This document outlines competencies for teacher certification. It includes competency 005 on establishing a positive classroom environment, competency 006 on classroom management strategies, and competency 007 on effective communication. For each competency, the document provides the competency description, the author's reaction statement on how they will meet the competency, and artifacts they have selected as examples. The overall document provides a teacher candidate's portfolio for demonstrating their knowledge of important classroom competencies around environment, management, and communication.
The document discusses the role and functions of a tutor for an elementary school class. It provides information on the following key points:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) Tutoring functions include facilitating student integration, personalizing learning processes, monitoring learning, coordinating student information and evaluations, and establishing relationships with parents.
3) Effective tutoring requires collecting student information, knowing group dynamics, and intervening when needed to support school and social integration.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
Lorena Torres outlines her teaching philosophy which focuses on promoting lifelong learning and critical thinking in students. She aims to transfer knowledge, mentor students, and encourage hard work and resilience. To achieve this, she will apply educational theories including cognitive, social, and behavioral development as well as addressing student diversity and learning styles. She emphasizes the importance of instructional planning and using various forms of assessment to promote student learning and monitor progress. Her overall goal is to make a positive difference in students' lives through establishing a supportive learning environment.
Dynamic education focuses on recognizing each student's unique gifts and adapting to meet changing needs and diversity. It encourages thinking outside the box and anticipating the future. Traditional schools provide structured learning divided into grades but may lack student motivation and restrict other activities. Both approaches have strengths - dynamic schools embrace change while traditional schools build responsibility - and weaknesses to consider.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document discusses human environmental factors that affect student motivation, including the teacher's affective traits and the role of parents. It defines environment as the total of one's surroundings and identifies the immediate human factors surrounding students as teachers, other students, and parents. The document outlines characteristics of effective teachers such as caring, fairness, enthusiasm, and reflective practice. It emphasizes the importance of parents being involved in their child's learning by following academic progress, checking homework, attending school meetings, and more. Parents should be part of a child's learning environment because their involvement can positively influence the child's development, performance, and sense of belonging in school.
The document discusses the role and functions of a tutor for an elementary school class. It provides information on the following key points:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) Tutoring functions include facilitating student integration, personalizing learning processes, monitoring learning, coordinating student information and evaluations, and establishing relationships with parents.
3) Effective tutoring requires collecting student information, knowing group dynamics, and intervening when needed to support school and social integration.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
Lorena Torres outlines her teaching philosophy which focuses on promoting lifelong learning and critical thinking in students. She aims to transfer knowledge, mentor students, and encourage hard work and resilience. To achieve this, she will apply educational theories including cognitive, social, and behavioral development as well as addressing student diversity and learning styles. She emphasizes the importance of instructional planning and using various forms of assessment to promote student learning and monitor progress. Her overall goal is to make a positive difference in students' lives through establishing a supportive learning environment.
Dynamic education focuses on recognizing each student's unique gifts and adapting to meet changing needs and diversity. It encourages thinking outside the box and anticipating the future. Traditional schools provide structured learning divided into grades but may lack student motivation and restrict other activities. Both approaches have strengths - dynamic schools embrace change while traditional schools build responsibility - and weaknesses to consider.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document discusses human environmental factors that affect student motivation, including the teacher's affective traits and the role of parents. It defines environment as the total of one's surroundings and identifies the immediate human factors surrounding students as teachers, other students, and parents. The document outlines characteristics of effective teachers such as caring, fairness, enthusiasm, and reflective practice. It emphasizes the importance of parents being involved in their child's learning by following academic progress, checking homework, attending school meetings, and more. Parents should be part of a child's learning environment because their involvement can positively influence the child's development, performance, and sense of belonging in school.
Human environmental factors affecting motivationmaryrosedomato
Teachers, classmates, and parents make up the key human environmental factors that can influence a student's motivation. Effective teachers display caring, fairness, positive social interactions, enthusiasm for teaching and learning, positive attitudes, and reflective practices. Classmates can either boost motivation through a sense of belonging, or hurt it through bullying. Supportive parents follow their child's progress, help with schoolwork, communicate with teachers, and foster social connections.
Educational theories University of PhoenixWill Reeves
The document discusses several educational theories and the theorists behind them. It covers Choice Theory by William Glasser which focuses on how students behave based on their needs. It also outlines Alfred Adler's Individual Psychology which emphasizes cooperation. Additionally, the document summarizes Kounin's approach to classroom management which stresses being aware of all student behaviors. Modifications to the different theories are also noted.
