Rachel Brodie was an excellent teaching assistant who demonstrated great commitment to her students' learning and success. She created a comfortable learning environment through activities like weekly snack signups and small group discussions. She also supported students outside of class by providing thorough feedback and being available via email. Rachel accommodated different learning styles through alternative participation options like email responses. Overall, she went above and beyond to help students learn and achieve their highest potential.
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
This document contains Jill Cameron's documentation from her student teaching experience, including her daily teaching schedule, summaries of articles she read on teaching pedagogy, examples of her communication with parents, and interviews she conducted with the union representative and school administrator. The document shows that Jill took her professional responsibilities seriously by thoroughly planning her lessons, staying informed on current research, engaging with students' families, and learning about the roles of teacher advocates and school leadership.
Jeen Peter reflects on preparing a presentation on teaching theories for a university assignment. She initially selected anatomy of teaching as her topic, but exchanged with a classmate who was having trouble finding sources. Jeen struggled to find books on theories of teaching in the university library and relied on a friend's book from another college. She had difficulty understanding some of the theories but worked to clarify meanings and find connections. Jeen created PowerPoint slides to help structure her presentation and included an example application. Though she felt rushed in preparing, her confidence increased when presenting. The audience engaged well and their feedback will help Jeen improve further.
Observation and practicum journals third periodNadia Asencio
The document summarizes the observations and practice teaching journals of Nadia Asencio from her teaching practicum. It includes 5 journal entries that describe her observations of English classes at Castex School and her experience teaching English classes there. The journals discuss the students, activities, approaches, and lessons from each class, as well as Nadia's reflections on her teaching and areas for improvement.
Reflection on my practicum experience agustina sarmientoAgustina Sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
This reflection discusses the outcomes Jennifer envisioned and realized from her Instructional Leadership course. While she initially expected to learn about best instructional practices, the course focused solely on technology. Through readings, her knowledge of new technologies grew and she found relevance for her role as an instructional coach. However, excessive discussion board requirements took away from quality learning. Jennifer also learned about using blogs and Google Docs to enhance communication and shares ideas for how teachers and principals could use blogs to engage stakeholders.
This document contains 12 journal entries written by Mirnell D. Gonzalez for an Emotional Intelligence class. In the entries, Gonzalez discusses her feelings about starting college, managing time, interacting with others, overcoming challenges, and maintaining a positive personal mission. She reflects on adapting to new experiences and improving her study skills through applying techniques learned in the class.
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
This document contains Jill Cameron's documentation from her student teaching experience, including her daily teaching schedule, summaries of articles she read on teaching pedagogy, examples of her communication with parents, and interviews she conducted with the union representative and school administrator. The document shows that Jill took her professional responsibilities seriously by thoroughly planning her lessons, staying informed on current research, engaging with students' families, and learning about the roles of teacher advocates and school leadership.
Jeen Peter reflects on preparing a presentation on teaching theories for a university assignment. She initially selected anatomy of teaching as her topic, but exchanged with a classmate who was having trouble finding sources. Jeen struggled to find books on theories of teaching in the university library and relied on a friend's book from another college. She had difficulty understanding some of the theories but worked to clarify meanings and find connections. Jeen created PowerPoint slides to help structure her presentation and included an example application. Though she felt rushed in preparing, her confidence increased when presenting. The audience engaged well and their feedback will help Jeen improve further.
Observation and practicum journals third periodNadia Asencio
The document summarizes the observations and practice teaching journals of Nadia Asencio from her teaching practicum. It includes 5 journal entries that describe her observations of English classes at Castex School and her experience teaching English classes there. The journals discuss the students, activities, approaches, and lessons from each class, as well as Nadia's reflections on her teaching and areas for improvement.
Reflection on my practicum experience agustina sarmientoAgustina Sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
This reflection discusses the outcomes Jennifer envisioned and realized from her Instructional Leadership course. While she initially expected to learn about best instructional practices, the course focused solely on technology. Through readings, her knowledge of new technologies grew and she found relevance for her role as an instructional coach. However, excessive discussion board requirements took away from quality learning. Jennifer also learned about using blogs and Google Docs to enhance communication and shares ideas for how teachers and principals could use blogs to engage stakeholders.
This document contains 12 journal entries written by Mirnell D. Gonzalez for an Emotional Intelligence class. In the entries, Gonzalez discusses her feelings about starting college, managing time, interacting with others, overcoming challenges, and maintaining a positive personal mission. She reflects on adapting to new experiences and improving her study skills through applying techniques learned in the class.
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
Reflection on my role and expectations of the professional practicum experiencedannaet
The student teacher was anxious but prepared to put their university lessons into practice during their practicum at an all-girls school. They found managing 45 students of varying English levels and ages challenging. While nervous at first, getting to know their students helped them feel more confident teaching. Counseling students on personal issues was unfamiliar and proved their biggest challenge to overcome. The student hoped to motivate students and help them become better people through learning English.
