Without using last names, which child do you think you influenced most this week? In what way (academic, social, emotional)?
There was one particular boy that I feel I have influenced greatly. This young man is a sixth grade student and at the beginning of the year had a very rough start. I later found out that his home life is very, very difficult. I felt a connection to this boy since the first couple weeks of school, and really made it my goal to help him and motivate him through his work. Since this was my last week, I really wanted to do something special for this young boy. My father use to own a grocery store in my hometown and he sold work boots, when he sold the store he had lots of left over boots so he decided to keep them and store them. So, I found out what size shoe this young boy wears and I brough him a brand new pair of brown leather and camo boots. The smile on his face stretched from ear to ear. I have not seen him smile the entire year, and to see his face light up when I brought him his boots was absolutely priceless. He kept repeating, "Thank you so much Ms. Heare! I love them! They're so comfortable and they fit just right! Thank you again Ms. Heare!" This is a moment that I will remember for my entire life!
Wednesday, December 7, 2011
Week 15 Nov. 28th - Dec. 2nd
Reflect on a lesson that went well. What factors do you think led to its success?
One lesson that went extremely well was actually my Action Research lesson. The students would play the fly swatter game to study their spelling and vocabulary words. The fly swatter game consisted of splitting the class into two teams. One person from each team would come and stand in front of the board with a fly swatter in hand. On the board behind them, I wrote each spelling word on a post-it note and placed them randomly acorss the board. The students with the fly swatters will look at me while I read a definition to them. After I read the definition, the two students then turn around and who ever "swats" the correct word first their team gets a point. There were two rules: 1. You can only swat the board two times. If you swat it more than two times, then your team loses a point. and 2. You must repeat the correct definition back to me to earn the point. If they didn't get the correct definition the other team then had a chance to earn the point by saying the correct definition.
At the end of the semester I had the students complete a survey rating the game 1-5 on how well they thought the game helped them learn their spelling and vocabulary words. All the responses were a 3 or better. Not only did all the students really enjoy and actively participate in the game, but I had fun watching the smiles on their faces, oblivious to the fact that they were learning.
One lesson that went extremely well was actually my Action Research lesson. The students would play the fly swatter game to study their spelling and vocabulary words. The fly swatter game consisted of splitting the class into two teams. One person from each team would come and stand in front of the board with a fly swatter in hand. On the board behind them, I wrote each spelling word on a post-it note and placed them randomly acorss the board. The students with the fly swatters will look at me while I read a definition to them. After I read the definition, the two students then turn around and who ever "swats" the correct word first their team gets a point. There were two rules: 1. You can only swat the board two times. If you swat it more than two times, then your team loses a point. and 2. You must repeat the correct definition back to me to earn the point. If they didn't get the correct definition the other team then had a chance to earn the point by saying the correct definition.
At the end of the semester I had the students complete a survey rating the game 1-5 on how well they thought the game helped them learn their spelling and vocabulary words. All the responses were a 3 or better. Not only did all the students really enjoy and actively participate in the game, but I had fun watching the smiles on their faces, oblivious to the fact that they were learning.
Week 14 Nov. 21st - 25th
Reflect on your questioning techniques.
This is definitely an area in which I feel I need more experience. When I am going through the text I am able to ask questions based from that, however I would like to be able to ask questions about the information in a way so that they relate to their personal lives. When you create that personal connection, it is easier for the students to retain the information. I feel as though I just ask re-worded questions from the text and the students get bored. I need to make the information more relateable to them, as well as the questions I ask.
This is definitely an area in which I feel I need more experience. When I am going through the text I am able to ask questions based from that, however I would like to be able to ask questions about the information in a way so that they relate to their personal lives. When you create that personal connection, it is easier for the students to retain the information. I feel as though I just ask re-worded questions from the text and the students get bored. I need to make the information more relateable to them, as well as the questions I ask.
Week 13 Nov.14th - 18th
Reflect on what you believe your biggest strength is at the end of the internship and any area in which you may need additional time and practice.
