Experience:
University of Alberta - Faculty of Education Introduction Field Experience
St. Patrick's Community School, Red Deer, Alberta
14/11/2016 - 16/12/2016
University of Alberta - Faculty of Education Extended Field Experience
Holy Family School, Red Deer, Alberta
09/03/2017 - 04/30/2018
St. Patrick's Community School, Red Deer, Alberta
14/11/2016 - 16/12/2016
University of Alberta - Faculty of Education Extended Field Experience
Holy Family School, Red Deer, Alberta
09/03/2017 - 04/30/2018
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Education 250B - Why I Want To Be a Teacher
What factors determine the differences between simple life lessons compared to complex curriculum plans? I believe that part of the equation of a successful teacher is an individual who embraces solid ethical values. Values that I agree with would be trust, respect, responsibility, fairness, caring and citizenship (Josephson, 2012). A reference point of basic values will offer insight to students when forming their own character. I believe that we need to test the validity of our values on a daily basis. One of the best places to test our ethical values is through volunteering and charity work. Ethical values are most prevalent when we push ourselves out of our comfort zone.
As a teacher and a mentor, we should possess a variety of life interests. I work diligently to challenge myself with a variety of new subjects. In turn, my passion for new materials assimilates my enthusiasm! I hope that my enthusiasm encourages students to be interested to learn and to explore themselves.
I also find that as you offer life experience relating to various subjects, you will utilize the natural skills of storytelling to engage your classroom. I have owned and operated a variety of businesses. I have marketed a variety of commodities ranging from apparel to zucchini. In a consumer-based economy, I hope that my life experiences will offer insight for future students to test their interests and lead them towards their own career aspirations. I believe the more insights and experiences your can offer your class, the more opportunities will present themselves to your students.
I believe that skills, attributes, and attitudes are essential to evolve our values and interests from theory to practical practice. In our society, we tend to source out our tasks requiring a variety of skills. Part of this behavior is time management. Yet, I believe that individuals grow in a multitude of outcomes when they challenge themselves. I believe the skill sets learned in a group setting are our largest challenge yet. As a pre-service teacher, I believe group skills are an essential life skill.
Teaching is a natural process for me. Mentoring students through values, interests and skills offers me the opportunity to contribute insight to our youth, while I continue to improve myself. As pre-service teachers, we must embrace the evolution of this profession; starting from a simplistic approach that we naturally comprehend, and develop our own classroom style. Why do I want to become a teacher? I can't wait to have those "teachable moments" with the students!
References:
(1) Beauchamp, Larry; McConaghy, Gerald; Parsons, Jim; Sanford, Kathy; Ford, Dawn Teaching From the Outside In; Second Edition. Canada: Nelson Education Ltd., 2012
(2) Josephson, Michael Making Ethical Decisions; Josephson Institution. 2012
On-line reference: http://josephsoninstitute.org/MED/MED-2sixpillars.html
As a teacher and a mentor, we should possess a variety of life interests. I work diligently to challenge myself with a variety of new subjects. In turn, my passion for new materials assimilates my enthusiasm! I hope that my enthusiasm encourages students to be interested to learn and to explore themselves.
I also find that as you offer life experience relating to various subjects, you will utilize the natural skills of storytelling to engage your classroom. I have owned and operated a variety of businesses. I have marketed a variety of commodities ranging from apparel to zucchini. In a consumer-based economy, I hope that my life experiences will offer insight for future students to test their interests and lead them towards their own career aspirations. I believe the more insights and experiences your can offer your class, the more opportunities will present themselves to your students.
I believe that skills, attributes, and attitudes are essential to evolve our values and interests from theory to practical practice. In our society, we tend to source out our tasks requiring a variety of skills. Part of this behavior is time management. Yet, I believe that individuals grow in a multitude of outcomes when they challenge themselves. I believe the skill sets learned in a group setting are our largest challenge yet. As a pre-service teacher, I believe group skills are an essential life skill.
Teaching is a natural process for me. Mentoring students through values, interests and skills offers me the opportunity to contribute insight to our youth, while I continue to improve myself. As pre-service teachers, we must embrace the evolution of this profession; starting from a simplistic approach that we naturally comprehend, and develop our own classroom style. Why do I want to become a teacher? I can't wait to have those "teachable moments" with the students!
