Creative Ideas - Original Writing

To build a fire was about a man looking for a new life willing to risk it all to find one and that's

The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor

"Wake up, partners," the trail boss, James called. I sleepily looked up , shivered, and saw I was the only one not up. "Here," James said, giving me the horses' bridles and saddles. "Take these and get the horses ready. We have a long day today." I groaned in reply and set up the horses for the day's long drag. I was the horse wrangler and this was my everyday job but I still couldn't get use to the idea of waking up before the sun and working. We drove the cattle into open plains against the winter's cold wrath.

I learned the day before my visit, Miss Suzy threw a pizza party for the children. The day of my visit they were going to make their own individual pizzas (I did not get to view that part of the day). I noticed that during circle time, two children seemed uninterested had wandered off. Miss Suzy did not do anything about it, she just let them be. I thought that was wrong of her because the two children were not being involved. The children could of already known what they were speaking about. If that was the case she should of given them some work to do. When circle time was over, Miss Suzy asked each child which part of the room they wanted to play in. Students chose dramatic play, arts and crafts, reading, and playing on the computer. Miss Suzy walked around each group asking them questions, expanding their imaginations. Morrison states "that teachers work with gingival children, small groups" (2003, p.232). Watching Miss Suzy, you can see she really enjoys what she does. She never once ignored a student who went up to her. She seemed genuily interested when the children shared stories with her. She always welcomed them with a hug when walking into the room in the morning to begin their day, and the children would come in running to hug her.

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

A newly licensed teacher walks into her empty classroom on the first day of school. She has her curriculum guide, her pacing calendar, her unit instructional plan, and her lesson plans for the first week. She has her copies made and in her mind she has stored the countless hours’ worth of instruction she received for four years. The bell rings, and it is time for her first class. With a somewhat nervous breath, she watches as students begin pouring in.

A typical day in Julie Smith MC 201 class starts of with her playing music. Once her class starts it’s nothing but and excitement. She is a very loud and energetic person. She is not afraid to get all in your face as she is walking around the class teaching you for the topic of the day. She also has a lot of games she uses to keep people engaged in the topics to she is talking about. “ I love coming to Julie class because you never know what to expect from her. One day you might get class where you’re using your phone and the next day she’s handing out candy. I love coming to her class not knowing what to expect.” Said Ciara Bazile. Julie just didn’t wake up one day and say hey I’m going to be teacher like most people as she likes to put it, “ just happened by accident.” One of her old professors called her one night and asked her if she was still teaching at Webster and asked her if she wanted to teach an intro class, she immediately jumped at it. Her favorite part about teaching is “having students contact me after the semester to tell me about examples they 've seen - which shows that what we 've talked about in 201 has stayed with them. I love getting to know them and know their stories. College students are much smarter than people give them credit for.” Julie has been teaching since 1998 so she has no shame when it comes to teaching is not afraid to make a fool of her self when it comes to teaching. “I remember Julie teaching us about television and radio. She

After eleven years of teaching at GCDS, Mrs. Deborah Peart Griffin is leaving Country Day after this school year. Throughout her years at GCDS, Mrs. Griffin continuously displayed humor and enthusiasm while teaching. “Because of my passion for teaching and learning, I deliver lessons with genuine excitement. It's my goal to transfer that love of learning to every student I teach. My reward is smiles and laughter amidst learning, which brings me pure joy.” Mrs. Griffin’s favorite part of GCDS has been “watching fourth graders transform into ninth graders.” Seeing her former students at graduation has always brought tears to her eyes because she “could see the growth that had taken place.” The thought of her shaping a student into a young adult

Tyler was tired. He didn’t exactly remember why, and he didn’t want to try to, either because it would take too much energy. He could have been doing homework, or he could have been playing video games. He didn’t really care. He said goodnight to Jake, his dog. Surprisingly, he didn’t fall asleep instantaneously. It was like his body didn’t want him to sleep.

Cheryl Rhea of Hattieville, AR, a high school teacher, was asked if she liked her current career. She responded with “Yes, I love It!”. When asked if she enjoyed working in the high school, she replied with the same answer, “Yes, even more so!”. I then asked Mrs. Rhea what was her favorite part about her job. She replied with “I enjoy it all.” After I asked Mrs.Rhea about her favorite part of her job I then asked her what her least favorite part of her job. She replied with “Putting up with students that don’t do their work.” After a pause I asked her what made her want to be a teacher, she replied with “Honestly just to be off in the summer.” The next question I asked her was what is her biggest challenge working with students was and she replied with “Trying to get students on task.” I then asked her to explain what she meant by this. Mrs.Rhea then replied with “It could be anything, from a student not doing any work to two students talking.” Out of curiosity I asked if she had ever had to send the whole class to the office. She laughed and replied with “No.” I also asked at this time what kind of technology does it take to run the whole class.

Patricia “this was an experience of none other Beth your friend is an exceptional teacher everybody made me feel welcomed and embraced my presents. The first day was extremely hard for me I had all those negative thoughts until I listening to my motivational tape and was ready to take on the challenge of teaching. I enjoyed myself the children was great and it changed my entire perspective of teaching by Friday I had accepted a teaching job and just so happens it was at the same school I shadowed Beth”

I learned quickly that being an effective teacher is an art that takes time and devotion. Many times, teachers are not provided with the necessary materials in order to maintain the various learning styles in a classroom. It is up to the teacher to create an environment where students can succeed. This is a full time job, meaning that a teacher’s work is not done once they leave the school. A teacher must contribute a significant amount of time and effort in order to see positive results in the school and in his or her own classroom. After observing my cooperating teacher’s strategies and learning more about the profession, I knew that I was going in the right direction with my life. I took a significant amount of knowledge away from this experience and have continued to strive to be the type of educator that I was blessed to work with during this experience. .

Mrs. Lee is beginning her first semester as a new high school English teacher. She created all of her lesson plans according to the traditional classroom standards. It’s the first day of school and students and the students are eager to learn. After several weeks, Mrs. Lee notices that her students weren’t interested in the lesson. Some of her students began to doze off in class and others stopped attending class.

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.

Bored. That was one way to describe you right now. As you sat there twiddling your thumbs you could hear the birds squawking.