My biggest strength by the end of the internship would probably be my confidence as a teacher. Before this year, I was very shy and was afraid to yell or fuss at the students. However, I don't know what happened at the beginning of this year, but when I am in front of the classroom I have plenty of confidence that I can handle the class at hand. My weakness though, I feel, is that I do not feel this confident when I am in a high school setting. But after time, I'm sure I will be able to experience a high school setting and my confidence will eventually build for that as well.
My biggest strength by the end of the internship would probably be my confidence as a teacher. Before this year, I was very shy and was afraid to yell or fuss at the students. However, I don't know what happened at the beginning of this year, but when I am in front of the classroom I have plenty of confidence that I can handle the class at hand. My weakness though, I feel, is that I do not feel this confident when I am in a high school setting. But after time, I'm sure I will be able to experience a high school setting and my confidence will eventually build for that as well.
Week 12 Nov.7th - 11th
Reflect on what you know about the school community.
At the beginning of the semester, the school counselor took myself and 5 of the other interns around the community to show us where some of the students live and to just get familiar with the area. It was very surprising of how low the social economic status was for many of the students. When seeing where they live first hand, it's a real eye opener of the kind of situations these kids come from. Some of the students live in pop-up campers with multiple members of their family, some of them live in "lean-to" shed type homes; when seeing this it makes me wonder how they even make the effort to come to school. How are we to expect these students to preform at their top notch abilities when their living situations are as they are? I think it was an excellent idea to show us around the area so that we could see, first-hand, how these students are living and just what they have to deal with when they walk out that school door at 3:00.
At the beginning of the semester, the school counselor took myself and 5 of the other interns around the community to show us where some of the students live and to just get familiar with the area. It was very surprising of how low the social economic status was for many of the students. When seeing where they live first hand, it's a real eye opener of the kind of situations these kids come from. Some of the students live in pop-up campers with multiple members of their family, some of them live in "lean-to" shed type homes; when seeing this it makes me wonder how they even make the effort to come to school. How are we to expect these students to preform at their top notch abilities when their living situations are as they are? I think it was an excellent idea to show us around the area so that we could see, first-hand, how these students are living and just what they have to deal with when they walk out that school door at 3:00.
Week 11 Oct.31st - Nov. 4th
Reflect on your participation in a parent-teacher conference.
During my time at SHMS, I was able to participate in one parent-teacher conference. I learned from my mentor teacher that during this time the teacher must be brutally honest with the parents. If you are having problems with their child in class, the parents need to be aware because that is the only way the problem will be addressed. I was very nervous about this because I felt as though I would be attacked by the parents, however, I found that all of the parents were willing to work with me and try to prevent the current behavior of their child.
During my time at SHMS, I was able to participate in one parent-teacher conference. I learned from my mentor teacher that during this time the teacher must be brutally honest with the parents. If you are having problems with their child in class, the parents need to be aware because that is the only way the problem will be addressed. I was very nervous about this because I felt as though I would be attacked by the parents, however, I found that all of the parents were willing to work with me and try to prevent the current behavior of their child.
Week 10 Oct. 24th - 28th
Reflect on your professional relationships with school personnel other than your mentor teacher.
I have been extremely priveledged to work with this sixth grade team at South Harrison Middle School. They have really taken me under their wings and made me feel like part of the sixth grade family! If there was anything that I needed help with, I could go to any one of the team members and they would help me to the best of their abilities.
However, the niceness doesn't end at the sixth grade wing, but exceeds throughout the entire school. I have developed many friends with 7th and 8th grade teachers, as well as the librarian and art teacher. I plan to continue these friendships after my internship expires!
I have been extremely priveledged to work with this sixth grade team at South Harrison Middle School. They have really taken me under their wings and made me feel like part of the sixth grade family! If there was anything that I needed help with, I could go to any one of the team members and they would help me to the best of their abilities.
However, the niceness doesn't end at the sixth grade wing, but exceeds throughout the entire school. I have developed many friends with 7th and 8th grade teachers, as well as the librarian and art teacher. I plan to continue these friendships after my internship expires!
