Mark Boatman believes that extracurricular activities play an important role in life by fostering community involvement and success. In high school, he participated in wrestling and learned that individual effort strengthens the entire team. In college, he held leadership roles in his fraternity such as Vice President and philanthropy chair, and served as Recruitment Chair for the Interfraternity Council. These experiences taught him to work with diverse groups of people. As a new teacher, he will likely participate in after-school activities and sees these not as a burden but as opportunities to interact with students and parents and support the school community.
Mark Boatman grew up in a household of educators who stressed the importance of education. He attended schools in Idaho and Washington from preschool through high school, where his father was assistant principal. He enjoyed various classes, activities, and leadership roles. Boatman went on to receive his bachelor's degree from the University of Idaho in Anthropology and Political Science. After working as an archaeologist, he decided to pursue a career in teaching and is now seeking a second degree in education.
Mark Boatman has held several jobs throughout his life, beginning as a paperboy to earn money before school. In high school and college he worked retail jobs to earn spending money. He obtained a degree in anthropology and worked as an archaeologist for the Bureau of Land Management, gaining experience managing field crews and conducting surveys. All of his work experiences have helped prepare him for a career in education by teaching him the importance of time management, the value of education over low-paying jobs, and skills like collaboration, personal responsibility, and organization that make for effective teaching.
The teacher is passionate about developing positive relationships with students to promote success in the classroom. They create an engaging learning environment that considers students' interests and strengths, while also improving weaknesses. The teacher focuses on six best practices: a safe, inclusive environment; an accepting community that encourages collaboration; fair classroom management; rigorous, interest-based curriculum; daily communication with families; and modeling respect to build trust and provide high expectations.
The document outlines a kindergarten phonics lesson plan focused on teaching students the letters and sounds of the alphabet through a PowerPoint presentation. Students will click through each letter to see a picture starting with that sound and practice identifying the letters. An assessment quiz is included to evaluate the students' learning.
The document outlines Mark Boatman's teaching philosophy. He believes that teachers should empower students with the tools needed to succeed in life and that all students have the potential to do great things given equal opportunity and access to learning. He wants to instill high expectations in his students and make a difference by helping students learn and think in new ways. His goals are to promote critical thinking, tailor instruction to meet diverse student needs, create a positive learning environment, make learning relevant to real life, and ensure student success.
Nannette Marrero Berríos outlines her teaching philosophy which is guided by theories of pragmatism, humanism, and behaviorism. She believes that students must be actively involved in their learning experiences and that teachers should promote critical thinking skills. Her philosophy also emphasizes meeting students' needs and reinforcing positive behavior. She views teaching as a profession that requires constant self-evaluation to best support student learning and development.
Mark Boatman believes that extracurricular activities play an important role in life by fostering community involvement and success. In high school, he participated in wrestling and learned that individual effort strengthens the entire team. In college, he held leadership roles in his fraternity such as Vice President and philanthropy chair, and served as Recruitment Chair for the Interfraternity Council. These experiences taught him to work with diverse groups of people. As a new teacher, he will likely participate in after-school activities and sees these not as a burden but as opportunities to interact with students and parents and support the school community.
Mark Boatman grew up in a household of educators who stressed the importance of education. He attended schools in Idaho and Washington from preschool through high school, where his father was assistant principal. He enjoyed various classes, activities, and leadership roles. Boatman went on to receive his bachelor's degree from the University of Idaho in Anthropology and Political Science. After working as an archaeologist, he decided to pursue a career in teaching and is now seeking a second degree in education.
Mark Boatman has held several jobs throughout his life, beginning as a paperboy to earn money before school. In high school and college he worked retail jobs to earn spending money. He obtained a degree in anthropology and worked as an archaeologist for the Bureau of Land Management, gaining experience managing field crews and conducting surveys. All of his work experiences have helped prepare him for a career in education by teaching him the importance of time management, the value of education over low-paying jobs, and skills like collaboration, personal responsibility, and organization that make for effective teaching.
The teacher is passionate about developing positive relationships with students to promote success in the classroom. They create an engaging learning environment that considers students' interests and strengths, while also improving weaknesses. The teacher focuses on six best practices: a safe, inclusive environment; an accepting community that encourages collaboration; fair classroom management; rigorous, interest-based curriculum; daily communication with families; and modeling respect to build trust and provide high expectations.
