My Experience In Teaching English

On page 20, Shea (2000) suggests that teachers start by “practicing” the running record experience, mainly focusing on the fluency and comprehension behaviours of the student. I plan to practice as much as possible to help myself, and my future

Chapter Five-The Quiet Man (76-89) As I was reading this I was thinking that it was written just for me. In the past I was the kind of person that had something to say about everything. I am working on this and reading this chapter made the point even clearer to me. Teacher or anybody for that matter need to listen more and talk less. When we as teachers start getting frustrated we should stop and think about the frustrations the students are going through and make those teachable moments.

Competence in English I pursued all my school education in in my own language before entering United States. However, my family and myself prepared me well to pursue higher education in English since my middle school. After my immigration to United States, I had only one year (placed as a senior) to fulfill 3 years of English language requirement and 3 years of History requirement to graduate high school on time. I accept the challenge and work harder to finish the requirements.

Being a teacher is a journey that has much to do with learning about yourself and being aware that what happens in your classroom reflects only on how are you with yourself. Teachers are not conscious that they project into students, and that affects how things go in the classroom. I believe the first characteristic of a good teacher is that he/ she is always willing to analyze his/her teaching performance. Second the teacher is humble enough to receive input about the development and application of techniques, learning from it and improving.

Typically each morning I introduce myself to my new group of children, and I remind them that their teacher has given me all of the plans for us to have a successful day. I let them know that I might do things a little different than their classroom teacher, so everyone will need to practice flexibility. However, I have discovered that although I do mention that I have high expectations for my students, I often neglect to clearly communicate what those expectations are. So, my first step toward better classroom management is to be specific when communicating my expectations. Examples may include the following: “I will call on students who raise their hands.”

From my observations, I found that most teachers knew their classes well, especially how they learnt, and ensured that the materials provided was tailored to suit learners. I did not get the opportunity to teach about the cell during SE1 placement. However through research, observations and carrying out a focus group, I have come to understand the importance of becoming a more reflective practitioner. Looking at “big ideas” within the national curriculum, I now understand how learners begin topics with preconceptions from primary school experiences. Research supports that learners bring certain beliefs and ideas that are greatly founded in the way the think to science lessons (Driver et al. 1994).

I was scared I would have the wrong answer, but it will get better. I felt many things when starting this class, I was nervous about meeting my classmates. I knew that this would be a class that I would want to find people to study with, but was unsure of how to talk to others. It was a little bit easier than expected the first day because

Teachers usually ask for students’ opinions on not only the learning experience but also on the environment they’re in. For example, things like classroom decorations, lesson plans, field trips, etc. Even though student evaluations might sound appetizing for these kind of questions, once again they’re not. As a matter of fact, further on in Rojstaczer’s book he states that it causes “constructive criticism”. As we know, constructive criticism has a positive denotation when it comes to the subject but the main reason why student evaluations should be used is not for other things not related to the learning experience, but for a teacher’s performance so that it improves the learning

When I chose Peer Tutoring as one of my courses for Grade 11, I knew exactly why I did. It wasn't just to help out my fellow schoolmates, but rather to observe and experience the classroom from a different perspective. I've always wondered how it was to not be in the shoes of a student going through the course; this way I could see what the teacher was thinking and how he/she taught in the manner that they did. While helping out the students in Mr.Bottiglieri's grade eight humanities class I got a chance to grow and develop, by learning new skills and applying them on a daily basis, particularly to assist Sunny (a talented young boy who has high functioning autism). Some of the various skills I have developed include adaptable communication,

I want to achieve this goal primary because I’ve realized that I wasted my time during high school and never really gave great effort in my classes. This goal is important to me because I want to prove myself that I can achieve A’s and I want to make a family proud since I’m the first in my family to attend a university. I plan to be very organized in my classwork, finishing assignments early or giving early rough drafts for a critique on my work. I will also attend every and any tutorial session available to me.

Believing in the need to have the whole essay in your brain before you put it down on paper was a difficult thing I had to grow out of my 8th grade year. I had always felt the need to know exactly what each paragraphs would contain, and wanted the whole thing to be perfect on the first try rather than letting the writing and thoughts develop throughout my sentences. I had felt that the teachers expected their students to know exactly what they were going to write and express before putting it down on the paper.

Before the class started Megan sat down with me and explained the new recent change in the students being mainstreamed, as well as the basics of what it is like to be an interpreter at this specific middle school. The students at this school have never been mainstreamed before, so much so that some of the students actually believed that their interpreter was their teacher. When I asked Megan what law/act caused this change and she informed me that she was not sure, however she knows that it was along the lines of “The inclusion model from the department of education.” When it comes to ethical decisions, this school’s situation is in a very grey area. I was told that all of the students at this school are very dependent

it was because of this fire i had to be better that I reached out to teachers and mentors I felt I had in my corner wanting my success. The teacher that I had sought out most often was Ms. Scattergood, an English teacher whom I had never actually had, except for during the two-week transition program Sidwell offered to all new ninth graders. Ms. Scattergood helped me with my subpar organization skills and  my lack of self-advocation in order to be able to get assignments turned in by their deadlines and schedule time to meet with teachers. After trying to change my study habits and staying more attentive in class, i learned which tendencies i needed to learn to get ahead and which ones i needed to leave behind. It 's these tendencies which i believe will let me enter college with the upper hand relative to my peers, because while others may have been successful in their schools, they may not have had to garner the skills to achieve said success at a higher level with less support, as i had to.

Interestingly, he was hired for the position of assistant principal in charge of special education not because of his sped teaching experience but because of the experience provided him by his two years performing manual labor. When he hires, Mr. Ludlow assumes the college or university has prepared the candidate to teach the content, whether special education or general education. So Mr. Ludlow looks beyond a candidate’s content-area knowledge base, seeking that varied experience and those people skills that allow teachers to build relationships with

However, it was the complete opposite. I would meet my member and talk to her about her expectations of the class and casually go over the materials that was due. Then, when I met the other tutors during LA 111, I would share how I was feeling and even listen to others about how they feel throughout the program. It was definitely a new experience for me.