Huberman Phase 3 Summary

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

Transitioning from student to teacher can leave future educators questioning if they are truly prepared to enter into the classroom for the first time. Perhaps most feel confident about the training they received over the principles and procedures that will help prepare them but what happens once they leave the comfort of their mentor teachers and venture off into their career. Often beginning teachers encounter problems related to teaching, students, and the school environment. Unfortunately, a number of them will leave the profession within three to five years due to negative experiences. The ones who choose to stick it out typically will seek ways to enhance what they learned during their teacher preparation courses.

Through my vast experience within schools, my teaching pedagogy evidently displays my proficiency to teach including a diverse range of schools and students. The teaching pedagogy I implement is surrounded by the various learning and holistic needs of the students.

The study is relevant in my literature review for developing because the importance of efficacy in teaching is very important in the way teachers view themselves as educators. Hoy and Spero (2005) found that the efficacy of new teachers declines when they begin teaching, largely due to the realities of confronting the complexities of teaching. Understanding and having continuous professional development can benefit teachers and motivate them to continue in their careers. I would more so interested in using a qualitative method versus

This week I will finish my second student teaching experience at Quarles Elementary School. For the first five weeks of this experience I was in Mrs. Crosby’s third grade classroom. During the sixth week I spent half of the day with Mrs. Crosby’s class and half of the day with Mrs. Maggs second grade students. This week, my final week of student teaching, I have been observing in Mrs. Maggs classroom for the entire school day. From my observations in these two classrooms, as well as in the fifth grade classroom where I completed my first student teaching experience, I have had the opportunity to learn from teachers with different teaching styles. In addition to a variety of teaching approaches, I have observed differing classroom management strategies between these classrooms. Although I would have loved to spend more than seven weeks in one classroom, I am grateful to have had the opportunity to observe and learn from teachers with different styles and approaches to elementary education.

Teaching is a profession that requires continuous development which is supported through staff Professional Development workshops held throughout the school year. The Education Councils Graduating Teacher Standards Aotearoa New Zealand states that a graduating teacher needs to “have knowledge of a range of relevant theories and research about pedagogy, human development and learning” (2016, p. 1).

I recently completed my second student teaching placement at East View Elementary School in a Kindergarten classroom, teaching all content areas. During my time at East View, I incorporate real world cross-curricular lesson in to my whole group lessons. In addition, I differentiated my instruction of my students based on their MAP scores and placed them into small groups to meet their unique

Over the past semester and year that I have been in the professional teaching program my understanding for adolescents and middle level schools as grown tremendously. I have learned the importance of today’s middle level structure and the affect this time has on children’s future. Adolescents is a very complex stage of development that people progress through at different rates. As my time in the program has continued my passion to be a teacher who inspires, empowers and motivates students to set their goals high and achieve them, like I have had done for me by a past teacher of mine.

Fifth, success is predicated on what transpires in the classroom (Guskey, 1999; Guskey, 2010). The classroom is the only place where student learning can improve. However, “significant change is tied more directly to well targeted, high-quality, ongoing, job-embedded professional development (Guskey, 1999, p. 44). Teachers must have a clear understanding of what students should know and be able to demonstrate because such clarity can guide educational reform

The journey in becoming an effective teacher doesn’t end simply with earning a degree. Kramer states, “effective teachers need to commit themselves to being life-long learners” (Kramer 2003). Teachers need to be lifelong learner in order to provide the best instruction and classroom atmosphere possible. There is always something to learn or refresh knowledge on as an educator. This week, through the use of the Garmston and Danielson articles, various websites, and organizations I was able to find new ways to focus on my professional development and furthering my knowledge in the field of education.

Change is a part of life and I view myself as a life-long learner. I have frequently been called on to change. Once again new ideas are presented on being an effective teacher and I will discuss how my teaching will change as a result of this course. There are five areas of interest that I found will elevate my teaching skills. I will briefly describe them as structure, groupings, instructional strategies, the concept of linking assessment with teaching, and more effective collaboration with my peers.

Today’s classroom setting is very complex and can be very challenging. Marzano (2010) claims that the most basic issue a teacher can contemplate is what they will do to establish and communicate learning goals, track pupils progress, and celebrate success. The teaching environment in the classroom has changed dramatically due to the many new innovations that have been added. Cohen (October 2010) mentions that the structures, resources, and baggage of an existing school or system can make working towards a new vision of teaching very intimidating.

creative ideas, but she is suffering since she lacks solid classroom management skills. I thought the rookie teacher would figure out some solutions over the summer, so far, little improvement has been noticed. Linda seems discouraged, and I am concerned that Linda will become another statistic—another sprightly young teacher who ends up leaving a career that can’t afford to lose somebody with her kind of potential. I realized that potential and determined to step in with some support. With this in mind, I arrange a meeting with Ms. Linda.

Throughout the reading of the curriculum documents the thing that stood out the most was not the units and lessons themselves, but the procedures that my classmates shared of how they run their classrooms. Many of the procedures I had heard of before, but had never tried because I didn’t know how they would work in an art classroom. Seeing how other teachers are able to use warm-up activities, the release of teacher control in the use of station, and seeing assessment through the scope of another teacher has inspired me to change how I do these things.

As an aspiring educator, there are many fears and anxieties I experience in reference to classroom management that I must overcome if I am to be successful in my career. Of these perceived problems lie defining my role as an educator, facilitating a brave space, and adapting my impulsive nature into structured decisions. After critical evaluation, I have established anticipated solutions to quell my anxiety.