I understand that running an entire state can be difficult, but it is critical for an important man, such as yourself, to keep in mind the education system in New York and to remember the future of the state. The Danielson Framework for teachers, although it does provide a standard to assess teachers on, is ultimately inaccurate and inefficient. The framework fails to provide an assessment on how “effective” a teacher is but rather how effective a teacher can act while getting reviewed. In the occasion that a teacher does attempt to follow the framework throughout the year, they could end up focusing too much on the minor aspects than focusing on the content they are teaching. Please understand that there are better ways to judge the effectiveness of a teacher. The Danielson Framework has forced teachers to means of teaching they are not comfortable with. Teachers have changed their entire teaching methods for their evaluations. My teacher shifted from a normally lecture-heavy class setting, which has its benefits, to worksheets and activities for one day to convince their evaluators that they are “engaging students in learning” with “activities and assignments.” Although you may believe that these activities are engaging, a teacher whose main strength is in lectures and whose students have grown accustomed to his lectures did not know how to effectively use those worksheets. To this day I have no idea what I learned in that activity. It was not only this one teacher who
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According to the Philosophic Inventory, my two personal educational philosophies are progressivism and existentialism. These philosophies show that I am likely to try and make a change within my class and mold my future students to create a positive change in the world. I will also value the rights of each of my students to believe what they want without fearing persecution by their classmates or other teachers, regardless of whether I agree with their views. The results of this assessment were no surprise as they seem to line up with my personal viewpoints on running a classroom.
According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, teachers need to reflect on their beliefs about education in order to keep motivated and teach effectively. This paper will present my own personal practice theories and beliefs about the learner, the teacher, and the subject matter. As well as to analyzing the importance of the classroom climate, the parents, the school leadership team and the principles of learning.
I found this assignment the most difficult so far in this class. I am glad that I get to write a reflection on the assignment. After reading the professor’s and classmates’ comments along with rereading the text, I realized that I missed part of the correlation of the InTASC model with Danielson’s Framework for Teaching. As a class, we all seemed to agree that there are many similarities between InTASC Model and the Danielson’s Framework for Teaching. Both models purpose is to help teachers and administration to identify individual strengths and areas of growth. We agreed that there were slight differences in the wordage used and the structure of the Domains vs. Standards but that they were interchangeable for the most part. In fact,
Teachers are humans like the rest of us, and can be lazy. They can’t always be blamed for having an “off day” as we all have them, but sometimes teachers take advantage of the fact that it’s tougher to get fired as a teacher than a lot of other jobs. When a teacher has been there for a long time, it can be a very difficult task to get them fired if they’re taking advantage of their tenure. A new teacher almost always starts out great, happy, and very excited to teach their class. An issue is, over time teachers can become lazy, as can people with other jobs. The issue with a lazy teacher, though, is that the student’s future is in the hands of the teacher. When teachers are lazy, sometimes they’ll give out what is called “busy work,” used to waste time, and give them something to do while the teacher sits and does what they want. There are two ways this is a huge issue: first, this doesn’t help students at all, meaning that the time they spent doing it helps get them nowhere, and is completely pointless. Second, students can carelessly complete the work, and take advantage of the teacher not caring.
Through the classes I have taken at Wilmington University and my experiences in the classroom, I have developed a personal teaching philosophy that will be implemented into my future classrooms. I chose the teaching profession because I understand the challenges and responsibilities that come with teaching young minds. Children are our future and I am confident in my ability to help students reach their potential both inside and outside of the classroom.
2) I believe sharing support of ELLs and ensuring an inclusive approach relies greatly on the teachers themselves, specifically the classroom and ELL teacher. Fairbaim & Jones-Vo mention two things that I believe would work these are collaboratively planning lessons and co-teaching. By planning lessons together, both teachers are on the same page, They each understand the respected needs of their students and able to work together to create ways in which lessons are excited to optimize student success. I also think having another person perceptive is beneficial as their teaching experiences may offer you some guidance. In terms of co-teaching, I think this directly benefits the students. We all have different ways of teaching and I think students
Danielson’s framework and the one presented by High Schools That Work have many interesting things in common. If put together, I am positive we could create a framework that would definitely revitalize, if I can put it that way, our educational system. These two frameworks both have interesting points to add and I believe that by putting them both together, we could create a new framework that focuses on the key aspects of teaching and which will have a positive impact in our educational system.