Week 9 Oct. 17th - 21st
Reflect on any after-school activity you attended.
Throughout the semester, I attended multiple after-school activities. I attended two school dances, a volleyball game, and two football games. The first school dance was really fun and very interesting to chaperone. It was the first middle school dance of the year, and it was mostly my students (sixth grade) because this is their first year in a middle school and they wanted to experience a middle school dance. All day long that is all they could talk about. The dance was sponsored by my mentor teacher because she coaches the Danceline group at SHMS. It was very fun time, and the students enjoyed me being there and interacting with them. The second dance was during the second six weeks and was a black out dance sponsored by Mrs. Bonenberger. She brought in black lights and had the students decorate the cafeteria with black and white streamers and other glow in the dark items. The dances were extremely fun and I am hoping I can come back to supervise the next one!
I think I was more excited than the students when I was able to stay for a volleyball game! I played volleyball all four years of high school and hope to eventually become a volleyball coach at the school where I get a job.
We also stayed for two football games, one was a middle school game and the other was a high school game. I knew a lot of the middle school students that were playing in the game, however, I was not familiar with the high school students.
I think it is very important to go to after school functions to show your support for your students. I think this will help them respect you as a teacher, and you are able to see them outside of a classroom setting. This also helps build a personal relationship with the students, which I feel is very important.
Throughout the semester, I attended multiple after-school activities. I attended two school dances, a volleyball game, and two football games. The first school dance was really fun and very interesting to chaperone. It was the first middle school dance of the year, and it was mostly my students (sixth grade) because this is their first year in a middle school and they wanted to experience a middle school dance. All day long that is all they could talk about. The dance was sponsored by my mentor teacher because she coaches the Danceline group at SHMS. It was very fun time, and the students enjoyed me being there and interacting with them. The second dance was during the second six weeks and was a black out dance sponsored by Mrs. Bonenberger. She brought in black lights and had the students decorate the cafeteria with black and white streamers and other glow in the dark items. The dances were extremely fun and I am hoping I can come back to supervise the next one!
I think I was more excited than the students when I was able to stay for a volleyball game! I played volleyball all four years of high school and hope to eventually become a volleyball coach at the school where I get a job.
We also stayed for two football games, one was a middle school game and the other was a high school game. I knew a lot of the middle school students that were playing in the game, however, I was not familiar with the high school students.
I think it is very important to go to after school functions to show your support for your students. I think this will help them respect you as a teacher, and you are able to see them outside of a classroom setting. This also helps build a personal relationship with the students, which I feel is very important.
Week 8 Oct. 10th - 14th
Your lesson took less time than expected. How could you utilize the time left for your subject?
If I have taken away one thing from my time as a pre-service teacher, it is that you can never have too many lesson plans! It is always better to over plan for a lesson than not have enough lessons to fill your time. However, situations like this do occur, however I feel lucky being an English major because it wouldn't be hard to find time fillers for 15 to 20 minutes.
One way I would utilize the time is by having the students complete short writing assignments. I could provide them with a prompt and tell them to focus on a particular problem that I see recurring in their work. I actually had to do this exact assignment because the students had finished what I had planned for the day much quicker than I had expected. My students have a really hard time with using adjectives and making their writing more descriptive. Therefore, during Halloween, I created a short writing prompt about a haunted mansion. I gave the students an example (which they actually used as the prompt) and had them write about a hanuted mansion using at least 10 adjectives. This way it's a short writing assignment but they are getting the necessary lesson.
If I have taken away one thing from my time as a pre-service teacher, it is that you can never have too many lesson plans! It is always better to over plan for a lesson than not have enough lessons to fill your time. However, situations like this do occur, however I feel lucky being an English major because it wouldn't be hard to find time fillers for 15 to 20 minutes.