The document discusses self-regulated learning, which involves learners transforming their mental abilities into academic skills. It is composed of self, regulation, and learning. Zimmerman's model of self-regulated learning includes forethought, performance, and self-reflection phases. The document also notes that teachers do not adequately prepare students for self-regulation and do not encourage goal-setting, self-assessment, or exploration of beliefs. Parents can facilitate self-regulation in children by modeling responsible behaviors and relating experiences to help children reach goals.
Group 3 presentation on Effective TeachingWenHabibahalif
This document discusses effective teaching. It begins by defining effective teaching and listing some of its key features. It then discusses early research on effective teaching which focused on teacher attributes. More recent research examines classroom processes and interactions between teachers and students. Key elements of effective teaching practice include having high expectations, acknowledging individual differences, using a range of pedagogies, encouraging student responsibility, having content mastery, providing a safe environment, monitoring progress and feedback, and building positive relationships. The document also discusses effective classroom management strategies and the role of technology in education.
This document discusses teacher assumptions about schools, classrooms, students, learning, and knowledge. It defines the key differences between assumptions and beliefs. Assumptions about schools include that they should be joyful communities that teach good values and promote extracurricular activities. Assumptions about classrooms include engaging students, establishing rules and routines, assessing abilities, and creating an open environment. Assumptions about students range from their learning abilities to how they participate and are judged. Assumptions about learning posit that all ages can learn and that active participation aids the process. Assumptions about knowledge frame it as an interactive, ongoing process rather than just information.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Classroom management refers to the activities and strategies teachers use to maintain order and promote student engagement and cooperation. Effective classroom management has three main goals: maximizing instruction time; improving student engagement and participation; and developing student self-management and responsibility. Traditionally, management focused on preventing misbehavior through control and discipline. Recent approaches emphasize engaging instruction and creating a cooperative learning environment to promote self-discipline. Teachers can encourage engagement through well-planned lessons, clear expectations, and monitoring students. When issues arise, teachers have a range of intervention strategies from nonverbal cues to respectful enforcement of logical consequences.
This document discusses incorporating transformative learning strategies into college classrooms. It begins by defining transformative learning based on Mezirow's theory, which involves a 10-step process where learners expand their frames of reference and worldviews through critical reflection. The document then reviews the key components of transformative learning, including reflective discourse, critical reflection, experience, and action. It explains how these can be implemented in classrooms through instructional techniques and classroom design that encourage open-mindedness and consideration of multiple perspectives. The document argues that transformative learning helps prepare students for a complex world and should be a goal of higher education.
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
Factors related to the subject matter content and learning material and method of learning; attention, motivation and readiness as factors influencing scholastic learning
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
There are different types of learning processes, including habit formation and generating cognitive skills/strategies. Successful learners are active, goal-directed, self-regulating, and take responsibility for their learning. Learners must generate and pursue personally relevant goals to construct knowledge representations and acquire thinking/learning strategies over their lifespan. Educators can help learners create meaningful goals aligned with interests. Knowledge deepens as learners build links between new and existing information in various forms. Educators can assist with strategies like concept mapping to help learners integrate knowledge. Successful learners use strategic thinking and understand various strategies to achieve goals and apply knowledge flexibly.
Facilitating Human Learning, Motivations and DrivesMarvin Gonzaga
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
The document discusses three principles that can foster intrinsic student motivation: relatedness, autonomy, and competence. Relatedness refers to feeling connected to others, which research shows improves academic performance and well-being. Teachers can promote relatedness through group projects and reducing physical separation. Autonomy in learning improves motivation when students have control over their objectives and techniques. Teachers can provide choices in readings and assignments. Competence involves feeling equipped to meet challenges. Teachers cultivate this by introducing optimally challenging activities, providing feedback on mastery, and teaching strategies for tasks like vocabulary learning.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
Comprehensive Classroom Management and Organization Plan JuankahSeymour1
The document provides guidance on creating an effective classroom learning environment. It emphasizes establishing clear expectations and routines to maintain order while also promoting student engagement, collaboration, and diversity. The teacher should address individual student needs, model high expectations, and utilize current technologies. By organizing the classroom, communicating clear rules, and addressing learner diversity, the teacher can optimize student learning and achievement.
The document outlines Mary Lee's educational philosophy. It discusses how in the 21st century, education needs to focus on skills like critical thinking, communication, and problem solving. Mary Lee's goals as a teacher are to challenge students to achieve their highest potential and develop skills like creative thinking, problem solving, and collaboration. She believes in facilitating a student-centered learning environment that addresses different learning styles and helps students become self-directed, lifelong learners prepared for college and careers.
