The Mode Of A Teacher

Within the six traits of building relationship described in The Skillful Teacher: Acknowledging, Communicating Value, Respect, Demonstrate Fairness, Exhibit Realness, Humor and Fun are all traits that I have practice before with CoaH students. I think the three have used to build my strongest student relationships are Communicating value , respect and exhibit realness. One very strong student relationship that I had during my first two years here at CoaH was with one of my tutorial student Laury Alexandre. When I first met Laury in September of 2013 we did not start off on a great foot. She and the rest of her group had a lot of push back. They really tested me in the beginning to year. Laury went afar as giving me the silent treatment for 3 weeks. I think the one situation that really brought us to an understanding of each other was after progress reports for first quarter when Laury got a B in one of her classes. She was very upset crying hard it was afterschool I went to comfort her and took her aside listened to her issues and comforted her. The next day she sent me an email thanking me for trying to make her feel better even though she was being very unpleasant towards me in tutorial. She write that it must have been hard to care about some else’s feeling when they treats you so badly and that I must really be very good person. I write back to her that was not difficult at all and that I had nothing to put aside to help her that I enjoyed her very much as a student even

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

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.

Hudgins, B.B., & Riesenmy, M.R. (1994). Teaching self-direction to enhance children’s thinking in physical science. Journal of Educational Research, 88(1), 15.

This semester, I was a teacher assistant for Dr. Finley’s psychology 101 course. The experience to TA has been a really valuable, and rewarding experience. I’ve definitely gotten the chance to develop skills in the professional context. The variety of tasks and the workload pace was very enjoyable for me. The opportunity of being a TA at times proved to be challenging but I find ways to successfully manage some of these adversities. Overall, there’s a plethora of things that I can take away, and I plan to utilize some of these tactics into my future goals and career aspirations.

Gardens offer science and mathematics lessons in enjoyable, hands-on situations that permit children to “think with their hands”. Gardens help teach communities and endorse sustainable, local foods while also providing critical science and mathematics lessons to elementary students. Gardens also teach children life lessons such as patience and accountability as they nurture plants. Research done by the University of Alabama demonstrates that children’s participation in gardens leads to healthier food choices, more compliance to try or eat vegetables, improved plant knowledge, greater interest in learning, and increased reading and math standardized test scores. Students who participated in gardening had a six percent lower body mass index, an average of eleven percent higher standardized test scores, and twenty-seven percent more vegetable consumption (Grider). For many students, school can be a uninteresting but required exercise where paying attention and retaining information becomes a tedious endeavor. When an active teacher decides to teach science through gardening and hands-on experience, they will discover that students are more engaged with a higher voluntary participation rate. NWFSC should start a garden because of the possible learning opportunities that can be available to local elementary

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

The earth is a web of complex interdependent relationships in ecosystems. For example, in order for plants to survive, they rely heavily on other parts of their environment for their energy and food sources. They also rely on the wind, water, and animals to help disperse their seeds so that they can grow in many different areas. All of this occurs in the ecosystems and habitats that are here on earth. Within each habitat, there is a great diversity of the species of plants and animals that live there. At a young age, children become curious about how all of these things occur. The Next Generation Science Standards have compiled this information into three performance expectations for second graders. The first expectation, 2-LS2-1, is that they must “Plan and conduct an investigation to determine if plants need sunlight and water to grow” (NGSS). The second is 2-LS2-2 which states that students must “Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants” (NGSS). And the final one is 2-LS4-1, which states that students must “Make observations of plants and animals to compare the diversity of life in different habitats” (NGSS). Educators of these students must familiarize themselves with the performance expectations and all of the concepts that go

With prompting and support, identify the main topic and retell key details of a text.

There are many articles and books that refer to the teaching cycle and the associated roles and responsibilities of the teacher, most articles refer to either a four or five stage cycle. In this assignment I will cover the five stage cycle and concentrate on my role and responsibilities as a teacher in the lifelong learning sector.

The students will be given the opportunity to participate in an important discussion about how to care for a plant based upon the previous lesson. The students will be given materials to plant their own plant and to give it the care that it needs. The students will be assessed on a check or minus system based on how they choose to care for their own plant.

Assessments and evaluations play a key role in providing developmentally appropriate activities and learning opportunities. Lesson plans should be well thought out and based on the particular group of children in your care. In order for lesson plans to be effective, teachers must use observe and assess their students. The information gained from observations and assessments can be used to plan for the class as a whole and for children individually. Once activities are implemented, teachers should evaluate the outcome and success through observations. Evaluating children’s learning is a great way to determine whether an activity should be used again or changed in any way.

What formative assessments did you use during this lesson to monitor student progress? How did you adjust instruction based on this data?

Describe the observed teaching situation, including seating arrangement, classroom décor, and any additional criteria necessary to present the learning environment.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.