I think one of the most valuable lessons I have learned is that success is not spontaneous. It takes work, dedication, time, thought, and an eagerness to achieve. This lesson has been taught to me over and over again, and I was first introduced to it in grade school by my kindergarden teacher. This lesson has shaped my life. I love it because it applies to anybody, it does not matter what their background is, especially as children. Children are insanely impressionable, and I think it is important that they learn as soon as possible that the outcome of their life is completely up to them. This is why I want to be an elementary school teacher. I want to find those kids that may not have the best home lives, the quickest brains, the most …show more content…
However, it is not a teacher’s job to hold their student’s hand too much. Professor Brian Gatens at Concordia University said, “The best teachers are focused on helping the children do the lion’s share of the work”. It is important to show students the tools and skills they need to find information, but it is counterproductive to spoonfeed them. It is important to have these traits as a teacher, but there is a lot more to it than just having the right characteristics and values. Outside of having a desire to teach, there are many requirements that need to be met in order to receive a teaching license. Once I decided that teaching was the career pathway I would choose I began thinking of ways I would be able to prepare now. First of all, I knew that college is expensive and that I will only have a part time job as my source of income for the first little while of my schooling. This has encouraged me to take multiple AP and concurrent classes in an effort to save money. It has also encouraged me to get a job now for working experience and to save money for college. While all of these things have been a great help in preparing me for the future, the best thing I have done for myself by far is taking an exploratory internship class to gain an early hands on experience inside an elementary classroom. I have been interning at Roosevelt
In the novel The Scarlet Letter, written by Nathaniel Hawthorne, the characters, Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth face the burden of making paramount decisions. Each character chooses to make bold choices with substantial effects which determine how the story plays out. First, Hester chooses to not expose Pearl’s father. Second, Dimmesdale refrains from revealing himself. Lastly, Chillingworth chooses to hide his true identity as Hester’s husband. The end results of the antecedent decisions influence the shape and structure of the novel.
The novel “To Kill a Mockingbird” by Harper Lee, shows a few different viewpoints of equality, that vary from character to character. This story takes place in the Jim Crow era, as well as the Great Depression, where there was a lot of white supremacy, and black oppression. This causes there to be different thoughts on equality. These differing points of view can be seen in many characters, but specifically Bob Ewell. Bob Ewell is a poor man, who lived next to the garbage dump in Maycomb, with many kids.
Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do
My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.
Question 1. How do you make work more meaningful to your students? What motivators are you currently using with your students? Examine the climate in your classroom. What would you change to make it better?
All teachers come across and work with students that have different abilities and backgrounds. Due to those circumstances, teachers have to differentiate and adjust their instructions. LaTurner addresses these situations by working with what students bring to the table and meeting them halfway with her knowledge and resources. The curriculum she works with naturally allows flexibility with pacing. She uses books that are leveled and reads books repetitively in order for the students to be successful reading them independently. For students who are advanced can read books with what they need and at the same time love. Laturner also meets with students individually, in pairs, and in groups. She uses guided reading, book introductions, and target skill practice such as letters and sounds when working with her students.
While STEAM instruction relies on making authentic and engaging connections between the disciplines of science, technology, engineering, arts, and mathematics, the implementation can look slightly different from classroom to classroom. The first video demonstrates how a STEAM unit can be incorporated in a single content: middle school science. The video shows students working collaboratively in groups to complete the assigned lab and asking questions as needed. The teacher is seen facilitating the activity, as she moves from group to group, addressing those questions, providing suggestions, and guiding students towards the completion of the activity. Although neither the problem nor the driving question of the lesson were explicitly stated or reiterated during the observed clip, the ‘lesson essential question’ and the ‘learning target’ posted on the board communicate and reinforce the objective of this lesson (e.g. students will identify minerals and explain why minerals are important). Thus, based on this and my observations of the teacher and students’ interactions, I predict that this lesson is focused on assessing how well students can identify minerals, as a way to introduce students to the characteristics needed for identifying and classifying rocks. This skill is especially important as students need to solve the problem scenario, which involves describing different types of rocks to assemble a group of “rock” musicians. As I was analyzing the video clip using the
This paper will describe on why a certain lesson should be adapted before it is delivered to different audience at the same level. This lesson was taught to university students in the USA where the majority of the students were English native speakers. At some points in this lesson, the depth of discussion is not really appropriate to be taught to foreign/second language learners because the nature of English proficiency between English native speakers and foreign/second language learners is absolutely different. The finding in this paper will be based on observation of the writer and elaborated with the reference from library research.
