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Mrs. Fearrington is probably the only teacher who is able to make the events leading to the ratification of the Constitution into an engaging narrative. And she did that with every historical event of the United States, from Bacon's Rebellion, to The Treaty of Versailles, to McCarthyism. She keeps all of her students attentive and interested.
She was so comfortable with the material she taught that we also became comfortable with it. And because we were so comfortable with the class, we were also very comfortable with her. She never made any of her students feel obtuse for not understanding a concept, nor did she ever act as though students asking for extra time and extra help was burdensome. She welcomed her students, and even became a friend.
Mrs. Fearrington's natural teaching style is just that, natural. She has the innate ability to make any topic fascinating, and she was the perfect storyteller. She made us laugh with her subtle sense of humor, and made us cry when she told us she was leaving before the end of the school year.
Ellis Starts off his book with a request to the reader to consider the American Revolution not only as how we see it today, but how it would of looked to the founders, and what actually happened. He introduces you to some of the key figures in the founding of our country and the idea that some of the founders found the successful creation of the United States as inevitable conclusion. Ellis highlights some of the dangers of what the founders did along with the improbability of the “miracle at Philadelphia”. H...
Analyze the major concerns generated by the writing and ratification of the U.S. Constitution. (1786-1792)
With society’s past and present it is apparent that women are still not equal even if they have the title. Men are observably stronger and have a different mentality in situations than women. This is not to say that women should not be in the military but they should have the choice that way they can accept the responsibility and train themselves mentally and physically to achieve the responsibility and respect needed to fight for our country.
"Update: Women in the Military." Issues and Controversies. Facts On File News Services, 29 May 2007. Web.
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
Along with finding my passion for theater, I also found one of my favorite teachers during my time in Junior High. His name was Mr. Rodrigue, and he was my homeroom and science teacher for both seventh and eighth grade. He was one of the first teachers that was every real with me. He was a very open and honest teacher who treated his students like adults. Mr. Rodrigue had this wit and sense of humor that made him more personable than any of my other teachers. I loved how he gave everyone in our homeroom nicknames, for instance, mine was “Higgy-Baby”. To this day I do not know how he came up with a name like that, but I know that while I was in his classroom, I was never called just Alyssa. While I learned many new and interesting things in his science class, I remember more of the life lessons that he taught during homeroom. He was one of the teachers that was there for me when life got rough, he looked out for me during and outside of class. For me, knowing that I had him keeping an eye out for me made me feel
Principals and School District Human Resource Directors seek excellence in the staff they hire, the professional development they facilitate, and in the learning outcomes of their schools and school systems. Administrators, students, and fellow teachers tend to know great teachers when they see one, but quite difficult to define (Lowman, 1996; Markley, 2004; Robertson, 2006; Stronge, 2007). Hiring and developing exemplary teachers are two of Human Resources primary goals, but is it clear what an exemplary teacher is like?
I never had a teacher that I clicked with. Changing from school to school was hard and anytime I would get close to someone, I would end up changing schools. I never knew what it meant to have a teacher care about a student so much. That all changed when I moved to Delafield, Wisconsin in 2007. I started a new school in the fourth quarter and everything felt the same. All of a sudden, when seventh grade came around, I felt like a whole new person. This is the year that I met the teacher who became a part of my life. Mrs. Wroblewski has positively inspired me to follow my dreams and be who I want to be. Mrs. Wroblewski is an inspiration to me and a role model because she defended me when I was bullied, gave me great opportunities, a great listener, and is always there for me not matter what.
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.”
When a teacher favors a student the student is called the “teacher’s pet,” but what do you call a teacher who is favored by a student? Would they be called a student’s pet? Whether you’re the teacher’s pet or not everyone knows students has their own list of favorite teachers from when they were younger. The reasons why or how a teacher might end up on that list can go on forever. It might be because it was an easy class and the teacher let them do whatever they wanted or because the teacher actually sat down with them and took the time to get to know them and encourage them to improve themselves as much as possible. The possibilities are endless. I have a handful of teachers that are my all time favorite teachers. A few of them just happen to be my ag teachers in high school Brent Haken, Brad Chapman, and Scott Schaefer. My other
Every teacher has their strong points as well as weak points. Teaching is very hard work and some of them never grow to be anything better than mediocre. They do the bare minimum and very little over and above the call of duty. There are several ways to become a great teacher. Teachers are truly dedicated workers who put a lot of time and schooling into being able to teach for the rest of their lives.
Summer break was over, and it was the time to go back to school to my eleventh grade. School for me wasn’t that different as my summer break. I never felt like not going to school after a long summer break because I used to have a lot of fun in school. School for me was a place where you would socialize, gossip, brag, drive attention, miss conduct, daydream, text students, sing, ask silly questions and flirt with girls. I think now you know how my days at school used to be. However, a day has come that I would not expect it to come at all. I suddenly became a much disciplined student that I would not do anything out of the way. It all happened when I meet my new physics professor Jamal Betar who has wonderful qualities that amaze him from other teachers, and he also gave me the true meaning of education that I have never thought of before in my life.
One good quality a teacher should have is, respect for the students. Each person’s ideas and opinions should be valued and not judged. They should be able to express themselves without feeling insecure. Another good quality is, having high expectations for your students. Each student should be encouraged to do their best and achieve goals that they may have never met before. Another good quality is, I believe a teacher should have is good communication skills. They should keep not only the students informed on what is going on in the class, they should definitely keep the parents informed as well. Teachers need to know how to communicate with all their students because some are at different levels than others.
The teacher was happy and cheerful to all the students. She never had to yell at the students for doing wrong or doing badly on work. She gave praise to the students for doing well. Even when the students got off track from the question she ask. She would just say that was interesting and go back to the question she started with. All the students were exited to answer question with their hands swing in the air. When I first got to the classroom the desks were in groups and later were moved into rows. To cut down on some of the talking between the students. All eyes were on the teacher when she talked waiting in anticipation. The class was well organized and everything was in placed. The students had their own lockers in the classroom. They had time before class started and before lunch to get out what they might need for the day. The teacher keeps control of the classroom. They also had a set time for the subjects everyday. The main emphases of the classroom were on reading, writing, and math. All homework assignments were written on the board for all the students know what is do the next day. Students had homework folders to take home, so their parents know how their child was doing in school and had to sign the folder and return it.
As a future teacher, it feels intimidating thinking about having English language learners in a classroom full of English speaking students. I have never thought about having students who do not speak English in a classroom until recently because of our class discussions and the reading assignments. Therefore, since I am going to be an educator, I am glad to be aware that having ELL students in my future classroom is a possibility. I want to be a successful teacher for every student who walks into my classroom, rather they speak English or not. Chapters one, two, and three in Working with English Language Learners, written by Stephen Cary, are influential and have marvelous ideas on how to assess non-English speaking students, how to gain background knowledge about the students and