References:
(1) Beauchamp, Larry; McConaghy, Gerald; Parsons, Jim; Sanford, Kathy; Ford, Dawn Teaching From the Outside In; Second Edition. Canada: Nelson Education Ltd., 2012
(2) Josephson, Michael Making Ethical Decisions; Josephson Institution. 2012
On-line reference: http://josephsoninstitute.org/MED/MED-2sixpillars.html
Education 250B - My Beliefs About Students
As a pre-service teacher, I can see how we would want to categorize students in an effort to simplify teaching. But if we simply categorized our students, we would be missing the entire point of effective teaching. To be an effective teacher, we need to know and believe in each student. There are several personal beliefs regarding students that I have considered before I chose education as a profession.
My beliefs are that all students have unique personalities, have a will to learn, have multiple intelligences, need emotional support, seek positive role models, prompt inspiring questions, need you to understand their position and would like to develop a skill set for life after the classroom. It will be my job as an educator to introduce and teach them the subject knowledge. The process of educating does not stop with an introduction of subjects. It is our ability to work with our students to teach them to attain and retain knowledge so that students can apply their knowledge of values and skills to their lives.
The following are my beliefs about students:
1. I believe each student has a unique personality. Our personalities are as unique as our fingerprints or our DNA. I have never met two people who are exactly alike. Even twins have personality differences. As a teacher, I think that it is critical to encourage students to develop their own personality like an “evolving work of art”. As a teacher, we are given the responsibility to support these unique students as they evolve. I will take this responsibility whole heartily.
2. I believe each student has a will to learn. Learning begins as a process of survival and can develop an individual to a higher level of reasoning. For every student, success looks different to them. As a teacher, we must encourage each student’s desire for success through his or her eyes. Two points we must remember when we are lesson planning:
i. Teach students how to teach themselves a subject. This can be teaching to sharpen listening skills, taking notes or improving study habits.
ii. Help students to understand the “life value” and “life application” of a subject. I have heard many students say, “how is this subject relevant?” We need to help the students make these connections for themselves.
3. I believe each student uses a multiple of learning modalities and needs to learn to use a variety of intelligences. To be an effective teacher, we need to create lessons with a variety of learning modalities embedded into our lessons. We have reviewed up to nine learning modalities in our course. I would agree that visual, auditory and kinesthetic are the most common modalities for students to use to comprehend a subject (page 61 – Outside)(1), but I believe that there are many “application options” within each of the modalities. Let us consider the common modality of vision as an example. Consider the multiple ways that we can present a lesson with visual aids. We can present a subject physically or through a variety of technology platforms. The options are endless. It is our responsibility to choose the appropriate assessments that reflect the subject outcomes and it is our responsibility to ensure our students will learn these outcomes.
4. I believe students need emotional support. It can be exhausting to watch a youth struggling with their basic emotions. I know. We have three teenagers. Yet, emotional and social development is important for all youth to develop their maturity. Students who experience emotions such as acknowledgement, reassurance and acceptance are usually quite stable. Emotions or experiences such as guilt, shame or public humiliation are difficult for students to deal with. As a teacher, we will need to be aware of students who may need emotional support. We must be cautious when inquiring, as emotions can be very personal. One skill we can teach all students to have is empathy for one another. I have always had an open door policy in my past profession. I will certainly continue this personal policy as a teacher.
5. I believe students seek positive role models. Students are great judges of character. We, as educators, have a profound influence on them. We must always be accountable for the values and beliefs we teach. Our values and beliefs need to be somewhat impartial. To explain this further, I believe that a universal value set is important to present to students. These beliefs would be: trust, respect, responsibility, fairness, caring and citizenship.(2) How a student perceives this list of values and considers it will be their own choice. As an educator, I will need to follow-up my beliefs with examples of implementation. The value of citizenship offers an opportunity for students to become engaged in their own education community. Let me illustrate this example. Our middle daughter has a passion for environmental issues. We are a recycling family. Naturally, our daughter reported that her school did not have a recycling program. As a family, we introduced a recycling program that was spearheaded through the school, a body of students and the local municipal government. The benefits of this program were intrinsic to all who were involved.
6. I believe students prompt inspiring questions. Questioning is one of my favorite ways of teaching. Questioning can be diverse. Questions can be used to create higher level thinking or control an answer. The most important consideration is teaching students how to ask effective questions themselves. On page 101 (Inside), Larry Beauchamp and Jim Parsons discuss the importance of questions. I would agree with the authors that Bloom’s Taxonomy is a great guide when formulating a variety of “low-level” and “ high-level” questions. (3) I do believe that as the teacher, our voice is only one person. (Yes, an important voice, but only one voice.) Our students are the majority. To have our students take ownership of their education, each student needs to be prompted to ask why on a daily basis.
7. Students need us to understand their position. As an educator, we will have the Alberta POS guiding us with what subjects we will need to teach and how we need to teach our students. As a new teacher, I believe that I will teach from where my students are, not where I think my students should be. (Yes, I will follow Alberta Education guidelines.) However, I do think that we need to be creative with our assessment practices for ourselves and for the students. Most of our curriculum in Alberta builds on concepts from one grade level to the next. I have worked with students who have missed basic elementary math skills; consequently, the students will be struggling with their junior high math curriculum. It is understandable then why the student does not like math by the time they reach high school. The irony with this example is that the student may pick a post-secondary education that does not require math skills. Yet, math skills are an essential employable skill that is required by every employer. (4) Does this student have the opportunity to reach his or her potential? Probably not.
8. I believe that most students would like to develop a skill set for life after the classroom. I believe that most students would like to be independent of their parents or caregivers. The process of becoming independent is not always easy for students. The primary education process can be daunting to some students, as it consumes twelve years of their life! Some students enjoy the education process. Some students can’t wait to be finished with their primary schooling. As educators, we need to identify our student’s attitudes and abilities with respect to their education. We need to guide students by encouraging them to consider all their opportunities. As educators, we must remember that their choices must be their own.
In summary, I believe that as a teacher, we will have the opportunity to be just a teacher or a profoundly effective educator. Effective education is to believe in the abilities of every student who walks through your door. I know that I have listed eight beliefs that I feel are important as a developing educator. I know that some of these beliefs will change as I gain experience. Who will change my beliefs? My students will.
References:
(1) Beauchamp, Larry; McConaghy, Gerald; Parsons, Jim; Sanford, Kathy; Ford, Dawn. (2012) Teaching From the Outside In, 2nd Edition. Toronto, Canada
(2) Josephson, Michael Making Ethical Decisions; Josephson Institution. (2012)
On-line reference: http://josephsoninstitute.org/MED/MED-2sixpillars.html
(3) Beauchamp, Larry; Parsons, Jim. (2000) Teaching From the Inside Out, 3rd Edition. Toronto, Canada
(4) Galloway, Brent. (1998) Teaching Employable Skills To Young People in Junior High and Middle School. Page 14 – Masters of Education Project on-line:
https://www.uleth.ca/dspace/bitstream/handle/10133/892/Galloway_Brent.pdf?sequence=1
My beliefs are that all students have unique personalities, have a will to learn, have multiple intelligences, need emotional support, seek positive role models, prompt inspiring questions, need you to understand their position and would like to develop a skill set for life after the classroom. It will be my job as an educator to introduce and teach them the subject knowledge. The process of educating does not stop with an introduction of subjects. It is our ability to work with our students to teach them to attain and retain knowledge so that students can apply their knowledge of values and skills to their lives.
The following are my beliefs about students:
1. I believe each student has a unique personality. Our personalities are as unique as our fingerprints or our DNA. I have never met two people who are exactly alike. Even twins have personality differences. As a teacher, I think that it is critical to encourage students to develop their own personality like an “evolving work of art”. As a teacher, we are given the responsibility to support these unique students as they evolve. I will take this responsibility whole heartily.
2. I believe each student has a will to learn. Learning begins as a process of survival and can develop an individual to a higher level of reasoning. For every student, success looks different to them. As a teacher, we must encourage each student’s desire for success through his or her eyes. Two points we must remember when we are lesson planning:
i. Teach students how to teach themselves a subject. This can be teaching to sharpen listening skills, taking notes or improving study habits.
ii. Help students to understand the “life value” and “life application” of a subject. I have heard many students say, “how is this subject relevant?” We need to help the students make these connections for themselves.
3. I believe each student uses a multiple of learning modalities and needs to learn to use a variety of intelligences. To be an effective teacher, we need to create lessons with a variety of learning modalities embedded into our lessons. We have reviewed up to nine learning modalities in our course. I would agree that visual, auditory and kinesthetic are the most common modalities for students to use to comprehend a subject (page 61 – Outside)(1), but I believe that there are many “application options” within each of the modalities. Let us consider the common modality of vision as an example. Consider the multiple ways that we can present a lesson with visual aids. We can present a subject physically or through a variety of technology platforms. The options are endless. It is our responsibility to choose the appropriate assessments that reflect the subject outcomes and it is our responsibility to ensure our students will learn these outcomes.
4. I believe students need emotional support. It can be exhausting to watch a youth struggling with their basic emotions. I know. We have three teenagers. Yet, emotional and social development is important for all youth to develop their maturity. Students who experience emotions such as acknowledgement, reassurance and acceptance are usually quite stable. Emotions or experiences such as guilt, shame or public humiliation are difficult for students to deal with. As a teacher, we will need to be aware of students who may need emotional support. We must be cautious when inquiring, as emotions can be very personal. One skill we can teach all students to have is empathy for one another. I have always had an open door policy in my past profession. I will certainly continue this personal policy as a teacher.
5. I believe students seek positive role models. Students are great judges of character. We, as educators, have a profound influence on them. We must always be accountable for the values and beliefs we teach. Our values and beliefs need to be somewhat impartial. To explain this further, I believe that a universal value set is important to present to students. These beliefs would be: trust, respect, responsibility, fairness, caring and citizenship.(2) How a student perceives this list of values and considers it will be their own choice. As an educator, I will need to follow-up my beliefs with examples of implementation. The value of citizenship offers an opportunity for students to become engaged in their own education community. Let me illustrate this example. Our middle daughter has a passion for environmental issues. We are a recycling family. Naturally, our daughter reported that her school did not have a recycling program. As a family, we introduced a recycling program that was spearheaded through the school, a body of students and the local municipal government. The benefits of this program were intrinsic to all who were involved.
6. I believe students prompt inspiring questions. Questioning is one of my favorite ways of teaching. Questioning can be diverse. Questions can be used to create higher level thinking or control an answer. The most important consideration is teaching students how to ask effective questions themselves. On page 101 (Inside), Larry Beauchamp and Jim Parsons discuss the importance of questions. I would agree with the authors that Bloom’s Taxonomy is a great guide when formulating a variety of “low-level” and “ high-level” questions. (3) I do believe that as the teacher, our voice is only one person. (Yes, an important voice, but only one voice.) Our students are the majority. To have our students take ownership of their education, each student needs to be prompted to ask why on a daily basis.
7. Students need us to understand their position. As an educator, we will have the Alberta POS guiding us with what subjects we will need to teach and how we need to teach our students. As a new teacher, I believe that I will teach from where my students are, not where I think my students should be. (Yes, I will follow Alberta Education guidelines.) However, I do think that we need to be creative with our assessment practices for ourselves and for the students. Most of our curriculum in Alberta builds on concepts from one grade level to the next. I have worked with students who have missed basic elementary math skills; consequently, the students will be struggling with their junior high math curriculum. It is understandable then why the student does not like math by the time they reach high school. The irony with this example is that the student may pick a post-secondary education that does not require math skills. Yet, math skills are an essential employable skill that is required by every employer. (4) Does this student have the opportunity to reach his or her potential? Probably not.
8. I believe that most students would like to develop a skill set for life after the classroom. I believe that most students would like to be independent of their parents or caregivers. The process of becoming independent is not always easy for students. The primary education process can be daunting to some students, as it consumes twelve years of their life! Some students enjoy the education process. Some students can’t wait to be finished with their primary schooling. As educators, we need to identify our student’s attitudes and abilities with respect to their education. We need to guide students by encouraging them to consider all their opportunities. As educators, we must remember that their choices must be their own.
In summary, I believe that as a teacher, we will have the opportunity to be just a teacher or a profoundly effective educator. Effective education is to believe in the abilities of every student who walks through your door. I know that I have listed eight beliefs that I feel are important as a developing educator. I know that some of these beliefs will change as I gain experience. Who will change my beliefs? My students will.
References:
(1) Beauchamp, Larry; McConaghy, Gerald; Parsons, Jim; Sanford, Kathy; Ford, Dawn. (2012) Teaching From the Outside In, 2nd Edition. Toronto, Canada
(2) Josephson, Michael Making Ethical Decisions; Josephson Institution. (2012)
On-line reference: http://josephsoninstitute.org/MED/MED-2sixpillars.html
(3) Beauchamp, Larry; Parsons, Jim. (2000) Teaching From the Inside Out, 3rd Edition. Toronto, Canada
(4) Galloway, Brent. (1998) Teaching Employable Skills To Young People in Junior High and Middle School. Page 14 – Masters of Education Project on-line:
https://www.uleth.ca/dspace/bitstream/handle/10133/892/Galloway_Brent.pdf?sequence=1
Education 250B - My Classroom Management Plan
I believe in the Golden Rule - “do unto others as you would have them do unto you” (Matt. 7:12).
