Cynthia Moore: How do you see your career growing or changing? Jenny Graves: I feel my career growing all the time as the days go by, because I gain more experience and more insight on being an educator. I am always learning new things from my students that help me to better my way of helping them. Cynthia Moore: What do you think teachers today lack the most? Jenny Graves: During my years of teaching I have notice that most of the time they lack passion for what they do which causes them not to put all their effort forward.
I am a natural leader of people. When in doubt, I will not hesitate to get advice because failure is not an option to me. Some of the challenges that I will be faced with will be how to juggle a full time job, family and schooling. The reason for going back to school is not only to further my education for future work but also to be more proficient in assisting my children with their schoolwork. Technology has progressed to a point where I feel that I need do something to help me keep pace with the changing world.
I’m a well-eddicated lady and I’m trying to revolutionise this school with my teaching, but it isn’t going to be possible if I can’t get control of a class of six year olds. I know, sir, don’t give up; I suppose the kids mean well. Though their pity makes me angry, I appreciate their comforting gestures. I guess that I will just press on. That’s all we can do in this day and
As educators all over the country we are faced with having to embrace and implement technology into our schools and for teachers their lessons. We have students who are very skilled with technology and in order to keep they engage and involved in the lessons we have to incorporate technology into our lessons and move away from the lecture style of teaching and create more interactive lessons that will keep students motivated in the classrooms. Special needs students require more funding and services to provide them with the tools and materials that they need to be successful in school. The special education has really changed over the years because we now have districts moving from the out of district placements and now have more of the special education students in inclusion classrooms and of course we still have the resource rooms and the self contained classrooms. Many districts because of costs are not seeking out of district placements but instead are creating programs within the various school districts that mirror the out of district programs.
This commitment models the expectations for the staff and proves that I, as a principal, must strive to create a school culture that has a positive influence on life and learning in my school. The entire thought of developing successful learning communities in my school is a great challenge. I realize that I have much to learn and everything will not happen as quickly as needed. Change is never an easy process, but as I strive to build on the positive and eradiate the negative my focus will be to have a highly effective school with highly effective teachers. I found great value in
Giving students an opportunity to create every day will keep them engaged in learning, keep frustration at bay, and lead to happier, more fulfilled children. Also, art and music stress cooperation much more than math an reading do. Students can learn to work together, plan together, and create together in these classes, whereas in a math or reading class they may be competing, or simply not interacting at
As a teacher you groom and mold your students always teaching them new criteria they need to know for their future. That is why as an educator I want to continue my own enlightenment by obtaining a Master’s degree. By becoming a principal it enables me to become a lifelong learner by observing great teachers, support disenfranchised students by being the constant figure at the school as kids move from class to class or from district to district but most of all I would get the opportunity to watch the students grow over their entire school grade career, not only physically but mentally and
Sanford and Evertson (1981) have similarly argued that classroom management is a major difficulty for “teachers and administrators in junior high schools” (p. 34). Offering a more positive learning environment in the classroom is not simple and research studies do not fail to reveal that the fundamental component in succeeding in managing it is in the teacher's capacities to oversee and direct the class.
Before the advent of the interactionist perspective the concept of social interactions within the classrooms was non-existent, in fact the teachers would get to class, teach and leave the premises. Currently, more emphasis has been put on the importance of socialism within the classroom. Perhaps more importantly, interactionist theorist suggest that through the teacher involving the students during a class session, the students are thus able to lean towards more learning and proper intellectual development. According to Exley (2010), personal training through teacher-student collaboration greatly determines the students’ readiness for employability chances in their future. Moreover, such interactions are greatly encouraged by the number of students in a particular classroom, and in deed the lower the number the higher the chances that all students will partake in class interactions.
2. The strength of these philosophies lies in the fact they are all student centered approaches to teaching and learning. I most appreciate the prescriptive nature of the philosophies meaning that they all are attempting to increase learning and decrease behavior issues by establishing roles, routines, and norms of a classroom. I think if I can actively utilize the approaches above, I can create the type of environment that is helpful to both students and still be a place I want to work in. I do not expect that I can do it all the first year, but maybe over time I can bring in more research based applications of classroom management.