My Clinical Teaching Experience

My Clinical Teaching Experience
As I reflect on the different lessons that I have taught throughout this experience, I can think of many that went well. The students were engaged, they
were grasping the material, and asking good questions. These lessons were not only encouraging but also helpful as it gave me some insight as to how
my students learned best, and instruction they enjoyed. When I figured those things out, I can implement them into lessons plans for the future.
However, not every lesson was like this. As a matter of fact, during the course of my clinical teaching experience, there have been lessons that I struggle
to maintain the students' attention, the students are not understanding the material, I cannot motivate the student to learn the material, and so on.
These lessons I have also found to be insightful in such a way that makes me think in a "trouble shooting" manner if you will. Reflecting on both
types of lessons are largely beneficial in helping me grow as a future educator.... Show more content on Helpwriting.net ...
In my tutoring sessions, I attempted to get the students to understand how to cancel out all of the denominators by using something I chose to call the
elimination factor (which was a product of every denominator in the equation and thus when multiplied by the equation, would cancel all the
denominators). I think my strengths of this lesson were I was able to communicate clearly to the students what the concept of eliminating denominators
by coming up with this elimination factor, I was patient as the students processed the material and asked questions, and I made good use of scaffolding
during this
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Persuasive Essay On The Experience Of Teaching In School
In comparison to fieldwork, teaching is very different. The hardest obstacles to overcome in the classroom is being hired mid–year, having to review
all of the curriculum, and making sure you're prepared for each day. The first day can be intimidating because all of the students are looking at
you. There is more talking in front of the classroom than there is discussion. To acclimate to teach at first involves an introduction and
communication with the students. This can be a little difficult because some kids are acting out and it may be difficult to control them. Learning
how to become a teacher in college was fun, but also challenging. Overall the preparation was very important and helpful. Although it takes time to
plan, it is always good to overplan. When planning and teaching, it is important to think outside the box, as a capacious understanding of the
material is very vital. When preparing instruction, a teacher must look at common core standards, and prepare for unexpected events such as
various student questions, etc. to occur. It's very important to make sure that the planning is thorough and that all lessons and materials are fully
prepared. Even though a teacher may teach the same material to multiple classes, one class may adapt it more quickly than others. Week to week
planning is also a very vital aspect of teaching. It's OK to not have all answers, because you have resources to find information such as the Internet.
It is always possible for a teacher to look up the answers to questions, or save the discussion for the following day. When it comes to teaching, it is
important to present kids with different options, and not to use the same method of instruction every day. It is very important to remember that while
some students are eager to learn something you are presenting, others may be bored. It is therefore important to approach teaching the subject in
different ways. It is OK to be honest with the students if you are If you nervous about something, if you don't really like a topic, or if you don't know
the answer to something. A lot of work has to be done for a teacher to establish authority in the classroom. You must be approachable to parents and
students, and be able to

Cadet Teaching Experience Essay
My Experience Cadet teaching Centerville Abington is the school that I cadet at. I am very fortunate to be able to have a mentor like Mrs Charlton,
who so happens to be my old elementary teacher. Mrs. Charlton is the head of the P.E. department at Centerville Elementary and Rose Hamilton
Elementary. She so happens to teach all the kids K–6 by herself. My duties and responsibilities at cadet can be extremely stressful but at the same time
they can be rewarding. I hardly ever miss cadet unless I have to take a test at the high–school. When I first walk into the elementary I sign into the
office, which I normally arrive at 7:55am. After I sign into the office I check Mrs. Charlton's desk for any notes she left me. I assist her by making
copies,

Teaching Experience
Running Head: TEACHING EXPERIENCE/REFLECTION PAPER Margaret Carter MAT 534 Teaching Experience In order to be a successful
educator, it is important to reflect upon one's teaching. This may include videotaping classes, being observed by a colleague, asking for help with a
problem or finding new ways to teach a topic. Being a reflective teacher is something I have tried to be while student teaching and plan to continue
working on. The activity that I performed with my group of students is called the Peanut Butter and Jelly dance. This lesson took about 35–40 minutes
to implement. I started off with giving the students some information on what it is that we were going to be doing. I then gave some background... Show
more content on Helpwriting.net ...
Overall I think that the students did learn something, they seemed to have fun doing the activity, and I had fun teaching them. The students did
respond to the lesson in a positive way and were able to comprehend what it was I wanted them to do. Below is a copy of the lesson plan used. Title of
Lesson: Peanut Butter and Jelly Grade Level: K–2nd Length of Completion: 35 mins Curriculum integration: dance/history National & State Standards:
Objectives: The student will be able to find three other people, by non–verbal body language that will complete a peanut butter & jelly sandwich, while
the song is playing. Students will be able to give a brief history of where and how peanut butter & jelly were created. Motivation: Bring out a jar of
Peanut Butter and a jar of jelly and then ask them what they think we are going to do today? (make peanut butter & jelly sandwiches) Background
information: March is national peanut month. Peanut butter comes from peanuts. Peanuts are planted in April. Peanuts are ground up and salt and
sweetener is added for the peanut butter. Peanut butter does not need to be refrigerated. Peanuts grow on plants in the ground. Jelly comes from
grapes. The grapes grow on vines. The juices from the grapes are then added to other ingredients like sugar and mixed up and cooked in kettles until
the jelly forms. Vocabulary: Peanut Butter, Jelly, Dance, Bread, Legumes,

