What is the difference between a mentoring program and an induction program? While both share the goal of aiding new teachers in the pursuit of success, they greatly differ as well. A mentoring program pairs new teachers with one or more experienced teachers. These mentors are there to observe new teachers and offer solutions to any problems they may be having (Northwest Regional Educational Laboratory, 2001). Mentors speak confidentially to new teachers about how to deal with behavioral problems and often give advice on better teaching strategies.
Aman Sangha! 3121185111 EDUF 3031: Professional Statement ! The unit of study ‘Positive Approaches to Special Education’ has given me the opportunity to reflect on my practices as a pre-service teacher and how well they incorporate an inclusive approach to education. Although I have not come across children with additional needs in my practicums, inclusion has been an hidden agenda within my goals and practices. Inclusion and inclusive education are quite broad in definition, however with the support of this unit my professional understanding of inclusion has been formed by research and practices such as all student engagement, asking the question how?
The three events that impacted the profession of counseling were the introduction of guidance principles in the school curriculum, the certification of school counselors, and the awareness of pluralism. Jesse B. Davis impacted the counseling profession by presenting a group of principles that would assist students to locate and achieve their vocational goals. Initially, Davis would encourage his students to further their education. If a student could not attend junior college, he would encourage students to sign up for a trade. Once helping the students develop a vocational plan, he would follow up with the students ensuring the proper fit for the student.
Running Head: Theories NBT Task 1: Classroom Management Theories Rob Tippett Western Governors University NBT1: Classroom Management, Engagement, & Motivation Mentor Robert Bott Abstract For this task I will be creating a personal philosophy of classroom management related to my area of licensure in Special Education. This work will explain how elements of classroom management theories influence my personal philosophy in; self-management, self-efficacy, student motivation, and student engagement. I will also be looking at strategies for managing routine misbehaviors into my classroom management philosophy. My philosophy on classroom management focuses on creating a calm, safe environment for each student. I will create this environment through an engaging curriculum, personable interaction, topic orientated discussions, and group work.
Sherri Millikan August 25, 2011 EDU 215 Education Foundations and Framework Instructor Donna Graham My Personal Educational Philosophy Every educator should consider the values and principles when it comes to ones personal philosophy. The educator personal philosophy should reflect the overall development of the students along with the educator theories and philosophies. Guiding the students towards a successful life has become a crucial element. Teaching instruction and adaptation of the school curriculum has determined several educational philosophies such as progressivism, behaviorism, idealism, perennialism, experimentalism, realism, essentialism, and existentialism. An educator who caters to the students through
Running head: MY PERSONAL CLASSROOM MANAGEMENT My Personal Classroom Management Grand Canyon University EDU430N: Classroom Management Professor Allison Atkins June 20, 2010 My Personal Classroom Management Plan In order to establish an optimal system of discipline, teachers need an encompassing viewpoint that includes the purpose of discipline as well as the elements that comprise discipline and how those elements work to improve behavior while still maintaining motivation and dignity (Charles, 2008). There are various approaches to discipline that are effective in the classroom. Almost any disciplinary approach can be organized to focus on helpfulness and positive relations with students (Charles, 2008). Therefore, when teachers
I do believe that for a student to have the most effective experience, a teacher or counselor would work out best in administering the assessment. I think this because education professionals know how to work with students, they can provide added detail and answer questions, and can be a vital part in the process of career decision making. The Harrington-O’Shea CDM has 2 level booklets. Level 1 was created for middle
Assessment for Learning The term “formative evaluation” was first used by Michael Scriven (1967) in connection with curriculum and teaching, but it was Bloom, Hastings, and Madaus (1971) who gave the term its generally accepted current meaning. They defined summative evaluation tests as those tests given at the end of episodes of teaching (units, courses, etc.) for the purpose of grading or certifying students, or for evaluating the effectiveness of a curriculum, in contrast with “another type of evaluation which all who are involved - student, teacher, curriculum maker - would welcome because they find it so useful in helping them improve what they wish to do” (p. 117). They labeled this formative evaluation. The language Bloom et al.
This can be very daunting, for very few have actually taken steps to ensure that they will become successful during their trials and tribulations of student life. So how could a student take a personal outlook on college success and make it so that they take responsibility for it? There are many steps that could be taken, but through personal involvement with school, this writer feels as though that there are three key elements to student success. If a student were to take a personal responsibility to prepare, evaluate, and plan their college requirements, they can guarantee his or her success while pursuing their education. Preparing for success in school might seem like an easy enough task, but when the responsibility finally falls on the student, he or she is often caught off guard.
Assessment Item One – ‘What is an Effective Teacher?” Personal Beliefs - Abstract There is no definitive answer, rather levels of effectiveness. The accumulation of considerable experience teaching in both private industry and as a High School teacher has resulted in me anchoring my teaching practices on what I consider to be pedagogical lynchpins: passion, subject knowledge, exemplar teaching, equity, structure, high expectations of all students and student motivation. Additionally, I feel that teacher development is a critical factor for progressive, effective teaching to eventuate. Passion for teaching is paramount, because if I am not interested, then why should they (be)? If I have to sell a ‘product’, then it is one in which I must have my heart.