The document outlines Mary Lee's educational philosophy. She believes students should develop skills like critical thinking, problem solving, and collaboration. Her goals are to challenge students to excel, guide them to become self-directed learners, and prepare them for college. She thinks it is important to consider students' learning styles and needs. Parents can expect her to provide a caring learning environment and communicate about their child's progress. She believes in facilitating student-centered, collaborative, and technology-enhanced learning to develop skills needed for the 21st century workplace.
Human environmental factors affecting motivationmaryrosedomato
Teachers, classmates, and parents make up the key human environmental factors that can influence a student's motivation. Effective teachers display caring, fairness, positive social interactions, enthusiasm for teaching and learning, positive attitudes, and reflective practices. Classmates can either boost motivation through a sense of belonging, or hurt it through bullying. Supportive parents follow their child's progress, help with schoolwork, communicate with teachers, and foster social connections.
Educational theories University of PhoenixWill Reeves
The document discusses several educational theories and the theorists behind them. It covers Choice Theory by William Glasser which focuses on how students behave based on their needs. It also outlines Alfred Adler's Individual Psychology which emphasizes cooperation. Additionally, the document summarizes Kounin's approach to classroom management which stresses being aware of all student behaviors. Modifications to the different theories are also noted.
The document discusses self-regulated learning, which involves learners transforming their mental abilities into academic skills. It is composed of self, regulation, and learning. Zimmerman's model of self-regulated learning includes forethought, performance, and self-reflection phases. The document also notes that teachers do not adequately prepare students for self-regulation and do not encourage goal-setting, self-assessment, or exploration of beliefs. Parents can facilitate self-regulation in children by modeling responsible behaviors and relating experiences to help children reach goals.
Group 3 presentation on Effective TeachingWenHabibahalif
This document discusses effective teaching. It begins by defining effective teaching and listing some of its key features. It then discusses early research on effective teaching which focused on teacher attributes. More recent research examines classroom processes and interactions between teachers and students. Key elements of effective teaching practice include having high expectations, acknowledging individual differences, using a range of pedagogies, encouraging student responsibility, having content mastery, providing a safe environment, monitoring progress and feedback, and building positive relationships. The document also discusses effective classroom management strategies and the role of technology in education.
This document discusses teacher assumptions about schools, classrooms, students, learning, and knowledge. It defines the key differences between assumptions and beliefs. Assumptions about schools include that they should be joyful communities that teach good values and promote extracurricular activities. Assumptions about classrooms include engaging students, establishing rules and routines, assessing abilities, and creating an open environment. Assumptions about students range from their learning abilities to how they participate and are judged. Assumptions about learning posit that all ages can learn and that active participation aids the process. Assumptions about knowledge frame it as an interactive, ongoing process rather than just information.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Classroom management refers to the activities and strategies teachers use to maintain order and promote student engagement and cooperation. Effective classroom management has three main goals: maximizing instruction time; improving student engagement and participation; and developing student self-management and responsibility. Traditionally, management focused on preventing misbehavior through control and discipline. Recent approaches emphasize engaging instruction and creating a cooperative learning environment to promote self-discipline. Teachers can encourage engagement through well-planned lessons, clear expectations, and monitoring students. When issues arise, teachers have a range of intervention strategies from nonverbal cues to respectful enforcement of logical consequences.
This document discusses incorporating transformative learning strategies into college classrooms. It begins by defining transformative learning based on Mezirow's theory, which involves a 10-step process where learners expand their frames of reference and worldviews through critical reflection. The document then reviews the key components of transformative learning, including reflective discourse, critical reflection, experience, and action. It explains how these can be implemented in classrooms through instructional techniques and classroom design that encourage open-mindedness and consideration of multiple perspectives. The document argues that transformative learning helps prepare students for a complex world and should be a goal of higher education.
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
Factors related to the subject matter content and learning material and method of learning; attention, motivation and readiness as factors influencing scholastic learning
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
There are different types of learning processes, including habit formation and generating cognitive skills/strategies. Successful learners are active, goal-directed, self-regulating, and take responsibility for their learning. Learners must generate and pursue personally relevant goals to construct knowledge representations and acquire thinking/learning strategies over their lifespan. Educators can help learners create meaningful goals aligned with interests. Knowledge deepens as learners build links between new and existing information in various forms. Educators can assist with strategies like concept mapping to help learners integrate knowledge. Successful learners use strategic thinking and understand various strategies to achieve goals and apply knowledge flexibly.