Reflection Paper On Teaching Experience
Today was the first day in a while where I was able to interact with the students for most of my time in Mrs. Beach's class! When I arrived, Mrs.
Beach and I shared how sad that we were that today was my last observation. I have developed such great relationships with my mentor teacher and her
students that it was hard to say good–bye. Mrs. Beach and I also talked about some of the things that I have learned from my time with her. I have
always loved the first ten minutes of my observation because it is the time the Mrs. Beach and I use to debrief the past observation or to discuss the
types of teaching that I will observe. Today, we talked about how the geometry unit that the students have just started is very easy and that in past years
students have flown through it. With that being said, Mrs. Beach teaches this unit differently. Instead of dividing the class into two groups to teach the
lesson in small groups, the teacher taught the lesson whole group.
Before teaching the lesson, Mrs. Beach had the students read the lesson objective silently. The lesson objective stated: "I will use right angles to
determine whether angels are equal to, greater than, or less then right angles. Draw right obtuse and acute angles." After two minutes, the teacher asked
students to share the terminology that they recognized from the objective. This is how the conversation went:
Teacher: "I am looking for a thumbs up if tour have read the objective. Can someone read this for us aloud? What do you recognize from this
objective?"
Student: "I remember what a right angle is."
Teacher: "What's something that you don't recognize?"
Student: "Acute and obtuse angles."
Teacher: "Okay, good. Make a right angle with your arms. Now make an obtuse angle with your arms. I always think of an obtuse angle as having
a deep voice because it is bigger than a right angle" (The teacher says this last sentence in a deep voice). Now make an acute angle with your arms. I
always think of an acute angle as having a cute voice because it is smaller than a right angle (The teacher says this last sentence in a small, higher
pitched voice). Using gestures to teach this part of the lesson was so creative, and the kinesthetic learners were eating it

My Experience As A Teaching Assistant
I am currently employed as a Level 2 Teaching Assistant at Oakway Academy in Wellingborough. Since starting in October 2013, I have worked in
Year 4, Year 2 and I am currently working in a Reception class. Within my role I am responsible for helping children with their work, supporting the
Teacher in setting up, gathering and clearing away resources as well as carrying out pupil observations and completing relevant tracking paper work. I
have also completed training on Read, Write, Inc. Phonics and have taught my own Phonics groups over the last 2 years.
During my time in education at Bishop Stopford School, I have gained various experiences that have supported my development. During my GCSE
Health & Social Care course in June 2009, I completed ... Show more content on Helpwriting.net ...
I have completed Rainbows, Brownies and Guides Groups over the years and I attained the Baden Powell Award which is the highest accolade possible
within Guides. During my time at Guides I also became a Brownie Pack Leader supporting our local group "1st Mawsley Brownies" I did this for 2
years between September 2008–2010, I really enjoyed the interaction with the children and during this time I was responsible for planning and
delivering two special unit session meetings, one of which was on disability awareness and the other on educational games. During July 2012
Summer Holidays I volunteered as a Play Scheme Leader at the William Knibb Centre in Kettering. I helped look after a group of 12 children aged
between 5–6 years old assisting them with various activities including crafts, sports and group games. This time allowed me to work with groups from
varied social backgrounds and gain lots of new skills.
Outside of work I enjoy traveling on Holidays and have visited various destinations, my favourites so far being USA and Spain. I like to keep fit and
attend various Zumba classes on a weekly basis and any down time I do have you will normally find me reading a book to relax.
Although I have always wanted to become a Teacher and knew this path would mean going to University, I didn't feel ready when leaving school to
apply. Now having matured a little and having first–hand experience working in a primary school for the last 2 years I feel it has given me the time
and relevant experience I needed to make the next the step to University to gain my QTS and then achieve my career goal of becoming a

Teaching Experience Philosophy
In my opinion children learn best through physical movement and interaction with their environment, meaning that the children need to be provided
with hands–on activities and movement opportunities. My teaching practice meets the goal of advancing physical and intellectual competence because
I involve the children in developmentally appropriate gross motor and fine motor developmental skill building. Everyday the children are given
different types of materials to work with and taught different skills to try to expand their knowledge.
During circle time it is a fun to play games such as "Simon Says". This is an activity that encourages the children to move and use different parts of
their body. This experience reflects my philosophy of how

Reflections On My Teaching Experience
Total 51 29 80
3. Linking generic, disciplinary, professional and teachers with school context and problems of students skills.
Our teaching practice should respond to modern times, which have been major social, political, economic and educational, in this sense, the model
proposed RIEMSER is based on education competencies that support their bases on constructivism, trend for the twenty–first century.
Education according to Delors (1994) should be a means by which it can be transferred effectively a lot of knowledge to adapt to the knowledge
society and support for the development of future competitions, to comply with the above education must meet four essential pillars for a
comprehensive knowledge, which consist of "learning to know, learning to do, learning to live together and learning to be"
Hence the need to design teaching strategy covering these pillars that permeate the development of skills in the actors in the teaching–learning process,
it being ... Show more content on Helpwriting.net ...
Reflections on my teaching experience
At present and for the constant changes daily arise in education, teaching practice must be in line with these changes, that is why we have a continuous
training in the area of design and use of teaching strategies, as well as use of new information and communications technology; and it is here that as
teachers us to consider new challenges to strengthen our educational system out of backwardness in which we are immersed for several years.
Throughout my transit through the classrooms in these 18 years, my teaching in the classroom has had a strong transformation, since my alien to
education professional profile, the early years were characterized by a teaching based on repeat certain schemes of how they taught me and how I
learned, having no idea an idea techniques as psychoeducational strategies, based on a teaching focused on the transmission of content, specifically in
math subject of algorithmic procedures exercise unrelated to the context of students and

Environmental Teaching Experience
Environmental Factor Teaching Experience
Health Assessment
May 2, 2014
Part II: Direct Care Experience
1. Share the pamphlet you have developed with a parent of an infant child. The parent may be a person from your neighborhood, a parent of an infant
from a child–care center in your community, or a parent from another organization, such as a church group with which you have an affiliation.
2. Provide a written summary of the teaching / learning interaction. Include in your summary:
a. Demographical information of the parent and child (age, gender, ethnicity, educational level).
b. Description of parent response to teaching.
c. Assessment of parent understanding.
d. Your impressions of the experience; what went well, what... Show more content on Helpwriting.net ...
ucation

Teacher Reflection Paper
Even as a native speaker, teaching something as complex as another language will always present certain challenges. During the course, and
particularly during the observed teaching sessions, I learned several techniques and theories that I feel have greatly improved my ability to teach and
control a classroom. More specifically I learned about the different aspects of teaching from lesson planning to classroom management. Furthermore, I
gained knowledge of different teaching approaches and philosophies and was able to find out which ones worked best for me.
What is a good teacher?
Obviously there is more than one way to be an effective teacher. This may depend on what is being taught, what the teacher is like already as a person
and of course the students. As William Arthur Ward said "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires" (goodreads.com). This quote demonstrates that being a great teacher is about more than just telling students about the
material. A good teacher is someone who understands this and thus is able to modify the class to suit the needs and personalities of their students.
This requires a teacher to be adept at gaging the level of proficiency of the students and to teach accordingly. It also requires patience and motivation to
teach. In order to be effective in the classroom, teachers must also be prepared an organized. By focusing on these attributes and by combining this

