Mary Campbell is a 6th grade teacher seeking to improve her skills and expand her roles. She enrolled in a reading program to learn how to better teach her students. Through her coursework, she developed as a researcher, leader, and practitioner of literacy education. She conducted research on home-school partnerships and implemented a new vocabulary strategy in her classroom. While change was difficult, she grew more confident in applying research and taking on leadership roles to help her students and colleagues. She aims to continue developing as a lifelong learner and literacy leader.
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Who am I? I am a 6 th grade Language Arts & Science Teacher. I see my roles as being a student, teacher, a wife, and a mother. I would say that many times these roles overlap, and I sometimes don’t know how to do them very well. Yet I enjoy them. However I felt I needed to improve the best I could. I wanted more. So, I began the READ program for the sole purpose of learning to teach students I was unprepared to teach; however, I learned and understand so much more about education, leadership, literacy and practice that I ever realized I would. Now I can add Researcher, Leader, and Practitioner to my list of roles.
4. My Work and Growth as a Master Reading Student Development of a Researcher, a Leader, and a Practitioner Highlighted through the following courses: READ 6406 READ 6421 SPED 6002 EDUC 6480 ELEM 6550 EDUC 6001
5. BECOMING A RESEARCHER: Research: EDUC 6480 was one of my first courses as a READ Student, along with READ 6418. I developed vocabulary, insights, and analytical skills throughout the journey. These courses prepared for my next steps in READ 6406: It was in this class I felt an actual member of the field of educational research. Therefore, as my exemplification in the competencies of RESEARCHER, I chose my research for the LITERATURE REVIEW AND PROPOSAL. Why I chose this task: The number one goal that I want for my students is that students apply what they have learned. They go beyond basic understanding to true knowledge. The Literature Review and Proposal shows my own meeting of that goal. It exemplifies my critical reading of reading education literature and the investigation of action research. Competency Goal C: Research Uses research to examine and improve reading instruction effectiveness and student achievement.
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7. BECOMING A LEADER: As a young student I received the “leadership qualities” comment on report cards until I became the Student Council guru in High School; yet, leading in a field where you have little expertise is difficult. My basis in Research and in Leadership courses gave me the confidence to try to be a Literacy Leader in my School I felt qualified to share research and opinions with colleagues and serve in a capacity to teach both my students and other teachers. Therefore, as my exemplification in the competencies of LEADERSHIP, I chose my completion of the HOME SCHOOL PARTNERSHIP PROJECT. Why I chose this task: This assignment led to me to become an authority on a specific topic: the communication and importance of a home-school connection, and to then be a presenter on this topic. The most memorable experience from this assignment is that I thought I had failed.
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10. WORDS THEIR WAY, EDUC 6001, & SPED 6002 The connection between the strategies and principles of Words Their Way by Bear, Invernezzi, Templeton, and Johnston and the ideas behind the education of students with special needs and meeting diversity is quite a perfect match. Both allow for students to receive the assessments that drive instruction and instruction that fits their needs, respectfully I now have first hand knowledge of this pairing. My Reflection “ Going into these lessons, I looked at the tasks as spelling. I wasn’t open minded about the possibilities the lessons had, and I honestly dreaded having to take the time to teach the lessons. I didn’t see their place in a middle school classroom or with my school’s goal of increasing Reading EOG scores. However, by the end of the lessons, I did have a different opinion about word sorts and their place in the classroom.”
11. My Work and Growth as a Master Reading Teacher When the student is ready, the master appears. ~Buddhist Proverb
12. A Metamorphosis In Progress Throughout the courses I have taken in the READ program, I have grown in the three main areas of Literacy Education. All of these areas affect my day to day duties in the classroom. My courses have changed the way I view many things: Instruction and its organization Testing Diversity Assessment and its place Teaching leadership and reaction to change The power of “the connection to reading” While I am now much more confident in my own knowledge and leadership capabilities, I am working on the transformation in the classroom. As I have read about leaving “tracks of learning” in Strategies that Work by Harvey and Goudvis, I am slowly starting to lay the tracks for my students and colleagues to follow me. In time, I will transform my classroom, but I keep telling myself that the baby tracks I’m making do count.
13. My Future Plans for Professional Growth I am learning all the time. The tombstone will be my diploma. ~Eartha Kitt
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15. References Bear, D. R., Invernezzi, M., Templeton, S., & Johnston, F. (2007). Words Their Way (Fourth Edition). Columbus, OH: Prentice Hall. Bolman, L.G., & Deal, T. E. (2010). Reframing the path to school leadership . Thousand Oaks, CA: Corwin Press (2nd ed.). -Harvey, S. and Goudvis, A. (2007). Strategies That Work (Second Edition) . York, Maine: Stenhouse Publishers. Johnson, Spencer. (1998). Who moved my cheese? . Penguin Putnam. Piaget's Theory of Child Development http://www.simplypsychology.pwp.blueyonder.co.uk/piaget.html Quotations about Learning http://www.quotegarden.com/learning.html Link to E-Portfolio Contents http://moodle.aos.ecu.edu/mod/assignment/view.php?id=14465