Forrest Gump said that, “life is like a box of chocolates, you never know what you are going to get.” Highly Effective Instructors know that this is not the case. These type of instructors know there is usually a guide (an organization) on the inside lid which indicated what each type of chocolate contains. Trait number six is ORGANIZED (PICTURES) Organized area, Sloppy area
Instructor organization can be divided into two broad areas: 1) administrative organization and 2) educational organization.
Heading Descriptive: Administrative Organization
With respect to administrative organization, Highly Effective Instructors always turn in grades on time and hand back assignments in a timely fashion. These instructors are never found at the
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1 would indicate Highly Ineffective and 5 would indicate Highly Effective.
It is time to measure yourself on the trait of ORGANIZATION. How often does you class start on time and end on time? How often do you use a well-defined lesson plan? How often do you turn in grades and assignments in on time?
You can use the following as a guideline for measuring yourself with respect the trait.
1- I never emulate the trait
2- I rarely emulate the trait
3- I sometimes emulate the trait
4- I usually emulate the trait
5- I emulate the trait throughout the class period
KNOWLEDGE BYTE
Question: What would a High Effective Instructor do if asked to step in to a class in the last second as a substitute?
Typically, the first thing he or she would do it ask for the lesson plan for that day and review it as much as they could before the class started.
Module 2 - Subsection 2: “Adjusting Trait”
Heading Descriptive: Adjusting Versus Being Organized
(PICTURES) Vehicle swerving to miss and object in the road.
Do remember the last trait, number six – ORGANIZED? The emphasis of the trait was that Highly Effective Instructors always has a meticulous plan that they following precisely. The next trait, number seven, bring us back to the reality that a perfectly planned out lesson will never goes as plan. Trait number seven is ADJUSTING.
Heading Descriptive: What can cause an Adjustment?
(PICTURES) Student
Having discussed what activities we would be doing in the classroom it is then my responsibility to prepare the classroom ready for the lesson, this would be done either before the children arrive or when the class teacher gathers the children on to the carpet area where she will discuss the activity with them, what it involves and what is expected of them.
The one I identified with the most was the tenth characteristic in which Lake and Baeyer talked about time management. I find that this attribute is valuable to me because of how I have used it in the past. Managing
Memorize the names of all your students within the first week of instruction. Use students’ names frequently.
Trait theories assume people have many traits that are continuing qualities that individuals have in different amounts. Allport’s theory suggests that there are 3 main traits: central, secondary, and cardinal. A central trait is a characteristic that controls and organizes behavior in various situations. A secondary trait can be described as a preference and is specific to certain situations. A cardinal trait is very general and pervasive. It is so pervasive that an individual is governed by it and it dictates everything a person does.
He would come up to everyone and introduce himself and ask questions just like what we do in our ASL class. It was a good way for us to practice because most of us were passive sometimes, and we were timid to start a conversation.
Describe the pre-assessment(s) used to establish all students’ baseline knowledge and skills for this lesson.
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.
There will be three main entities in the system; the students, the instructors and the courses. The
To ensure that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular
learn during the regular school year. My responsibility was to assist the teachers with lesson plans,
Discussed data keeping and communication with paras and parents. I subbed for a para who was out sick. I did not have any lesson or behavior plans to work with. I requested to see lesson plans and she did not have anything prepared for the day.
Today Candy was listenin' in on me and Lennie havin' a chat, normally I don't like people listenin' in on me but Candy had somethin' interesting to say. He wanted to join the little dream me and Lennie 'ave got of gettin' our own little place and land and a few crops an' animals. He's got $350 to help buy the land. Since he aint no harm and he's probabally gonna die soon we decided to let him come. The dream that was just a dream is now comin' to reality just coz that old man Candy. Im gonna get hold of these old people and tell them that we are going to buy the house at the end of the month, we will have $430 and then I’d keep working on the ranch to pay off the rest.
The administrator should have an open communication with all school personnel. Administrators must communicate regularly and meaningfully with all members of the school community. They provide this leadership skill by demonstrating the commitment to academic excellence. As the instructional leader of the school, an administrator will; collaborate, provide professional development, and offer instructional support to those in need. As mandated by the district and state, the instructional leader has a duty to evaluate the teacher 's instruction and performance. Evaluations should be unprejudiced and well documented specifying both strengths and weaknesses of the teacher. As the instructional leader,
Assessment: I would take surveys of the class and use student work to come to conclusions about weather I need to adapt and a lesson plan or not. I would also ask students questions to see if they are understanding and learning effectively from the way that I am teaching
how they are doing on the unit, if they have any questions. If a student asks you for help don’t make them feel stupid, then ask why they don’t ask anymore questions.