Intentional Teaching And How Does Extending Young...
Reflective Question: What is intentional teaching and how does extend young children's learning?
Stop: As part of my research project on how to extend 3–4 year olds learning I have been researching the term "Intentional teaching". So what is
intentional teaching? The Early Years Learning Framework (EYLF) in Australia, describes intentionalteaching as "educators being deliberate,
purposeful, and thoughtful in their decision and actions". International teaching is not teaching and learning by rote, but reflects how children's
learning can be enhanced through purposeful interactions with more experienced and informed learners. Highscope Preschool Program in the USA,
describes intentional teaching as being planned, thoughtful, ... Show more content on Helpwriting.net ...
We set up our environments and provocations to reflect these interests. We ask our students what resources they would like to engage with. We have
conversations and pose questions in order to develop critical and higher order thinking. We are constantly incorporating social, emotional, and academic
coaching into our everyday interactions with students. These are all aspects of intentionality and being an intentional teacher. Intentionality should be
embedded in our practice and daily interactions rather than at a certain part of our day. For example, mat

Teaching And Tutoring Experience
Teaching and tutoring experience
I have been a clinic tutor on the SPOP course since its inception in 2015, I believe I have been an effective and active participant making positive
contributions, to this new team this has involved suggesting and writing tutorials both individually and sometimes with colleagues. I have become
adept at adapting or changing these at short notice when the needs of the student or situation required this
I am generally organised and flexible in my approach to clinic tutoring, I have managed the occasional clinical emergency or child protection issues in
a sensitive, calm and respectful manner, while supporting students' learning and managing the aftermath. I sometimes work as a solo tutor or within a
team ... Show more content on Helpwriting.net ...
I understand that this is a demanding role, I believe that my postgraduate studies at the osteopathic for centre for children Improved my resilience to
manage the emotional toll treating specialist groups can bring at times. During that time I treated a variety of patients, including children with chronic
or debilitating conditions, some in end of life care. Although at times this was terribly upsetting, it was an enormous privilege to part of their care
team. In terms of my own support networks I founded a supervision group locally just after graduation, it includes osteopaths, a general practitioner
and allied professionals, we meet less regularly now but it is still as vital support structure when needed, providing useful peer support and

Reflection On Teaching Experience
During my Practicum observation throughout the month of October, my practicum teacher works on formative and summative assessment in her math
class. My teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or where the child should be
she has many options and strategies on how to solve mathematical problems as a whole–group or individually. In this reflection I will discuss the
formative assessment, summative assessment, how students respond to the instruction, and interview process. Formative assessment focuses on
conducting how the student learns over time. Teachers test based on understanding and comprehending of the lesson such as; chapter tests or small
quizzes. My teacher uses review packets, chapter tests, bonus homework sheets, individual whiteboard sheets, and whole–class discussions. For
example; if a child is learning about multiplication and has to apply the concept to a word problem, but has no concept in combing the lesson to solve
the problem. This informs the teacher that the child doesn't understand the lesson or needs to go back to change how it could be taught differently.
These assessments show my teacher whether the child understand the concept they are learning or whether the teacher needs to change her teaching as
a whole. Summative assessment has a different goal towards the students' learning at the end of a unit by comparing it against some benchmark score.
This assessment focuses on the curriculum aspect on assessing the whole picture meaning the unit at the end of the lesson. My practicum teacher works
on providing checklists, checking problems before moving on to the next problem, using hand signals, and writing in their math journals. Students
enjoy using hand signals to answer the problem and use their individual white boards to personally solve the problem. There are a few benefits of using
hand signals in the classroom. Incorporating these signals provide teachers a quick visual check on whether the students understand how to solve a
problem and comprehend the problem. For example; using thumbs–up, hands on your head, or finger on your nose if agree or disagree to a solution.
Allowing students to use individual white

Community Teaching Experience : Diabetes Essay
Community Teaching experience: Diabetes Diabetes is a major problem in our society today. Many people have heard about the disease;
however, they do not know too much about its complications. Diabetes is a chronic, progressive and lifelong condition that affects the body's
ability to use the energy found in food (WebMD, 2016). Many new cases are confirmed every year and unfortunately, many go undiagnosed for
years. Diabetes is a serious disease and need to be taking seriously. The disease can lead to many other health problems such as blindness, nerve
damage and kidney diseases. The more the community understand and made aware of the seriousness of the disease, the better it can be control and
or prevented. Summary of the Teaching plan The teaching focuses on diabetes. The teaching plan also lay out the signs and symptoms to watch out
for. The three main types of diabetes and who is at risk for each one. The church members were given materials to learn more about the disease. We
explore some of the most common myth about diabetes. The group were given the opportunity to decide if the statement was a myth or a fact.
Furthermore, the community were made aware of the importance of reading food labels. Many food labels contain high amount of sugar with can add
up to the calories needed per day. Additionally, the group understand that not everyone can prevent diabetes. Some people can minimize their risks by
staying active and eat a healthy well–balanced diet every day. There

My Teaching And Tutoring Experience
Describe your teaching and tutoring experience. (Minimum 350 characters):
I have been tutoring people for over 5 years. I first started tutoring by teaching classmates english when I was living overseas. Soon afterwards it was
my main supply of income. I have continued to tutor/teach people off and on for the past 5 years and I currently work for the writing center at my
college as a writing tutor with a specialization in ESL work.
Tell us about yourself. What are your interests outside of school? What else would students enjoy knowing about you:
I grew up overseas and I think this gave me a good perspective of the world. I have personally had tutors in the past but I hated them because they
seemed so judgmental and strict. I

