This document provides a self-assessment checklist for teachers to evaluate their own practices and develop as educators. The checklist contains pairs of statements for teachers to identify which most closely matches their approach. It touches on building classroom climate, managing student behavior, communication styles, and work-life balance. The overall message is that self-reflection is an essential part of improving one's teaching skills and developing positive relationships with students.
This book is the attempt to bridge the gap between what book provides with what examination ask them hope students and teachers will find this book useful in the course of bookkeeping studies and make this bok their first priority
There is overwhelming evidence that bilingual children perform better, gain more self-confidence and learn the school language faster when their mother tongues are included in the classroom. The UN has encouraged mother tongue based instruction as best practice since the 1950s. Yet, implementation is rare. The result is lost opportunities, wasted talent, marginalisation, ignorance, as well as massive and growing inequality.
Generations of people grow up failed by their education systems from day one. A systematic human rights failure which is likely to continue unabated unless we act now.
The Rutu Roadmap: we believe that it is time for mother tongue based multilingual education becoming the norm, rather than the exception. This roadmap contains our plan on how to achieve this mission.
This book is the attempt to bridge the gap between what book provides with what examination ask them hope students and teachers will find this book useful in the course of bookkeeping studies and make this bok their first priority
There is overwhelming evidence that bilingual children perform better, gain more self-confidence and learn the school language faster when their mother tongues are included in the classroom. The UN has encouraged mother tongue based instruction as best practice since the 1950s. Yet, implementation is rare. The result is lost opportunities, wasted talent, marginalisation, ignorance, as well as massive and growing inequality.
Generations of people grow up failed by their education systems from day one. A systematic human rights failure which is likely to continue unabated unless we act now.
The Rutu Roadmap: we believe that it is time for mother tongue based multilingual education becoming the norm, rather than the exception. This roadmap contains our plan on how to achieve this mission.
For the Final Paper, you will demonstrate an understanding of the .docxAKHIL969626
For the Final Paper, you will demonstrate an understanding of the complex set of issues that must be considered as you embark on your professional preparation to become a classroom teacher. The best way to do this is to conduct an interview of an educator to get a realistic perspective of the teaching profession. It is hoped that after the interview, you will have a better understanding of the daily work a teacher does and how the teaching philosophies and learning theories guide the teacher in making classroom decisions. In addition, you will then have an opportunity to reflect on your own “goodness of fit” as a future educator.
Please be courteous of the teachers you are interviewing. Plan ahead and schedule your interviews early. It can be difficult to secure an interview date with the teacher. Writing or emailing a thank-you note to the teacher you interviewed is good professional practice. (I already done the interview for you)Requirements: You will interview one teacher at the elementary level (K-5) or secondary level (6-12) depending on where your own teaching interests lie. Please ask your teacher the following questions and record their responses: Mrs. Jones is a 3rd teacher at Solomon Elementary
Why did you decide to become a teacher? What was your motivation and what attributes do you think are important for a teacher to exhibit to be effective? (Attributes/Motivation) I became a teacher because I enjoy working with kids and seeing them make learning connections. In college I had developed and taught my own preK summer program. Once out of school, I worked at a child development center, teaching preK as well as working with the school age program. I found that I really enjoyed working with school age children. So I began working with Red Cross youth programs as well as Boy and Girl Scouts. I went back to school and completed a Master of Arts in Teaching program. I think a teacher needs to be someone who wants to help children become successful citizens. They need to be able to communicate to both children and adults. A teacher also needs to be someone willing to collaborate with others sharing ideas to help all students succeed. They need to be willing to learn and grow.
· What is your philosophy of education? What is the role of the teacher and the students? (Teaching Philosophy) I believe that every child can learn and should be given the opportunity. The teacher should present the concepts and instruction in a way students can understand. The material should be challenging and should get students excited. I believe that students should be given the opportunity to learn in a variety of ways. Students need to come to school ready to learn. It is very frustrating to work with students who refuse to try.
· What are your learning goals for your students? How do you effectively meet their needs? (Learning Theory) My learning goals for my students are ideally to meet academic success and be proficient in ...
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
HolocaustReview the documents related to the Holocaust and cmeagantobias
Holocaust
Review the documents related to the Holocaust and create a written response using at least five complete sentences that fully answer the question.
1. Suppose that you were alive during the Holocaust and could have altered history. What changes would you make to modify the events of that time?
Read the posts of these peers and respond to two other learners. When responding, offer suggestions that the learner might use to improve the area they identified. Remember, coaching colleagues is best done through positive interaction with practical examples.