Interestingly enough, when I coordinated a summer camp in 2017, I would ask the campers to create their own camp rules. I never had one behavior incident and we had 164 campers that summer.
Here's a summary of what I would expect from students:
1. Attendance:
Please ensure you arrive to your class before bell and depart from your class after the bell.
Your attendance is important. Attendance encourages effective use of classroom time and gives ALL students the opportunity to create an engaging learning environment with each other and with the teacher.
Attendance will be recorded. All late arrivals or days missed must be verified by a parent or a guardian. It is the student’s responsibility to ensure that attendance information is delivered to the school office within 24 hours of the missed or late class.
Regular attendance will be rewarded with the student’s choice of an extracurricular activity of their choice once a week. Inefficient use our class time will eliminate student participation in extracurricular activities. Every student is offered two reminders per week before the consequences are implemented. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
2. Prepared:
Please remember to be prepared for your class.
Please remember to bring all needed resources to each class as required.
Assignments are for the student’s benefit to encourage personal growth within a subject area. To encourage active participation and to evaluate your learning progress, I encourage students to try to completed assignments on time as requested by me. The concepts learned build on one another; therefore, it is for your own learning success that I encourage you to stay on schedule.
I will post assignment outlines and tentative due dates on your class website. If you need an extension, you must discuss this with me at least three days prior to the due date of your assignment. In the situation of an emergency, an email or a written note is required within one week of the missed class.
Uncompleted homework or assignments will be discussed with within five days after the tentative due date. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
3. Social Expectations:
Be respectful, be polite and be safe with your fellow classmates and your teacher in all environments.
To encourage the success of all individuals in the classroom we will work to maintain a positive learning environment. To teach the students to be safe in the school environment. Ex: Internet policy
The guidelines for appropriate conduct within the classroom will be discussed and reviewed with the students. I will request a personal commitment from each student within the first week of classes. Monthly, we will discuss topics around different ways that we can work together. I.e.: fair play, communication, group work, digital citizenship, self-care.
Depending on the students, I would consider behavior contacts. Each student is offered two reminders before consequences for undesirable behavior will be implemented. I have the right to remove you from the classroom. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
4. Personal Growth:
Challenge yourself to participate within the classroom.
Learning is enhanced when we can collaborate together within the classroom through a variety of mediums.
I will offer a variety of mediums to engage students to participate in their learning environment.
Student ideas will be showcased in the classroom. Students who need assistance will be given the opportunity to work with me or we will find appropriate tutoring. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
5. Community Contribution:
Challenge yourself to give back to your school community.
We encourage students to participate in at least one school activity. This could be a sport, an after-school club, a fundraising event or a volunteering opportunity within your learning community. Students should have the opportunity to discover new interests or talents.
Students who are unable to find an engaging way to be involved within their school community are encouraged to speak to their teacher or the guidance counselor for advice.
I would categorize community contribution as an important part of personal growth because I believe that it is our communities are what shape our individual personality through norms, values, common language, symbols and ethics. As we begin our educational journey, we begin to enhance our own individual personal growth. Simple tasks such as punctuality and preparedness are the foundation of efficient self-management. From there, we learn to participate within our environment, thus we develop the higher thought process to eventually give back to our community through contribution. I believe at this higher level of development, creative thinking becomes much easier for a student and the process moves from a pyramid model to a repeating circle of practice.
Five personal goals for my classroom management would be:
1. To explain a foundation of expectations, but focus on the fact that these guidelines are for the benefit of the students to prepare them for life. The learning outcomes and the relationships are the main focus in the classroom.
2. To encourage personal growth with students, I will always encourage the students to collaborate with me to improve or revise our classroom expectations. I want to encourage collaboration and student’s personal responsibility.
3. To challenge everyone by keeping one step ahead of the student expectations. This is not a control issue as it is an opportunity to keep all our expectations at a level that we symbolize the validity of best practices in the classroom.
4. To ensure that my classroom expectations are an extension of the overall school policies. Cohesion in the structure of expectations give validity to the school.