Statement of Teaching Philosophy, and My Experience...
Statement of Teaching Philosophy
"A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The
teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load
their minds, he cannot quicken them." ... Rabindranath Tagore (Nobel prize in literature in 1913)
This is my favorite quotation because it express what, I think, is the essence of teaching and learning. As a student, I have observed that the best
teachers were those who cared the most about teaching. It is noteworthy to mention that, I loved the way of my organic chemistry teacher taught
conformational ... Show more content on Helpwriting.net ...
If a teacher makes the material covered in a course interesting, the students are more likely to learn and keep the information presented. Besides helping
students learn course content, I think its teachers' role to help students develop broader skills that are important in all field and future careers. These
skills include verbal and written communication, critical thinking, and consideration of issues from multiple viewpoints. As an assistant professor, I
would use several methods to convey clearly principles relevant to the chemistry class I would teach:
Demonstration –supplemented lectures.
In–class participation
Development of Internet Resources
Research papers.
Motivation
One of most challenging task in teaching is the motivation of students. However, students can be motivated to work hard if they see that professor
cares about their success and if they see that he/she sets high standards for him/herself as well as for the students. Poor lecturing, unavailability during
office hours, unfulfilled promises of checking the answer to a question, and general sloppiness set the students wondering, not in a good way.
Furthermore, motivation is one key factor which brings students in the classroom. This can also be achieved logically by letting them to know the
significance of science, how it changes world, how can we have a better future, how can we control fuel crisis, how can we reduce global

Teaching And Mentoring Experience For Undergraduate Students
Teaching and Mentoring Experience
Teaching has been a fundamental component of my academic training. I have been actively involved in teaching, tutoring, and mentoring high school
and undergraduate research students throughout my doctoral and postdoctoral work at the City University of New York (CUNY). I taught General
Chemistry (I & II) laboratory courses and recitation sections at CUNY for four years. I volunteered as a physical chemistry tutor for undergraduate
students from CUNY. At St. John 'sCollege of Liberal Arts and Sciences, my teaching assignment included a General Chemistry Laboratory course that
also involved a synergistic approach to conducting several laboratory sessions guided simultaneously by two instructors.
Along with Dr. Ruth Stark and her graduate students at City College, I designed a curriculum for a biophysics foundation course ("Touring the tomato:
A suite of chemistry laboratory experiments") geared for undergraduate and high school students seeking research experience through CUNY's College
Now program. The eight–module course introduces a panel of analytical techniques for studying the structural properties of biopolymers obtained from
an inexpensive source such as the tomato fruit at increasingly detailed molecular levels. In its final phase, students design independent research projects
related to structural investigations of various biomaterials obtained from fruits and vegetables. We tested our new curriculum by giving a summer

David Sedaris 'Essay Me Talk Pretty One Day'
Writing Assignment: Education (Test) Understanding–– a concept of comprehending derived mainly from how one sees and applies something they
have learned to what they know. Not everyone understands absolutely everything; where some may understand one idea, another may not understand
that idea, but fully understand another. This concept comes from how and what you were previously taught and how you apply your own particular
sense of knowledge to situations. Understanding goes along with the essay, School by Kyoko Mori on how she expanded that satori, "enlightenment is
considered to be beyond human description" is used in the Zen–style teaching method. Mori's input and familiarity with the Zen–style teaching method
follows truly with how David Sedaris in, Me Talk Pretty One Day, found his point of enlightenment. The marvelous feeling of reaching enlightenment
comes purely from the effort and speed at which you perform a certain task; from understanding someone to mastering a skill, the end result marks a
beneficial use of the time you put into that task. The Zen monk's teaching techniques used in Japan that Mori introduced to us rely heavily on the
students' effort and desire to achieve. This Zen technique is based off satori, or enlightenment and in this style of teaching the teacher presents "a series
of koans–– questions that are meant to puzzle and disturb rather than provide answers" (Mori). The goal of these koans is to break down the students'
confidence about their

Graduation Speech On Teaching And Learning And Interactive...
I enrolled in the Certificate in the University Teaching (CUT) program in spring 2014 right after completing the FUT program in winter 2014. Through
the GS901 workshops, I learned about students' traits and attitudes toward learning and interactive teaching through active learning. With regards to
course design, I learned the importance of having an organized, yet flexible, course plan that is designed in equilibrium with course objectives and
assessments. Teaching observation practicum, provided me with an opportunity to assess my teaching from the perspective of an experienced educator.
Below, I will discuss the elements and strategies that I have experimented with based on the comments and suggestions I received.
COLLECTIVE LEARNING:
One of the key elements in teaching undergraduate classes is to create a learning environment that cultivates critical thinking and mastery of concepts.
As an instructor, I have experienced with various active learning methods to keep my students engaged and motivated. Within the pedagogy toolbox, I
found the element of discovery to be the most effective way of teaching. In my classes, before even explaining a new concept, I usually pose a
question to class and ask my students to find a solution. I ask my students to work in pairs (and sometimes groups) to come up with a solution without
them knowing the new concepts. The idea is to assist them to discover the new concepts by thinking out of the box and trying different approaches.
During

My Teaching Experience : The Importance Of Learning
Education encircles teaching and learning skills by imparting of knowledge, judgement and wisdom for future generations. Fullan (2016) defines
change as "being imposed on us by (natural events or deliberate reform) or because we voluntarily participate or initiate change when we find
dissatisfaction, and inconsistency in our current situation" (p. 19). Fullan (2016) explains that "how we seek change on our own terms, but rather how
we handle it when it inevitably occurs." (p. 21). Philosophy Teaching young minds is a task that utmost importance while being challenging, frustrating
and having significant responsibilities. Also, it is exciting, beautiful and joyful. All children can learn if they motivate, and have the correct directions
and visions of their teachers. Throughout my Walden experience, I have become aware of learning, behavior, and developmental theories to help
myself and my students by pushing them and myself to our fullest potential. Therefore, it is my responsibility is to be the leader for all my students by
giving them my full attention, motivating and teaching them so that they are the change that changes the world. The learning environment is where
students are emotional, physical, or socially safe. The parents, administrators, teachers, and community need to see that I am someone they can
approach without fear or discrimination. Also, my classroom is a zone for my students to feel safe to explore, the freedom of creativity and be able to
ask

