The classroom that I did my lessons in was a third grade classroom at Diamond Lake elementary School. The children in the class were eight and nine years old and the teacher was named Miss R. The classroom was set up with many individual desks that were grouped in groups of 5. Four of the desks faced each other and the last desk on the end faced the front. This week, I had a great opportunity to re-interview my host teacher about how she thinks I did this semester. I am really glad that I got the opportunity to interview my host teacher this week. Since school has been over for a while now, it was very hard to set up a time to meet with my teacher. In regards to what activities are available to address instructional design, my host teacher …show more content…
The specials teachers such as the gym teacher and the art teacher and so on do a fun fitness program with the children where they can play on the playground until 8:30. All the third grade teachers meet in the conference room and discuss their instruction and get feedback from their fellow 3rd grade teachers. When mentioning what activities are available to address common standards and their impact on instruction, my host teacher mentioned that "Through collaboration, by grade level and school-wide, we have modified our assessments, lessons, and instruction to target common core."( H.R personal communication, June 15,2017 ) My host teacher mentioned that all of her instruction comes from common. She and the rest of the third grade teachers work together to find the best way to implement the Common Core standards into their classroom practices. In regards to what activities are available to address assessment of student learning my teacher mentioned both diagnostic assessments and summative assessments by stating that " Diagnostic …show more content…
My host teacher mentioned in her school that, "The school provides PD opportunities within the school. I have also attended a conference at a local community college. I have met with other teachers in neighboring schools to talk about, improve teaching and best practices."( H.R personal communication, June 15,2017) my host teacher will be taking advantage of attending national Conference next year. She mentioned to me that the cooperating site host improving instruction, building assessments and classroom management. She mentioned to me that I should think about the professional development activities such as grouping strategies, classroom management and the use of Technology. She mentions that I can find more strategies by going to "The NAEYC (National Association for the Education of Young Children) have links to professional development opportunities. Also, by talking to other teachers, you can ask what they have taken before and try to follow their lead."( H.R personal communication, June
Although it can be difficult for teachers to make time to do something new in the classroom, it is never impossible to try. Students need teachers that care enough to teach to the best of their ability, not just teach the standards and get by. In the chapter “How Engaged and Alive We Can All Be!” Jeffrey D. Wilhelm states that, “with some simple reframing (of curriculum into inquiry, of teaching for engaged transaction instead of information transmission), we can meet our students’ basic human needs for motivation, accomplishment, community, and much more” (Wilhelm 14-15). This idea can not be stressed enough.
Common Core is the federal government’s largest attempt to establish nationwide educational standards for all students in all grade levels in the subjects of reading and math. Proponents of Common Core argue that the standards ensure that students are ready for college or career success upon high school graduation. The standards can also serve as a diagnostic tool to gauge the academic standing of individual students, schools and districts. Resources can be better allocated towards individuals and schools that may be underperforming. Progress can be measured by assessing the extent to which individuals and schools meet the standards.
Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.
The challenge for schools across the state and nation is how to instruct students to reach the skill levels demanded in the Common Core State Standards. The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (CCSI). The design of the standards is to emphasize the rigorous content and practices required for in-depth of knowledge, higher order thinking, and application at each grade level. Even with the existing controversy, the standards in Common Core include what students should know in English and math for success in college and career. The Common Core State Standards address the achievement gap by ensuring students leave school with the ability to apply and articulate conceptual understanding that reinforces content skills.
Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.
Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the
The Common Core State Standards (CCSS) has become a household term and yet many educators do not understand what it means” (Karge & Moore, 2015, p. 1). Teaching in the United States for the last three years, under a different education system and classroom practices, I am still trying to thoroughly understand, what actually is the CCSS. Until today, teachers, parents, students and other educational entities across the Unites States (US) are still struggling to understand what really is the purpose of the CCSS, its relevance to teachers, parents, students and stakeholders and what sort of adjustments must be made in terms of training and instruction in order to achieve these standards. Further, even educators and the general public are still trying to understand how these new standards benefit both general and special education learners given the gap in their learning styles and levels. I believe, that knowledge of the CCSS and ways in which teachers are trained to implement them are crucial if our children are going to be college ready as the CCSS emphasize and
One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.
My experience with co-teaching has been beneficial for my class especially for the ELLs and the monolingual students. When my mentor is teaching, my lowest students sit in a different table with me. Differentiation has helped them because they get additional help, clarification of any misconceptions, restating of key vocabulary or key points and also they get to use manipulatives that might help them understand a concept better. This differentiation has helped as they are testing higher in math and two ELL students are now reading at grade level. Co-teaching allows both teachers to work together and it allows for many instructional strategies.
Facts”), teachers will be able to finally get out those fun, creative activities that have been gathering dust simply because of the time constraints set by the curriculum. The fact that the Common Core Standards are just that—standards—allows teachers the freedom to teach however they see fit. All fine and dandy, however, even though the standards present themselves as the solution to over-worked classrooms, they only add to the problem. The students will inevitably feel like the school system does not appreciate their type of intelligence and instead graded them on how well they fit a mold (Katula, “ Baltimore Rapper Tells Teachers He’s…).
While in the first grade classroom, I was able to form a great relationship with my mentor teacher that allowed me to be very hands on with the students throughout the semester. Among many things, I learned how to run an educational circle and calendar time, worked with small groups of students to improve reading, provided practice spelling tests to students, assisted students in developing their writing abilities, and implemented the class’s behavior management plan. While I worked with the fifth grade
For example, there’s a teacher that learns best by viewing best practices in action, another prefers a more hybrid approach that is face to face meetings and online using google docs to offer feedback on lesson planning. Others prefer more of a facilitated group session. 3c. Sharing expertise and resources During my coaching sessions, I share my expertise in instruction and curriculum.
Within this teaching staff, there are teachers who specialist in areas as science, ICT, PE and LOTE.
The video examined how PLCs helped to ensure teachers work collaboratively. It was discussed in the video that, by coming together as educators student learning is improved because you are reviewing each other’s practices, reflecting, and result oriented. It was also noted that PLCs can be school wide but have the ability to focus on an individual student. According to one school from the video, their district began using staff development teachers. These are teachers used to lead PLC meetings, review data and assist teachers with their needs.
In addition, three further questions were posed as underpinning to the principal research question and are as follows: 1. How are the school based Professional Development programs conducted and its current status? 2. What are the challenges faced by the school leaders in conducting teacher Professional Development programs?