Demonstrate how to count large components and small components. How to record/change the amount of On-Hand.

  • Test

    Demonstrate how to count large components and small components. How to record/change the amount of On-Hand.