Personal Reflection On Teaching Experience
Reflection on Teaching Experience Our Final project for EDU 581– Clinical Teaching in Health professions was to build on our Educational experience
in EDU 497– Teaching and Learning in Higher Education and Health professions in planning and implementing a lesson related to Health Professions
Education. This lesson design and implementation was so important for me, because it was my first official lesson to teach. So, the guidelines given
by the course instructors in the course modules helped me to design my comprehensive lesson plan beyond a novice expertise. I chose to deliver my
lesson in our face–to–face meeting in May 2014. I decided to choose a topic of a common interest amongst different healthcare providers
"International Patient Safety Goals". The plan to my project included: knowing Audience, Learning goals/objectives, Needs assessment, and timed
implementation scheme. Needs assessment Evidence that there is a need for such a lesson. The main phrase we know quoted from the Hippocratic
Oath is "First do not harm". Patient safety as a new discipline of health care quality and management, emphasizes on the process of reporting,
analyzing and preventing of Medical Errors that often lead to adverse health events. The WHO called patient safety an endemic concern, as 1of 10
patients around the world is impacted from errors. Also, IOM report (1999): "To Err Is Human: building a safer health system" 98,000 patients die
each year from preventable medical errors.

My Teaching Experience Essay
When I first come to Saint Cloud High School, I was uncertain of how I would fit into the world of education as a teacher, in fact, this was my
first teaching practice. After completing a few observations, I changed my view and recognized my teaching abilities. I was able to learn many
different things that will be helpful to me when I become a certified teacher someday. Although I could face many possible challenges in the
classroom, I have many of the strengths it takes to be a good teacher. There were many times during this field training that gave me a broad idea of
how the ordinary life of a teacher would go. Similarly, I got a profound sense of how the classroom environment is for most instructors. In general, I
believe this was a pleasant experience for me, and I learned a lot in such a brief period.
The educational unit I executed has an element of my instruction beliefs that students should connect and relate theme content to real life situations
inside and outside the teaching space. Therefore, during my teaching experience, I feel compromise and responsible for meeting my students' needs and
that is why I included many visuals aids and plenty of flexible activities. Hence, this unit involved a mixture of student and teacher–centered strategies
such as direct instruction, drill and practice of the unit vocabulary, lectures, dialogues, question and answer sessions, discussions with exchanges of
opinions and perspectives, discovery learning events and presentations

My Teaching Experience
I am excited by the prospect of teaching outside the United States and believe that I have the experience, skills and disposition to be a great
international teacher.
In addition to my professional teaching experience, I am currently a graduate student at the University of Wisconsin–Madison, pursuing a Master's
degree in Secondary Education and English as a Second Language (ESL). My program features intensive coursework and student teaching experience,
and is consistently ranked as one of the top three programs in the country by US News and World Report.
I possess a broad knowledge of history and the social sciences that forms a strong backbone for the academic skills and content I teach my students.
Reflecting this, I will be certified by the State of Wisconsin in history, geography, political science, sociology, economics, and broad field (general)
social studies, in addition to ESL.
My teaching experience is varied and reflects my adaptability and love for the day–to–day challenges of teaching. As a substitute teacher in an urban
school district, I have taught across all subjects at the elementary, middle, and high school levels. My ... Show more content on Helpwriting.net ...
I am passionate about teaching students with different linguistic and cultural backgrounds than my own. My first teaching experience, in a summer
school program, involved taking charge of a class of 11–year old Latino/a English language learners, without any experience, curriculum or support.
The job tested my persistence. It required quick decisions, a great deal of responsibility, and a tremendous work ethic. Most importantly I learned
quickly that developing a strong rapport with my students depended on my being open, curious, and accepting of their

My Teaching Experience In Education
Am I a better teacher after working in the classrooms at BSES and KES? Absolutely. Before student this experience, my teaching strategies were
limited to book knowledge and my experiences of teaching dance and theatre for the past five years. Working within the school setting, I learned the
importance in being flexible. Each time I entered a school, I generally knew what age student I would be teaching, the progression of skill I planned to
teach them, and how much time I had to complete my lesson plan. What I did not know was how many students I would be managing, if my
students could speak English, what level of physical competency my students had mastered, or if I would be dealing with any physical or mental
impairments. I learned to think quickly on my feet and to adapt to the class size; for instance, on my last day of teaching, I had prepared a lesson
around using scoops, because I thought my students already knew how to use them. When I found out they did not know how to use them, I adapted,
by changing from the games I had planned on teaching, to teaching the basics of handling the scoops and practicing over–hand and under–hand throws
and catching with the scoops. The new skills were easy for some, yet hard for others; therefore, I adapted exercises to meet the needs of diverse
students. For some, I simplified, and, for others, I made the tasks more difficult. Ultimately, the students enjoyed learning a new set of skills. Similarly, I
learned to be flexible in how I

Reflection Of My Teaching Experience
Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my passion and I feel extremely satisfied with every
successful lesson. I like to help the society, and teaching gives me a great opportunity to do so. I am passionate about educating my students, so I work
with them and motivate them to lead them to find inspiration in learning. I use different strategies to engage them and share with them the knowledge.
As a teacher, I believe that I play a crucial role in the success of every learning process. To guarantee that learning will take place, I make sure to create
a learning environment that is relevant to the students' background. Throughout my teaching experience, I learned how to love my students, ... Show
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The observation's reflection has already influenced the way I plan and teach. Reflecting on my work helped me improve my teaching strategies and
gain the ability to schedule plans that respond to the students' needs. In my opinion, observation is one of the most successful strategies that are used in
the practicum course to support teachers. I believe that AUD has formed an enthusiastic teaching and learning community.
I learned a tremendous amount of information and experiences since my enrollment in the ME program. I learned to be flexible, remain open to
continuous learning, and improve my career. I am also learned about the importance of time and about the importance of education in our life. I give the
credit of all of that to the reflection strategy.
During my learning experience, I had the opportunity to re–skill myself and learn new strategies to support my mission as a teacher. Recently, the
Practicum course has helped me live an authentic experience by transferring my learning and understanding into reality. I share knowledge, experience,
and communication, which increase my awareness in a way to understand the change and implement new ways of