One way I would utilize the time is by having the students complete short writing assignments. I could provide them with a prompt and tell them to focus on a particular problem that I see recurring in their work. I actually had to do this exact assignment because the students had finished what I had planned for the day much quicker than I had expected. My students have a really hard time with using adjectives and making their writing more descriptive. Therefore, during Halloween, I created a short writing prompt about a haunted mansion. I gave the students an example (which they actually used as the prompt) and had them write about a hanuted mansion using at least 10 adjectives. This way it's a short writing assignment but they are getting the necessary lesson.
Monday, October 3, 2011
Week 7 Oct. 3rd - 7th
Classroom interruptions unfortunately occur. Do these affect your instruction? How do you get students back on track?
Classroom interruptions are the absolute WORST for sixth grade students, especially this group of sixth graders. They really enjoy talking and once they get off track, it is really really hard to get them back on track. I try to use my mentor teacher's classroom management strategy by counting down from five, but that doesn't always work for long periods. This affects my instruction greatly. These kids are so young that any distraction is a huge distraction! Luckily, there haven't been too many distractions thus far in the school year.. fingers crossed for the rest of the semester!
Classroom interruptions are the absolute WORST for sixth grade students, especially this group of sixth graders. They really enjoy talking and once they get off track, it is really really hard to get them back on track. I try to use my mentor teacher's classroom management strategy by counting down from five, but that doesn't always work for long periods. This affects my instruction greatly. These kids are so young that any distraction is a huge distraction! Luckily, there haven't been too many distractions thus far in the school year.. fingers crossed for the rest of the semester!
Week 6 Sept. 26th - 30th
Without using last names, which child do you think you influenced most this week? In what way (academic, social, emotional)?
I have a student named Eric and he was definitely a struggle in the beginning. He talked for the majority of the class and when assigned work, never completed any of the assignments. Last week I started sitting down with him, one-on-one, while the other students were working. By giving him this one-on-one attention he really started to thrive for that week. He would ask me, "Ms. Heare, how am I doing today? I'm doing good right?" I loved that he was responding to me and wanted to do good in class to please me. I had not seen this kind of reaction to any other teacher. He has started to slack off some, but I have tried to keep him on track and keep him in the right direction. He has inspired me to reach out to those struggling students because I really love seeing the smile on their face as they complete that assignment.
I have a student named Eric and he was definitely a struggle in the beginning. He talked for the majority of the class and when assigned work, never completed any of the assignments. Last week I started sitting down with him, one-on-one, while the other students were working. By giving him this one-on-one attention he really started to thrive for that week. He would ask me, "Ms. Heare, how am I doing today? I'm doing good right?" I loved that he was responding to me and wanted to do good in class to please me. I had not seen this kind of reaction to any other teacher. He has started to slack off some, but I have tried to keep him on track and keep him in the right direction. He has inspired me to reach out to those struggling students because I really love seeing the smile on their face as they complete that assignment.
Week 5 Sept. 19th - 23rd
Reflect on any team teaching you have participated in.
At South Harrison Middle School, they implement a reading program to improve students' westest scores. The way that the schedule works is second period every sixth grade teacher has a reading class. Mrs. Southern has the inclusion reading class, while Mrs. Barr has the higher level reading class. Then when the students switch to third period that inclusion class goes to Mrs. Barr for English. Luckily this has worked out so that we can do the entire program through two classes. The program begins in Mrs. Southern's reading class and ends in Mrs. Barr's English class. During second period I go to Mrs. Southern's room along with the Special Education teacher to participate in a whole group session for 20 minutes and then we split into small groups (ten students in each group). In my group we read stories and do writing assignments for now, until the Reading 180 program for the computers is fixed and working. For Mrs. Barr's group, they read silently from the Reading 180 book selection (which has different levels for different readers) and finally Mrs. Felder's small group participates in discussion and writing assignments.
This has been a wonderful experience to work with all these teachers as well as being able to implement the program (Read 180) as a whole, which they've never been able to do before due to time constrictions.