1) The author reflects on their experience conducting a microteaching lesson on healthy eating as part of their teacher training program.
2) They realized some weaknesses like the video being too long which caused students to lose focus, and not having enough teaching materials for all students to participate.
3) However, they were able to overcome these weaknesses by shortening the video and engaging students through questioning. The author also praised student responses which improved participation.
This document contains a student teacher's reflections on their practicum experience teaching English at a primary school. Some of the key challenges they faced included establishing their authority as a teacher rather than a family member, and dealing with a situation where another teacher filled the board during their class time. Areas for improvement included confidence at the front of the class. They enjoyed a lesson on abilities where the students were engaged and motivated. Instances of student learning and motivation were observed regularly. Working with a teaching partner was found to be very helpful. While nervous at first, they felt more prepared and accompanied through the support of teacher trainers and the school.
In her final journal entry, the trainee reflects on her last lesson with the secondary school class. She was able to create a friendly atmosphere with the students and they seemed engaged in the CLIL lesson about healthy habits. While classroom management is an area she still wants to improve, the students responded well to her teaching strategies and completed all the activities. This practicum experience has provided useful lessons for planning future classes and recognizing what teaching approaches are most effective.
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Transitions to Postgraduate study, Penny Jane-Burke, Institute of Education a...johnroseadams1
The document discusses a research study on students' transitions to post-graduate study, with a focus on academic writing practices. It outlines challenges students face in adjusting to new academic expectations and cultures. The study included interviews and writing workshops with MA education students to develop their understanding of assessment criteria and writing approaches. Analysis of the workshops found that integrating explicit instruction on academic writing helped reduce students' anxieties and clarified concepts. The recommendations were to support positive initial transitions for post-graduate students and integrate writing as a method of learning rather than a separate skill.
The document discusses the important role of teachers in education. It states that while parents provide the initial guidance for children, teachers take on the important role of educating students in specific fields and subjects. Teachers treat students like their own children, correcting, teaching, and motivating them. An important part of a teacher's role is discovering each student's learning style and using appropriate teaching strategies to ensure all students learn, including those with disabilities who require more individualized attention.
The student reflects on their academic growth over the semester. They developed stronger skills in citing sources to avoid plagiarism, learned how to properly cite information from corporate websites, and improved their ability to write clear thesis statements that precisely outline the direction of their arguments. While they feel more confident in their writing abilities, they recognize the need to further develop their paragraph structure skills. Overall, the student sees the semester as fruitful for advancing their skills and preparing them to handle more challenging future projects.
Cintia taught her first lesson to a 6th grade class and found it difficult due to nerves. She tried to use a communicative approach but the students were not used to communicating in English. Classroom management was challenging since she did not know the students' names. However, most students engaged well with the activities. For her next lesson, she will have a better understanding of the students and what activities they like.
Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.
Emilio Lara Espinoza reflects on their teaching practicum experience and what they learned about being a teacher. They gained valuable experience planning lessons, engaging with students and teachers, and understanding the responsibilities of a teacher. They recognize strengths like their outgoing personality and creativity, but also weaknesses in fully embracing their teacher role and managing time. To improve, they identify a need for more experience to strengthen abilities and address challenges as a new teacher.
Jessica Merrick's teaching portfolio summarizes her philosophy, training, experience, and sample materials. Her philosophy focuses on empowering students, challenging dominant ideologies, and facilitating transformation through open discussion. She has training in teaching sociology and various workshops on teaching methods. Her experience includes teaching introductory sociology and gender studies courses both online and in-person. Student evaluations praise her ability to engage students in controversial topics and make learning enjoyable. Sample materials include a syllabus for her introductory sociology course outlining student learning objectives and requirements including presentations, assignments, and tests.
Professionalism the reflective practitioner Lee Hazeldine
The document provides guidance for student teachers on developing professionalism, including reading key school policies, maintaining appropriate conduct and relationships with colleagues, responding effectively to feedback, and taking a reflective approach to continuously improve one's teaching practice. It also offers scenarios and questions to help students strengthen their reflection skills and better understand how to have productive conversations with their mentors about observation feedback.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
The writer attended refresher training on conducting job reviews which provided useful information and strategies. The trainer was clear and focused in their delivery and shared documentation to help structure the review process. The writer felt better equipped to conduct reviews and support staff effectively as a result of the training.
1) The author completed their practicum experience teaching secondary students at a private school. They felt comfortable with the target language level and enjoyed teaching this age group.
2) Their lessons aligned with students' needs, abilities, and the reality of preparing for an exam. The author was able to successfully incorporate theoretical aspects of teaching into practice.
3) Most students were at a similar language level, allowing the author to focus on the class as a whole. Time management and further understanding each student could be improved. Feedback from observers was sometimes discouraging but the author remains motivated to continue developing their skills.