Importance Of Teaching Experience
Through the teaching experiences I have engaged in my life, I have understood how important is to enhance students' willingness to study and their
enthusiasm and enjoyment of the subject.
Indeed, I have always loved studying, as well as reading and writing, and I would like to share this interest with any person who wants to study English.
I will briefly mention some of the teaching experiences that helped me gaining a fair level of understanding of pupils.
I have participated in an internship in a Kindergarten in Italy and I have volunteered in a refugees' camp as an Italian teacher as well. I have also
tutored a teenager for a whole academic year, teaching her the English Language and helping her with homework and class tests, as well as with the
improvement of writing, speaking, reading and listening skills.
Additionally, I have been an au pair for six months and I have helped two very young children to do their homework in all subjects at Primary School as
part of my daily tasks.
I have also volunteered in a Primary School near Falkirk and in a project called "Conversational English" for the University of Glasgow. I have indeed
helped a foreign lady to improve her confidence in speaking English both in front of formal and informal contexts.
I recently worked as a self–employed English tutor, finding students through the website "Tutora ltd".
Finally, I have just completed a 120–Hour TEFL Course with distinction. I am a native speaker of Italian and I have an advanced

Personal Experience: My Teaching Philosophy
Teaching Philosophy
My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my classes. Providing a creative environment that
allows self assessment, growth, group interaction and mentorship are at its very core. Having taught in Higher Education for many years, and as an
instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to work with some of the brightest and creative young
professionals. Teaching has not only broadened my love of art and exploration, but my determination to help students that do not have the confidence to
persevere through their education, yet have the passion to follow their dreams.
Learning is social, in studios you gain more and grow more when working with members of your team; at times more than a student will in an entire
term in college. This type of collaboration must be a part of he current classroom climate. It must be .
Students need to embrace critical and independent thinking. They need to trust their own instincts with somethingdoes not look right or fit into the
bigger picture of the projects intendedoutcome.
I facilitate a culture of learning that is centered around self growth, relections, invstigatn and problem solving. How does one teach art? Its been a
question that has been thrown around a lot, and in years of faculty meetings and workshop, a much heated debate.
Students are reauired to share their terms weekly plans in achieving the goals

Co-Teaching Experience Analysis
Think:
This article seemed very familiar to me. I believe that, perhaps, I had read it before. As I read I tried to recognize where I had seen this, and then
looking at the date, realized that it was probably at one of the co–teaching trainings I had attended when at another district. I then tried to look at it
more carefully, thinking –– Well, what do I know now that I did not know then? What stands out as very familiar? What did I maybe miss last time I
read this so many years ago? I did not remember the 7 principles exactly, but I did know that good coaches treat others as equals, provide choice,
engage in dialogue, and not only let others express their ideas and opinions, but listen objectively and carefully consider their partners contributions.
Connect: ... Show more content on Helpwriting.net ...
At that time, I requested some clarity as to what exactly my role was and was invited to participate in both special education co–teacher training and the
training offered to elementary ESL co–teachers. I know this training made a huge impact not only on my teaching, but how others saw me. My
principal took great pride in bringing district officials into my co–teach classes and asking them if they could distinguish which teacher was the
co–teacher and who was the teacher of record. I do have to give my co–teacher much of the credit, from the start she made me an equal in the
classroom.
I also felt that the section on praxis was a bit understated. The ability to rapidly apply new knowledge is, I believe, a core skill of successful
teachers. Long gone are the days when a teacher could just go to her file cabinet, dust off her lesson, and use it again, year after year. One of my
supervising teacher during my student teaching did that. She never wrote lesson plans. She had a file cabinet with each folder labeled for each day ––
Q1W1D2. I am very glad that this is no longer a

Culturally Responsive Teaching Experiences
training, an additional assumption is that many in–service teachers lack practicum experience with culturally and linguistically diverse students during
the preparatory course to work directly with culturally diverse students (Atwater et al., 2010; Castro, 2012; Jackson, 2013). Therefore, each of the
participants will have different behaviors in regards to the phenomenon, based on their individual experiences.
5. From a personal perspective as an African American female teacher, the researcher has a personal bias. Therefore, it is necessary for the researcher
to separate personal views from the study. To ensure trustworthiness in qualitative research, the researcher must construct the reality of participants'
responses and make sure that her personal views do not cloud the integrity of the study (Giorgi, 2009). The researcher will need to separate her values
and perceptions from the research and focus strictly on the revealed evidence of the study.
Limitations
1. A limitation of this study relates to the sample size of 10–15 participants. The number of teachers in the state of New York and the Albany area is
enormous in comparison to the sample size. Thus, the sampling size does not present a large enough picture to describe the phenomena of teachers
using CRTS with diverse urban student populations, as it applies ... Show more content on Helpwriting.net ...
The culturally responsive teaching experiences of the participants are a limitation. According to Gay (2010), culturally responsive teaching is effective
when teachers and students cultural background is acknowledged and integrated into the teaching–learning process. Teachers' years of lived
experiences using CRTS with culturally diverse students will limit the scope of this study. Siwatu (2011) argues many preservice teachers have limited
experiences and exposure to using CRTS throughout their teacher preparation and training programs. Therefore, some teachers may have limited
experiences while others have an abundance of teaching skills using

My Philosophy Of My Teaching Experience
My teaching experience has showed me a lot not only about the field of teaching but also myself. It has helped me reflect on my current status as a
teacher along with my future status as a teacher. As my teaching experience has showed me is that my strengths as a teacher is patience, planning and
organization. This has helped me manage all the struggles that a new teacher faces. Getting accustomed to fellow colleagues, administration, schedules,
school paperwork, etc. I know I had struggles but thanks to a fellow teacher I was able to ask him what things meant and understand how to
properly do them. My strengths not only helped me get through the daily grind but also my classes. Working in an elementary school is a first and a
surprise. I always saw myself in middle or high school. It has been a blessing in disguise because I able to use my strengths of patience, planning and
organization to provide meaningful and insightful lessons. I can see how much they appreciate what I do by the letter and drawings they give me. It
reaffirms that what I am doing is making a difference.
Even though I feel my lessons are doing a good job I think they can do better. As I mentioned, I saw myself in middle or high school and it has
caused me to struggle a little bit with creativity and discipline the most. I try to make my lessons as lively and visual as I can but there always seems
to be something missing to take it over the top. Some activities I tend to rely on drill like formations