At South Harrison Middle School, they implement a reading program to improve students' westest scores. The way that the schedule works is second period every sixth grade teacher has a reading class. Mrs. Southern has the inclusion reading class, while Mrs. Barr has the higher level reading class. Then when the students switch to third period that inclusion class goes to Mrs. Barr for English. Luckily this has worked out so that we can do the entire program through two classes. The program begins in Mrs. Southern's reading class and ends in Mrs. Barr's English class. During second period I go to Mrs. Southern's room along with the Special Education teacher to participate in a whole group session for 20 minutes and then we split into small groups (ten students in each group). In my group we read stories and do writing assignments for now, until the Reading 180 program for the computers is fixed and working. For Mrs. Barr's group, they read silently from the Reading 180 book selection (which has different levels for different readers) and finally Mrs. Felder's small group participates in discussion and writing assignments.
This has been a wonderful experience to work with all these teachers as well as being able to implement the program (Read 180) as a whole, which they've never been able to do before due to time constrictions.
Week 4 Sept. 12th- 16th
Reflect on your school’s or mentor teacher’s classroom management system.
There are good things as well as bad things when it comes to my mentor teacher's classroom management strategies. Some of the bad things happen because my mentor teacher is such a nice person. She likes her students to have fun in class, but sometimes the students take this for granted. You give them an inch, and they take a mile. One of the major problems I have found is that she doesn't follow through with punishment. She warns the students, and continues to warn them but usually doesn't punish them unless it becomes a severe situation. I feel as though the students take advantage of this as well because they know they can keep getting away with things.
Although this does create problems, my mentor teacher has some good ways to maintain classroom management. For instance, if the students are talking she starts at 5 and counts down to 1. When she gets to one the students have stopped talking and are ready to go. Also, for the bellringer each day, she sets a timer for five minutes. Once the timer goes off the students know that it's time to get started. She also uses homework as a way to get them to stay quiet on track. The harder they work, the less homework they have.
There are good things as well as bad things when it comes to my mentor teacher's classroom management strategies. Some of the bad things happen because my mentor teacher is such a nice person. She likes her students to have fun in class, but sometimes the students take this for granted. You give them an inch, and they take a mile. One of the major problems I have found is that she doesn't follow through with punishment. She warns the students, and continues to warn them but usually doesn't punish them unless it becomes a severe situation. I feel as though the students take advantage of this as well because they know they can keep getting away with things.
Although this does create problems, my mentor teacher has some good ways to maintain classroom management. For instance, if the students are talking she starts at 5 and counts down to 1. When she gets to one the students have stopped talking and are ready to go. Also, for the bellringer each day, she sets a timer for five minutes. Once the timer goes off the students know that it's time to get started. She also uses homework as a way to get them to stay quiet on track. The harder they work, the less homework they have.
Wednesday, September 7, 2011
Week 3: Sept. 6th - 9th
Reflect on any team teaching you have participated in.
This year at South Harrison Middle School, they have changed the scheduling a little. The sixth grade team all teach the same class for first and second periods. First period is called Focus (a version of RTI). This class lasts 9 weeks and then the students rotate to another sixth grade teacher. Each teacher must teach one week of study skills, one week of science, one week of reading, one week of English, one week of math, one week of social studies, one week of geography, one week of health, and a free week. Each teacher had to complete their lesson plans for the nine weeks and turn them into the principal last Friday. Each teacher will teach those same lessons each nine weeks to each class as they rotate through. Therefore to know what each teacher will be teaching, we had to meet as a team and discuss what sections of each subject they would cover so that they wouldn't be teaching the same thing. (quite confusing!)
After first period, each sixth grade teacher has a reading class (which is second period). Every sixth grade student is in a Focus class first period then a reading class second period. This isn't a problem for me because my specialization is English/Reading, however, for the sixth grade science teacher this is a problem. He asked me if I could assist him in some of his lessons and bring some new ideas from our WVU courses to his classroom. I think his class will be my experimental class to see if some ideas that I have for my own classroom will work or not! =)
This year at South Harrison Middle School, they have changed the scheduling a little. The sixth grade team all teach the same class for first and second periods. First period is called Focus (a version of RTI). This class lasts 9 weeks and then the students rotate to another sixth grade teacher. Each teacher must teach one week of study skills, one week of science, one week of reading, one week of English, one week of math, one week of social studies, one week of geography, one week of health, and a free week. Each teacher had to complete their lesson plans for the nine weeks and turn them into the principal last Friday. Each teacher will teach those same lessons each nine weeks to each class as they rotate through. Therefore to know what each teacher will be teaching, we had to meet as a team and discuss what sections of each subject they would cover so that they wouldn't be teaching the same thing. (quite confusing!)
