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Reflection on professional development as a teacher
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Each lesson includes pre-instructional strategies, content presentation, learner participation, an assessment, and follow through activities. Instructional Theories and
As the education coordinator, I will first approach my subject matter as a system itself. I will design my materials first by identifying their purpose, then second their function and finally deriving the structure of the educational materials from the necessary functions. In developing educational materials, I will also want to familiarize myself with my students as I know that according to communication models they may interpret what I communicate differently than I intend due to how they “decode” (Nelson, Staggers, 2014). Once I have an understanding for what my students know, I will move forward by assessing their learning styles as I believe that is an incredibly valuable thing for an educator as well as a student to know. Now that I know what my students know and how
I have allowed myself to learn and research different objectives of teaching though my own experience. Using the KEEPS Mission and
I believe at the core of the teacher I am today, is the humanism approach referred to by Laura Zucca-Scott. In my classroom, I am able to offer a humanistic approach and create an ideal learning environment for each and every one of my students. This learning environment may look a little different for each student but the differentiation is the key to building individual relationships with students. Laura states “educational choices are feasible when goals and benchmarks are part of a flexible system in which variations and individual differences are to be expected and encouraged.” She goes on to discuss scripted curricula and the lack of interactions between teacher and student.
Developing and Process of Developing Unit Outline Establishing a starting point for this assignment was far more difficult than I anticipated. During this semester, I am acquiring countless new resources and teaching tools all while simultaneously reaching a more profound insight into pedagogical theories such as Universal Design for Learning (UDL) and differentiation. These new insight into theoretical knowledge coupled with the excitement of the soon approaching student teaching practicum is creating a certain anxiety in which I feel the need to use all this new information all at once. Nonetheless, I recognize that this overly enthusiastic urge is not only unrealistic, but also counterproductive still, the desire to "get it right" for the
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Section V. Philosophy of Teaching My own personal drive has been to transform my classroom and others into a 21st century learning environment. I have embraced this idea of change in the classroom in several ways. First, gone are the days of my students sitting in assigned seats and in rows all facing front. I have changed my classroom into flexible seating arrangements that we change daily to meet our needs.
My focus area for this observation: Organizational and Management There are several best practices I found in this observation with Ms. Robinson classroom, which is organizational and time management During the observation, of Ms. Robinson classroom organizational skills were noticed in the classroom with the layout of the room and materials easily accessible. When entering the room, the students had a clear understanding of knowing where everything belongs. An example of this occurred with the daily behavioral report folded label with date and time when an infraction of the rules occurs. Also, the teacher marked all workstation and reading station with books from fiction to nonfiction. Each work activity separated with the daily instruction
In 1792, Mary Wollstonecraft expressed what would be the constant struggle of women for the following centuries to come: “I do not wish them [women] to have power over men; but over themselves”. This quotation, taken from in A Vindication of the Rights of Woman, strongly illustrates how difficult it was for women to emancipate themselves from men with no ability to act upon their futures. However, when changes happened to improve the daily lives of women in Britain, one might think that those progresses meant the beginning of equality and thus, the end of difference –of being treated otherwise. Yet, difference remained. Therefore, in order to understand this phenomenon, we shall answer to the following question: Why women kept being marginalized despite the adjustments made to establish equality between men and women?
I realized that some of my objectives may be a little easier and I may need to be modified. By doing this I will be able to ensure I am allowing higher-order thinking to take place during my unit. I also realized that it is essential to have different tires for objectives such as lower, middle and higher by doing this it allows you as the teacher to hit each one of your students learning abilities in your classroom. What do these data mean for instruction for the Focus Students during the unit?
I will ascertain that goal by making friends with my classmates and be a bellwether that puts together a study group. The leadership role will entice me to ken the material, in order to be able to teach others. In my high school there are four levels of understanding; Level 1: I do not understand the material at all, Level 2: I kind of understand the material, Level 3: I understand the material well, Level 4: I understand the content well enough to convey it to others. By having a grasp on the different calibers, I would be able to avail other students in their understanding curriculum that we are learning. This will benefit me in my endeavors to immerse myself into the school.
Teachers will improve their teaching skills to their students to give them a better understanding on the material that’s being
I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons
It is my goal to make sure students are not just memorizing facts, but are actually understanding. They should be able to take the lesson and apply it to other areas of their lives. I believe students need to be assessed frequently and routinely. The students need accurate and effective feedback, so they can make any necessary adjustments.
Why? During my lesson, I did have to alter my instructional plan as I taught the lesson. Therefore, the reason that I had to change my instructional plan was because, my students needed for me to model the lesson concept more than I had planned. Furthermore, the students were able to effectively complete their individual work after I added additional time to model for them how to find the main idea of a piece of text.