Teaching and Learning consists of various different theories that educators may or may not feel applicable to their individual philosophy. There are bits and pieces of a variety of theories that many educators feel are important in the classroom. The purpose of this paper is to explain the personal learning theory and how it is applied in a classroom. After an educator takes the time to research and do further learning by reading a variety of written books, the educator may or maynot change things in the classroom or focus on a different topic that they had not previously focused on in the past.
Effectively teaching math and science in today's classroom I think that it's important as an educator to truly understand the task in which is at hand. We are no longer dealing with a classroom where we have typical students that are joining us daily, we are now having the joy of experiencing a classroom that regardless of your ability or disability to learn you are a part of a general education curriculum.
My whole childhood I always dreamed about being a teacher. During school breaks, weekends, and summers, I would set up a “classroom” in my basement and my friends and I would play school. I would be the teacher most of the time. It takes a very special person to be a teacher, not everyone is teacher material. You have to be very patient, kind, and caring of all students you work with and encounter through your day and year.
My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my classes. Providing a creative environment that allows self assessment, growth, group interaction and mentorship are at its very core. Having taught in Higher Education for many years, and as an instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to work with some of the brightest and creative young professionals. Teaching has not only broadened my love of art and exploration, but my determination to help students that do not have the confidence to persevere through their education, yet have the passion to follow their dreams.
For some students finding a good teacher happens on a rare occasion. Throughout the years I was going to school from elementary to now in my second year in college. I have meet all kinds of teachers. There are those who are good and some are bad. I call them “poor quality teacher” because they are the ones who accept poor quality of work. These teachers typically allow students to just pass the class without putting hard work into it. Also poor quality teacher put in less “teaching” so as a result most students they teach who advance to a higher course find it very difficult to pass the next class they are taking. Fortunately, I happened to meet a good quality teacher. It was the beginning of spring 2016 I was now taking a prerequisite for one of my nursing class. The class I was taking was called “Human Physiology”. At first I didn’t really know how the class would go. What I heard from the previous students who took him said not to take him because he wasn’t a good teacher. It turns out the instructor I was taking for human physiology name Mr. Smarty, was one the best teacher I’ve come across throughout the years I’ve been in school. Although he was dub by most of the students who previously took him as a bad teacher. I find Mr. Smarty to be a good teacher because he was respectful, inspiring and creative.
This assignment fully put me in the mode of a teacher as I completed the following data maintenance procedures: Performing a pre and post test to measure students knowledge on the content and skills that I was teaching with this unit. This unit was taught to a class of kindergardners,so I made sure not to overstimulate the students and guide them through information that I am teaching them. Through this unit, I planned on have students to become knowledgeable about the four major parts of a flower, a plant’s needs, the steps of how to plant a seed, and to make predictions about plants growing under conditions without water, sunlight, soil, or seeds. During this unit, I engaged my students in many kinesthetic, auditory, and visual learning styles to meet the students’ needs. The following strategies and activities are just a few of the many that was implemented during this lesson: trace worksheet, sequencing, copying, modelling, guided inquiry, direct lesson, guided and independent practice, HOT questions, and much more. All students showed a jump in their grades over 20% or more. All students scored 70% or more. Out of 15 students, only two scored below 80, with a score of 70%. Based on these results, I feel that the instructional procedures that were employed for this lesson truly helped in the mastery of the content presented in this lesson for majority of the class. Students reflect a positive reaction to the instructional procedures that were used and to the
My teaching philosophy is to create an environment that stimulates learning so that students gain the necessary knowledge, skills and abilities to become proficient professionals. While teaching foundational knowledge is important, there are other essential skills and abilities that students must acquire in order to successfully transition from being a student to becoming a physical therapy professional. These skills and abilities include thinking critically as well as interacting and communicating effectively with patients and other health care practitioners. I emphasize to students that it is imperative to realize the impact of developing a therapeutic rapport with patients while providing quality, patient-centered care to optimize the healing process. Therefore, when deciding what to teach, I not only consider the content presented, but also how I can foster discussions with students so that they can apply information based on varying contextual factors. I also attempt to provide students a framework for how to achieve professional excellence, which I aim to model as I fulfill my roles and responsibilities as a teacher and provider of clinical instruction. This framework is rooted in five central tenets: