Demonstrate Collaboration In My Classroom

I believe that I am proficient in establishing a classroom setting that calls upon the students to learn in an individual and collaborative manner. I believe that I have sufficiently encouraged positive social interaction, active engagement in learning, and self motivation. I have shown this in learning activities that have been presented to the students. An example of this would be with the placard assignment, which had the students fill out a sheet that corresponded to four maps to help them figure out what artifacts certain cultural regions would use. During this learning segment, students would have to be self directed after the directions were given, the students would have to use collaborative skills, and they were all engaged during

Collaboration is when a student contributes to a group’s joint intellectual efforts through work ethic, leadership, and service. The artifacts I’ve chosen will come from my Honors English class and my Physical Science class. The artifact from my Physical Science class a video/ rubric from an in class bottle rocket competition that I participated in along with my friend Jacob in October 2015. The artifact from my English class is a rubric from a book club project completed in January of 2016. The purpose of the bottle rocket project was to display our understanding of velocity, and determine what factor could keep the rocket in the air the longest. The purpose of the book club project was to display our critical thinking skills and effectively

When children are in the classroom, they must learn to understand the classroom culture of what is collaboration. Children “are beginning to internalize

A professionally developed ELT teacher establishes a one-to-one relationship and dialogue between themselves and an expert who guides them through behavioral and cognitive modeling, academic and career counseling, emotional and scholarly support, advice, professional networking and assessment. Also, at school settings where a professionally developed ELT teacher works as a teacher, they seek the expertise and support of their co-teachers as a well as more experienced teachers to adopt innovative practices. They, moreover, attend teacher training programs in which role modeling, acceptance, confirmation, counseling and friendship (Kram, 1985), technical support or contextualized guidance (Wang & Odell, 2007) are emphasized.

Teacher collaboration is a must to help grow teachers in content and best practice strategies. No longer can teachers be isolated, but need to work with other teachers to focus on what material and instruction needs

Another example of collaboration is in my pre-engineering and robotics class. We work in small groups and have to work together in order

In the world of education, many educators work together, not only for the benefit of student achievement, but to develop and spread new ideas to each other. When one speaks of collaboration in education, it simply means being in agreement. Collaboration is important and must be taken seriously by both cooperating parties because they are working together to create a new shared vision. While collaborating communication plays a major role because both parties must share in agreement of certain classroom issues, behavioral strategies, and instructional methods that will be going forth.

In the University of Mary Washington’s Writing Center, it is our purpose to aid students with any part of the writing process in a friendly and effective manner. Our policy is to help students learn about how they can improve their projects and how they may identify mistakes on their own and solve problems just as easily. Although we have been praised somewhat highly in our abilities to help clients, if we may say so ourselves, we are not miracle workers when it comes to certain requirements made by certain faculty members. Throughout the years, there has been a noticeable disconnect between our writing center’s productive goals for incoming clients and what specific aspirations faculty members expect from their students. The most imperative

I concur, there are various elements in student achieving their learning target such as choice making, criterion reward, contingent instructions. Moreover, comprehend when and how these strategies used is important considering the challenging behavior that is display during instruction. Brittany the example you gave regarding contingent instruction is very informative.

When I was in school for expository instructional strategy the teacher would lecture and after the lecture we would discuss what we learned and teacher would ask us questions and give us feedback. Teacher would ask question on the subject to see if we learned what we were talking about in class. The teacher would guide us to find the answers to make sure we knew how we got the answer. One hand on activity was were the teacher would go over the instruction on the project. After going over instructions the teacher would divide us in groups working on our projects. As a student when we were divided we help each other with the project that we have to do. We did learn to communicate and help each other out. An example of collaborate approach would be when we were asking to complete a task as a

I have observed many attempts at collaborative settings but have seen very few effective ones. At my school, we currently have opportunities to collaborate. However, the opportunity to do it effectively is not frequent. There is rarely any co-planning making it difficult to see examples of properly shared roles and responsibilities that should take place in collaborative settings. What I have observed is one teacher, the content teacher, preparing everything pertaining to the lesson, delivery and assessment, and the co-teacher either the other content teacher, ESL teacher or Special Education teacher sitting back or working with one student. There exist no regular meeting for long term planning and very little daily interaction for the purpose

Data analysis coupled with teacher collaboration are two components needed to create a successful PLC. According to the textbook, “It is important in the learning community that data be in the hands of teachers. Teachers can then have conversations about teaching and learning based on the data and make informed decisions about changing their practice” (Roberts & Pruitt, 2009 p.224). According to the data collected from the PLC Assessment, the area most absent in the school in regards to PLC’s is ‘Shared Values and Visions’. Data taken from the assessment revealed that 55% of the leadership team strongly disagreed that policies and programs are aligned to the school’s vision, and school goals focus on student learning beyond test scores and

Professions and all vocations require the ability to collaborate with others. The entire school district of Jersey City is training their students from a very young age to master collaboration, despite who is assigned in your group. Several projects are given as a group effort, therefore students must complete this task efficiently with their group, or everyone’s average in that group will decrease greatly every time a similar task consisting of group work is assigned. Many teachers group the students according to their ability, and some don’t. While many disagree with this technique, I oppose this statement. I believe that students should be grouped by ability because it is equitable, non-stressful, and will act as a wake-up call for some students.

Collaboration with my mentor teacher occurred on several occasions. One example of collaboration happened early on in field experience. My teacher and I discussed how I can prepare for the following days math lesson. We discussed how I can have the students bring their white boards, marker, and eraser to the carpet to introduce the topic in math. After the students practice their example problems on the carpet with me, they would then move to their seats to work on their problem set for the day. She also pointed out to me that I was doing a good job at using hands-on materials that are engaging and valuable to student understanding. Additionally, she informed me in a way I can continue to improve in letting my students figure out the solution to problems on their own. This was beneficial as I was given a new idea on how to grab my student’s attention (letting them come to the carpet with their whiteboards) as well as continuing to further my collaboration abilities with my mentor teacher.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.