Facilitating Human Learning, Motivations and DrivesMarvin Gonzaga
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
The document discusses three principles that can foster intrinsic student motivation: relatedness, autonomy, and competence. Relatedness refers to feeling connected to others, which research shows improves academic performance and well-being. Teachers can promote relatedness through group projects and reducing physical separation. Autonomy in learning improves motivation when students have control over their objectives and techniques. Teachers can provide choices in readings and assignments. Competence involves feeling equipped to meet challenges. Teachers cultivate this by introducing optimally challenging activities, providing feedback on mastery, and teaching strategies for tasks like vocabulary learning.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
Comprehensive Classroom Management and Organization Plan JuankahSeymour1
The document provides guidance on creating an effective classroom learning environment. It emphasizes establishing clear expectations and routines to maintain order while also promoting student engagement, collaboration, and diversity. The teacher should address individual student needs, model high expectations, and utilize current technologies. By organizing the classroom, communicating clear rules, and addressing learner diversity, the teacher can optimize student learning and achievement.
The document outlines Mary Lee's educational philosophy. It discusses how in the 21st century, education needs to focus on skills like critical thinking, communication, and problem solving. Mary Lee's goals as a teacher are to challenge students to achieve their highest potential and develop skills like creative thinking, problem solving, and collaboration. She believes in facilitating a student-centered learning environment that addresses different learning styles and helps students become self-directed, lifelong learners prepared for college and careers.
The document outlines Mary Lee's educational philosophy. She believes students should develop skills like critical thinking, problem solving, and collaboration. Her goals are to challenge students to excel, guide them to become self-directed learners, and prepare them for college. She thinks it is important to consider students' learning styles and needs. Parents can expect her to provide a caring learning environment and communicate about their child's progress. She believes in facilitating student-centered, collaborative, and technology-enhanced learning to develop skills needed for the 21st century workplace.
This document discusses evaluating methods to create a secure learning environment. It explores three important methods: student-teacher relationships, motivation of students, and discipline approaches. The author conducted classroom observations, teacher surveys, and interviews to examine how these methods are implemented at Austin Middle School. The findings reveal specific relationship-building, motivation, and discipline techniques that have been successful in creating an engaging learning environment.
This document outlines a classroom management plan for a 9th grade biology teacher. It begins with an introduction describing the teacher's philosophy of focusing on building relationships with students and making them feel valued. It then details the classroom setup, which includes rows of desks to facilitate lectures but also movable desks to allow for group work. Classroom rules and procedures are established democratically with student input. The plan emphasizes formative assessment, differentiation, and intrinsic motivation to engage students in learning. Negative consequences are a last resort, and the overall goal is for students to take responsibility for their actions.
A Successful Educator Essay
An Effective Teacher Essay
My Teaching Philosophy Essay
My Career as a Teacher Essay
Teacher Essay examples
Being a Teacher Essay
Teacher Ethics Essay
The document discusses the role and responsibilities of teachers. It explains that teachers should identify individual learner needs, abilities, and learning styles. This allows teachers to tailor their instruction and assessments to meet each learner's requirements. The document also discusses the importance of maintaining a safe and supportive learning environment free from discrimination and bullying. Teachers should promote respect and appropriate behavior.
The document summarizes the author's philosophy of classroom management based on their experience and education. Some key aspects of their philosophy include developing positive student-teacher relationships, embracing student diversity, producing well-organized lessons, effectively managing student behavior, and providing a warm learning environment. The author believes these components are necessary for creating a well-managed classroom that supports student learning and achievement.
The document outlines a classroom management philosophy that emphasizes creating a safe, supportive learning environment where students' curiosity and cooperation are encouraged. The teacher aims to understand students' needs and interests, maintain a calm demeanor, and give students autonomy over their learning. Class rules focus on respect and safety. Routines like consistent homework assignments are used to keep students focused. Potential issues are addressed through respectful communication and by rewarding positive behavior rather than punishing negative behavior. The goal is to make the classroom a place where all students feel comfortable learning.
The document discusses the role and responsibilities of teachers in education. It explains that a teacher's main responsibility is understanding students' levels, abilities, and needs in order to design suitable courses and lesson plans. This involves tasks like asking initial questions to assess students and gathering feedback. The document also notes that teachers must promote equality, value diversity, and meet all students' individual needs. Legislation and regulatory bodies provide requirements that teachers must follow as well.
