As for my professional experience on the knowledge on critical thinking these strategies will help support the thinking process that I can give and help deliver the information to my students in the proper form. This will also help my students with the lectures that I teach in class, to understand the theory, help social skills, and as well as work ethics. These are so important not for students but for everyone. I can remember when a teacher of mine explained how much one can learn from so many, this is so
The instructor would “hover” or “sit in” on our work, and offer guidance when we asked towards a predetermined goal. Knowing this, I have to be careful as a peer mentor not to intrude on the autonomy of students in my host class. In the future, I will try to integrate the “ingredients” of successful collaborative into mentoring. That is, I will only exercise my authority if my student has granted me the right, that I understand the right that has been given to me, that I am helping the student out of good will, and that there is a form of trust between myself and the student. Furthermore, following both Bruffee’s and Dewey’s beliefs, I have gained further appreciation for the group work I had done in the past.
The reflective statements may draw on previous experiences or future plans to use the information. This assignment has helped me see what my role with observations will be like as an educational leader. I am already the school’s peer evaluator, so I have had experience observing and seeing other teacher work in their classrooms. After her walkthrough, I have seen not all walkthroughs and observations may show teachers proficient or accomplished in the evaluation standard areas, but this opens the door for leadership. When they
I have always liked to know why things happen, and then, I love explain those things to someone, teach him. When I was younger, I used to pretend to be the teacher while playing with my little sister; I liked giving her homework, ask her questions, tests, teach her different stuffs. Since I was little I have felt attracted to educate, transmit my knowledge to others, but first it is necessary learn, and then teach. My school really helped with that, with its educational model Gourdieff, I developed love for learning new things, from different areas, I gained motivation for knowledge. When I graduated from school, I was awarded as the “Etievan spirit”, prize that reflect my personality; respectful, honest and also confirms my love for learn.
Following evaluation of my personal teaching techniques, coupled with structured colleague classroom critical observations, I was in a position to identify instructional and questioning practices in my initial teaching methodology, which had acted contrary to my stated curricular stance. As a direct response, when I critically addressed these practices, I was in a position to adjust and fine-tune some of my teaching techniques, and this led to an approach more closely aligned to a Constructivist and Process framed curricular rationale, and therefore led to an improvement in the effectiveness of student learning in my classes. While this paper has explored this journey of discovery, I am fully cognisant that there are many other areas where my teaching can improve in order to fully achieve the benefits of teaching in a Process framed Constructivist style. It is my firm intention to continually develop my pedagogical knowledge, especially as it relates and conforms to my preferred curricular stance, so as to further enhance my skills and technique
One example of this in my personal life was when I had to do a training at work. I had to present some research I did on teaching to a bunch of other teachers. Before I did it, I was trying to talk positively to myself. I was trying to tell myself that I could do it. This is an example of positive self-talk.
A mentor would hold me accountable during high stress situations and relate their own professional experiences. Currently, I mentor two teachers on my campus and it is has been a wonderful experience. We meet regularly to discuss everyday situations from challenging students, parent conferences, to the daily culture of the school. I could transfer this situation to one where I would be leaning on an experienced leader to impart their wisdom on to me. Overall, if a mentor were available it would provide a safe place to vent concerns and frustrations and provide an accountability partner to discuss the decision making process one goes through as they learn the ropes of leadership.
It enabled me to interact with variety of students, communicate with their parents, and negotiate with faculty members and administration of hospital. It also enabled me to learn how to maintain students’ records, preparing tests and question papers, conducting exams, viva voce and in the preparation of results. I was also given a chance to work as clinical instructor which was a completely different experience from classroom teaching. As an educator I acknowledged that learners encompass diverse array of learning styles such as visual, auditory, readers and kinaesthetic. Some learn better in a small group and some learn by problem solving.
Secondly, it tells me a lot of truth in life. If one day I become a teacher, I will tell my students these ideas. In my opinion, although some are out of date, it is still a fortunate in my life. As for English learning techniques, the most important thing is interest. This course not only allow us to accumulate all the knowledge related to English during reading but also help us develop a good habit of reading.
When I think back to my placement and reflect on what I wanted to achieve the most, it was to connect with my students and build a relationship. The relationships I had with my teachers from school have clearly had a direct effect on me. Students can tell exactly how you are feeling by the way you act in class and it can be hard to hide these emotions. When I teach material that
The presentations provided me a great learning experience for me to teach and share what I know in a classroom setting while getting feedback. I felt more at ease with my second workshop in regards to the transition process/pathway to graduate school, as I was sharing my personal experience mixed with that of the facts and figures that I had research to give students a clear understanding of the process. With my future goals of becoming an advisor at a Community College for a first year experience (FYE) program, I am glad to put on my resume that I have started to gain experience teaching, as teaching a college prep course are the duties of advisors in FYE
IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student
The teacher will further guide them on their individual work. I will conference with the learners and provide a teaching point to make their writing better. Learners will demonstrate their learning by sharing their writing, independent work and conferences, as well as reflective questions. The formative assessment is able to meet each students needs based on the
In my project, I put myself in the students shoes and made a lesson plan that I would have wanted presented to me. Therefore, I made the role playing interesting and decided to bring an item into class to pass around within the students and started explaining my topic to the class. As that was in process, I had also made a detailed poster and provided some visuals with drawings and diagrams and added just the right amount of wording. This technique has helped me in remembering certain key points from lectures. Throughout my
A course such as this one is a source of collegiality; an atmosphere where students are able to collaborate, share ideas, and further one another’s understanding. This class not only encourages frequent discussion, but implements into the daily routine, allowing students to speak, listen, and learn. The Human Event promotes discussion, providing students with the opportunity to cultivate their own ideas into words and communicate these original interpretations clearly and effectively. This opportunity doesn’t just benefit the speaker, but also the listeners. When new ideas are shared, the group as a whole can advance their understanding.