Some student profiles created by faculty members contain information that could be called into question because of biases and stereotyping. Conclusion This report provides a descriptive framework of the Kelsey Elementary School. At first glance, the systems, faculty, and personal that are in place seem to function well. Further observation reveals that although there are good communication methods in place, there is room for improvement. There are several factors that lead to a breakdown in communications but there are many tools and exercises that can aide in the improvement of communication between staff members, teachers and students, administrators and faculty, and all others associated with Kelsey
Reflection on “Outside Perspectives: Professional Appreciation and Celebration” The class on 12-16-09 revolved around the text, Teaching and Leading From the Inside Out A Model for Reflection, Exploration, and Action, Chapter 7, “Outside Perspectives: Professional Appreciation and Celebration” and the “Afterword: Integrating Our Personal and Professional Selves.” I found the comment on page 106 interesting, “…schools are in deep trouble” in regards to the perspective of many people about the status of schools. This sparked the following thoughts for me. I have experienced similar responses when people discover I am a teacher: “Oh, boy! You have your work cut out for you.” Or, “Wow, teaching kids today is rough—better you than me.” For me, the comments I receive can range from this end of the spectrum to the other end; the stigma that old-time teachers created of the mentality where some people still think teachers are overpaid and under worked and have an easy job with plenty of time off. For the school I work at, Bristol County Agricultural High School, we do suffer from negative stigmas the public perceives of us.
A university of Pittsburg article on this subject tells the informative speaker that “Your job in an informative speech is to be a teacher. Most of us, in our learning experiences, have encountered both effective and ineffective teachers. One of the things that often separates the effective teachers from the ineffective teachers is their ability to show the audience the relevance of the information to their lives” (U.Pitt). Also in the same article it describes the persuasive speaker “In a persuasive speech your purpose will be to persuade. You are an advocate, you take a position and defend it.
While differentiation is acknowledged to be a compelling and effectual means of restructuring the traditional classroom to include students of diverse abilities, interests and learning profiles, the philosophy is lacking in realistic validation. Currently, a great deal has been promoted with regard to theory, with a decided gap in the literature regarding the use and effectiveness of the differentiated model in practice. There’s no silver bullet to differentiation because it all depends upon the individual teacher. While reports speak of promising outcomes, still to be decided however, is whether teachers have restructured their teaching, being aware of the wealth of information presented on differentiation. Studies have investigated
After viewing my performance I was able to constructively criticise my teaching methods and noted the following: * During my routine I leant my upper body forward as I thought it allowed me to get closer to the participants; however after viewing, I quickly realised it made me look constipated and certainly was not good for my posture. I plan to improve this by NOT leaning forward and maintaining great form throughout the class. I will also use more verbal and non-verbal cues and loads of positive energy to connect and feel closer to the participants. * I tended to use the same words over and over which got really boring really quickly. To improve this, I will broaden my aerobic instructing vocabulary, and make sure my word choices are relatable to both the exercise and participants.
Many authors (Kolb, 1984; Evans, 1991; Ferraro, 2000) have provided their varying opinions about the meaning of the term. According to Ferraro (2000) this process is most successful when comparing personal experiences to theory or practice by successful practitioners. Reflective practice is widely acknowledged as an essential component in the professional development of student teachers (Bartlett and Leask, 2005). However, discussions and debates highlight arguments between claims made about the benefits of reflective practice in the professional development of student teachers and the lack of systematic research to substantiate those claims, given the absence of an agreed definition of reflection, Rodgers (2002: 842) cautions: “It is unclear how systematic reflection is different from other types of thought; it is difficult to assess a skill that is vaguely defined; without a clear picture of what reflection looks like, it has lost its ability to be seen and therefore has begun to lose its value”. Due to the confusion regarding the definition of the process I feel it is appropriate and necessary for the structure of this assignment for me to give my personal
Conflict, because it was handled positively, was crucial to the group’s progress. Source: Andrea A. Lunsford (Bedford/St. Martin’s, 2004) 2 Leadership Roles Leadership Roles in a Small-Group Project While classroom lectures provide students with volumes of information, many experiences can be understood only by living them. So it is with the workings of a small, task-focused group. What observations can I make after working with a my peers on a class project?
The book is pretty much a modified version of the principal that he has made to fit the lives of the readers. It turns the average, hard working person into what is known as the “new rich”. I believe the book was helpful in the sense that I learned how to prioritize my goals and objectives. It helps with school just as much as with a career. The principle has helped me to decide what to accomplish in the order of value to my grade.
Taking two examples of learning from your own life experience – one you would call a ‘good’ learning experience, one you would call a ‘bad’ learning experience – describe them and then explain the differences in the experiences with reference to theories about learning. Can you draw any conclusions from your reflection and reading about the nature of effective learning experiences? As a student, the vast majority of my life has been devoted to learning. There have been many learning techniques present in my life, some effective; some unfortunately have failed to be. Succeeding in these learning experiences has come down to my individual devotion, motivation and desire to succeed, with the assist of learning aids, from teachers to peers and sometimes the environment.
It is a strong responsibility for the teacher to assess the learner at improving this skill while learning, as it is natural that mistakes lead us to develop our language ability gradually; That is why, We as teachers should be very careful when correcting, as it could be very dispiriting to get a piece of written work back covered with marks everywhere which can create a visual impact that discourages anyone. In the following pages you will find a piece of work of two students of different levels and the way I made the necessary corrections and recommendations to learners. II. Basic Learner a) Task Profile During the last couple of weeks, we have been practicing the correct identification / capitalization of nouns –Common and Proper- along with prepositions with the objective of using them to describe things correctly while writing. The task I asked the learners was to write a simple composition describing themselves by writing simple things like their age, their likes and dislikes as well as their personal interests; This sample was chosen from that activity done during the class.