1. Who should be responsible, according to university rules, for giving the final grade in student teaching? Although not stated explicitly, the text implies that the collaborating teacher provides the university with a grade recommendation. Unfortunately in this scenario the student might receive a “C”, therefore, would not be eligible to graduate with a teaching certification. 2. To what extent is this situation a generational conflict? A philosophical conflict? A class conflict? In my opinion, this situation is primarily a philosophical conflict. Ms. Creighton’s prefers structure, clear student-teacher relationships, and seems to rely on instructional practices that she has used and trusts. In contrast, Susan is friendly with students, …show more content…
It is in the best interest of the Harrison Elementary School students to provide them with a teacher that knowlegable of the content, demonstrates quality teaching practices, and upholds a high professional standard. Although the student teacher is quick to critique Ms. Creighton’s practices, I doubt that Ms. Creighton would still be employed after 30 years if she didn’t demonstrate some of these qualities. Certainly, Ms. Creighton’s may have areas to improve in her pedagogical strategies, but that does not mean she is not acting in the best inetrest of the students. In my opinion, it would have been in Susan’s best interest to have been placed with a different collaborating teacher because it is obvious that their teaching styles are not compatible. Unfortuantely, the conflict between Ms. Creighton and Susan was not communicated to Principal Morgan earlier in the student teaching experienece so that a switch could have been made. Given that Susan is risking not receiving certification, it would be valuable for her to have her university advisor and/or Principal Morgan conduct a series observations of her teaching. If there is not already a protocol in place, the observations may provide sufficient evidence to support a better …show more content…
I would categorize Susan’s level of turbulence as severe, because it is likely she is experiencing “a feeling of crisis”. In contrast, Ms.Creighton and Principal Morgan are likely experiencing a moderate degree of turbulence because of the “widespread awareness of the issue”, however, if Susan does not achieve certification it will not affect them directly (Shapiro & Gross, 2013, p. 18). To insure continued success within his school’s student-teacher program it would be valuable for Principal Morgan to consider how pairs are selected, and how collaborating teachers are trained. In this scenario, its seems that the student teaching process is being used as a high-stakes final test before a graduate enter the profession. Perhaps, if Principal Morgan could maintain an emphasis within his staff that student teaching is a learning opportunity he could avoid situations like this one in the
In both Erin’s and Jamie’s school, there was a fundamental distrust of the students by the faculty and a fundamental distrust of the faculty by the students. This environment led to a disconnect between the faculty’s methods
3.2 & 3.3 The teaching role is bound by their code of practice and legislation. The teacher would be able to advice/recommend the learner of a more knowledgeable professional enabling the individual to receive the appropriate opportunity to enhance their knowledge in a certain field. They would understand the time frame in which to complete a course given to by the awarding body. The teacher may be bound to the classroom and be in breach of Health and Safety by moving a session elsewhere.
Such teachers would enjoy equal and fair opportunity of formulating any action plan required. Teachers would also receive the needed guidance aimed at ensuring proper implementation of action aimed at improving instruction. Teachers with moderate CL are characteristic of choosing a collaborative approach to supervision as proposed by Hall and Simeral (2008). The teachers are open to suggestions, preferring mature decision-making approach, and place a high value on cooperation. Although such teachers establish firm parameters that are consistent with behavioral and academic expectation, they also provide alternatives and flexibility that affect such parameters. Furthermore, supervisors employing the collaborative approach are typical of requesting moderate assistance as well as valuing amicable relationship with others. The teachers also feel more confident as compared to teachers of small CL levels. In addition, the collaborative model of supervision enables teachers to embrace professional dialog when seeking solutions to their instructional problems. In this case, mutual decision-making takes the center stage during the
"I suppose there are two views about everything," said Mark. (Lewis, pg 70). When we discuss culture and values each generation has
A way to solve this conflict is paying for teacher to get training and help other become teachers. Look at why it is important for all teachers to have teacher training programs. To provide teachers with the greatest chance of success, they need to have completed a program that provides them with knowledge, experience, and guidance. When this does not happen, we not only risk teachers leaving the profession quickly, but more importantly we risk the education of entire classes of students. Useful teacher training helps prepare teachers for these upcoming situations on a classroom. Inexperienced teachers look on getting students to memorize. Without a knowledge to what does and does not compose actual student learning, teachers sometimes create lessons that don't lead to the results they were expecting. However, teacher preparation programs can help teachers understand how to find and apply effective benchmarks for student success. Reading a book is not enough or listen to an instructor tell a teacher how they need hard on too. Teachers need practice teaching combined with mentoring in order to help them understand what is required from them in their position. This will help with student teaching in the classroom setting. The supervising teacher must be involved and provide feedback each day to help student teachers