Edu 673 assignment 1: Foundations and Implications of a Differentiated Classroomhchristianie
This document discusses differentiation and creating a positive learning environment in a pre-school classroom. It emphasizes meeting individual student needs through a student-centered approach using centers, play, and exploration. The teacher believes in creating a safe, secure environment that considers student well-being, perspectives, appropriate activities, and encouraging materials. Differentiation focuses on adapting to students' learning needs. Assessments are used as a learning tool to improve instruction and support students. The teacher aims to help students succeed through encouragement and tailored instruction that focuses on interests, strengths, and standards.
This document discusses effective classroom management strategies. It begins with an introduction that defines classroom management as creating a safe learning environment with clear rules and expectations where students can succeed. It then lists questions to determine effective vs ineffective classroom management strategies. The document discusses managing small group activities, dealing with disruptive students, and the importance of consistency in applying classroom rules. It provides examples of classroom management challenges and strategies for improvement.
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Profess.docxmccormicknadine86
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Professor Snyder
Classroom Management Plan
In anticipation of my classroom management plan the executives, there are three areas are essential to ensure effective classroom management that reinforces positive behaviors. These include a clear understanding of what is expected from each student in order to achieve desired behavior goals. I will also discuss how this can be achieved by using appropriate classroom management strategies and procedures. Also, a clear understanding of the expectations for the student in order to achieve desired behavior and how they can be implemented.
· Classroom Organization and Environment
· Classroom Rules and Guidelines
· Classroom Positive Reinforcement (Behavior Interventions) and Rewards that promote positive behavior.
· Classroom discipline and discipline plans
· Classroom monitoring and control
· School-wide policies that support discipline.
Professionalism
Professionalism as a teacher is an important component of effective classroom management. It is essential to develop a sense of professional competence, which is necessary to effectively manage student learning. Teachers must have the ability to recognize and respond appropriately when students are behaving in ways that may not reflect their own values or beliefs. They must be able to identify and address problems that arise from inappropriate behavior. The following steps will help you develop a strong foundation for your classroom management plan and a clear path toward achieving these goals.
· Define what you want your classroom to look like and how it should work
· Determine the goals and objectives of your classroom
· Create a clear vision for your school’s future and goals, including the types of activities and resources that will support them.
· Create a plan for you and how you will implement these goals and strategies.
Children learn best when they are giving opportunities to express themselves and make mistakes. This is why it is important to me to have a classroom management plan that is loving and supportive in a professional manner and that also supports their learning process.
Student Engagement Strategies
In the classroom by engaging in activities that are meaningful, challenging, and fun. The purpose of student engagement is to encourage participation and develop self-efficacy. This helps the student learn about their own learning styles, interests, and abilities. It also helps them understand how to use their strengths and weaknesses effectively in a variety of different situations. When students are engaged with their peers, they will be more likely to engage in cooperative behaviors with others. They will be more likely to participate in group projects that involve teamwork. The student will have a positive attitude toward school and feel confident in their ability to succeed. A key element of student engagement is having a sense of belonging. Students who feel like ...
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Profess.docxbartholomeocoombs
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Professor Snyder
Classroom Management Plan
In anticipation of my classroom management plan the executives, there are three areas are essential to ensure effective classroom management that reinforces positive behaviors. These include a clear understanding of what is expected from each student in order to achieve desired behavior goals. I will also discuss how this can be achieved by using appropriate classroom management strategies and procedures. Also, a clear understanding of the expectations for the student in order to achieve desired behavior and how they can be implemented.
· Classroom Organization and Environment
· Classroom Rules and Guidelines
· Classroom Positive Reinforcement (Behavior Interventions) and Rewards that promote positive behavior.
· Classroom discipline and discipline plans
· Classroom monitoring and control
· School-wide policies that support discipline.
Professionalism
Professionalism as a teacher is an important component of effective classroom management. It is essential to develop a sense of professional competence, which is necessary to effectively manage student learning. Teachers must have the ability to recognize and respond appropriately when students are behaving in ways that may not reflect their own values or beliefs. They must be able to identify and address problems that arise from inappropriate behavior. The following steps will help you develop a strong foundation for your classroom management plan and a clear path toward achieving these goals.
· Define what you want your classroom to look like and how it should work
· Determine the goals and objectives of your classroom
· Create a clear vision for your school’s future and goals, including the types of activities and resources that will support them.
· Create a plan for you and how you will implement these goals and strategies.
Children learn best when they are giving opportunities to express themselves and make mistakes. This is why it is important to me to have a classroom management plan that is loving and supportive in a professional manner and that also supports their learning process.
Student Engagement Strategies
In the classroom by engaging in activities that are meaningful, challenging, and fun. The purpose of student engagement is to encourage participation and develop self-efficacy. This helps the student learn about their own learning styles, interests, and abilities. It also helps them understand how to use their strengths and weaknesses effectively in a variety of different situations. When students are engaged with their peers, they will be more likely to engage in cooperative behaviors with others. They will be more likely to participate in group projects that involve teamwork. The student will have a positive attitude toward school and feel confident in their ability to succeed. A key element of student engagement is having a sense of belonging. Students who feel like .
This document discusses reflective practice for teachers. It suggests that reflective practice is an important tool for teachers to improve their teaching practice, learn about their own values and attributes, and gain greater knowledge of student needs. Reflective practice allows teachers to plan lessons that work for different students and adapt their strategies to best support each child. The document also discusses how reflecting on placements helped the author track their progress, understand what was going well and not as well, and make action plans to develop further with guidance from tutors and supervisors.
this is one of the indicators that can be found in the IPCRf of teachers which is also observable in every classroom observation. this can help teachers develop and establish ways on how to best develop a safe, fair and respectful environment while learning. Additionally, teachers would also be informed of the proper ways and strategies on how this will be implemented in the classroom
Issues Around Teaching Children A LanguageBishara Adam
This document discusses several key issues in teaching English to children:
1) A social constructivist focus emphasizes that language learning is a dynamic process where children construct meaning from their social experiences.
2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
4) Lessons should integrate listening, speaking, reading, and writing through theme-based and varied activities.
5) Vocabulary and grammar are best taught through meaningful contexts with repetition over time.
6) Feedback and motivation are influenced by intrinsic/extrinsic factors, praise/criticism, and how feedback is interpreted.
The educator believes in a student-centered learning philosophy that fosters positive relationships between the school, parents, family, and community. They believe each student is unique and capable of success with high expectations. Their approach uses constructivist teaching methods where students take an active role in their learning through collaboration, exploration, and self-regulation. The educator aims to empower faculty through purposeful collaboration to maintain the vision of student-centered learning and success.
This document appears to be a digital portfolio for a course on principles of education. It includes sections on the duties and responsibilities of Belizean teachers, the author's philosophy of teaching and learning, and reflections from case studies and teaching style inventories. The portfolio contains over 20 pages and covers topics such as defining what a teacher is, outlining teachers' legal responsibilities under the Belize Education Acts, emphasizing the importance of technology, professional development, and creating a supportive learning environment for students.
3. Competency 005
The teacher knows how to establish a classroom climate that fosters learning, equity and excellence
and uses this knowledge to create a physical and emotional environment that is safe and productive.
The beginning teacher:
Uses knowledge of the unique characteristics and needs of students at different developmental levels to establish
a positive, productive classroom environment (e.g., encourages cooperation and sharing among younger students;
provides middle-level students with opportunities to collaborate with peers; encourages older students’ respect
for the community and the people in it).
Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity
and individual differences and active engagement in learning by all students.
Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate
and student learning and development.
Presents instruction in ways that communicate the teacher’s enthusiasm for learning.
Uses a variety of means to convey high expectations for all students.
Knows characteristics of physical spaces that are safe and productive for learning, recognizes the benefits and
limitations of various arrangements of furniture in the classroom and applies strategies for organizing the physical
environment to ensure physical accessibility and facilitate learning in various instructional contexts.
Creates a safe, nurturing and inclusive classroom environment that addresses students’ emotional needs and
respects students’ rights and dignity.
4. Competency 005 – Reaction Statement
What this competency means to me
Competency 005 means I must create a classroom where students can spend time that is safe both physically and
emotionally. I must create an atmosphere that promotes learning that approaches all levels of a student’s potential
ability to learn subject matter at multiple levels of the spectrum of knowledge. A student should be able to enter my
room and know he or she will be respected by both his/her peers and teacher. Promoting equality and dignity over
competition will create a more cooperative environment. I will need to be aware of the influence upon the student that
is outside my control and promote a classroom that will allow the student feel that he or she can approach me with
anything he/she might need to feel comfortable in my classroom.