Robert
I believe that my strength in fostering a psychology of success among my students is that I promote a sense of acceptance and belonging. I am unconditionally positive to all my students so that they feel that I really care. I use cooperative structures to promote interdependence when I assign them group projects like a mural promoting a book series. I love to watch them plan and execute. I rotate group leaders and scribes so that children will have opportunities to fill those roles. I immediately call children on negative self-talk or put-downs reminding children that they all have so much to offer and to trust that they can do the task. Each child is assessed privately and others have no indication of their success level from me. I enjoy using healthy competitions that are meant to get children to work as a team and I never give out rewards to the winners. Knowing that children are so unique, I try to appreciate those differences and even encourage them. "Be yourself. Everyone else is taken." is a mantra that I use from time to time. I often times tell students that we learn from each other and I learn as much from them as they learn from me. And I give them opportunities to "teach" for example when we are reviewing math problems, I will have students come to the front and explain how they solved the problem to the class. I always request a specific explanation. "Think out loud" is another one of my mantras when they are sharing. I consistently work on building a sense of community by switching table groups each month and giving them opportunities to work with different students in reading groups and math centers.
My biggest challenge as a Conductor is trying to promote their internal Locus of Control. Although I do give them choices and I do not act as a dictator, I sometimes feel like I don't have complete control if children are doing so many different things at once. I worry about those children that are not able to handle the autonomy and may act out because of it. I haven't used rubrics too often, but I recognize the importance of them so that students will know what the clear expectations are. I do try to encourage students to put their best effort into tasks, but I want to spend more time complimenting them during the process and not just when the product is finished.
Anita
I believe I am most proficient at promoting a sense of acceptance and belonging within ...
HolocaustReview the documents related to the Holocaust and c
Eves self assessment
1. Situational Responses
By Mr Mustapha Louznadji
Inspector of National Education
Teacher Self-Assessment
o Reflective Teaching
o Checklist
o Performance Standards
o Tips
ICT Integration
ICT Survey Analysis
I Love Teaching
Speech to UN Earth Summit
o Severn Suzuki
o The Young Can't Wait
Retirement Ceremony
Previous Situations
Contact Me
Self-Assessment Checklist
Just as with any skilled professional, a good teacher makes the job look easy. But, as any
educator knows, the art of teaching requires constant energy, practice, and progress. One
essential element of developing as a teacher is taking the time every so often to evaluate
one's own practices.
The following checklist could be used as a starting point for your self-assessment and
self-improvement.
Teacher Self-Assessment
In each pair of statements below, mark the one you identify with most strongly:
_____ I try to build a positive emotional climate in the classroom.
_____ I prefer to focus on academics. The students are there to learn.
_____ Whether or not my students cooperate, I communicate my acceptance of them as
people.
_____ When my students cooperate, I communicate my approval.
_____ It is possible to have fun with your students and still keep their attention.
_____ Students will probably take advantage of a teacher who tries to have fun with them.
2. _____ I have a variety of classroom materials out and available for my students to take as
needed.
_____ Most of the time, I dispense materials.
_____ I want my students to listen to me, and I try to make it need-fulfilling for them to do
so.
_____ I want my students to listen to me, and I punish them when they do not.
_____ Students can choose responsibly and still not choose what I would like.
_____ I am reluctant to let my kids make decisions because they might not choose what I
want them to.
_____ Please put the lid on the paste so it won't dry out.
_____ Please put the lid on the paste for me.
_____ I try to find something positive to say about every paper I get.
_____ Students will not learn if you do not correct their mistakes.
_____ I like my job most of the time.
_____ I dislike my job most of the time.
_____ Johnny, you really got ready in a hurry today.
_____ I like the way Johnny got ready today.
_____ It is possible for students to have power in the classroom without disrupting the class
or hurting anyone.
_____ Give them an inch and they'll take a yard.
_____ In my classroom, there are immediate negative consequences for misbehavior.
_____ I frequently give my students warnings and reminders when they misbehave.
_____ When my students behave, it is because they are working for positive consequences.
_____ When my students behave, it is to avoid punishment.
_____ If we're quiet in the hall, we'll be able to get to lunch quickly.
_____ If you're noisy in the hall, we'll have to come back here.
_____ My students sometimes choose which problems or assignments they want to do.
_____ I determine the assignments for my students.
_____ I want my students to care about me.
_____ I do not care if my students like me as long as they behave and do their work.
_____ I know I am doing a great job when I am prepared and doing my job.
_____ I know I am doing a great job when my students are busy learning.
3. _____ Everyone works better when there is a meaningful payoff.
_____ Students should not have to be rewarded for cooperating.
_____ I try very hard to treat my students with respect, even when I am responding to their
negative behavior.
_____ It is sometimes necessary to criticize or humiliate a student.
_____ I have a number of unrelated, non-destructive diversions to relieve work-related
stress.
_____ Most of my out-of-school time is devoted to my work.
by Jane Bluestein, Ph.D