This reflective journal is about English Legal System oral presentation for the first semester in my university' life. Along the preparations, we learn how to use technology to make presentation slide. My group members always spend time together to discuss about the assessment. In this assignment, I have learnt how the statutory interpretation works under the english legal system. I know how crucial and important of english language play part of interpreting the meaning of the context. We done a lot of research from textbook materials and internet. We share our idea and thought to resolve the questions of the topic. Throughout this assignment, my group members and I improved on communication skills.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
Dr. Mercer is an excellent instructor according to multiple student comments. She presents material effectively, adds practical examples to readings, and uses daily exercises and speeches to help students improve their public speaking and business communication skills. Students say she provides helpful feedback and is available, knowledgeable, and encouraging, helping them learn greatly from the class. They would recommend taking another class with her or recommend her to their friends.
The student provided feedback for several courses taught by Cindy Pupo. For her Professional Communication Skills course, the student said the class greatly improved their communication skills, helped them feel more comfortable speaking publicly, and created a warm, welcoming environment. They also enjoyed the group activities despite initial reluctance. For her Leadership Theory and Ethical Practices course, the student said Cindy was able to clearly explain vague course material and relate it in ways students could understand, while the textbook was outdated. For her Management Foundations course, the student appreciated Cindy's industry understanding and helpful feedback to improve, as well as her use of real-life examples from experience.
This document discusses flipping the classroom, which involves students interacting with course content before class and using class time for active learning. It provides examples of how to flip a class, including putting lectures online in various formats and offering pre-class assessments and multiple learning modalities. Student feedback about flipping is positive, noting benefits like increased confidence and a stronger sense of community. The document also gives tips for accountability and resources for faculty interested in flipping their courses.
Reflection on my role and expectations of the professional practicum experiencedannaet
The student teacher was anxious but prepared to put their university lessons into practice during their practicum at an all-girls school. They found managing 45 students of varying English levels and ages challenging. While nervous at first, getting to know their students helped them feel more confident teaching. Counseling students on personal issues was unfamiliar and proved their biggest challenge to overcome. The student hoped to motivate students and help them become better people through learning English.
1) The author reflects on their experience conducting a microteaching lesson on healthy eating as part of their teacher training program.
2) They realized some weaknesses like the video being too long which caused students to lose focus, and not having enough teaching materials for all students to participate.
3) However, they were able to overcome these weaknesses by shortening the video and engaging students through questioning. The author also praised student responses which improved participation.
This document contains a student teacher's reflections on their practicum experience teaching English at a primary school. Some of the key challenges they faced included establishing their authority as a teacher rather than a family member, and dealing with a situation where another teacher filled the board during their class time. Areas for improvement included confidence at the front of the class. They enjoyed a lesson on abilities where the students were engaged and motivated. Instances of student learning and motivation were observed regularly. Working with a teaching partner was found to be very helpful. While nervous at first, they felt more prepared and accompanied through the support of teacher trainers and the school.
In her final journal entry, the trainee reflects on her last lesson with the secondary school class. She was able to create a friendly atmosphere with the students and they seemed engaged in the CLIL lesson about healthy habits. While classroom management is an area she still wants to improve, the students responded well to her teaching strategies and completed all the activities. This practicum experience has provided useful lessons for planning future classes and recognizing what teaching approaches are most effective.
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Transitions to Postgraduate study, Penny Jane-Burke, Institute of Education a...johnroseadams1
The document discusses a research study on students' transitions to post-graduate study, with a focus on academic writing practices. It outlines challenges students face in adjusting to new academic expectations and cultures. The study included interviews and writing workshops with MA education students to develop their understanding of assessment criteria and writing approaches. Analysis of the workshops found that integrating explicit instruction on academic writing helped reduce students' anxieties and clarified concepts. The recommendations were to support positive initial transitions for post-graduate students and integrate writing as a method of learning rather than a separate skill.
The document discusses the important role of teachers in education. It states that while parents provide the initial guidance for children, teachers take on the important role of educating students in specific fields and subjects. Teachers treat students like their own children, correcting, teaching, and motivating them. An important part of a teacher's role is discovering each student's learning style and using appropriate teaching strategies to ensure all students learn, including those with disabilities who require more individualized attention.
The student reflects on their academic growth over the semester. They developed stronger skills in citing sources to avoid plagiarism, learned how to properly cite information from corporate websites, and improved their ability to write clear thesis statements that precisely outline the direction of their arguments. While they feel more confident in their writing abilities, they recognize the need to further develop their paragraph structure skills. Overall, the student sees the semester as fruitful for advancing their skills and preparing them to handle more challenging future projects.
