Essay about Teaching Portfolio Analysis

In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The “Preserving the Past” unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connects Language Arts with Social Studies with visual art mixed in, and the Greek mythology ELA unit was taught in conjunction with a Social Studies class (1). The Civil War unit and NC geography unit I have created incorporate Common Core standards as well as NC Essential standards. Lesson plans and assessments in all of these units were created using backwards design in which I started by looking at the standards and objectives students would be expected to reach and based my assessment based on those objectives (2,10).

As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight.

An educational philosophy is a personal statement of a teacher’s goals or belief. A teacher comes to the classroom with a distinctive set of principles and ideals that affect how a student learns and expand the child’s potential in his or her venture into knowledge. I believe that education should be active, and focus on the whole child, rather than just the content or the teacher. The three (3) principles I believe that work harmoniously with my educational philosophy are the teacher acting as a facilitator to foster critical thinking, allowing the child’s natural curiosity to steer his or her learning for personal development, and

My philosophy of education is to ensure the dynamics of the classroom providing continued support to ensure a positive learning environment, while providing instruction for all learners and to inspire my students to be productive members of society.

To begin, over the course of this semester, I had the opportunity to conduct my history classroom observations at Sierra Vista High. This high school is a public school located in Baldwin Park and is part of the Baldwin Park Unified School District. Sierra Vista High School has a student population of 1,895 students. The student population consists of 90 percent Hispanic, 6 percent Asian, 3 percent Filipino, and 1 percent white. These demographics were shared by the vice principal of the high school. While I was at Sierra Vista High School, I was given the chance to analyze and observe three history teachers. Thus, in this paper I will discuss and share my experiences observing the

“The Benefits of diversification are clear. Portfolio theory has played a crucial role in explaining the relationship between risk and return where more than one investment is held. It also enables us to identify optimal and efficient portfolios.”

Another goal that I have had since the beginning of the course was to adopt an engaging and effective teaching style. My aim has been to take the positive traits of teachers that I have enjoyed, while keeping in mind the characteristics and mannerisms that I have disliked, and crafting my own unique teaching style. As I have lead class discussions, group readings, and mini-lessons throughout the semester I have began to develop a teaching style through trial and error. I have paid special attention to the list of 25 pointers for successful tutees from assignment two and and focused on making my teaching interactive, supportive, equal for all, and respectful. I have learned to appreciate that, concerning a student's individual success, a teacher taking the time to listen to their student is just as important as the student listening to the teacher.

This standard says, “Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking and participating in opportunities to learn and grow as professionals.” This means that teachers consistently seek to improve their practices and teachings by eliciting feedback from peers, more experienced educators and even the students themselves. In this lesson, I was asked to reflect on what I felt went well and what could have been improved upon. After teaching the lesson, I remember wishing that I had another class period. Therefore, I knew that I could have improved the time management of the lesson and that I could have encouraged faster transitional periods. I also asked my cooperating teacher how she felt the lesson went. She had agreed that the lesson went very well and that it was educationally valuable for her students, but that I could also improve on transitioning the students from task to task. I was lucky enough to have a student come up to me by the end of the class to ask about college and the courses that are offered at our university. He also expressed which areas of study he was most interested in. I was surprised when he thanked me for the lesson and said, “that’s the kind of stuff I want to be learning and talking about.” While I do greatly value the feedback from the teacher, I will always remember what this student said because it solidified my desire to continue doing

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

I will be responsible for expanding my students’ zone of proximal development. I hope to take my students from the level of minimal prior knowledge with expansive help to the level of being able to work independently with a high level of proximal development. By building the students zone of proximal development, I will be able to ensure that the students will be successful not only in my class but future classes. The unit plan I have developed is based on North Carolina’s Common Core and Essential standards, and will ensure that the students are learning and meeting the necessary goals required of them in the fourth grade. Students in the fourth grade have a foundation for knowledge, however, they are constantly becoming more inquisitive and wanting to learn more details. This inquisitiveness provides the opportunity to cover material they already know and then expand upon it. The topic of the Lost Colony of Roanoke will allow the students to make connections to how the Americas began and make connections to the real world, as well as

David Aleman is a 4th grade teacher from Arizona who was kind enough to sit down and discuss the current state of social studies education in Phoenix schools. The interview gave new depth to my understanding of how social studies is currently being taught in my state. The purpose of this paper is to evaluate the interview responses and Arizona’s 4th grade social studies standards for such things as thoroughness, clarity, relationship to literacy development, and the shifting emphasis off of teaching social studies topics.

Welcome to my 8th grade portfolio and I am going to talk about how I have grown from 7th grade to 8th grade in math. In math we work on a website called Digits filled with learning based tools and activities that help us master numerous math subjects as homework. We take multiple quizzes and tests always on the current subject we are learning about. Every morning we do warm ups. Warm ups are just practice problems to prepare us for lessons and bigger practices in the upcoming class. My performance in math has improved from weak explanations and work, to detailed, and understandable explanations of math using thorough work. In 7th grade I was in the CC7 class and now I am in CC8. That doesn’t mean I haven’t improved. I am at grade level understanding

High Schools throughout the country have different graduation requirements for their seniors. At Preston High School, a senior portfolio is a requirement to graduate. For the portfolio, students must collect all of their accomplishments and report cards to place into a binder. The binder will then be presented to employees of businesses. Another example of a graduation requirement would be community service. For example, Maryland schools require 75 hours of student service. Based upon research, some experts say that community service should be voluntary; however, it gets students involved in the community, allows for better schooling, and gives students a better work experience.

Many researchers and theorists stress the need to approach social studies from a CRT perspective. The idea that the current social studies curriculum supports a privileged class while ignoring all other classes is one that is oftentimes associated with the present curriculum taught today (Kumashiro, 2001, p. 4). Additionally, researchers theorized that students bring stereotypes, myths, and a partial knowledge of various histories and cultures to the classroom. They concluded that in order to better develop informed citizens, curriculum should be based on reality and include students of all races (Wolk, 2003, p. 103; Kumashiro, 2001, p. 4; National Council of the Social Studies, 2008, p. 212; Wineburg, et. al., 2004, p. 45).

According to the CAPM model:R_i=α+βR_m+ε, α represent the abnormal return gained by the portfolio. If the market is efficiency, the α has to be zero.