After first period, each sixth grade teacher has a reading class (which is second period). Every sixth grade student is in a Focus class first period then a reading class second period. This isn't a problem for me because my specialization is English/Reading, however, for the sixth grade science teacher this is a problem. He asked me if I could assist him in some of his lessons and bring some new ideas from our WVU courses to his classroom. I think his class will be my experimental class to see if some ideas that I have for my own classroom will work or not! =)
Week 2: Aug. 29th - Sept. 2nd
Reflect on your rapport with the students.
I have already developed a wonderful relationship with my students! I was weary at first because the students seemed to be put off by me, and also whenever I would try to talk to them they seemed to not pay attention. However, it took one time for me to explain to them that I am an equal teacher and they must respect me and treat me as one. Although this encounter scared me, after I got done speaking one of my students that usually acts out raised his hand and said, "Ms. Heare, you're going to be an awesome teacher." To hear that statement from that child puts tears of excitement in my eyes. Last semester I was having second thoughts about being a teacher because I felt so nervous and out of place in the high school (one of my classes of tenth grade students made me cry in class) However, here in the middle school I feel comfortable, respected, and ready to teach. These are the moments a teacher lives for!
I have already developed a wonderful relationship with my students! I was weary at first because the students seemed to be put off by me, and also whenever I would try to talk to them they seemed to not pay attention. However, it took one time for me to explain to them that I am an equal teacher and they must respect me and treat me as one. Although this encounter scared me, after I got done speaking one of my students that usually acts out raised his hand and said, "Ms. Heare, you're going to be an awesome teacher." To hear that statement from that child puts tears of excitement in my eyes. Last semester I was having second thoughts about being a teacher because I felt so nervous and out of place in the high school (one of my classes of tenth grade students made me cry in class) However, here in the middle school I feel comfortable, respected, and ready to teach. These are the moments a teacher lives for!
Monday, August 29, 2011
Week 1:Aug 22 - 26
This semester I am returning to my home PDS, South Harrison Middle School and I am very excited to be back. Although I had a wonderful time at UHS last semester, I am very glad to be back in a sixth grade English/Language Arts class. This past week was my first full week with students. It was very eventful and chaotic! I have already began a bond with my students and am looking forward to seeing what the year (semester) beholds!
One change this semster that I will need to grow accustomed to is teaching a music class. This is a general music exploratory class that my mentor teacher volunteered to teach because they were in need of a teacher. Although I was unsure of how this class would work, I think it will be quite fun because I was in band for five years and have a little bit of a music background.
Other than that I am very, very excited for all of my classes. I have found that I have a lot more confidence this semester and I really feel as though this is where I'm suppose to be! =)
One change this semster that I will need to grow accustomed to is teaching a music class. This is a general music exploratory class that my mentor teacher volunteered to teach because they were in need of a teacher. Although I was unsure of how this class would work, I think it will be quite fun because I was in band for five years and have a little bit of a music background.
Other than that I am very, very excited for all of my classes. I have found that I have a lot more confidence this semester and I really feel as though this is where I'm suppose to be! =)
Monday, April 18, 2011
Practicum Plan
I think that the practicum plan had very good intentions. It was very useful to organize everything and see what was due for what classes and when. However, too much emphasis was put on listing our goals, re-listing our goals, and re-listing them again. This was suppose to be something to help us but it ended up being a process of revising instead of concentrating on what we should be doing in the actual classroom. It was also hard to determine when we would teach lessons because not all teachers have their lesson plans done for the entire semester; especially with snow days and unexpected interruptions.
