Ready, Set, Teach Program Analysis

Taylor is also a second grade teacher who teaches Science and English/Language Arts. Her classroom is a regular education classroom. Mrs. Taylor is a graduate of the University of Georgia where earned her Bachelor’s degree. She then went on to the Nova Southeastern University where she earned her Master’s degree. Mrs. Taylor recently received an Education Specialist Degree in Curriculum and Instruction from Piedmont College in May of 2015. I found it very interesting that Mrs. Taylor did her student teaching over in Auckland, New Zealand. Mrs. Taylor has been teaching for 6 years. She has taught Pre-Kindergarten, Kindergarten and Second Grade. The primary reason Mrs. Taylor became a teacher was due to the influence of both of her parents. Mrs. Taylor came from a family of educators and has always loved pretending to be a teacher since she was a little girl. Mrs. Taylor admits that the main challenge she faces is finding a healthy balance between work, and home. The best part of being a teacher is the reward she receives every day, and the feeling of accomplishment after each school day. While, teaching is full of surprises the biggest of all is the hours you work each week to be successful in meeting all the student’s needs. Mrs. Taylor admits that she is constantly changing her seating arrangement in the classroom. She said that she determines their seat mainly on

I decided to interview a friend of mine who just started her second year of teaching. She works for a Middle School in Westchester County, teaching 6th and 7th grade math. I asked her a series of questions about her whole experience on becoming a teacher. I was relieved to hear what her first few days were like being a new teacher, because that could be nerve racking for any new teacher. She explained to me that she was shocked on her first few days, and overwhelmed with the respect she immediately received from her students. They greet her in the hallway, and thank her as they leave class. I could just imagine how good that would feel to get that reaction from your students. When I asked her why she decided to teach the grade that she is in, she explained to me that she chose to do middle school because it is a crucial time for development in an adolescents life, and also a challenging time.

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

High school math teacher Mark Biller is an inspiration and ultimately the reason I decided to become a teacher myself. He has taught at multiple schools over his teaching career, but ultimately found his place at Polaris Expeditionary Learning School in Fort Collins, Colorado where he has been for the past 4 years. Teaching is not an easy thing, but it comes naturally to Mark as he shares his love of numbers with students in an engaging way. Although I only had the opportunity to be in 2 of his classes as a student, I was able to observe Mark’s teaching style more in-depth as a teacher’s aide for all of the classes that he offered as well as receive guidance in my own budding teaching style.

As a future middle school teacher, I know I have much to learn. I have to learn how to effectively make engaging lesson plans that meet the academic standards of my content, I have to educate myself on how to efficiently and promptly determine all of my student’s different learning styles and motivation, and I have to learn how to professionally build classroom management and a safe classroom environment, while still developing a sincere relationship with my students. However, of all the things I still need to learn, there is just as much that I have already learned which has helped build and strengthen my beliefs on what I believe a middle school teacher is and my responsibility as such.

My most challenging professional experience was serving as a math teacher at La Granja (a rural school) in Hernandarias, Paraguay. When offered the position by Jim Luster, I was quite excited but under-confident. I had good reason to be too… I was lacking education and had no formal training in instructional practices. However, math was my favorite subject and I had done very well in it. I also was strongly encouraged by my father, so I accepted the position—and I’m glad I did.

On February 1st, I visited the Britton Macon Area School. The teacher I observed was Ms. Richardson. She teaches a self-contained classroom for middle and high school grades. I started the observation at 8:00 A.M. until 11:32 A.M.

I was recently put to the test of how prepared I am for a career in teaching. Half-way through Fundamentals in Methodology, I was called to substitute a pre-k, class with 30 students. Thirty, 3 and 4 year olds! I began this assignment without any time to prepare before entering the classroom. Upon entering the classroom, realized how deficient the classroom was. I had already started reading the book “Excellent 11” and knew that the classroom was a critical component in teaching.

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.

The Pre-School program for students with disabilities in Cambridge Public Schools is the Special Start program. The program provides services for preschool aged children, 3-5, who have a disability as outlined by state and federal requirements under the Individual’s with Disabilities Education Act (IDEA). The program is designed to service students with a variety of needs from mild to severe disabilities. The program is intentionally designed to ensure that students are educated with non-disabled peers with integrated classrooms and intensive, integrated classrooms. In addition, sub-separate classrooms are always paired in buildings with integrated classrooms in order to provide inclusive opportunities for students, as they are ready. The delivery of services is based on the intensity and need of each individual student and is determined by the student’s IEP team.

The article focuses on the standards for Universal Pr-k program and how it is different from other pre-school programs. The author outlines the features of the universal pre-k program, which includes the age limit, the standards and the main goal of the program which is getting students ready for kindergarten. In the article, they highlight that the term universal pre-k meant that everyone can have access to free education from age 4 regardless of their income and background. The main aim of the pre-k program is to give all children the opportunity to learn literacy, math and writing skills at an early age. Research indicates that the pre-k program is beneficial to students when they reach the upper grades.

From the dawn of civilization mankind have been locked in a pursuing effort to describe, understand, the conditions that shape the way we learn, gather and desiminate information, and alleviate the most devastating conditions that assail humanity. Regardless of our besetment through the ages we are endowed with that power of resiliency to individually or collectively fight back, address, and improve whatever the situation. Despite the fact, program evaluation and research into this and other social conditions are relatively recent, their anticedent can be traced back in time. Before program evaluation was popularized and structured in educational setting there was the traditional education. History bears witness, that traditional education

The lesson also begins with the teacher providing potential tasks for the students, but the student’s response guides the teacher’s questions and direction of teaching, as well as the task being presented to the student. These sessions are supposed to be intensive in order for the students to make progress in their learning. The teachers trained in this program take two graduate-level courses, which are designed to educate them about the math recovery program and instructional techniques and strategies. The sessions with the students are also videotaped so that it can be ensured that these teachers are integrating both assessment and teaching. Another great thing about the program is that there is teaching support that is available for math recovery teachers if they feel like they need

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

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.