How I am going to accomplish this in my future classroom
I will have my students create a rule guideline of how they wished to be treated themselves. I will, as part of the
classroom add to those guidelines at the start of the semester. This will be posted for all to see somewhere in the room.
I would also have each student sign a copy of the guidelines. The rule I would add, if they had not, is that you want to
be treated with respect, you need to treat others with respect and curtesy.
To get to know the background of the students and where they are coming from, even in teaching math, I would have
them give me a short few sentences of what they expect out of the class, with what they know they need specific help in
both in the subject and on a personal level. This would be a private survey and I would personally write responses to the
student and return to the student so they will know I am aware of their issues and what I plan on doing about them to
help them.
I will create and promote games and exercises like the ones in my artifacts that promote cooperative learning with
minimal competition.
The most important way I feel I can accomplish an environment of equality and safety is to ensure that private concerns,
such as being bullied, emotions, health issue, student progression, and grades remain private and out of social dynamics.
5. Artifact(s) for Competency 005
Student Development Analysis
I have selected my case study as my artifact for Competency 005. It discusses
my observations on an eighth-grade student for four types of development
and identifies the stages of development in each category. Click on the icon
to link to my study.
Case Study - Observations
Case Study – Potential Plans
Case Study – Results of implementation
6. Competency 006
The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.
The beginning teacher:
Analyzes the effects of classroom routines and procedures on student learning, and knows how to establish and implement age-appropriate routines and
procedures to promote an organized and productive learning environment.
Demonstrates an understanding of how young children function in groups and designs group activities that reflect a realistic understanding of the extent of
young children’s ability to collaborate with others.
Organizes and manages group activities that promote students’ ability to work together cooperatively and productively, assume responsible roles and develop
collaborative skills and individual accountability.
Recognizes the importance of creating a schedule for young children that balances restful and active movement activities and that provides large blocks of
time for play, projects and learning centers.
Schedules activities and manages time in ways that maximize student learning, including using effective procedures to manage transitions; to manage
materials, supplies and technology; and to coordinate the performance of non-instructional duties (e.g., taking attendance) with instructional activities.
Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books and facilitating communication.
Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and
paraprofessionals in the classroom.
Applies theories and techniques related to managing and monitoring student behavior.
Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels.
Applies effective procedures for managing student behavior and for promoting appropriate behavior and ethical work habits (e.g., academic integrity) in the
classroom (e.g., communicating high and realistic behavior expectations, involving students in developing rules and procedures, establishing clear
consequences for inappropriate behavior, enforcing behavior standards consistently, encouraging students to monitor their own behavior and to use conflict
resolution skills, responding appropriately to various types of behavior).
7. Competency 006 – Reaction Statement
“The teacher understands strategies for creating an organized and productive learning environment and for managing student
behavior” (Nath & Cohen, 2001, p.215) is also an aim for Texas teachers. To me, this goes hand and hand with the classroom
environment discussed above. Classroom environment above is being aware of the atmosphere set up in the classroom and its
effect on students while I must also look at the tools and strategies that I will use in my classroom to handle students’
behavior. I will need to monitor students carefully so that I am “constantly aware of and correcting children’s behavior” (p
217). Both feedback and praise are some of the strongest tools a teacher holds. My ability to stand behind and follow through
with my rewards and consequences are also important tools. I will need to have a plan developed so that I can adapt to
student behaviors and promote the most ideal environment for learning. Part of that adaptation is to understand the stages of
children’s social development and how their ages affect their responses to my strategies both in effecting their behavior and
learning. Another important strategy is to “find the environment, routines, and classroom activities” (Nath & Cohen, 2001,
p.221) that the students will find satisfying. I will be aware of the need for students to find school satisfying; I must ensure
their five basic needs are handled. Those five basic needs are “survival, love, power, fun, and freedom” (Nath & Cohen, 2001,
p.221). We should also be aware that learning academically and behaviorally is “affected by other emotional elements of the
classroom” (Nath & Cohen, 2001, p.222). There is a theory of seven conditions of learning by Cambourne. Those conditions
are “immersion, demonstration, expectations, responsibility, employment, approximation, and engagement” (Nath & Cohen,
2001, p.222). The organization of children in the classroom is an effective tool for the teacher to use in “creating a caring,
supportive environment”. With the right structure I can understand how they function together and adjust to “facilitate
cooperation and productivity” (Nath & Cohen, 2001, p.224). This organization can also give students their freedom to be
trusted on their own in groups and promote social interaction. This will also help guide students to self-management. Overall,
I need to be fair and also firm in encouraging students to maintain an ethical and equitable behavior.