The document outlines a kindergarten phonics lesson plan focused on teaching students the letters and sounds of the alphabet through a PowerPoint presentation. Students will click through each letter to see a picture starting with that sound and practice identifying the letters. An assessment quiz is included to evaluate the students' learning.
The document outlines Mark Boatman's teaching philosophy. He believes that teachers should empower students with the tools needed to succeed in life and that all students have the potential to do great things given equal opportunity and access to learning. He wants to instill high expectations in his students and make a difference by helping students learn and think in new ways. His goals are to promote critical thinking, tailor instruction to meet diverse student needs, create a positive learning environment, make learning relevant to real life, and ensure student success.
Nannette Marrero Berríos outlines her teaching philosophy which is guided by theories of pragmatism, humanism, and behaviorism. She believes that students must be actively involved in their learning experiences and that teachers should promote critical thinking skills. Her philosophy also emphasizes meeting students' needs and reinforcing positive behavior. She views teaching as a profession that requires constant self-evaluation to best support student learning and development.
Mark Boatman wants to pursue a career in teaching because he has always been passionate about helping others learn and wants to instill high expectations and a sense of purpose in students. He believes that by providing equal access to learning opportunities, students have the potential to do great things. Another motivation is that teaching forces lifelong learning and presents new insights from students. While the job has pressures, Boatman finds the excitement of making a difference in students' lives most rewarding. He pursued other careers but felt a calling to teaching to make a positive impact on others.
Mark observed a 4th grade classroom taught by Mrs. Tara Skeesuck at Prospect Elementary School. He was impressed by how welcoming the teacher and students were. Mark saw that the students were excited to learn and expressed joy in their knowledge. Mrs. Skeesuck effectively used a mix of classroom management techniques, including behavior modification and group processes. For example, she had student groups create classroom rules and present them. Mark was also given the opportunity to teach his own lesson on the Constitution to the class, which was a valuable learning experience.
This document contains the Common Core State Standards for English Language Arts and Literacy. It outlines standards for reading, writing, speaking, listening and language skills for kindergarten through 12th grade. The standards were created to ensure students are college and career ready by the time they graduate high school. They emphasize the equal importance of reading and comprehending both literary and informational texts. The standards are designed to allow flexibility for teachers and states while maintaining a focus on key skills needed for success after high school.
Idaho Content Standards - U.S. History Standards (Grade 6-12)boat6195
The document outlines the content standards and objectives for U.S. History I courses in Idaho between grades 6-12. It includes 5 standards: History, Geography, Economics, Civics and Government, and Global Perspectives. The key goals are to understand the cultural, social, political and economic development of the U.S. from early cultures through the Civil War era, by studying topics like migration, expansion, industrialization, and the roles of various groups. Students are expected to learn about the foundations of U.S. government and analyze historical events from multiple perspectives.
This document provides an interdisciplinary lesson plan for 7th grade students to meet writing standards. It involves having students write informative texts in different subject areas, including writing a novel review in reading, explaining how to solve a math problem, writing a report about an animal in science, and explaining the Constitution in social studies. It also provides ideas for cooperative learning activities, like having students think about a topic individually, discuss it in pairs, and then collaborate to write a report to present, as well as differentiated instruction like an independent research project on a topic of their choosing. The goal is for students to learn to organize and analyze information to write well-structured informative texts across disciplines.
This document describes an integrated curriculum lesson plan for a 4th grade social studies class on Australia. The lesson involves dividing students into groups to research and create salt dough relief maps of different regions of Australia. Students will use math, reading, science and art skills to research their assigned region, measure ingredients, construct their relief map to scale, and paint symbols representing the region's culture. Finally, groups will present on their region's geography and culture, combining their relief maps into a full map of Australia. The goal is to teach about Australia while integrating multiple subjects into a collaborative, hands-on project.
This document discusses subject matter knowledge and learning activities. It covers standards related to a particular subject matter. In a concise manner, it touches on key elements of subject knowledge, teaching methods, and applicable standards.
The lesson plan introduces students to the importance and purpose of the US Constitution by having them discuss classroom rules and how leaders compromised to develop fair rules for all. Students will then read excerpts from a book about the framing of the Constitution and draw representations of the sections. They will learn vocabulary words from the Constitution's preamble like "justice", "tranquility", and "union" and fill out a worksheet while watching a video about the preamble. The goal is for students to understand how the Constitution's rules were developed to create order and fairness for the country.