However, I really, really liked the idea of a practicum plan. It was an excellent way for us to be prepared and know exactly everything that we had to complete for that semester for each class. I think that this semester it really helped me to outline everything that needed to be done so that I could gather all my materials needed for each lesson (technology, etc.)
However, I really, really liked the idea of a practicum plan. It was an excellent way for us to be prepared and know exactly everything that we had to complete for that semester for each class. I think that this semester it really helped me to outline everything that needed to be done so that I could gather all my materials needed for each lesson (technology, etc.)
Wednesday, March 16, 2011
Artifacts and Characteristics of the Novice Teacher #5 and #6
Characteristic # 5: We believe that the novice teacher should have in-depth knowledge of pedagogy.
Characteristic #6: We believe that the novice teacher should have in-depth knowledge of content.
- Definition: In-depth knowledge of pedagogy includes (a) an understanding of human development and learning theories and their applications, (b) a repertoire of skills that allow for effective management of the learning process, (c) a working knowledge of instructional models and teaching strategies, and (d) an awareness of various educational philosophies.
- Artifacts:
- Lesson Plan- Showing your way of teaching
- Special Education Toolkit
- Effective Management (Classroom Management Philosophy)
- Authentic Assessments
- Video
Characteristic #6: We believe that the novice teacher should have in-depth knowledge of content.
- Definition: In-depth knowledge of content includes the range of existing information in the discipline, the structure of knowledge within the discipline, and the processes used to develop new knowledge in that discipline.
- Artifacts:
- Specialization Work
- Learning Cycle
- Unit Plans
- Special Education-Strategies
Monday, February 7, 2011
Artifacts and Characteristics of the Novice Teacher #1 & #4
Characteristic #1, Life-Long Learner:We believe that the novice teacher should have a commitment to and skills for life-long learning.
Characteristic #4, Facilitate Learning for All: We believe the novice teacher should be a facilitator of learning for all students.
- Definition: A novice teacher is a teacher education program graudate entering teaching. Life-Long learning is a continuing search for knowledge and understandings.
- Artifacts:
- Conferences
- Conference notes
- Pictures,
- Lesson Plans with something learned from conference
Characteristic #4, Facilitate Learning for All: We believe the novice teacher should be a facilitator of learning for all students.
- Definition: A facilitator is one who can either provide appropriate learning experiences and resources or find someone else to provide them. Learning is the student's active process of building meanings and knowledge.
- Artifacts:
- Lesson Plans with Accommodations
- Differentiated Lesson Plans (Sped. 360)
- Character Education Lesson (Added the Rough Draft for extra Points)
Artifacts and Characteristics of the Novice Teacher #2 & #3
Characteristic #2, Effective Communicator: We believe that the novice teacher should be an effective communicator.
It's also really good to see how to properly write a letter to a parent/guardian because you want to appear professional and look like you know what your're talking about and really care about the well being of their child.
Characteristic #3 Moral and Ethical Profession: We believe that the novice teacher should recognize that teaching is a professional, moral, and ethical enterprise, should understand moral issues and ethical practices in educational environments, and should have developed ehtical frameworks which facilitate effective teaching.
- Definition: An effective communicator is one who expresses and receives ideas, messages, or information through appropriate spoken, written, and non-verbal forms.
- Artifacts: Parent letters, Parent Communication Logs, Forms in text from Educ. 401
It's also really good to see how to properly write a letter to a parent/guardian because you want to appear professional and look like you know what your're talking about and really care about the well being of their child.
Characteristic #3 Moral and Ethical Profession: We believe that the novice teacher should recognize that teaching is a professional, moral, and ethical enterprise, should understand moral issues and ethical practices in educational environments, and should have developed ehtical frameworks which facilitate effective teaching.
- Definition: "The terms moral and ethical are used here to refer to those value choices concerning actions and attitudes that affect more than one person or which affect one's own character, thereby affecting others" (Strom, 1989, p. 268)
- Artifacts: Professionalism, Character Education Lesson, Classroom Management Plan, Parent Contact Log
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