Cintia taught her first lesson to a 6th grade class and found it difficult due to nerves. She tried to use a communicative approach but the students were not used to communicating in English. Classroom management was challenging since she did not know the students' names. However, most students engaged well with the activities. For her next lesson, she will have a better understanding of the students and what activities they like.
Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.
Emilio Lara Espinoza reflects on their teaching practicum experience and what they learned about being a teacher. They gained valuable experience planning lessons, engaging with students and teachers, and understanding the responsibilities of a teacher. They recognize strengths like their outgoing personality and creativity, but also weaknesses in fully embracing their teacher role and managing time. To improve, they identify a need for more experience to strengthen abilities and address challenges as a new teacher.
Jessica Merrick's teaching portfolio summarizes her philosophy, training, experience, and sample materials. Her philosophy focuses on empowering students, challenging dominant ideologies, and facilitating transformation through open discussion. She has training in teaching sociology and various workshops on teaching methods. Her experience includes teaching introductory sociology and gender studies courses both online and in-person. Student evaluations praise her ability to engage students in controversial topics and make learning enjoyable. Sample materials include a syllabus for her introductory sociology course outlining student learning objectives and requirements including presentations, assignments, and tests.
Professionalism the reflective practitioner Lee Hazeldine
The document provides guidance for student teachers on developing professionalism, including reading key school policies, maintaining appropriate conduct and relationships with colleagues, responding effectively to feedback, and taking a reflective approach to continuously improve one's teaching practice. It also offers scenarios and questions to help students strengthen their reflection skills and better understand how to have productive conversations with their mentors about observation feedback.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
The writer attended refresher training on conducting job reviews which provided useful information and strategies. The trainer was clear and focused in their delivery and shared documentation to help structure the review process. The writer felt better equipped to conduct reviews and support staff effectively as a result of the training.
1) The author completed their practicum experience teaching secondary students at a private school. They felt comfortable with the target language level and enjoyed teaching this age group.
2) Their lessons aligned with students' needs, abilities, and the reality of preparing for an exam. The author was able to successfully incorporate theoretical aspects of teaching into practice.
3) Most students were at a similar language level, allowing the author to focus on the class as a whole. Time management and further understanding each student could be improved. Feedback from observers was sometimes discouraging but the author remains motivated to continue developing their skills.
This reflective journal is about English Legal System oral presentation for the first semester in my university' life. Along the preparations, we learn how to use technology to make presentation slide. My group members always spend time together to discuss about the assessment. In this assignment, I have learnt how the statutory interpretation works under the english legal system. I know how crucial and important of english language play part of interpreting the meaning of the context. We done a lot of research from textbook materials and internet. We share our idea and thought to resolve the questions of the topic. Throughout this assignment, my group members and I improved on communication skills.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
Dr. Mercer is an excellent instructor according to multiple student comments. She presents material effectively, adds practical examples to readings, and uses daily exercises and speeches to help students improve their public speaking and business communication skills. Students say she provides helpful feedback and is available, knowledgeable, and encouraging, helping them learn greatly from the class. They would recommend taking another class with her or recommend her to their friends.
The student provided feedback for several courses taught by Cindy Pupo. For her Professional Communication Skills course, the student said the class greatly improved their communication skills, helped them feel more comfortable speaking publicly, and created a warm, welcoming environment. They also enjoyed the group activities despite initial reluctance. For her Leadership Theory and Ethical Practices course, the student said Cindy was able to clearly explain vague course material and relate it in ways students could understand, while the textbook was outdated. For her Management Foundations course, the student appreciated Cindy's industry understanding and helpful feedback to improve, as well as her use of real-life examples from experience.
This document discusses flipping the classroom, which involves students interacting with course content before class and using class time for active learning. It provides examples of how to flip a class, including putting lectures online in various formats and offering pre-class assessments and multiple learning modalities. Student feedback about flipping is positive, noting benefits like increased confidence and a stronger sense of community. The document also gives tips for accountability and resources for faculty interested in flipping their courses.
This document is a final report from a primary teaching practicum completed by Naiman Lorena at Colegio del Sur in Ushuaia, Argentina in 2015. It discusses observations from three English lessons with a fourth grade class. The report notes that the students had a very good level of English from receiving daily lessons. It also highlights the excellent classroom management of the teacher, Mariela Waczynski, and how she was able to create a respectful environment where students were organized and on task. The report concludes that good organization, mutual respect, and partnership between schools and families are important for effective classroom management.
The author believes teaching is an art that requires constant reevaluation and revision to help students succeed. They use a variety of evaluation methods to accommodate different learning styles and clearly communicate course objectives and structure while remaining flexible. Active learning techniques like games, discussions, simulations and projects are employed. Evaluation incorporates testing, simulations, projects, presentations and journals. The goal is to empower students and see their understanding through interactive engagement and "AHA" moments.
