Educational Program Lecture For Adults Based On Classroom Teacher Performance

Phyllis, L. M., & Minkel, W. (2000). Greek mythology. School Library Journal, 46(10), 75-76. Retrieved

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

Students will respond to the lesson in different ways and often there are “teachable moments” that were not included in the original lesson. The effective teacher can incorporate various instructional strategies to fit the moment and the individual student’s needs at that moment.

Daly, Kathleen N. "Gaia." Greek and Roman Mythology A to Z, Revised Edition. Revised by Marian Rengel. Mythology A to Z. New York: Facts On File, Inc., 2004. Ancient and Medieval History Online. Facts On File, Inc. Web, 8 Oct. 2014

Throughout this last semester, I have been student teaching at Shawswick Middle School where I was able to take a critical look at myself as an educator. Though the teacher and I did not see eye to eye, this disagreement helped me to better form my own pedagogical beliefs and establish confidence in myself as an educator.

As a student in the Education Department at Saint Mary’s College, I have been assigned a set of eight standards to fulfill before graduation. Having these standards guides all students in becoming the necessary well-rounded teacher candidates needed to go into the field of education and ultimately becoming a successful teacher in the future. Each standard relates to a different area, including having a broad and comprehensive understanding of learning processes, the professional environment, and content. Throughout the last two years, I have had a number of opportunities, both in the field and in my classes at Saint Mary’s, to meet these eight standards.

“Don’t Lecture Me” noted that students who gain a mastery of subjects in traditional lecture format classes were typically those who were engaging with the material through outside research and reading. These people are self-directed learners. They are motivated and have the 21st century skills necessary to gain a deeper understanding. Educators need to seek a way to make these types of students the norm, rather than outliers. It is not surprising that lectured-based educational formats do not succeed – these class styles do not foster an opportunity for students to exercise and gain mastery the 21st century skillset. By devoting class time to activities like group discussion, brainstorming, collaboration professors will provide students with skills that can be used independently and in

There are two generational groups of teachers that exist within the Teaching and Learning Communities of the current Education Industry. The model of working with students in education is no longer traditional but dynamic and involves the teacher and the school system becoming diversity based to deal with the multitude of different types of people that use the education system. This new paradigm shift has promoted a new look at the difference in the generations of teaching and learning techniques. The landscape of education is extremely diverse today in every way. Even when working in the profession whether it is a public system or chartered system, schools have to hire and staff their schools that are also diverse in scope and

Greek Mythology is one of the hallmark focal points in the existence of the Greek culture. Throughout this paper, you will learn about several of these gods and goddesses and their influence on ancient Grecian peoples and culture of today. As we explore these ancient deities we should admire their ability to withstand the hands of time, and their impact on worldwide art, film, novels, and life even today.

This essay discusses five veteran teacher responses to ten questions. Interviews were conducted by telephone. Those interviews consist of three, five, ten, fifteen, and twenty year teachers. However, the interview included the teaching styles, how they relate to real world situations that involves education, and their personal educational philosophies. The ten questions and responses will be discussed and evaluated in comprehending if these teachers have the benefit of students’ education in focus or on the back burner. Question number one consisted of their philosophies or views about the education system before they actually worked in a classroom. Also have their views changed when working as a teacher became a reality. Second

Throughout this semester, we have looked at many different Roman mythological plays, poems, and stories, and in each of these examples, a reference is made to a Roman god, or we observe their influence on a particular piece of literature. The Roman gods are often influential on the participants in our readings, or they are one of the main characters. We have caught a glimpse into their feelings, actions, and the important roles each have played. The Romans believed that immortal gods ruled both the heavens and earth. These same gods blessed Rome, as a result of Rome recognizing them. As time passes in Roman literature and mythology, we have seen the performance of these gods transition as a reflection of the

Finding an idiosyncratic concept of teaching is always a keen interest in the minds of professors in universities and colleges. One theology professor named Conrad E. Oswalt adopted a different approach to teaching after a student recommended him to watch a movie. Listening to what the student had said, Oswalt watched the movie and started a class discussion the following day. To his surprise, students were exceedingly interested in participating in class and having a meaningful conversation. Delighted by the class participation and interest in discussion by the students, he developed a different approach to his class teaching. Oswalt found that using films “energized” his class room.

I learned quickly that being an effective teacher is an art that takes time and devotion. Many times, teachers are not provided with the necessary materials in order to maintain the various learning styles in a classroom. It is up to the teacher to create an environment where students can succeed. This is a full time job, meaning that a teacher’s work is not done once they leave the school. A teacher must contribute a significant amount of time and effort in order to see positive results in the school and in his or her own classroom. After observing my cooperating teacher’s strategies and learning more about the profession, I knew that I was going in the right direction with my life. I took a significant amount of knowledge away from this experience and have continued to strive to be the type of educator that I was blessed to work with during this experience. .

The “best” university instructor has been described as having the ability to (a) creating effective learning environments, (b) structuring intentional learning experiences, and (c) assessing teaching effectiveness (Malott, Hall, Sheely-Moore, Krell, & Cardaciotto, 2014). Interestingly, these categories of the best practice intertwine with the concept of cognitive complexity (Granello, 2010) and the constructivist-developmental counselor education (McAuliffe, 2014). Therefore, these categories will be used below to elaborate my conception of teaching and learning.

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having