Classroom Teacher Interview Paper

and Garfield Schools , a teacher of mathematics at Armstrong High School, an English teacher

Michelle Snyder ESL Teacher Interview TE 826 Dr. Glenn Tracy 2-22-12 My person that I interviewed is very unique besides being a very good teacher. She had received the honor of being selected ‘Teacher of the Year” a few years back here at Perkins County Schools (Grant, NE), so I knew her methods and strategies were tried and true. She has several different hats in our school system with English Language Learner (ELL) being just one part. She was asked to work with/for me in this program with our high school ELL students while I concentrated on Elementary and Middle School. She is in charge of the district’s Speech department which has also had great success. Finally, she is the school’s Spanish teacher, and a very good one. I have

On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.

SSCM Gilmore made an unannounced visit to Martinez Elementary School to conduct an interview with Madison Williams. The interview included school counselor Tamara Mathis, Madison Williams, and SSCM Gilmore. Madison is a 4th grader at the elementary school, with no known behavioral issues in class. She is known to be on time for school every day. Ms. Mathis reported that last year she was in her office a lot discussing the illness of her mother. Madison reported that she is aware what inappropriate touching is, and who she can talk to if someone touches her in bad areas. Madison reported that no one has touched her in a bad area. She reported that she would tell her mother or the Ms. Mathis of who touched her in the bad areas. She reported

I interviewed a childcare teacher engaged in the Early Childhood Development. She graduated from East Tennessee State University. She has been intrigued by children her entire life, she has volunteered with children with disabilities and worked with children since age 16. You can say that teaching has been a dream

Theresa: So how then do you decide what you are going to teach? Mrs. Lawrence: We have a curriculum Theresa: How do start off by planning a lesson and where do you start? Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

I asked Mrs. Barkley if she worked with other teachers to plan and jointly facilitate learning; she told me that she personally does not. She said that she never combines classes or teaches with another teacher in the same classroom. She said the only thing that the teachers do together is come together in meetings and discuss progress of their classes and test scores. This came as a shock to me, I thought that teachers would be meeting often to combine curriculum in a way that’s meaningful. I thought that teachers would want to allow for cross-curricular projects to allow students to make the connections between subjects. When I am a teacher, I would like to work with other teachers to jointly facilitate learning, if possible.

She is my housemate’s friend and she works as a volunteer in the hospital in Thousand Oaks. Before I started interviewing her, most female elder volunteers said to me that they want Lila’s beauty secret because she looks younger and I thought she was about 50 years old when I met her for the first time.

After eleven years of teaching at GCDS, Mrs. Deborah Peart Griffin is leaving Country Day after this school year. Throughout her years at GCDS, Mrs. Griffin continuously displayed humor and enthusiasm while teaching. “Because of my passion for teaching and learning, I deliver lessons with genuine excitement. It's my goal to transfer that love of learning to every student I teach. My reward is smiles and laughter amidst learning, which brings me pure joy.” Mrs. Griffin’s favorite part of GCDS has been “watching fourth graders transform into ninth graders.” Seeing her former students at graduation has always brought tears to her eyes because she “could see the growth that had taken place.” The thought of her shaping a student into a young adult

Thank you very much for your time today to interview me for the position of English Instructor. I appreciate the opportunity to learn more about this job, to meet you both, and experience Sam Houston.

Interviews: General Education Teacher: When interviewing Mrs. F, she explained that a behavior concern for Richard is his inability to stay focus on a task for a long period of time. She mentioned, “He loves to walk around the class, especially when he sees a group of students talking. Richard will get up and try to join their conversation”. She expressed that his peers have difficulty understanding what he is saying because of his lack of speech. When asking her what she does when he becomes to wonder around the classroom, she mentioned that he just tells him to return to his seat. Richard is response positive to commands when they are given to him. He has not shown aggressive behavior when he does not get his way with Mrs. F. Mrs. F

Teacher Interview Though there were many interviews ranging from elementary to high school teachers who teach gifted children, I chose to reflect on the elementary teacher. I thought this information was the most beneficial to me since I am in an elementary school. The elementary gifted teacher gave me a lot of insight about many of my students and what to expect in their future. The gifted program in the elementary school is from first through fifth grades. Many students are not tested in kindergarten because they want to make sure the giftedness is truly there not just high achieving tendencies. Some students may test at the end of their kindergarten year, but they do not start being served in the gifted program until first grade.

Teacher Interview The relationship between my cooperating teacher (CT) and her ELL Kindergarten student from China (ML) appears to be a good one. I have only had the opportunity to observe their interactions for a total of two school days so far, but I do whole heartedly believe that she has her student’s best interest in mind, and that she will continue to employ proven ELL instruction methods for him and her other ELL students. My CT greets each student as he/she enters the classroom in the morning and this includes ML. Both times I have been in the classroom I have noticed that when ML comes in in the mornings, he has had pictures he has drawn for his teacher the night before. She happily accepts the picture from him and compliment something

EDF 2005 2/26/2017 Teacher interview What is your teaching philosophy? All students have the ability to learn, as long as they are believed in. It just may take a little more time, or require different strategies to help them achieve success. How do you meet the needs of all your students in the classroom? This is not an easy task! Students come to you on many different levels, and require different things. Most of the students needs can be met during small group/centers rotations. This is where teachers are able to target the specific skill(s) each student is struggling with.What kind of behavior plan do you follow in your classroom? I use an individual, team/table, and whole class behavior plan. I believe that it is imperative that

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate