I had a lot of emotions going through my mind this past week. First, the week prior, I was so fortunate to be able to attend Teacher Personal Development all week. I attending curriculum changes, a school all-day staff meeting, and then ended the week with Convocation 2015. I was massively overwhelmed the week prior to school. Trying to adjust to my new schedule, new people, and trying to just fit in. Realizing that I do not have a job, yet every single day that I am on campus, I am applying for a position is such a nervous realization. Talking to other staff members and even other student teachers, no student teacher has ever attending the happenings the week prior to school. So I am thankful for the opportunity. I got to see how …show more content…
It was great to see those smiling, cute faces as they walked into the classroom on the first day. Parents were there with cameras! It was neat to see this experience from the other side of the spectrum. One parent came up to me, since we met yesterday and told me that when he was in elementary school, he had a student teacher in his classroom and that it is never too early to make an impact on students. Another parent corrected his son, when he tried to hand me his school supplies and led his son to my cooperating teacher. So, I was able to experience different perspectives in regards to the parents. Another parent asked me to fill out a “My Favorite Things” worksheet so that she could get to know me. After the first day of school, I sent home with each student my welcome letter. I received a good response from my letter also. I feel very comfortable and accepted by all of the students and their parents. I sit in the back of the classroom at the guided reading table and observe, take notes, and monitor the students. As the days have progressed, I redirect students, help them when they get stuck during their solo work periods, and make sure that the students “catch a bubble” and walk quietly in the hall. The students seem to be accepting of my presence. On Friday, I actually did a quick read aloud. I was a bit nervous at first, but I tried to remind myself that I participate in read alouds daily at home with my own
The first week was a little awkward. I did not know any of the kids or what to talk to them about. Mrs. King asked me to help them tie their shoes. So, one by one, they came into the hallway and I helped them with their shoes. This gave me the opportunity to talk to them just one-on-one and see what they were like. It was great! They were very friendly and talkative.
I am an African American female who attends the University of Chicago Charter School, which is located on the South side of Chicago. I am seventeen years old and I live and attend school in a predominantly Black neighborhood. I have seen plenty in my seventeen years of living. My goal is to go to college and become a teacher, so that I can return to Chicago and help the people in my community. In six years, I will be giving back to the community and helping the world become better place. I will help teach kids not to live in stereotypes and let them bring them down.
I haven't had the easiest life growing up, but I guess who has right? I grew up with an addict, a functioning addict but an addict. I also grew up with my mother and the siblings I know and love who have shaped me to be the strong young woman I am today. My personal development has come so far. I am now almost 20 years old starting to figure out who I am and what I want to do with the rest of my life. Throughout my personal life I have learned you have to get through the storms to have rainbows. Hard times pass you by and you keep moving on. I have been in behavioral health hospitals for anxiety and manic depression, I was attacked, had to deal with sexual assault not once but twice , have dealt with hard earned money being stolen by my father
Thinking that I was strong minded and never looking at the negatives, ones suspicions changed my whole mind setting. After an endless wait in the mournful waiting room of the hospital, my name was called. The nurse brought us to Dr. Yazay's office where he confirmed his suspicions, and so began my life with scoliosis. Since the age of eight I have been swimming. I was a competitive swimmer for nine years, and now had to deal with a life without the activities I felt defined my identity. The treatment for my scoliosis involved wearing the most uncomfortable thing in the world which was a brace. With several restrictions on my physical activity, I had an abundance of free time on my hands.
I went into my educational experience with a wealth of background knowledge about a wide range of topics related to academics, relationships, athletics, and religion. I grew up in a small South Carolina town on a block where there were 48 children who played between the backyards and the park across the street. During the summer, we did not come inside until the street lights came on, and we played kickball, basketball, and baseball regularly. We also spent hours exploring a creek a few blocks away, catching tadpoles or frogs and, if we were really lucky, even snakes. Many of the mothers did not work outside the home and included us as they cooked meals or baked. I was in the first class in our school system to go through completely integrated schools from kindergarten through graduation and witnessed the joy and difficulties associated with changing attitudes concerning “separate but equal.” Most of the families on our block were Lebanese Catholic, and even though we were not, we learned about religion from them as we walked with to and from the church almost weekly for their religious education classes. Both sets of grandparents lived on the block next to us. We often ate dinners there where we were taught formal table manners, table settings, and basic etiquette. My mother worked part time at an historic
Make a Teacher Read-Aloud an Everyday Event (CW) pg. 14…..My first week at my fieldwork class, would have been a great introduction to Chapter two of Classrooms that Work. When I arrived, the children had just returned from recess and my fieldwork teacher transition her class with a read aloud. I could tell right off that this was a regular routine for her students. They sat down at the colorful alphabet rug in the center of the classroom. They sat quietly as their teacher read a chapter book on the wonderful adventures of a frog (sorry I didn’t catch the name of the book). She read several chapters and ask her students several questions about what had been read. So the part of the chapter I believed to be most beneficial, is making read alouds
That was a great experience and I felt comfortable in the classroom with the teacher and the children who was happy and enthusiastic to have me working with them. Also, the teacher was very kind to answering all questions that I had about children behaviors.
Theory not only provides the framework with which the counselor approaches the helping relationship and client issues, it also provides the foundation upon which counselors develop professionally (Laureate Education, Inc., 2012). Adherence to a theory or theories will substantially influence the knowledge, skills, and abilities gained throughout the lifelong learning process as the counselor will seek out learning and training in accordance with the theory or theories to which they adhere to practically apply to the helping relationship to elicit positive change. Walden University (2015) defines the concept of a scholar-practitioner as one who is able to practically apply the knowledge gained during the lifelong learning process to their field of expertise. In accordance with this concept, counseling and
Professional development is critical to success in a teacher’s career. Teachers need to be opened to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston,1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students. I believe that I am in the Proficient level of performance according to the Framework for Professional Teaching Practices (Danielson, 1996).
This being my first year of teaching I feel there are so many things that I have learned, and have helped me too become a good teacher. Yet I have so much more to learn, I still believe that students have the ability to learn and as a teacher it is my job to find ways to help them to become the best person they can be. Through being a reflective teacher, using professionalism, respecting diversity and having collaboration and community connecting this can be accomplished. When I am having fun teaching the student will have learning that material, this will help them to be relaxed and engaged in that lesson. I feel it is important to connect what they are learning to things that they have experienced in the real-world.
Becoming a teacher has been the ultimate aspiration for myself since the first day I walked into kindergarten. As a very timid student, it was a difficult task transitioning from being with my mother everyday, to being part of a classroom environment full of strangers. However, my kindergarten teacher helped me through this transition smoothly, and adequately. I very quickly learned to love school. Soon after, I knew I would aspire to become a teacher. I would spend countless hours at home with a blackboard, acting as a teacher to my imaginary students throughout my elementary school years.
Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.
What is a teacher? A teacher is someone who students rely on for further knowledge and comprehension. Often, a teacher is viewed as a role model towards their students. In many times, teachers can help guide students into a better future. Characteristics like preparation, compassion, having and showing respect to students can make a teacher more effective.
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
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.