My Experience As A Volunteer Teaching Assistant
Based on my current ongoing experience, I believe the factors that make up a quality volunteer experience resolves around communication and
interaction as it opens doors for individuals to share common ideas and thoughts from different perspectives allowing volunteering to serve as a social
medium. Furthermore, being able to understand the true meaning behind why an organization is driven to give back to the community allows
volunteers to see what is expected and how they can give back to their community in a positive manner. I have been able to create such an experience
for myself while working as a VolunteerTeaching Assistant by being able to build communication and social skills, allowing me to learn how I can
assist students understand certain concepts discussed within the class and how they can become successful and obtain so much from a particular class
that is going to play a beneficiary role for them in their future career paths. The duties and responsibilities I have completed consist of teaching
laboratory material via lectures and lab experiments, grading a number of different assignments, and organization of paperwork as ... Show more
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Additionally, as having worked as a volunteer teaching assistant for 3 consecutive semesters within the Molecular Biology and Microbiology
department has allowed me the opportunity to gain an immense amount of experience while giving back has made me want to continue working as a
volunteer for the department which I ensure is done until I graduate in the Fall 2018

Teaching Is Complicated And Intricate Experience
Teaching is complicated and intricate experience included the teacher, the students, and environment (Harrison et al., 1999). Earl (1983) said only a
small number of teacher make an improvement in development of students' skills, and the evidence that traditional instruction is positively related to
the development of skills for students was rarely found. However, some teachers make an improvement than others. The reasons for this are varied, but
the goal of teacher in physical education is same. The goal is to have students enjoy and play the game well. So, how should teachers do for effective
teaching? Rink (1996) summarized effective teaching in physical education.
1. Students need enough time to learn skills well to use them in ... Show more content on Helpwriting.net ...
Developing and finding the effective skill of teaching is great interest to teachers in college. Various effective teaching skills will make teacher to
select appropriate skill for various type of students and activities (Beckett, 1990). As a result, it is reasonable to find the methodologies of those
teachers who make an improvement using new or good teaching skill. Therefore, in this review, I will explore various teaching skills and some
example that the skills were applied in physical education.
Skill–focused Instruction, Teaching Games for Understanding, and Play Practice
Skill–focused Instruction
A lot of researchers have discussed skill–focused approaches to teaching sport as responsibility for a lack of proficiency in students' ability to play
games (Bunker & Thorpe, 1982; Mitchell et al., 2003; Rink et al., 1996). As a result, alternative approaches were proposed instead of the skill–focused
teaching. The most notable alternative approach has been the teaching games for understanding (TGU) (Bunker & Thorpe, 1982; Mitchell et al., 2003).
Teaching Games for Understanding (TGU)
The original TGU model is a step–by–step procedure model for teacher to enable student to be skillful players (Bunker & Thorpe, 1982). TGU model
consists of five steps such as; 1) the game introduced, 2) game appreciation, 3) tactical awareness, 4) making appropriate decisions, 5) skill execution,
and 6) performance. Also, Thorpe and Bunker (1989) introduced

Eudora Teaching Experience Paper
For my Eudora teaching experience, I had the opportunity to teach a wonderful class of kindergarteners. When I got to the school, I wasn't really
sure what to expect out of the classroom. I had talked briefly to Kelly about the set up of the classroom before going, so I had a little bit of an idea of
what I was walking into. My first impression of the school was that it was very similar to the elementary schools that I grew up in in Spring Hill. The
secretaries were very nice, and seemed to know exactly what I was there for. I was escorted to the classroom instead of being given directions. This
was very nice, because in past situations where I was new to a school, I was simply given directions as to where to go and that was it. After being
directed to the classroom, I got the opportunity to meet Kania. Once I met her, I felt much more relaxed about getting prepared for the lesson. Since I
had never taught in that classroom before, I was worried about the amount of time I was going to have to ... Show more content on Helpwriting.net ...
Their energy was very high, which gave me a lot to feed off of. As the students arrive, I asked them to have a seat at the table, they supposedly had
assigned seats already. I started by introducing myself and welcoming them to the class. We then went though the PowerPoint I had prepared. I talked
briefly about Kandinsky, and his goal to use his paintings to convey emotion to his views. Additionally, I explained to them that the concentric circle
paintings were like experiments that he conducted to play with interactions that colors make with one another. Then, we talked about painter's
etiquette, color, what primary and secondary colors were and their differences, and what primary colors make which secondary colors. Finally, we
passed out materials and the kids got to paint. It was a lot of fun to see them paint and mix colors for the first time knowing what colors they were
supposed to

Teaching Experiences With Phonics And How They...
Article one, teachers give their account on their teaching experiences with phonics and how they incorporated a culturally relevant curriculum. A third
grade teacher who taught history was teaching the basic information about different cultures than the actual culture from their perspectives. Another
teacher taught more on inferential teaching, relating what we know and experienced in our own life. One of the teachers taught phonics by making a
personal alphabet book with the help of the parents using letters that the child was familiar with or liked. The personalized picture book was similar but
the student used different types of material to make their book. The book represented and depicted who they are as a student. Last lesson was the
morning circle where students were able to use their native language to greet others and talk about themselves. Article two, starts off discussing what,
explicit systematic phonics instruction means (Mesmer, H. E., & Griffith, P. L., 2005, p. 366). Everyone has own interpretation of that phrase which
needs to be correctly defined. The phonics instruction has two separate meanings both are teaching encoding and decoding of sounds. It also very
important because the phonograms is part of the English language. The students use phonics to by corresponding sound to letters, spelling, and
understanding the meaning of the words. Explicit and systematic phonics originated before 1900 but both were used together after 1900 to teach
phonics. That

