Teach Live Experience

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

Through completing this activity, I learned more than I have with any other activity I have done thus far while earning my Education Specialist degree. I had to observe a teacher and provide constructive feedback using the Framework for Teaching. This observation included a pre-conference where the teacher told me what she wanted me to pay particular attention to. It required that I observe in real-time, rather than simply using a video where I can pause frequently. I then had to analyze the data I collected during the observation, in order to determine strengths and areas for improvement that I shared during the post-conference. The teacher was a master teacher and thought the lesson went very well. She was shocked when I had some ideas for how to improve her instruction. I mentioned that students seemed fidgety, and she could incorporate more cooperative structures to get students more active in their learning. I also thought she needed cooperative roles for students when they completed their group work, that way everyone was accountable for the work.

My experience with the live demonstration left me with mixed feelings. After 10 weeks in the classroom I have gained a lot of information but most of all learnt several effective communication skills to use in different situations when interacting with people. However, sitting face to face with someone where I am playing the role of a professional counsellor; is a bit frightening. During the session I tried to pay attention to the person in front of me

However, I feel as those I did not understand how much work it takes to become a good teacher before the lecture. After the lecture, I feel as though I only caught a glimpse of the amount of effort needed to become a successful teacher. It was useful advice to seek mentors, peers, or former teachers to help you along your journey. Additionally, the fact that my idealistic version and fantasy of being a teacher will not be the same as the real experiences I will have. I will mess up and I will have to reevaluate my actions and lessons. All things I have never thought about

Reflection is thought by linking recent experience with early experience to promote more complex and interrelated mental models or patterns. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills.

In my opinion children learn best through physical movement and interaction with their environment, meaning that the children need to be provided with hands-on activities and movement opportunities. My teaching practice meets the goal of advancing physical and intellectual competence because I involve the children in developmentally appropriate gross motor and fine motor developmental skill building. Everyday the children are given different types of materials to work with and taught different skills to try to expand their knowledge.

This self-learning experience examines an area not often contemplated in society today. Within the legal contract of marriage, there can be a delusion that rape, sexual assault and sexual abuse, does not take place (Vayeghan, 2016). Many reject the accusation made by a wife of rape by her husband as a crime within a marriage relationship, claims Vayeghan (2016). Consequently, many cultures do not consider sexual assault or sexual abuse within the marriage setting to be a crime. Sexual assault and sexual abuse exist and does occur in marital relationships. Marriages in which sexual abuse and/or assault occurs have been investigated throughout the world and can be considered problematic in some areas. Sexual abuse can be regarded as physical,

Walking up the steps of the Child Study Center for my first day of field, all I could hear was the sound of my heart beat pounding in my ears. To say I was nervous is an understandment. Many thoughts ran through my head, the most prominent thought however was, "Will I mess up?" Meeting the other students who were in field with me helped me feel more comfortable, we talked about how each of us were worried or nervous, knowing that I wasn't the only one with these thoughts helped put me at ease some. Once we got into the classroom I started to feel unsettled again; it was overwhelming being in a new place and not knowing what to expect. The children were outside when we got there and the teachers who were inside the classroom introduced themselves

How did your learning in this live session compare with your experience in learning on your own in the course or in a traditional classroom? I believe that the learning in this live lesson is very similar to that of a traditional classroom. I also feel that the environment is better in many ways, for example nobody is causing a distraction because we are all working from our own separate work spaces. I also feel that the live lesson offers a better environment and way for things to get done quicker than a regular classroom.

As a teacher, our responsibility is to plan effective lessons for our students to learn from. Although, the hardest part of being a teacher is grasping the student’s motivation to learn. Therefore, the educational philosophers Borich and Wong have different approaches to make us effective teachers motivate our students to learn new and exciting teachings. These different methods may include a wide range of how teachers run their classrooms, or what specific standards are being targeted, and maybe even how effective their planning techniques are. Not to mention, students may also expect positive expectations from the teacher and ways to help them succeed. On the other note, inviting students to learn may be easier than thought, in which may result in positive student behavior. Thus, my opinion of what Borich and Wong have to say about student learning is very beneficial to me so, that one day I may use their techniques in my very own classroom.

Coming into this class I wasn’t sure what to expect but I was really looking forward to it. I had some friends that had already taken the class and I had heard nothing but good things about it. I was excited for it mainly because it was the first real education class I was taking. I had a feeling that this class wasn’t going to be your typical lecture. I was a little nervous going into it because I can be sort of shy. I will admit the first day I was a little freaked out when I realized we weren’t going to sit at desks or anything. I think I was mostly nervous because I just didn’t feel comfortable around everyone yet. I quickly became more excited about the class rather than nervous after learning more about what the class was going to consist of. I went into the class with a really positive mindset about building our learning community. I promised myself that I would continue to put my best effort into the class even on days when I felt overwhelmed with other things. I was eager for the teaching opportunities because this was my first class where we actually were going to be able to teach and not just talk about teaching. I also promised myself that I would always do my best work not just because I wanted to but, because I just had this feeling that you would know if I didn’t. I guess looking back it was kind of silly of me to assume that you would know what kind of work I am capable of, but if nothing else it motivated me to do my best. I thought to myself “She has seen

During my learning experience, I had the opportunity to re-skill myself and learn new strategies to support my mission as a teacher. Recently, the Practicum course has helped me live an authentic experience by transferring my learning and understanding into reality. I share knowledge, experience, and communication, which increase my awareness in a way to understand the change and implement new ways of

Before I entered the Freshman Inquiry, Work of Art, I had no idea what to expect. My assumptions were that the class is what its name is, a course that primarily focuses on the studies and works of art while providing a platform for freshman students to help their transition in college. Though I had some accuracy in my expectations, the class went above and beyond, which made my learning experience as a student and as an individual more impactful. It covered topics that related to all of the University Study goals and provided outlets for me to utilize around campus.

At the beginning of the semester, I remember worrying about how I was going to be able to teach a group of children without messing up. Public speaking has always been one of my fears; I never liked the idea of standing up in front of a group of people and presenting my work and thoughts. It was never pleasant and I always just wanted to get it done and over with. The night before I taught the children for the first time, I experienced this same fear of public speaking. Sure they were only children, but nonetheless I had to get up in front of a classroom and speak. The biggest challenge about the class was not knowing what to expect, especially the night before the first day I had to teach. It was tough falling asleep that night; all I could think about was the fact that I had to wear a Cat in the Hat costume and teach these children. It was certainly out of my comfort zone. When the morning finally came, I just wanted it to be 10:00 am so I could just get my teaching done and over with. But that was my problem right there. I always wanted to just “get things done and over with”. I needed to learn to make the best of the situation and enjoy what I was doing. Sure enough, 10:00 came and I started off with music with the butterflies. I was nervous but definitely not as nervous as when I had to go and change into my Dr. Suess costume. I learned a lot that day. I learned how important it is to manage my time better while I’m teaching and I learned to have everything set up

This reflection paper addresses as a student and counseling professional how I feel as though I have been readily prepared to teach in higher education and areas, concepts, strategies, and thoughts on how I have evolved through this course. This course has made me think more into how the most powerful, durable, and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self-knowledge (Stepien, 1999). These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts (Bosworth, 1999).