Individual Learning Plan: Part 2
Isa Antepli
Walden University
E-Portfolio Assignment: Transition Point 4
August 1, 2014
Individual Learning Plan: Part 2
When I was gaining my Bachelor’s Degree, the key statement throughout my journey through the education program was “I will continue to be a lifelong learner.” As I finalized this program I have reached this goal, and this will continue throughout my journey as a teacher as I become involved with more and more school and district based county activities through which I can use the theories, methods, and strategies I have learned throughout this program. In general, it is best, as Goldhammer (69) stresses, to avoid critical dissection of teaching. Too much criticism and
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The concepts of motivation allowed me to understand each of my students on an individual level as well. Not all students are motivated the same way and learning new ways to motivate first graders that are not, “if you do this, you will get a prize” changed my classroom environment. I used strategies like goal-setting to get my students motivated to do well on their assignments. When they saw the growth they were making it was pushing them to do better. They didn’t need to get something in order to do well. The satisfaction in seeing their growth gave them motivation. I am hoping that by starting them out with this strategy young, stays with them as they move on to the upper grade levels.
Overall, the theories, methods and strategies learned throughout this program have allowed me to be a better teacher in the sense that I don’t look at the whole picture anymore. I pick apart each piece of puzzle to see how I can better each student as an individual. This will let my students to become investors in their education, as well as allow me to become a better teacher.
References
Goldhammer, R. 1969 Clinical Supervision: Special Methods for the Supervision of Teachers. New York: Holt Rinehart & Winston
Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning
By assuming two professional roles with his students the professor is clearly engaged in multiple relationships (3.5, American Psychological Association, 2002). The students are at risk of being exploited by their professor. The professor has knowledge of his student’s deepest thoughts, emotions, and personal experiences. This personal information can be used to manipulate the student’s behavior in a classroom setting (3.8, American Psychological Association, 2002). If the professor is aware of a student’s fear of public speaking the professor can possibly use this information to punish the student. The students may also feel that their therapy session influences the outcome of their psychology class. The students may feel that they received a bad grade or a good grade because of the outcome of their therapy session. This creates pressure for the students to regulate their therapy session in accordance to what they think will affect their grade in class. This can lead to a lack of willingness to share
A newly licensed teacher walks into her empty classroom on the first day of school. She has her curriculum guide, her pacing calendar, her unit instructional plan, and her lesson plans for the first week. She has her copies made and in her mind she has stored the countless hours’ worth of instruction she received for four years. The bell rings, and it is time for her first class. With a somewhat nervous breath, she watches as students begin pouring in.
When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She
The next time he decided that to administer insulin. Clinical assessors required to make professional judgements in interpreting what the minimum acceptable levels of competence are in respect to professional standards. These judgements are frequently made with in the role relationship of that of a mentor cum assessor to a student (Stuart 2005). As it is a skill involved, I found it was difficult for him to memorise all the step and rationales. I explained about my experience when I was a student nurse and concept of learning through practice. For students learning during clinical practice is a complex activity. The student has to contend and learn to deal with complex, unstable and uncertain worlds of practice (Schon 1987). With on going support I facilitated learning environment to practice the procedure under supervision
This is very different from what supervision has been in the past. I plan to use this approach to help me to develop a successful school atmosphere, where teachers and administrators collaborate and reflect in order to best meet the needs of students. This will guide the professional development and staff meetings at my school. It will also guide how I evaluate and communicate with teachers. I believe this approach is very balances and can help make a school equally
Which can be done by preparing a template which includes the process of supervision, evaluation system and outcome to measure success (Royal college of nursing, 2002). There are also various models and theories given by several authors to make supervision effective (Sloan & Watson, 2002). Understanding functions of these models and theories can prove its importance in conducting a supervision session. The supervision session can be recorded for the purpose of debriefing.
Currently, Miss Brandys is completing her clinical experience and is student teaching in a second-grade classroom at Madison Elementary School in Skokie, Illinois. As her university supervisor, there has been many occasions for me to observe her exchanges with students as well as evaluate the delivery of lessons.
Pam Johnson, the supervisor in this practitioner’s reflection, uses the collaborative approach with Ms. Rogers who is an outstanding second-grade teacher. Using this approach allows both teacher and supervisor to share equal responsibility in resolving issues. That means they also mutually contribute to expressing their ideas and concerns to reach a middle ground. Ms. Johnson and Ms. Rogers began with implementing the first step of the clinical supervision process, which is the preconference. The teacher predetermines one of her possible teaching flaws before the meeting begins. This is remarkable since it shows that the teacher was not only aware of some classroom shortcomings, but she set the stage and focus of the meeting. Identifying a
Currently, Miss Agos is completing her clinical experience and is student teaching in a second-grade classroom at Madison Elementary School in Skokie, Illinois. As her university supervisor, I have had many occasions to observe her dealings with students and staff as well as evaluate her lessons.
A. The audience, students and adults that had strict teachers going through school. Joanne Lipman also was writing to the teachers that are harsh to their students. “Studies have shown, among other things, the benefits
These documents are a set of predetermined criteria that defines appropriate nursing interventions and describes situations in which the nurse makes judgments relative to a course of action for effective management of common patient problems (Patient care/ Protocols, 2002). There are several protocols and procedures available in the school setting, these documents include medications protocols, treatment and procedures protocols and also the use of (AED) Automated external defibrillator and
This project will utilize a longitudinal experimental design to evaluate the impact of mental health consulting on suspension and expulsion beliefs and practices of teachers who received Teaching Pyramid training and distance coaching. Random assignment will occur at the school- or center-level, meaning that an entire school or center will be assigned to either the experimental or the control group. This study will utilize a randomized matched sample procedure to control for the effects of program variables, such as size on the outcomes of the intervention. Each center in the control group will be matched with a center in the experimental group of similar size. This design is modeled after the design adopted by Artman-Meeker et al. (2014), which was used to control for differences in teacher characteristics, management style, and resources potentially associated with the size of the center.
According to Andrea B., “the clinical setting provides an excellent opportunity to use an andragogical approach to teaching and learning. By applying
The action that took place in this case study was that Mr. Meadows responded to a parental concern and provided Ms. Smith several options to choose to find a solution to resolve the parental concern. The teacher was a first year teacher and she stated that she was unsure on what she should do concerning parental contacts. The supervisory approach of direct informational is an approach that works well with teacher that lack the level of development that a veteran teacher would possess. I feel very confident of working and applying any of the approaches with teachers. I have been a supervisor of people for around two decades before I became a teacher. As a manager of people in three Forbes Global 2000 companies, I was trained to identify my managerial
“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”