Reflection On Renee Perry's First Grade Class

Lucille Ruby [ source 3] states young children need guidance, support, and stability. Ruby says that Donna Snyder prof develope that younger students can bond with their teacher by staying in one class all day. Given this point students who do not bond with their teacher will not succeed as well or feel safe in their environment.

Teacher will model for students how to think about what is being read, as they read aloud. Teacher will make predictions and summarize while reading. Students can practice by looking at pictures in the text, studying vocabulary words and looking at context clues, then sharing what they have discovered.

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

Teach for America has an organizational culture of Teamwork. Kopp (2011) writes about teachers committed to making a difference. She tells stories of teachers becoming involved with families, providing tutoring outside of the school day, and being strong inspiring leaders in the districts they are working in. They encourage families they work with to pursue good educations. (p. 158)

I have spent the last three years as a teacher at the Montessori School of Pensacola, working with two other teachers in a classroom. An integral part of that job was our communication, making sure that we all worked as a cohesive unit to create an environment

I am the proud mom of four AMAZING kids, a wife to my supportive and hard-working husband, and a dedicated educator with 19 years of creative, effective, and engaging teaching experiences. I LOVE teaching…from the moment you step into my warm, welcoming, themed classroom, to interacting and guiding every student toward personal success, to sharing in their triumphs and challenges, to fostering the “real-world” connections, and most importantly…fostering a love of learning! I work endless hours planning, researching, preparing, and implementing in order to be creative, effective, engaging, and fun for every student. I pride myself on being able to connect and build strong relationships with all of my students each year. I believe in the importance of knowing each student’s learning style, and truly understanding their personal strengths and weaknesses, as like every adult, each child is unique and learns differently and at their own pace! Further, I believe that ALL kids can LEARN! I teach each of my students the importance of taking ownership, involving

Recognizing and respecting one another’s knowledge and expertise: When parents and teachers engage in a team approach, a sense of mutual concern emerges (Estes & Krogh, 2012).

During my freshman year, I also took part in an organization called “Inspiring minds” that is supported by the Providence College Education club. “Inspiring Minds” is an organization that places people into Providence inner-city classrooms to work with a group or a single student as a mentor to help them with their schooling as well as act as role models. From October until May, I worked in a Kindergarten ELL classroom with a diversity of children and challenges. Although I greatly enjoyed being welcomed every week by thirty adorable six year olds smiling and running to give you a hug, I despised the way the classroom was ran. Based off both my intuition and the lessons the professors at PC have engraved in my memory, the classroom was not well managed, lacked community and procedures, and the teachers did not act appropriately. My experience in

I learned quickly that being an effective teacher is an art that takes time and devotion. Many times, teachers are not provided with the necessary materials in order to maintain the various learning styles in a classroom. It is up to the teacher to create an environment where students can succeed. This is a full time job, meaning that a teacher’s work is not done once they leave the school. A teacher must contribute a significant amount of time and effort in order to see positive results in the school and in his or her own classroom. After observing my cooperating teacher’s strategies and learning more about the profession, I knew that I was going in the right direction with my life. I took a significant amount of knowledge away from this experience and have continued to strive to be the type of educator that I was blessed to work with during this experience. .

I have always been told that “coaches make great teachers”, I never questioned this statement until I desired to be a teacher. During my hire as an assistant coach at RCC I also strive to become a teacher. I took up the opportunity to be a guest speaker and teachers aid for a sport psycolohy class. After every class the teacher commented on how I did, the good and bad. This helped me tremendously. This experience showed me that all my experience as a coach, as a girls bible study leader, and as a student myself gave me all the tools I needed to be a good teacher. Though this I found a new love and passion to teach.

them she gives all her effort to educate her students and helps them to arrange their future

Maring, E. F., & Koblinsky, S. A. (2013). Teachers ' challenges, strategies, and support needs in schools

All students have a different learning style and can benefit from hands on or real life activities in the classroom.

Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.

This week I was allowed to teach all day in addition to teaching reading group. I’ve finally started to feel comfortable and got a better vision of what classroom management looks like. I had a couple students who were defiant, which was new in this environment. My cooperating teacher escorted one child to the office as we walked out of the classroom. I noticed that he stayed by the door where I could see him until the teacher went outside the room. In these situations, I’m finding out that each school is so different in their expectations or their plan for when students leave a classroom or when students are defiant. I’m still learning and asking questions on what to do. I’m getting a lot of great feedback from my cooperating teacher when it comes to answering my questions.