This document is Mark Boatman's autobiographical essay for an education foundations course. It summarizes his educational and work background, and reasons for pursuing a career in teaching. He grew up in a family of educators and was influenced by many great teachers. After obtaining a degree in anthropology, he worked as an archaeologist for several years but wanted a career with more personal fulfillment and impact. He is passionate about empowering students and making a difference in their lives through teaching.
The document is a statement of informed beliefs written by Mark Boatman for a class on families, communities, and culture. It outlines Boatman's teaching philosophy in 5 sections: all students can learn, teacher expectations, student social ecology theory, cultural diversity instruction, and curriculum for all learners. Boatman believes that effective teachers can teach to all ability levels, hold high expectations for students, understand influences on student development, promote cultural pluralism, and use various teaching methods to engage students. The goal is to encourage active learning and critical thinking to benefit all students.
The document discusses the history and purpose of common schools in the United States. It outlines how important education figures like Horace Mann helped establish common schools to provide free public education to all children. These schools aimed to promote social cohesion and democratic values through standardized curriculums. The document also notes ongoing debates around public education, comparing controversies then such as arguments for and against common schools, to modern issues like school vouchers and multiculturalism. Students evaluate similarities and differences between common schools and today's public elementary schools.
The document discusses Horace Mann's vision of the Common School, which was established in the 1830s as the precursor to today's public elementary school. It was proposed as a free, universal, and non-sectarian school system funded by taxes that would provide education to all children regardless of religion or social class. Mann was a key advocate who saw schools as a way to strengthen national unity, Americanize immigrants, and create productive democratic citizens. While some argued educating the poor was not the government's role, the Common School movement spread the idea of universal education.
This newsletter welcomes parents and students to Mr. Boatman's 4th grade classroom. It provides information about classroom expectations, opportunities for parent volunteers, and the subjects and activities students will be learning about in the coming week, including vocabulary, reading, social studies on Idaho history, math on decimals and fractions, science focusing on reptiles, and a note for parents to contact the teacher with any questions.
Mark Boatman introduces himself as the new teacher for the upcoming school year. He provides biographical details about himself including being 25 years old, graduating from the University of Idaho with a degree in Anthropology in 2008, and being married for over 2 years. He outlines expectations for students to be responsible, respectful, and ready in the classroom. The document provides an overview of what subjects like reading, social studies, math, and science will entail for the week, as well as upcoming field trips and opportunities for parent volunteers.
The document discusses Mark Boatman's goals and plans for using technology in his future classroom. It outlines how he intends to utilize various technologies like word processing, telecommunications, spreadsheets, and presentation software. Some specific examples mentioned include having students create newsletters and budgets using Word, setting up a class website for communication, and using PowerPoint for delivering lessons and student group projects.
Mark Boatman wants to pursue a career in teaching because he has always been passionate about helping others learn and wants to instill high expectations and a sense of purpose in students. He believes that by providing equal access to learning opportunities, students have the potential to do great things. Another motivation is that teaching forces lifelong learning and presents new insights from students. While the job has pressures, Boatman finds the excitement of making a difference in students' lives most rewarding. He pursued other careers but felt a calling to teaching to make a positive impact on others.
Mark observed a 4th grade classroom taught by Mrs. Tara Skeesuck at Prospect Elementary School. He was impressed by how welcoming the teacher and students were. Mark saw that the students were excited to learn and expressed joy in their knowledge. Mrs. Skeesuck effectively used a mix of classroom management techniques, including behavior modification and group processes. For example, she had student groups create classroom rules and present them. Mark was also given the opportunity to teach his own lesson on the Constitution to the class, which was a valuable learning experience.
This document contains the Common Core State Standards for English Language Arts and Literacy. It outlines standards for reading, writing, speaking, listening and language skills for kindergarten through 12th grade. The standards were created to ensure students are college and career ready by the time they graduate high school. They emphasize the equal importance of reading and comprehending both literary and informational texts. The standards are designed to allow flexibility for teachers and states while maintaining a focus on key skills needed for success after high school.
Idaho Content Standards - U.S. History Standards (Grade 6-12)boat6195
The document outlines the content standards and objectives for U.S. History I courses in Idaho between grades 6-12. It includes 5 standards: History, Geography, Economics, Civics and Government, and Global Perspectives. The key goals are to understand the cultural, social, political and economic development of the U.S. from early cultures through the Civil War era, by studying topics like migration, expansion, industrialization, and the roles of various groups. Students are expected to learn about the foundations of U.S. government and analyze historical events from multiple perspectives.