This letter provides a strong recommendation for Neha Choudhary. It states that Neha was an excellent student who never missed class and consistently participated in discussions. She displayed self-esteem, self-confidence, and thoughtfulness. The letter also highlights that Neha is an effective communicator and writer, and she performed well on assignments and group projects. The writer is confident in Neha's future success and looks forward to having her in more classes.
The Problem-based learning experience encouraged independent learning and strong cooperation among group members. Group members had to thoroughly research and prepare their topics to discuss doubts as a team. Effective group learning required all members to put in effort in research and take initiatives to solve problems together. The experience exposed the author to encouraging independent learning in future classrooms and developing students' interpersonal and reflective skills through interaction and group work. It also helped the author improve personal skills like motivation and organization, which will benefit students.
Hannah Woodward taught Communication in Business 100 in 2012. Based on feedback from 28 students:
- Students found Hannah to be well organized, clear in her communication, approachable, knowledgeable, and enthusiastic. She provided useful feedback and was an effective teacher.
- Specific strengths mentioned were her ability to relate to students, engage them in class discussions, and provide clear guidance and feedback. Students saw her as understanding and open-minded.
- When asked how Hannah could improve, most students said there was no need, though a few suggested speaking slowly at times and being careful with language to maintain her authority as the teacher.
The document is a reflection from a student teacher, Carla Martinez Peirone, on her teaching practicum experience. Some key points:
- She found the practicum challenging but rewarding, requiring organization to balance work, family, and teaching duties.
- She enjoyed being creative in designing engaging lessons around the theme of "family" using colorful materials.
- Through observations, she learned how the young students learn best through play, songs, games and meaningful activities incorporated into their daily routines.
- Drawing on theories from her Didactica course, she aimed to encourage multiple intelligences and learning styles to make lessons fun and stress-free.
- She gained confidence over time and feels the
Kindergarten Final Reflection. Jimena BenitoJimena Benito
Jimena Benito reflects on her kindergarten teaching practicum experience. She believes the activities aligned with the Natural Approach and engaged students. While she felt the lesson plans were good, she was only 50% satisfied because she struggled with classroom management at times. Going forward, she would change the seating arrangement and be better prepared with organized materials. The experience helped her understand how to teach young learners and establish routines and discipline. She feels more prepared now after receiving helpful feedback and support from her tutors, cooperating teacher, and school administrators during the process.
1) The document summarizes the student's observations of three teachers' lessons on elements of a story, figures of speech, and the Church.
2) Different teaching strategies were used, including collaborative learning, discussion, and integration of topics. Learning strategies observed included cooperative learning, role play, and lecture-discussion.
3) Learners' participation varied between classes, with most students actively involved, though a few exhibited misbehaviors in one class. The student reflected on encouraging participation and the importance of using varied teaching strategies.
This document discusses a service learning project where a group of students helped at Real Life Christian Academy. The author was initially unsure of their role but felt more at ease after their group decided to help out. They were paired with a second grade student who was behind in reading. The author worked with the student on reading strategies, comprehension, and phonemic awareness skills over several 30-45 minute sessions. Through this project, the author learned about patience, flexibility, and how to build proper instruction plans for students with differences. They were encouraged not to be discouraged by challenges and to help all students in their future classrooms.
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
This dissertation examines the impact of the Cultivating Awareness and Resilience in Education (CARE) program on a group of 11 preschool and elementary school teachers. The CARE program uses mindfulness practices and emotional skills training to reduce stress and improve teaching effectiveness. Teachers participated in a 14-hour training over 2 days plus a 2-hour follow up. Qualitative interviews found that CARE increased teachers' awareness, ability to "step back" from stressful situations, understanding of students, and relationship skills. The results suggest CARE is effective for stress reduction and enhancing teacher-student relationships and classroom behavior.
Guided Response As you read the responses of your classmates, con.docxJeanmarieColbert3
Guided Response:
As you read the responses of your classmates, consider how their negative educational experience could have been changed to support student learning. Respond to at least two of your classmates’ posts. Provide additional suggestions for them in creating their own positive, stimulating learning environment. Be sure to respond to any queries or comments posted by your instructor.
Melissa Cagno
The biggest negative experience that I have had is with a previous employer, and it was my first day as a preschool teacher in a facility nearby. On my first day, I walked into a situation that made a huge impact on the way I viewed this facility. When I started that day, I was told that I would not be in “my classroom” that I would be filling in for a teacher that was out that day. I didn’t have an issue with that fact and was actually up for the challenge. But when I entered the classroom I noticed there were no rules, no structure, no lesson plans and the classroom was complete chaos. I managed to create some spur of the moment lessons and engaged in music as much as possible. Then when it was time for lunch, and I went to serve it, it was pure sugar and very unhealthy. I left for the day feeling defeated, tired, frustrated and stressed and nowhere to turn. I expressed my concerns throughout the day along with a lot of severe health issues to the owner and was brushed off. I care a lot about the children’s safety and their learning environment, and I felt like I was drowning. Needless to say, I ended up moving on from that position because I felt helpless and without a direction to improve anything.
