Becoming A Resident Educator Analysis

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

Knowing and respecting how I was becoming, I knew that my curriculum in my classroom would have to be student-centered in order for what it needed to be to be meaningful to me as a teacher. It is with all these connections - and a wealth of questioning, storytelling, and searching – that changes are made into greater beings. Greene talks about living wide-awake, and that has to start by teaching, learning, and modeling wide-awakeness.

The contemporary education raises a number of challenges in face of educators, which they have to overcome to make the education process effective. In this regard, Brighouse distinguishes the diversity of the contemporary society and learning environment and the lifetime learning as the major issues that educators should address in their work with students.

I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures.

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

For example, about mid-year, she realized that her assessments were not challenging her students or creating opportunities for them to engage critically. Instead of giving up and simply teaching to the test, she began to truly embrace teaching as ongoing inquiry into her view of her students, their learning, their identity and her teaching. In action, this looked like a strong devotion to taking advantage of learning professional learning opportunities and managing up to receive the support that she desires. Her orientation to learning to increase her effectiveness led to the planning and execution of rigorous and culturally responsive teaching and assessments. This critical moment in her teaching, exposed a mindset of high academic (and behavior) expectation, coupled with a view of herself as the teacher & leader responsible for the success of her students.

Provide quality training and education in a caring, professional environment that prepares new students and working adults with the skills they need to succeed and advance in their chosen careers.

Colin Hancock is giving his second chance his best shot. With a history of violence and bad decisions behind him and the threat of prison dogging his every step, he's determined to walk a straight line. To Colin, that means applying himself single-mindedly toward his teaching degree and avoiding everything that proved destructive in his earlier life. Reminding himself daily of his hard-earned lessons, the last thing he is looking for is a serious

I believe each and every student is capable of learning and achieving academic success, however some children require individualized support to ensure their success. A strength I posses that supports high academic expectations for all Houston ISD students is my ability to motivate and empower young children of all types to want to be successful. I am committed to creating a classroom culture where high expectations are set and most importantly constantly communicated to students. I have the ability to lead and differentiate engaging lessons where the diverse learning needs of all students are supported. I am a teacher that believes high academic expectations will be met when lessons are presented in a way that suits all learning styles. I use classroom management strategies to set students up for success.

I have a graduate degree in education,I have been teaching at university level for more than five years. At this point, I like to have an experience teaching middle school students, I was looking at differents programs.I found that achievement first teacher-in-resident program is unique in provides the "new teachers with high-quality professional development and gain hands-on experience through co-teaching and small group instruction"

Ms. Murphy’s paid work consists of teaching young children at a local junior high school. Her daily routine involved planning lessons and teaching the lessons. “I do the best I can to have students meet essential outcomes” (Murphy). Ms. Murphy is a very dedicated educator, and is always willing to help children before and after school, assisting them in understanding the course material. Ms. Murphy strives to promote a welcoming classroom and a safe learning environment so that children are comfortable in asking questions, enabling them to expand their minds. Ms. Murphy also attends meetings with her peers in-regards to learning new strategies, knowing children have different learning styles. After Ms. Murphy’s long day of teaching, she also donates her time to chaperone daily school actives, and special monthly actives. Ms. Murphy’s paid work is from 8:30am-3:30pm, followed by unpaid work, for school which is 3:30pm-5:00pm. When this part of her day is complete, she continues to work at home correcting school work and she maintains her house work

Norma received training in Cognitive Coaching and used this knowledge to provide instructional coaching support for her colleagues. Being a new role in our district, this did not come with a job description, however, Norma took the initiative to research best practices, create supports for her colleagues, and set her own calendar in this

I have always been a highly motivated individual who was involved in a wide array of extracurricular activities. My inquisitive nature coupled with a determination to learn new concepts and skills has led me to many new opportunities. One experience in particular revealed my passion for teaching and the desire to help others achieve their goals. Junior year of college I became a teaching assistant (TA) for an integrative experience kinesiology course. The

There are the winners. These are the educators who maintain a positive outlook, see challenges as opportunities to learn, seek to continually upgrade their practice, and generously support their colleagues’ growth.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is