also I will discuss how my teaching would change based on that scenario. I will followup with two reflections on experiences I have had, one of which was as a teacher and the other as an adult student. In the above scenario, I would teach the following activities to successfully cover a unit on rhythm and musical notation without today 's resources. I would use popsicle sticks to create ta and ti-ti rhythms (quarter and eighth note rhythms), which is the Kodaly teaching method . Students would write
Early on in my Block A experience I realised that a major contributing factor to the success, or otherwise, of my lessons was the pace. This is an area that I have looking at improving over the course of my Block A placement. The advice given by Gererd Dixon (2011: Online) is that; ‘One of the hardest things for new teachers is to inject pace and purpose into lessons while recognizing the needs of slower learners in the class.’ Working out the correct pace for my classes did prove to be a struggle
Statement of Teaching Philosophy “A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.” … Rabindranath Tagore (Nobel prize in literature in 1913) This is my favorite quotation because it express what, I think
high school I attended, and they influenced my decision to becoming an art teacher. Teaching is a challenging profession, but also very rewarding. I had the opportunity to do an art project with local kids of Monroe County over the summer. That experience helped me a great deal to see a glimpse of my future. During the four-week program the kids worked and learned about all forms of art. The teaching experience gave me pleasure on departing some knowledge and interest to the children that were
life teaching young boys. He was a somewhat shy person. Nevertheless he was a competent school teacher, professional and attractive in many different ways. Although his first teaching experience was not successful, he was determined to become a good schoolmaster. After coming to Brookfield, he began to warm up to his students. But more important he brought discipline to his school which is the requirement for good teaching—something he did not achieve while teaching at Melbery. After teaching 25 years
changed my life profoundly. I was asked to be a counselor on JOLT, Jewish Oversees Leadership Program, an opportunity to interact with young campers in an impoverished country and positively influence their lives. Little did I realize that this experience would impact mine so greatly. JOLT, an outreach program, runs an annual overnight summer camp in the Ukraine with counselors from the United States and Israel. These counselors are carefully selected because of the rigorous programming and the
Field Experience Report Crystal Gillespie EDUC 530 Liberty University Field Experience Report The field experience report identifies some of the strategies learned, some observations that were made, and also includes research-based information studied in this course. In this report, the research-based information is used to explain about the observed lessons, and some of the perspectives. I feel that this field experience innovative, highly informational, and it taught many strategies. Over
my vast experience within schools, my teaching pedagogy evidently displays my proficiency to teach K-6, including a diverse range of schools and students. The teaching pedagogy I implement is surrounded by the various learning and holistic needs of the students. My NSW DEC approval to teach K-6 has originated from graduating from the University of Wollongong with a Bachelor of Primary Education. I have been engaged with casual teaching since completing and taught years K-6. My Teaching pedagogy
TP Reflective Account Introduction This micro-teaching practice lesson was my first real teaching experience in a real classroom. There were twelve adult upper-intermediate EFL students (a mix of Chinese, Japanese and Arabic speakers) attended the lesson. The whole lesson was last one and half hours around the topic “consumerism”, which dividing into 3x30 minutes sections. I finished the last part of 30 minutes section that focusing on speaking skills with my partner. Our section had three main activities
It was an extremely sweltering hot afternoon. I started my class with the three kids from a fairly big family. The kitchen was too noisy for me to conduct my class actually but I had adapted to this teaching atmosphere and as usual I started to teach their youngest sister Emily and later his two elder brothers John and Jack in turn. I was quite comfort with her demurely manner. John is a retarded child since he was born. He is still learning the very simple calculation of a year one's child and
My love for teaching stems from the joy I experienced through my childhood in my family where both my parents were teachers. School always felt like a second home to me. Watching my parent sharing their enthusiasm with students during my occasional visits to school instilled encourage in me. In fact, nothing is more exhilarating than spending time watching passionate teachers engaging students who are eager to learn. During my education, I found myself subconsciously helping my classmates with their
Introduction Throughout my 10 years teaching, I have had the opportunities to teach in several different schools, subjects, grades, and achievement levels. I have had experiences that were amazing, and some that really made me look within myself to discover how to improve the situation for my students and myself. I feel like as an educator, I must always observe situations around me, ask questions, and when I disagree, speak a voice of concern. I believe far too often in education, we get comfortable
My first experience with teaching was during my duration at Ladywood high school, an all-girls high school. I noticed technology was already well advanced, and it was also in great numbers. When I first started going to the school it seemed to be a very engaging learning area but I soon found out that the teachers were struggling to keep up with the incorporation of technology in the schools, and desperately struggled with keeping students attention because of this. There was however one teacher
Reflection 3: A Teaching Experience High school was incredibly difficult for me. Although I loved learning and was a dedicated worker, my inability to accept anything of my self other than perfection often crippled my ability to do any sort of work. As a result, one of the most significant learning experiences that I have had in school was being shown that perfection is impossible, and that my best effort is enough. My English teacher Miss Pressman facilitated this experience during my senior
Nothing excites me more than teaching. For years, I wanted to be a pediatrician so I could work with children. Throughout my high school years, however, I have discovered that making people feel better is a job not only for doctors. My experiences in high school have helped me prepare for a career in teaching. Since sophomore year, I have worked at an elementary school at the extended day program. Almost every day after school I play outside with the children, set up crafts, and help them with
Years of Teaching Experience Many occupations acknowledge an employee’s years of experience as an important part of human resource policy, which includes the compensation system, benefits packages and promotion decisions (Rice, 2010). Similar to advanced degree certification, the notion is gaining experience over a period of time heightens knowledge, skills and yields productivity of individuals in the workplace. In education, teacher experience is deemed an important factor regarding policies
During my student teaching experience, I had the opportunity to teach a 3 week long narrative writing unit. The students were to write about an important event or incident that happened in their life. Over the course of the 3 weeks, the students worked through the writing process as well as learned skills that would help them with their writing in the future. The purpose of this paper is to discuss and reflect on teaching the narrative unit, what went well about the unit, what did not go as well
The opportunity to observe and participate in the teaching practice weeks prove to be immensely beneficial for me as a student teacher who seemingly started off with little practical knowledge about teaching. During the time at OIS, I was fortunate enough to have been a part of a bright and inclusive class of second graders as well as receiving guidance from two experienced and engaging mentor teachers. These valuable learning experiences will be closely examined in connection with the ITEPS program
sharing my knowledge to the undergraduate students as a teaching assistant. I have been and will be serving as a TA for my department for all four semesters (2014 Fall-2016 Spring). I have demonstrated my proficiency in teaching in various instances from leading students in laboratory courses to solving queries in theory courses, and my efforts have been recognized by the students in the end-term evaluations. I enjoy and cherish the TA experience I have, and I believe that I will keep contribute as
Teaching and tutoring experience I joined the specialist paediatric osteopathic practice (SPOP), clinical tutoring team at its inception in 2015. I believe I have been an effective and active participant making positive contributions, to this new team this has involved suggesting and writing tutorials both individually and sometimes with colleagues. I have become adept at adapting or changing these at short notice when the needs of the student or situation required this Generally organised