I have had several positive experiences throughout my educational background. The classrooms were always welcoming, warm and inviting and it showed that the teachers cared about their classrooms and their students. Those classrooms made me excited about becoming a teacher and gave me something to work towards in the future.
“The foundation for successful learning and a safe and secure classroom climate is the relationship that teachers develop with their students (Sousa, Tomlinson, 2011)”. The teacher-student relationship is something that should be built on from day one. If the students do not trust or know you, they will feel uneasy and unsafe in the classroom environment. It is so important to form the relationship with your students to ensure communication and safety of your students. Another way to provide a positive learning environment is with your attitude. If you have a positive and fun attitude, it will show through your lessons and your students will enjoy being in your class every day which will affect how they learn. Lastly, the organization is a big key to a positive and stimulating learning environment. If your classroom is packed full of stuff or the students, do not know where materials are it can cause frustrations for you and your students.
I firmly believe there are no stupid questions! I want to ensure my stude.
Nadya Rutherford completed a primary practicum teaching English to a group of fifth-year students. She was able to successfully apply concepts learned in her teaching course, such as Total Physical Response and Content-Based Integrated Learning. While anxious at first, she grew more comfortable over time. She reflected on needing better classroom management strategies and feeling ready to teach primary students confidently with more practice. The experience helped her check her knowledge and she was glad to get to know the students. She discussed challenges of teaching English in public schools versus private schools in Argentina and challenges teachers face with strikes.
1. April 15th, 2015
To WhomIt May Concern,
I am writingonbehalf of myEDUC 1F95 TeachingAssistantRachel Brodie.Thisschool yearIhad
the privilege of beinginherEducationseminaronTuesdaymorning’satBrockUniversity.Iama
secondyearChildandYouth Studiesmajorhopingtoone daybecome a Kindergartenteacher.
BeinginRachel’sseminarthisyeartrulybroadenedmyknowledge abouteducationinafunand
innovative way.
Rachel isa pleasure tobe aroundbecause of herpleasant,positive andcreative attitude
towardsteaching.Each weekseminarwasstructureddifferentlyinwayswhichbestsuitedthe
lesson.Atthe start of the year Rachel broughtina snacksignup schedule toensure thateach
weekournutritionneedsweremetbefore startingclass.She alsoensuredthataweekbefore
our nextclasswe had some guidingquestionstoaccompanyourreadingstoensure meaningful
conversationswere hadthe followingweek.Hertechniqueof givingustime todiscusswith
elbowpartnersbefore sharingwiththe class,reallyallowedforeachpersontohave something
to say.By doingso everyone hadanequal opportunitytoattainparticipationmarksforthat
week.
Rachel providedqualitysupporttoeachstudentnotonlywithinclassbutalsothroughe-mail
whenstudentsneededclarification.If anyone wasuncomfortablesharingwiththe classor
didn’tattaintheirdesiredparticipationmarksforthe day Rachel providedthe supporttohelp
those students.She gave qualityreflectionandsuggestiononstudentassignmentstoensure
everyone received the highestpossiblegrade.She wasveryopenandinclusivetodifferent
learningstylesandaccommodatedeachstudent’sindividual needs.
One of the biggesthighlightsforme beinginRachel’sseminarwasthe endlessactivitiesand
collaborative group workshe broughttoclasseach seminar.Eachweekshe ensuredthatthere
were funyeteducational activitiesforusto learncertainconcepts.We alsosplitintogroupsand
made collaborative examnotesthateveryonehasaccessto whenstudyingforourfinals.Her
use of creative activitiesreallyaddedtothe classworkeachweekandmade seminarmore
exciting.
WithRachel’sendlessmotivation,creativityandcommitmenttoourclasswe hada very
successful seminarthroughoutthe 2014/2015 school year.I wouldhighlyrecommendRachel for
any award,jobor positionregardingteachingandeducation.Herpassionforteachingshines
throughin everythingshe doesandisveryclearthe momentyougetto know her.If youhave
any questions,pleasefeel free tocontactme at the numberbelow.
Regards,
CarleyKent
ck13dc@brocku.ca
2. May 16, 2015
To Whom It May Concern,
The purpose of this letter is to outline the teaching excellence that Rachel Brodie
demonstrated while acting as my TA throughout my EDUC 1F95 course at Brock University during
the 2014-2015 school year. She was a wonderful TA that positively contributed to my University
education and passion for the teaching profession.
Rachel conducted her seminars in such a way that everyone in the class felt comfortable.
