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Reflections on lesson planning
Philosophy in teaching
Philosophy in teaching
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PCE Teacher Interview Form
These are the questions you should ask the classroom teacher.
1. What is your philosophy of teaching?
Mrs. Jackson follows the philosophies of Dr. Glasser. Mrs. Jackson uses Dr. Glasser’s Lead Management strategy to include her students in making classroom decisions. Lead Management is a management style where the teacher is the leader not the “boss” of a classroom. She adopted this philosophy because of her own experiences as a student. Mrs. Jackson attended a Catholic school where the teachers were very strict. All lessons were lecture style with essay only assessments. Students were expected to memorize whole chapters. When she graduated and started college she learned that she did not retain much of what she had been taught so she decided to find a better way.
2. What are the standard components of your lesson plans? Are you required to use a certain format by your school? How have your lesson plans evolved as you have become more experienced as a teacher?
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IN the early years of her teaching she taught in a school that had a form teachers had to fill out. All lesson plans had to be approved by department head and same grade level teachers. Every teacher in a specific grade taught the same lessons. This was to assure every third grader had the same information taught in the same way. This was the school district 's answer to the achievement gap. As Mrs. Jackson became more experienced and moved schools she found she wanted to utilize her time on more productive aspects of teaching so she threw out the formal lesson plans. Now when she writes a new lesson plan most of her time is spent researching materials and questions. What she actually writes is notes on a notecard. They include things like materials, resources, and a completed
I specifically selected two problematic students to participated in the interview,
Islander. The teacher to student ratio is 15:1 with 44% of students receiving subsidized lunch. The sample consisted of three elementary school teachers, fifteen parents and thirty students from two third grade classrooms. The ages of the students ranges from 8 thru 10. All 3 teachers held master’s degree in education and have teaching experiences on an elementary level of over ten years. Sampling Methods Both elementary
influence a teacher can have on student's education is vast and important. There impact not only extends to the students academic achievements, but their mental well-being. I interviewed Mrs. Bryant a middle school special Ed teacher about anxiety disorders or depression. I centered my questions on part of my mid- term research. My mid paper focuses on post postpartum depression, but I broaden the topic for my interview questions to not only depression but also anxiety disorders. The interview questions
limitations by positioning the camera in a good position. The camera was put in the corners of the classrooms to capture the full scenes of the lessons including the actions of teachers and students. Filming the lessons instead of observing them directly was a plus point for the whole study as the participants including the teachers and students were not affected by the presence of the researcher; therefore, they performed naturally as in normal lessons. In addition, the researcher
effect of this form of formative assessment on students’ learning is still under evaluation. This study aims to provide a greater insight into how effective engaging formative assessment helps motivate students to learn and boost their academic performance based on students’ past experience. Two different data collection methods are carried out in a local primary school. In a cohort of 120 students from primary one to six, questionnaires are distributed while interviews of six teachers teaching primary
Purpose and Hypotheses of the Study The purpose of the study by Carter, Prater, Jackson, & Marchant (2009) was to describe teachers’ perceptions of collaborative planning processes when using the model developed by Prater to plan adaptations and accommodations for special needs students. Prater developed the curriculum, rules, instruction, materials, environment (CRIME) collaboration model. The four steps of the CRIME process are to (a) evaluate the curriculum, rules, instruction, materials, and
Teacher Interview & Observation Overview: Create a brief paragraph and include in it: the date of the observation;, setting (K-5 school, high school, alternative school, private school, etc.); subject; grade level; and any other appropriate background information for: Teacher A On Friday, March 25, 2016, I interviewed and observed a mathematics teacher at Whitley County High School. This teacher is a freshman Algebra I teacher and has been teaching for 8 years. Prior to our meeting, I discussed
the demand for extra assistance in the laboratory portion of this course is indisputable. Having an experienced member in the lab working alongside the graduate student teaching assistant may prove to be beneficial to the students by increasing teacher/student ratio and facilitating peer education. It’s possible that utilizing Learning Assistants in the General Chemistry laboratories improves the overall quality of education, so it’s imperative to assess the efficacy of the Learning Assistant Program
At the beginning of the case study A Need for Teachers, one will meet Dr. Toni Antellini, who is the Director of Human Resources (HR) for her school district. Dr. Antellini is concerned because she is responsible for finding five suitable candidates to help the high school principals fill their current vacancies for the next academic school year. It is clear to see the depth of research, analysis, and compromises her and the human resource staff members were considering as they explored every possible
cooperation and collaboration between teachers and students. This new approach demands the teachers to adopt new strategies which are more collaborative in nature. Therefore, the traditional practice of learning to teach in isolation may no longer serve as the best vehicle for providing an effective environment in which all participants of the activity can engage in productive practices. An alternative approach could be the development of team-teaching model in which two teachers work collaboratively side by
The relationship between student and educator is the focus of my research. Question: How does the relationship between student and educator influence the process of learning? Subquestion: What can be learned about the relationship between student and educator from teaching indigenous forms of dance and how can this knowledge be applied to the western educational system? Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships
technology school wide. To assist her in reaching this goal she will need to hire a technology resource teacher. Who she chooses for the position will determine if the integration is successful or not – especially since most teachers at Roma Elementary are reluctant to use technology (McDonald, 2006). In addition, how Ms. Zola chooses to implement the technology initiative could either create buy-in from teachers or result in resistance. According to the International Society for Technology in Education (ISTE)
on that project I had the opportunity to interview a nurse who has taken the career path I hope to go down. My purpose for this interview was to gain further insight into the my choice career path, and see if it truly was something I was interested in or not what I expected. The questions asked were aimed at uncovering perspectives unknown to me. In this paper I will be discussing why I chose the nurse for the interview, the main points of the interview, and my biggest take aways from what I learned
Two questions were developed to understand why parental engagement is low in an alternative education setting and what factors need to be in place at a school site to ensure parent engagement. The research questions for the study are: 1. What factors attribute for parent disengagement at an alternative school site? 2. Is student expulsion process a barrier for
This scale is also broken down into three forms depending on the child’s age. This scale “is a new measure that has unique potential to aid in diagnostic decision making, as it contains conceptually derived scales created for use in conjunction with psychiatric and educational classification systems” (Doyle & Ostrander, 1997). This rating scale uses adaptive skill domains that are measured in the Teachers Rating Scale, which consists of how well a child might work with other