There were many ways to monitor students' understanding and achievement of the mastery objectives during my lesson. Students were continuously informed me about their learning and interpreting information through discussions, explanations, ans written work. These informal observations provided me with opportunities for instruction to be adjusted according to students' needs.
When the day to day tasks of a teacher becomes dull and not amusing, this is known as being in a rut. After countless assignments of rambling on about lazy teachers, the conciseness is that teachers give up because they lose their spark for education. Although this is not the main topic discussed in Linda Christensen’s “Introduction” to Teaching for Joy and Justice, it is necessary to tie lose ends up before continuing into further discussion. Yes, there are teachers that are lazy and only care about themselves, however, there are also teachers that care more about their students. These are the teachers that need to be talked about, because without them the whole educational system would be ruined.
Today in elementary schools, children are far more advanced than my generation of children in elementary school. Countless amounts of their parents are more open-minded, as well as inclined to hold challenging conversations with them at such a young age. Aside from communication, some parents are also helping students brush up on other academic skills, such as mathematics. Parents are not just preparing their students to meet standards in their classes, but to surpass the requirements for their grade levels. In classes, many teachers now take part in three twenty minute rotation activities. This is a formative assessment, that seems like a game to students, but actually allows teachers to reflect on students progress. It also creates this illusion of children being able to have freedom over their learning, and choose what activity they want to begin their rotation periods with. That way, no one is left feeling bored with repetitive lessons, and no one feels overwhelmed with hurried instructed activities. With that being said, I believe Dewey is the perfect representative of this type of learning structure. In this reflection, I will state and explain my reasons why I mainly support Dewey. Next, I will then explain what reasons made me, disagree with Cubberley. Lastly, I will finish up my reflection by readdressing my main thoughts in a brief summary.
On November 11, 2017 I attended the Victoria Crossroads Council for Math Educators from 8:00 a.m. to 5:00 p.m. This event is hosted twice a year, once during the Fall semester and once during the Spring semester. The conference is hosted by Dr. Barba Patton and Dr. Teresa LeSage Clements. Students in the education program at UHV in Victoria and Katy, come together to present and teach lessons on Science and Math. There is a morning keynote speaker, a lunch speaker, and a closing ceremony speaker the speakers are individuals involved in the field of education that present on topics regarding education.
While not every teacher teaches the exact same, there does exist a few, fairly common similarities between those I was able to sit in on. Of these commonalities, there were positives and negatives. Typically, one of the first things I noticed during observations of a “good” class was that from the moment students entered the room they knew what to do. Out of the ten observed classes, eight used some form of bell-ringer that was displayed before and during the ringing of the first bell. Yet, of these eight, only four classes successfully engaged in the bell-ringer. Of these three, there was only one that required the teacher’s full input, which came in the form of reading the question. Even still, the four classes that successfully started off the classroom’s time with learning did so out of routine. The two classes that did not use bell-ringers while I was observing did so voluntarily. One was because the students were to be engaged in a Science project within the class, and the other was because they were expecting to leave to take student yearbook pictures. Excluding the Science outlier, classes that did not start off with a bell-ringer or some form of question/activity at the bell tended not to transition as smoothly into lecture or the next planned activity.
When confronted with learning new and challenging concepts in the field of science, I rely on a variety of strategies to help me make sense of the content material. To begin, during my early educational experience (K-12), I quickly realized that I am a visual and verbal learner, meaning that if I was to truly learn and remember the concepts of a class (and succeed on assessments), I needed to 1) pay attention when the teacher was explaining the content, 2) write down my own notes—both in the form of words and charts/diagrams—and 3) review my notes and other class material frequently.
On December 5, 2017, I spent my fifth session with class 3-213. As a prospective student teacher, this day provided me with a plethora of information regarding questioning. For my first few weeks of observation, I focused on the differing forms of instructional planning, assessment, and interdisciplinary instruction. However, this week I listened carefully to the types of questions the teacher asked the students. Mrs. Diaz is truly a remarkable teacher, who carefully plans her questions to execute informal assessments. She uses these questions to measure student performance, while simultaneously stimulating collaborative and encouragement in the classroom. Based on this idea, Mrs. Diaz continuously asks questions throughout the duration