These efforts were seen before each class; she promptly sent the class e-mails before seminar so we
knew exactly what we would be covering. This tactic allowed for more in depth conversation
because the students were prepared for the discussionand time was not lost searching through notes
for the answer. Before every group discussion, she had the class work in smaller groups so we would
feel confident about our answers when we spoke in front of the class. Another way that Rachel made
the seminar a comfortable environment for everyone was through the creation of a weekly snack list.
As a class, we all took turns throughout the year to bring in a snack for the class to enjoy. These
snacks increased the energy in the room, which in turn created a more stimulating environment for
the class. Rachel went above and beyond throughout this course to make sure that the seminar room
was a comfortable environment for everyone.
When assessing students, it is important to use a variety of different tools so that every
learning style can be accounted for. Rachel was able to do this when marking her students for
participation marks. Unlike most TAs that only give out marks for speaking in front of the entire
class, Rachel also gave students marks for talking with their group mates or e-mailing her the
answers to the seminar questions after class. This tactic made the assessment process fair to all
learning styles and promoted participation by all.
I believe that one aspect that separates good teachers from great teachers is support outside
of the classroom. Rachel was always available to provide feedback to her students for any writing
assignment or exam. On numerous occasions I received constructive criticism from Rachel that
certainly improved the quality of my essays. When I e-mailed Rachel I knew I was going to receive
more than a “good job”, I knew that she would take the time to look through my work and provide in
depth analysis on my paper. Due to the support that Rachel provided her students outside of the
teacher, I believe that she is not only a good teacher, but a great one.
Rachel promoted collaboration between our peers in our seminar and the entire course
through her innovative studying tools. Throughout the course we made exam study notes in class as
a group to help each other out for the final exams. She created an online resource called “Quizlet” for
everyone to put their notes together and share with the course. She also had the idea of creating a
course wide TA course review so that every student in the course could study from the same
resource.
I thought that Rachel was a great teacher that is committed to teaching. She consistently
goes the extra mileto ensure that her students can be the best that they can be. I was lucky to have
her as a TA and I am confident that she will continue to selflessly commit herself to the teaching
profession.
Sincerely,
Melissa Churchill
mt12ih@brocku.ca
3. May, 2015
To Whom It May Concern,
Rachel was my TA for Education 1F95 over the course of both the fall and winter semester at
Brock University every Tuesday morning. Being in my second yearof university, I have come across some
TA’s who put little or no effort into their seminars, and I have rarely encountered a TA who has displayed
effort that surpasses the expectations of a course. Rachel falls perfectly within the category of a TA who
goes well above and beyond the minimum standard of what a TA should embody. As a result of her
outstanding performance this year as my TA, I would have to say she was by far, my favourite TA due to
her commitment and dedication to the course,and her amiable personality.
I have always been relatively shy in seminars, but I enjoyed the atmosphere in the Education
seminar as a result of Rachel’s techniques,which allowed me to feel comfortable and more willing to
participate. Rachel allowed us to discuss topics with the people closest to us, which was a great idea
because I sat beside my friends and felt comfortable to share my ideas with them, rather than blurting out
answers to the larger group. It was extremely helpful that Rachel counted these for seminar participation
marks, as well. This did, however, allow me to feel more confident to speak in the larger group after the
small group discussions because Ifelt more confident from this method.
She also gave us the option to send in our questions through e-mail if we did not feel comfortable
at all to speak, which she counted for participation marks. I thought this was a wonderful way for people to
gain marks because I did it a few times and appreciated it. I haven’t had any otherTA make this option
available unless you speakto them personally, but Rachel made it an option for everyone from the
beginning, without having to approach her. This meant that Rachel would have to take extra time out of
her day to send the questions earlier to us,which I really think shows how much she cared about us and
wanted to give us as many options as possible to make the course a great experience. I liked that everyone
had an equal chance of getting marks because for me, I have a harder time speaking in seminar, but that
does not mean I do not understand the material, I just communicate it differently. I really liked this option,
and I know other people in my seminar did as well. Everyone has different strengths and weaknesses,and
different approaches to learning, and Rachel definitely accommodated everyone. Rachel also brought up
the idea of us bringing snacks to seminar, which I thought was neat! I really liked bringing in snacks
because it made the environment of the seminar more inviting and comfortable for me. No other seminar
has done this in the past that I have been in.
In regards to support,Rachel was thorough when it came to breaking down the expectations of the
exams and assignments,and how to achieve good marks in return. The assignments felt less daunting when
she explained everything in detail, and gave us great strategies to ensure that we were on the right track. I
remember her allowing us to do brainstorms and go over each question so we understood them, along with
examples. I have never had a TA that explained the exams and essays so effectively. I was very thankful
that she did this for each assignment because I was never lost with what I should be doing as a result. In
addition, I was never in the dark in regards to where I was at in seminar and how I was doing. Rachel
would send out our updated marks on a regular basis,so I was always up to date with everything. Most
seminars I have had give me my participation mark at the end of the course,so by then it is too late for me
to do anything about it, which is extremely frustrating. It was very refreshing because I was able to
improve my participation mark from the first term this way.