struggle between the two generations is how to discipline and raise their children because many
Not “prying into day-to-day activities” or “micro-managing” sounds like Principal Rivington was getting comfortable in her position. As a former athlete, I have lived by the idea that “If you aren’t getting better, than you’re getting worse.” As an educator, Danielson’s fourth domain taught me that educators have to be lifelong learners because students are constantly changing. If Rivington, along with her assistant principals, were constantly in classrooms, I believe she would have noticed some of the inconsistencies across the building which could have enabled her to better support her teacher, especially the ones with “tough” classes. If prefaced to the staff at the start of the school year that in an ability to improve instructional culture, short observations would occur weekly throughout the building, this may have ended some of Ms. Boyd’s problems before they
We are in the process of planning groups and in-services regarding generational differences and conflict management. Hopefully within the next couple of weeks, we can have the process started. In the meantime, a few points to consider.
difference in upbringing, the point the authors are trying to make in showing that class isn't
From what I observed, this teacher was very strict and spoke with much authority over her students. Given these students are only in second grade, they do need some guidance, but she was almost too controlling. Because of this she never
Apparently, a couple of the paraprofessionals were older and much more knowledgeable about the students than Jackie, she felt intimidated. According to Dettmer et al. (2013), many teacher allow uncomfortable situations to deter the need to resolve critical issues in a timely manner. Jackie neglected to have a timely collaborative meeting to inform the parties concerned about her observations and the substantiated reasons for the necessary changes. This way would have been more amicable and respectful to the parties involved and more likely resulted in their approval and willingness to cooperation.
A common problem student’s face here at Arrowhead is the frustration of changing teachers between semesters in core classes and needs to be addressed by the staff to resolve the frustration and find an understanding by having students remain with the same teacher through the scheduling. Instead of being happy in their classes, students are finding themselves frustrated with having to adapt to a new teacher and new learning style. A recent survey was created asking students whether or not they have switched teachers between semesters and If so, if it had caused frustration to the student. 66.7% of the students stated that it has caused frustration for them due to the teacher change and that it is hard for them to adapt to the new teaching style
G. They feel that she needs to teach the curriculum. They have an impression that they won’t know anything after high school. In a way people are fearful for the challenges the kids may face. Although, they have good intentions they don’t need to worry. Ms. G knows what she is doing, and the kids are actually more intelligent for what is to come. They know what challenges they may face, and know how to get through them. Ms. G also teaches them, just in a way that they will retain it. She makes it enjoyable, which makes the kids want to learn. She gave the kids incentives sometimes, and this helped get the kids motivated. She got the kids to try, when before they gave up. The other teachers didn’t see the comfort and bliss she gave the kids. All that they say was her notes about what she was learning. They didn’t realize how beneficial this was to kids. Ms. G helped the kids more than anybody
The reasonable assumptions is that all teachers would be able to get along and come together for the common good of the students. It is my assumption that everything will go great this school year but the reality is that there may be some challenges along the way. The assumption is that Kevin and Diane would come together on the curriculum to use in the classroom but the reality is they each have their own opinions how they think the classroom should be ran.
In the book "Speak" by Laurie Halse Anderson, tow adults are Mr. Neck and Mr. Freeman. Mr. Neck is know to not like Melinda and believes she is nothing but trouble, however Mr. Freeman one the other hand is a very positive teacher that doesn't hate his students. Mr. Freeman is the art teacher that tries to teach life lessons through art to help interest the students in what there drawing, he has helped Melinda by helping her express her feelings she is going through. On the other had Mr. Neck is a history teacher that only cares about the teaching subject at hand and not how it can relate to the students he is teaching, the first sighs of Mr. Neck being out to get Melinda is because all she has done is walk into the classroom and he already