Reflective Teaching Experience
I find it refreshing to go beyond the classic lecture practices, and since my experience comes from both industrial practice and academic education, I
value and apply different ways and forms of delivering my classes as such.
By basing my teaching on the knowledge and practical experience that I have gained from practice/research, I am able to transform the teaching process
into one that emphasise 'process of inquiry' (Light et al, 2009), supporting inclusive teaching and learning practices (Hockings, 2010; Armstrong,
2011)[A4,V3,K2]. Firmly believing in the power and effectiveness of technology, along with my openness and confidence as an IT confident user, I
apply audio/video resources and visual aids to facilitate students' understanding of complex concepts and to add enrichment to learning (Brown and
Race, 2002)[A4,A2,K4]. I do my best to not make assumptions in my classrooms (Race, 2006), and work earnestly to minimise barriers for students
with difficulties (appropriate font type/size; guidance on useful resources/links, etc.)[A4,V1,V2] in order to ensure student success. Furthermore, I
provide extensive Blackboard support (clear module structure, prior notes for students with dyslexia or language difficulties)[A4,K4,V1,V2], giving
students the opportunity to easily use to platform and engage in the learning process.
It's important to engage students, and in the case of large audiences, I use a microphone, make eye contact, move about and interact with students

Philosophy, Interdisciplinary Teaching and Student...
Philosophy, Interdisciplinary Teaching and Student Experience
ABSTRACT: This paper focuses on novel approaches open to teachers of philosophy in particular, but more generally also to other university teachers,
in the face of what Allan Bloom saw as the waning of a literary culture. It is argued that, although some ofBloom's suggestions regarding the successful
engagement of students' interest–against overwhelming odds–are didactically valuable, he neglects precisely those avenues from which students could
benefit most on the basis of their own experience in a world largely devoid of literary attachments but saturated with audiovisual ones. These options
are explored in some detail from various perspectives, including the difference ... Show more content on Helpwriting.net ...
The reason behind this assumption is my belief that, even if Rorty were right that philosophy is just one voice in the conversation of humankind – or
one language game among others – and even if it does not occupy a hierarchically superior position in relation to other conversation partners, it is not
one that we could blithely give up whenever we felt like it, as his own continued practice of it demonstrates. To give up philosophizing would require
that we first cease to be self–conscious beings – not just conscious beings, but beings conscious of being conscious, or reflective beings, homo sapiens
sapiens. And the day we are no longer such beings, we would no longer be human, and I could well imagine that philosophy would have no place in a
world populated by such unreflective creatures. Jean–Francois Lyotard (1991) has hinted – and I agree with him – that our humanity is at present being
threatened by an inhuman system of global development, but also that the resources exist within us to resist the dehumanizing effects of such a
system, even if, in the process, we have to draw on something within us which is 'inhuman' in a different sense: the sense of that which will always
escape the various processes of rationalization (or 'normalization', Foucault would say) typical of an

Teaching Level Field Experience Requirements
The IR states (pp. 40–41) that the unit 's field experience requirements are sequenced to align with PDE recommendations. There are four stages of
field experience:
Observation,
Exploration,
Pre–student Teaching, and
Student Teaching.
The early field experiences in each of the initial programs focus on observation and exploration. Cooperating teachers can provide additional
opportunities based on the candidates' readiness and abilities.
The methods pre–student teaching level field experiences for juniors/seniors are lengthier because candidates are expected to tutor individual students,
work with small groups of students, and even teach lesson(s) following the plans of and under the supervision of the cooperating teacher ... Show more
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41).
The unit has instituted Transition Points (Gates) at both initial and advanced levels to track and gather evidence of candidates ' outcomes, guide faculty
and candidates as they transition through the program and the unit assessment system, specifically in relation to knowledge, skills and dispositions
(Exhibit 2.3.a. These assessments are both formative and summative.
According to the IR, the gates for initial Programs are:
Pre–Admission,
Admission to the program,
Admission to Student Teaching and
Program Completion (p. 27).
A new regulation approved by PDE under Act 168, requires that all candidates pass a Basic Skills Tests before they exceeded 60 semester hours and
are be formally admitted to TeacherEducation programs. There are four ways:

SAT or ACT scores,
PAPA (Pre
–service Academic Performance Assessments) tests or
CORE Basic Skill Tests
Since candidates take these tests at various times during the first 60 hours the unit is finding difficulty in disaggregating the data by academic cohort
The gates for advanced Programs are, but may vary:
Admission to the program,
Advancement to Candidacy, and
Program Completion (p. 27).
The unit provide no additional guidelines on the advanced program Transition Points (Gates) System and the systematic progression of the advanced
program candidates through their programs.
The unit identified 5 (five) key assessments for data collection on candidates ' performance. These

Student Teaching Experience: My Experience As A Teacher
My first experience as a teacher was very exciting and a bit challenging. I spent four weeks in a child protection agency, observing, teaching lessons,
and working small group of pupils. This has given me a valuable insight into a many important issues related to teaching. I have learned a lot about
myself. The student teaching experience allowed me to put everything that I have learned about education into action. During my student teaching, my
supervisor guided me along and helped me the kind of teacher that I want to be.
The most important thing I learned during student teaching is to be confident. In my first teaching session I was a little shy with my students, even
while presenting them information. After my first teaching session, I was more comfortable in front of my students. Once I improved my confidence
in the class, I had more comfortable with teaching, and my students had more fun and comfortable as well. Respect for myself and my students ties into
this as well, and is closely related to the relationships with my students. I learned that one of the most important thing is confident in terms of
maintaining relationships with my students, which does help to better ... Show more content on Helpwriting.net ...
During student teaching experience, I wanted to find ways to improve my teaching skills. I have never been afraid of taking negative feedback and I
was not bothered. When my cooperating teacher observed me in action, he noticed things that I had not noticed before. Such as pronunciation
mistakes or standing in one place a long time. Cooperating teacher pointed out these things to me, so I could make the necessary changes to improve.
On the other hand, more than just asking for feedback, we need to have a good attitude about the feedback that we received from teachers. I realized
that when I eager to learn and willing to hear criticism, I noticed greater improvements in my teaching and increases in my

Teaching Assistantship Experience
I am writing to apply for the Teaching Assistantship position at your department. With my experiences in relevant design courses, leadership,
communication skills, and coaching, I believe that I can help the school to provide productive learning environment for other students, for them to
succeed in both academic and professional pursuit. With many visual design courses that I have successfully went through such as Design
Fundamentals 1 and 2, where I produced high quality rendering, graphic presentation and detailed plans on a high–intensity weekly basis, using Adobe
CS, Rhino, etc. Along with that, I also went through many other studios/workshops that required high visual design to communicate in different
formats. For example, I presented

My Clinical Teaching Experience

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