Interview At The Elementary School

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

Ashlyn Edwards is an elementary school grades teacher and is licensed to teach grade levels K-6. She currently resides in Texas and has taken some time off from teaching to be with her family. Before taking the time off, Ashlyn worked in two different schools, one of which was in Georgia and the other in Kansas. In Georgia, she taught Kindergarten and in Kansas she taught grade 1. I chose to interview Ashlyn because I had met her several years ago through another friend and I found out she was a teacher at that time. Even though I had not got to know more about Ashlyn before this interview, I was hopeful that she would be able to provide me some insight into what it is like being a teacher and the ups and downs of the job. I asked Ashlyn five questions related to her job and she provided answers that not only guided me but also helped me to understand ways that I can become prepared to teach.

I visited in a School Age Care Center to take an interview with the supervisor of the school age care center to get the answer to my previous assignment’s (grade K-3) question, now I am providing all her answer related to my questions following in my writing.

In pursuing my ELL endorsement, I found it to be very beneficial to interview current ELL teachers. They shared their insight and expertise in this field. I interviewed the middle school ELL teacher at my school, an upper-elementary ELL teacher and early-elementary teacher in my district. I asked twelve questions that pertained to their experience teaching ELL. These responses are valuable to future ELL teachers and general education teachers who teach ELL in their classrooms.

This quarter I am continuing my observations with Heather Cyrus from Barbour Dual-Language Immersion Academy. She is a unique second grade teacher for Spanish and English speaking students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead of her peers in evolving the classroom for successful, 21st century education.

We had the interview on Craven Community College campus in her office. We spoke for approximately one hour and twenty minutes. I asked the questions that are in the syllabus and we spoke of other things about her religion. The site study and interview that I have chosen is that of the Muslim religion.

A sit-down interview, in the interviewee’s classroom, on April 22, 2017, results in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. Containing eight initial questions and two response follow-up inquiries, this interview represents a 4-year Kindergarten grade level perspective, and utilizes eleven years of teaching experience. As a University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before accepting her current position of nine years. With extensive knowledge of the field, Rachel qualifies as an excellent resource, both when actively pursuing plans to become an Elementary Education

After being asked to choose an administrator to interview, I did not have to think twice about whom I would be interested in interviewing to speak on the terms of collaboration. After having Mrs. Kimberly Bernard as a teacher, I was extremely curious to learn about her experiences and opinions on this subject. Mrs. Bernard is an English teacher at Elwood Junior/ Senior High School, which is located in Elwood, Indiana. Additionally, she is the head of the English department, which consists of advocating for the department. Mrs. Bernard teaches an eighth grade English class as well as a sophomore Honors class. She has also taught in Connecticut for two and a half years, Illinois for three years, Ohio for one year, Indiana for five years,

I met with Ms. Holly Wellensiek, the Teacher Leader Coach at Wilson Elementary. Some of Ms. Wellensiek’s official job description

During the interview I asked the mother what family means to her. She replied by saying, “family is a variety of people that has different characteristics and personalities.” Growing up as a child she said that she did not have anyone to show her what family is and how to raise a child. Her mother was very authoritarian. According to Bigner, J. J., & Gerhardt (2014, p. 100) an authoritarian parents controls children behaviors in respect. Obedience is obtained in numerous ways and whatever the parent says is what goes. Her mother never had an explanation on why she did things. However, now that the mother has grown older she has some ways like her mother. I found this family very interesting because growing up I did not see blended families

I recently heard that you were called for a job interview at Meadowcreek High school. Here are some tips that you should think about before going to the interview.  During the interview you have to show the interviewer that you have done your research by talking about your knowledge of the company. Before the interview, you should prepare yourself by viewing their website, social media, and whatever else you can find. Every interview that you go to the interviewer is going to ask you about your experience. During the interview Talk about relevant things you have done about the job. The most important thing you should do in your interview is to demonstrate how you will be benefit to the company. Also remember that your resume has to be at least

In this issue we will be focusing on Mrs.Gary, the Spanish teacher. Miss. Gary was born and raised in Sioux Falls, South Dakota. She went to school at O’Gorman High School. Her favorite part of high school was going to all the school events with her friends because of all the school spirit. The thing that made her want to teach was when she was in High School when she used to help out with English as a Second Language or ESL. However, before she decided on teaching she wanted to be the next Anthony Bourdain. For most people who don’t know who he is, he is a chef and travel writer for CNN and formally the travel channel. Sadly, that dream did not pan out, but we are lucky to have her here at Tea Area High School.

At Neal Elementary mathematics teachers do not have an understanding of fact fluency and do not provide opportunities for students to develop fact fluency in their classroom learning experiences. To be successful in solving the problem, I believe that professional development needs to be held for mathematics teachers who teach 4th and 5th grade. The professional development will allow mathematics teachers the opportunity to develop an understanding of fact fluency and how it can be taught in the mathematics classroom.

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.

Conducting FELA 3 was enlightening and it gave me an opportunity to be reflective in my own understanding of teaching ELL students. I intentionally chose “E” because we instantly connected. In FELA 1, I mentioned how she confides in me and readily tells me about her frustrations or accomplishment in the classroom. The experience of learning about a student under the best circumstance makes it easier to build relationship with them and their families. Whenever “E” had an issue, I could easily speak to her, find out the issue, etc. Whereas my Collaborating teacher would have to call the language line and get a translator to communicate with “E”. In addition, I could relate with her frustrations when she did not understand a lesson because I too went through a similar experience. I would always tell “E” that she will learn the language, the culture, custom and tradition of this country, but it will take time and that she needs to be patient. To conduct this interview, I took my Student “E” to the hallway to interview her. At this point, we became very close, and I did not have to alternate the questions much. “E” trusts me and she respects me as well. I asked her about the best part of the school year and her response was, “playing recess with my friends” (“E”). She said she loves coming to school because she learns and has fun with her classmates. She mentioned that she loves learning math. As she spoke, I realized how valuable movement, recess and hands on activities are to students. Of all the things “E” could find joy in, she chose to mention recess and playing with her friends during math station. Also, the math curriculum we use in my classroom is very hands on. I assumed she enjoys math because she has access to tools (blocks, cubes, dice, etc.) that help her conceptualize her leaning. “E” perceives math station time as a play time because she is grouped with several other students to work collaboratively and the environment is less stressful. Next, I asked her to tell me some things that she is good at. She said she is good at being a friend and helping her parents at home. I notice her as she tries to help her peers in the classroom. “E” seems caring and nurturing.