This document provides an interdisciplinary lesson plan for 7th grade students to meet writing standards. It involves having students write informative texts in different subject areas, including writing a novel review in reading, explaining how to solve a math problem, writing a report about an animal in science, and explaining the Constitution in social studies. It also provides ideas for cooperative learning activities, like having students think about a topic individually, discuss it in pairs, and then collaborate to write a report to present, as well as differentiated instruction like an independent research project on a topic of their choosing. The goal is for students to learn to organize and analyze information to write well-structured informative texts across disciplines.
This document describes an integrated curriculum lesson plan for a 4th grade social studies class on Australia. The lesson involves dividing students into groups to research and create salt dough relief maps of different regions of Australia. Students will use math, reading, science and art skills to research their assigned region, measure ingredients, construct their relief map to scale, and paint symbols representing the region's culture. Finally, groups will present on their region's geography and culture, combining their relief maps into a full map of Australia. The goal is to teach about Australia while integrating multiple subjects into a collaborative, hands-on project.
This document discusses subject matter knowledge and learning activities. It covers standards related to a particular subject matter. In a concise manner, it touches on key elements of subject knowledge, teaching methods, and applicable standards.
The lesson plan introduces students to the importance and purpose of the US Constitution by having them discuss classroom rules and how leaders compromised to develop fair rules for all. Students will then read excerpts from a book about the framing of the Constitution and draw representations of the sections. They will learn vocabulary words from the Constitution's preamble like "justice", "tranquility", and "union" and fill out a worksheet while watching a video about the preamble. The goal is for students to understand how the Constitution's rules were developed to create order and fairness for the country.
This document is Mark Boatman's autobiographical essay for an education foundations course. It summarizes his educational and work background, and reasons for pursuing a career in teaching. He grew up in a family of educators and was influenced by many great teachers. After obtaining a degree in anthropology, he worked as an archaeologist for several years but wanted a career with more personal fulfillment and impact. He is passionate about empowering students and making a difference in their lives through teaching.
The document is a statement of informed beliefs written by Mark Boatman for a class on families, communities, and culture. It outlines Boatman's teaching philosophy in 5 sections: all students can learn, teacher expectations, student social ecology theory, cultural diversity instruction, and curriculum for all learners. Boatman believes that effective teachers can teach to all ability levels, hold high expectations for students, understand influences on student development, promote cultural pluralism, and use various teaching methods to engage students. The goal is to encourage active learning and critical thinking to benefit all students.
The document discusses the history and purpose of common schools in the United States. It outlines how important education figures like Horace Mann helped establish common schools to provide free public education to all children. These schools aimed to promote social cohesion and democratic values through standardized curriculums. The document also notes ongoing debates around public education, comparing controversies then such as arguments for and against common schools, to modern issues like school vouchers and multiculturalism. Students evaluate similarities and differences between common schools and today's public elementary schools.
The document discusses Horace Mann's vision of the Common School, which was established in the 1830s as the precursor to today's public elementary school. It was proposed as a free, universal, and non-sectarian school system funded by taxes that would provide education to all children regardless of religion or social class. Mann was a key advocate who saw schools as a way to strengthen national unity, Americanize immigrants, and create productive democratic citizens. While some argued educating the poor was not the government's role, the Common School movement spread the idea of universal education.
This newsletter welcomes parents and students to Mr. Boatman's 4th grade classroom. It provides information about classroom expectations, opportunities for parent volunteers, and the subjects and activities students will be learning about in the coming week, including vocabulary, reading, social studies on Idaho history, math on decimals and fractions, science focusing on reptiles, and a note for parents to contact the teacher with any questions.
Mark Boatman introduces himself as the new teacher for the upcoming school year. He provides biographical details about himself including being 25 years old, graduating from the University of Idaho with a degree in Anthropology in 2008, and being married for over 2 years. He outlines expectations for students to be responsible, respectful, and ready in the classroom. The document provides an overview of what subjects like reading, social studies, math, and science will entail for the week, as well as upcoming field trips and opportunities for parent volunteers.
The document discusses Mark Boatman's goals and plans for using technology in his future classroom. It outlines how he intends to utilize various technologies like word processing, telecommunications, spreadsheets, and presentation software. Some specific examples mentioned include having students create newsletters and budgets using Word, setting up a class website for communication, and using PowerPoint for delivering lessons and student group projects.