8. Artifact(s) for Competency 006
Behavior Contract for Student speaking out in class.
Positive, Productive Classroom Environment – my plan for creating a positive
and productive environment in my classroom. This is relevant to Competency
006 as it outlines effective classroom expectations in the classroom.
9. Competency 007
The teacher understands and applies principles and strategies for
communicating effectively in varied teaching and learning contexts.
The beginning teacher:
Demonstrates clear, accurate communication in the teaching and learning process and
uses language that is appropriate to students’ ages, interests and backgrounds.
Engages in skilled questioning and leads effective student discussions, including using
questioning and discussion to engage all students in exploring content; extends students’
knowledge; and fosters active student inquiry, higher-order thinking, problem solving and
productive, supportive interactions, including appropriate wait time.
Communicates directions, explanations and procedures effectively and uses strategies for
adjusting communication to enhance student understanding (e.g., by providing examples,
simplifying complex ideas, using appropriate communication tools).
Practices effective communication techniques and interpersonal skills (including both
verbal and nonverbal skills and electronic communication) for meeting specified goals in
various contexts.
10. Competency 007 – Reaction Statement
“The teacher understands and applies principles and strategies for communicating effectively
in varied teaching and learning contexts” (Nath & Cohen, 2001, p.262) is a further aim for
Texas teachers. To me, this is the most important competency as it relates to how the
teacher applies what he/she learned on how to teach. I am far from being a master, yet but I
have already seen firsthand the principles and strategies that are in the book about
communicating effectively. When they are not employed, the teaching fails and the student
is not able to learn the material. The activity also showed me how important it is for a
teacher to be organized. Part of learning about that ability comes from applying and
understanding principles for communicating effectively. The communication from the
teacher needs to be clear, accurate, and appropriate to the subject. Part of that
communication is supporting verbal language with nonverbal. For example, the teacher can
demonstrate an activity while she speaks or shows a slide. Organization is key to keeping the
objectives of the lesson on task. As I have experienced, the teacher I observed was not
organized, and the students lost the objective. Questioning should be skilled and thoughtful
to provoke students’ mental growth and challenge, but the questions should not be too
difficult or too easy. A teacher should not just provide the student an answer to a question
but provide tips and hints to find their own answer.
11. Artifact(s) for Competency 007
From my own experiences in the classroom, I have noticed that one of my biggest strengths
falls under applying and understanding principles of effective communication. I feel that it
takes what I have learned from other competencies and applies it in the classroom. I am able
to think quickly on my feet during the classroom, and adjust and think about what is
happening with the lesson plan, and modify the plan according to the needs to the situation.
I have an adept ability to think outside the box and come up with unique ways so that the
students can relate to the lesson with their own life. Many of the students in the remedial
math class that I am observing are missing the basics and need even more attention to
understand that they do not know how to relate 2 × 2 with objects and things. This week we
were going over the various ratios, unit costs, and proportioning. The teacher had the
students working on a worksheet that had some definitions with blanks that they needed to
fill out and examples. The quite a few of the students were finishing the lesson too quickly
while others were taking significantly longer. I proposed the idea to the teacher that we add
another activity where the students stand up and show them how they are a ratio between
boys and girls, blue eyes to brown eyes, and so on. It worked out quite well in helping them
to relate to the idea of proportion and ratio.
Lesson Plan – Representing Motion – I choose this for another Competency 007. It was an
active and engaging lesson plan for the students. It focused on student centered learning so
that the students could discover properties of motion and speed on their own.
12. Summary
My Management Plan
Positive, Productive Classroom
When I started PD1, I was a little nervous about being a teacher. This
semester from the classes in PD1, and the observations in the actual
classroom took away any concerns I might have had. The lessons have given
me a deep grounding in the psychology of students along with providing me
multiple tools to manage the classroom. Such tools as being “With-it”, “being
real”, making my classroom warm and inviting. Ensuring that I give my
students a clear understanding of my own expectations of them in my
classroom. I observed from my own initial experience of being focused on a
single student the need to develop the ability to be “with-it” so I can pay
attention to all the students in class and not just a single student.
13. Resources and References
Nath, J. (2011). Becoming an EC-6 teacher in Texas: A course of study for the
Pedagogy and Professional Responsibilities (PPR) TExES. Belmont, CA:
Wadsworth Cengage Learning.
Slavin, R. (1997). Educational psychology: Theory and practice (11th ed.).
Boston: Allyn and Bacon.