Teaching Status Report
A lot has changed since my last status report. I have essentially been teaching math lessons on my own since October 11th. It feels really good to have so much responsibility and to become an accepted part of the classroom. I am also realizing how lucky I am to have a cooperating teacher who I am so compatible with. In reference to classroom management and discipline, my cooperating teacher and I have become a team. When he is teaching I serve as another source of discipline, I can talk to students one-on-one who are causing trouble and I can provide help to students so my teacher can continue with the lesson. Furthermore, because I am still working on my authoritative side, when the class gets really out of control
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In reference to my authoritative side, it is still a work in progress. I definitely have developed an ability to raise my voice and correct a student when they are misbehaving. However, I still have trouble when the entire class gets out of control and starts talking. Halloween definitely revealed this weakness, the Friday before this holiday was especially stressful because the students were so excited about their plans and had already began eating candy so they were very noisy and they did not want to learn. I tried my best to correct them but my cooperating teacher had to step in. Although I wish I could have handled the situation myself I know this skill of correcting the entire class will come with time and experience.
My students’ behaviors and learning abilities are both disappointing and
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The amount of violence at Dunn Middle School shocks me. I do not fear for my own safety but I do fear for the safety of my students. Sixth graders are much smaller than the other students in the school; if one of my students got into a fight with an eight grader I would be seriously worried for his or her health. On another note, Melissa, the Haitian girl, is progressing fairly well. I am still disappointed in the school for keeping her in a classroom that cannot help her learn English but I am happy to report that she is using some English and I provide assistance by speaking in French to her. I think by the time Melissa gets to high school she will be able to function on her own in a regular classroom. But for now, she is just getting by. Another one of my concerns that has yet to be resolved in the students’ usage of profanity, but I am beginning to think this problem simply cannot be resolved. Unfortunately, profanity has become such a foundational part of some of my students’ language that they do not even realize when they curse. I can see in their face when I correct them that the students know using this language in the classroom is inappropriate but because it is constantly used outside the classroom they cannot make the transition. I will continue to correct them when the need occurs and hopefully they will
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
In the beginning of the play Romeo is presented with a plethora of choices. The audience is introduced to Romeo as he sulks over his lover Rosaline. Mercutio, Romeos kingsmen invites Romeo to crash a Capulet party. Romeo at first passes on the offer but then decides to go. The choice to attend the party made way for so many negative things to happen. The choice to attend the Capulet party gave him the opportunity to meet Juliet but also create more bad blood with the rival family. Essentially Romeo doomed himself right from the start Many choices contributed to the end of Romeo and Juliet. Romeo's choice to go to the
Miller directly targets McCarthy through the character Abigail Williams in The Crucible. Abigail is portrayed as a sneaky, manipulative girl, not unlike McCarthy. Abigail desperately yearned for John Proctor, begging him to “give [her] a word…a soft word,” but when John pushed her away and told her “that’s done with,” Abigail felt that the only way she could have John to herself was to accuse his wife, Elizabeth Proctor, of practicing witchcraft (Miller 1246). Although Abigail had no evidence that the people she accused were practicing witchcraft, the court took her accusations seriously because Abigail had credibility. Abigail accused Tituba of witchery, and when Tituba confessed that she had, in fact, conversed with the devil, it proved to the townspeople that Abigail had told the truth (1262). Similarly, McCarthy accused innocent people of being communists in order to get what he wanted: popularity in the political race for reelection for senator of Wisconsin (“Persecution” 1). McCarthy gaine...
If deciding to hold back a child for not successfully completing their grade, it would result in low self - esteem, hinderance and humiliation, nada problem child. As a result of this child becoming a hinderance, gaining low self - esteem, and becoming a problem child. Reach out out and help these students that are struggling and are being left behind. Help them to understand what's happening better. Make these children feel as if they are the future, and they are not a hinderance nor a problem child. Help these children to gain something they lost, their self - esteem along with courage, pride, and mainly confidence.
The Crucible by Arthur Miller was made in reference to McCarthyism, or paranoia of the presence of Communism in the United States in the 1940’s and 1950’s. During this time many citizens were accused of being Communist and were punished, even though they were innocent. The purpose of The Crucible was to depict how McCarthyism was just as unfounded and nonsensical as the witch trials that occurred centuries prior. Miller had made numerous connections between the hunt for communists and the witch hunts in Salem in 1692 (“Salem Witch Trials”). This is a description of how they overlapped and how Miller showed this correlation in his story.
Allowing Miller to relate McCarthyism in a roundabout approach is a huge strength of using this situation. “I would say, you know, McCarthy is actually saying certain lines that I recall the witch hunters saying in Salem.” (Arthur Miller, The Telegraph) In The Crucible, people
In 1956 Arthur Miller was subpoenaed by HUAC (the House Un-American Activities Committee) and refused to identify writers that were believed to hold communist sympathies. Due to his refusal he was convicted of contempt of congress. The next year, however, the United States Supreme Court overturned this conviction. Under the leadership of McCarthy the committee had so much power that just knowing someone who was suspected of having ties to the communist party was a danger. The lives and careers of hundreds of Americans were ruined because of being blacklisted. Prison, bankruptcy, passport revocation, unemployment were threats made against people for them to testify and “name names.”
I have become much more flexible in my approach in dealings with others thanks to the guidance of my Principal and Mentor. I am much more willing and open to pursue different avenues to build and maintain trusting relationships with staff. I’ve worked one-on-one and presented several teachers with new ideas and strategies for ensuring all students can meet objectives, but have different ways of demonstrating them. I’ve facilitated and worked alongside the Science Department as they rolled out a new cross-curricular project with our Math team, which required a conglomerate of teacher communication and learning
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
In conclusion I feel that I have gained knowledge that can only be obtained through hands on experience in the classroom. With this experience I changed my assumption about classroom management techniques and have a totally new outlook which will only aid me as a teacher. This will be of great help to me going forward but I feel as a teacher you must be constantly open to learning and improving
The Elizabethan play The Tragedy of Hamlet Prince of Denmark is one of William Shakespeare's most popular works. One of the possible reasons for this play's popularity is the way Shakespeare uses the character Hamlet to exemplify the complex workings of the human mind. The approach taken by Shakespeare in Hamlet has generated countless different interpretations of meaning, but it is through Hamlet's struggle to confront his internal dilemma, deciding when to revenge his fathers death, that the reader becomes aware of one of the more common interpretations in Hamlet; the idea that Shakespeare is attempting to comment on the influence that one's state of mind can have on the decisions they make in life.
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
Williams it’s very busy with learning stuff everywhere. The classroom has different section called ‘centers’ like the library. In the middle is where the desk are placed they are grouped into 5-6 student at each table. I immediately noticed some negative behavior management on the part of the teacher by yelling at the students that wasn’t listening to her instructions. Another behavior management tool that doesn’t seems to work completely well was the point system that give or take a point from any student based on their behavior or action throughout the day. Most students seem to not be so thrilled or fazed by losing a point or when they gained one. But the teacher used this system quite frequent to make her point and take action. An action taking by the teacher that I felt was problematic is when she questioned a student that was better behaved, if another student was misbehaving. This action could lead to negative behavior for child-child interaction and
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.