5. To prepare the students for their next steps in life.
Interestingly enough, when I coordinated a summer camp in 2017, I would ask the campers to create their own camp rules. I never had one behavior incident and we had 164 campers that summer.
Here's a summary of what I would expect from students:
1. Attendance:
Please ensure you arrive to your class before bell and depart from your class after the bell.
Your attendance is important. Attendance encourages effective use of classroom time and gives ALL students the opportunity to create an engaging learning environment with each other and with the teacher.
Attendance will be recorded. All late arrivals or days missed must be verified by a parent or a guardian. It is the student’s responsibility to ensure that attendance information is delivered to the school office within 24 hours of the missed or late class.
Regular attendance will be rewarded with the student’s choice of an extracurricular activity of their choice once a week. Inefficient use our class time will eliminate student participation in extracurricular activities. Every student is offered two reminders per week before the consequences are implemented. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
2. Prepared:
Please remember to be prepared for your class.
Please remember to bring all needed resources to each class as required.
Assignments are for the student’s benefit to encourage personal growth within a subject area. To encourage active participation and to evaluate your learning progress, I encourage students to try to completed assignments on time as requested by me. The concepts learned build on one another; therefore, it is for your own learning success that I encourage you to stay on schedule.
I will post assignment outlines and tentative due dates on your class website. If you need an extension, you must discuss this with me at least three days prior to the due date of your assignment. In the situation of an emergency, an email or a written note is required within one week of the missed class.
Uncompleted homework or assignments will be discussed with within five days after the tentative due date. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
3. Social Expectations:
Be respectful, be polite and be safe with your fellow classmates and your teacher in all environments.
To encourage the success of all individuals in the classroom we will work to maintain a positive learning environment. To teach the students to be safe in the school environment. Ex: Internet policy
The guidelines for appropriate conduct within the classroom will be discussed and reviewed with the students. I will request a personal commitment from each student within the first week of classes. Monthly, we will discuss topics around different ways that we can work together. I.e.: fair play, communication, group work, digital citizenship, self-care.
Depending on the students, I would consider behavior contacts. Each student is offered two reminders before consequences for undesirable behavior will be implemented. I have the right to remove you from the classroom. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
4. Personal Growth:
Challenge yourself to participate within the classroom.
Learning is enhanced when we can collaborate together within the classroom through a variety of mediums.
I will offer a variety of mediums to engage students to participate in their learning environment.
Student ideas will be showcased in the classroom. Students who need assistance will be given the opportunity to work with me or we will find appropriate tutoring. For the students who are unwilling to participate, there will be sequential action as outlined in the school policy.
5. Community Contribution:
Challenge yourself to give back to your school community.
We encourage students to participate in at least one school activity. This could be a sport, an after-school club, a fundraising event or a volunteering opportunity within your learning community. Students should have the opportunity to discover new interests or talents.
Students who are unable to find an engaging way to be involved within their school community are encouraged to speak to their teacher or the guidance counselor for advice.
I would categorize community contribution as an important part of personal growth because I believe that it is our communities are what shape our individual personality through norms, values, common language, symbols and ethics. As we begin our educational journey, we begin to enhance our own individual personal growth. Simple tasks such as punctuality and preparedness are the foundation of efficient self-management. From there, we learn to participate within our environment, thus we develop the higher thought process to eventually give back to our community through contribution. I believe at this higher level of development, creative thinking becomes much easier for a student and the process moves from a pyramid model to a repeating circle of practice.
Five personal goals for my classroom management would be:
1. To explain a foundation of expectations, but focus on the fact that these guidelines are for the benefit of the students to prepare them for life. The learning outcomes and the relationships are the main focus in the classroom.
2. To encourage personal growth with students, I will always encourage the students to collaborate with me to improve or revise our classroom expectations. I want to encourage collaboration and student’s personal responsibility.
3. To challenge everyone by keeping one step ahead of the student expectations. This is not a control issue as it is an opportunity to keep all our expectations at a level that we symbolize the validity of best practices in the classroom.
4. To ensure that my classroom expectations are an extension of the overall school policies. Cohesion in the structure of expectations give validity to the school.
5. To prepare the students for their next steps in life.
Education 250B - Lesson Plan For Grade 5 - Science
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Education 250B - Team Presentation - Technology In The classroom
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Education 250B - Team Presentation - Self Assessment Assignment
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