In seminar, if someone said something that wasn’t quite the answer, Rachel never made that
person feel incompetent or less intelligent, she would help the person reach the answer, or simply build on
what the person was trying to say. I have had TA’s that are quite blunt and can make you feel unintelligent,
which (for me anyways)causes me to not want to speak anymore. Rachel, however, never made me or
anyone else feel like they couldn’t speakor what they said was foolish. She was very approachable and
easy to converse with. I also noticed that she allowed everyone to speak who had their hand up. If someone
put up their hand,but hadn’t spoke for a long time, she would pick them opposed to someone who always
answered to also give the person who barely spoke a chance to say something. From my observations,she
did a good job of including everyone in the discussion and had no biases or favourites.
4. Rachel was very effective in regards to posting recourses for us on our SAKAI site. Rachel
always posted the week’s reminders and seminar questions for us,from September to the end of classes in
March. She also posted something that she labeled the “Additional Teacher Recourses,” which included
instructions on how to right a proper cover letter, resume accomplishment statements,a sample CV
document, tips for a teacher resume and cover letter tips, and a teacher resume checklist. I was really
impressed with all of these recourses,because they will definitely help me in the future when it is my turn
to write all of these documents myself. Rachel did not have to do this for us, but she did, which proves to
me how much she wants us to succeed and how dedicated she is.
Rachel thought it would be a good idea for my seminar to make collaborative study notes for each
other to prepare for both exams. So, she split everything up for us and then posted what we completed in
our SAKAI group. I thought this saved a lot of time for individual studying,and was a great method in
regards to studying. I was able to feel more confident going into the exam because I felt very prepared.
Rachel also was the one who came up with the idea of putting togetherexam review notes for the entire
course,ensuring that the 19 seminars in the whole course would have access to the same materials.
Rachel also came up with fun activities that related to the topics we discussed for seminar.
Something I thought was really cool was when we wrote personal letters to our future selves. I thought this
was neat because I will be able to read where I was in life at the time and see how far I have come. She is
going to email these to us when we are in teachers college, so I appreciate that she is going outside of the
expectations of being a TA to do this for us! We also played a game of black jack with the people beside
us, and the winner had to move on to the next group. However, we could not speakand could not explain
the instructions to the next group because each group had different instructions (whoever was closet to 15,
or 18 for example), which really showed us how difficult it is without being able to communicate and not
knowing the rules prior of the next groups game. She did activities like this to help us understand the
content more easily, and I thought it was great because everyone learns differently. It was also fun, and a
different way of learning, so I really enjoyed this activity because it proved that not everyone has the same
chances in life if they don’t know the rules or have access to the same recourses. So Rachel did an
excellent job of incorporating fun activities into the seminar to help us understand topics more effectively.
In conclusion, I had a wonderful experience in Rachel’s seminar. She is by far my favourite TA
because she was willing to do more than what was required of her, and went out of her way to make sure
we were successful. I really feel that Rachel deserves this award because of her commitment to our
seminar, and her willingness to include everyone. She was extremely helpful throughout the year, and was
always thoroughly prepared to teach and discuss with us in seminar. She made feel like an equal, and was
always extremely approachable. Overall, I really enjoyed my time in that seminar because of Rachel’s
dedication and effort.
Sincerely,
Meagan Porter
mp12ub@brocku.ca
Brock Student
5. May 30, 2015
To Whom It May Concern,
It is with great pleasure that I write this letter of recommendation for Rachel
Brodie. She has been an outstanding teaching assistant in my EDUC 1F95 first year
course at Brock University. I have been very fortunate to be in her seminar class this year,
in which she helped every student to expand our knowledge on education.
Rachel is very open to understand individuals’ perspective in education and she
respects all of her students’ thoughts and knowledge towards education. I believe being
open to diversity is a strength and key point in education career. Rachel is a special TA
and an inspiration to me. With lacking confidence I had hard time reaching out my hand
to ask for help or raise my hand up to ask question but Rachel helped beyond my
expectations. Although there was hesitations at times, I felt really encouraged and
comfortable participating in her seminar.
Rachel creates a positive environment, whole-heartedly supports students and
always pursued student centered seminars and these are just a few of her many strengths.
In the time that Rachel has been a teaching assistant in my seminar, I strongly believe
that she developed a positive relationship with all whom she encounters. Her positive
personality, warmth and enthusiasm truly influenced all of her students. Rachel cares
about her students and it really shows.
With Rachel’s never ending passion towards her career, I once again highly recommend
Rachel for any position and sincerely wish Rachel the best in all her future endeavours. If
you have any questions, please feel free to contact me at the email below.
Best Regards,
Sungmi Kwon
sk13oh@brocku.ca