During my second week at the SBE placement I was asked to conduct a class. I had less than ten minutes for preparation before the class started. I quickly went through the content to be covered and tried to write a lesson plan. I was struggling to devise a proper lesson plan as at that instant, I could not envision the teaching scenario which was to happen shortly. I was still pondering upon which teaching strategy would be more suitable when covering the different parts of the lesson when the bell rang indicating that I had to start the class.
As a student from the Introduction to Counseling and Guidance class, I must say I find Mr. Eryilmaz and Mr. Tansu’s views compelling, intelligent, and perhaps most importantly well worth heeding. The four stage supervision model for Counselor Trainees is a supervision model that helps counselor trainees enhances counseling competencies. The model was developed based on both Egan’s (1975) skilled helper model and the principles and techniques of counseling (Carkhuff, 2000; Cormier & Hackney, 2008; Egan, 1975. Ivey et al., 2010.) Counseling
Shadowing Reflection #1 One of the shadowing experiences that I want to reflect on is the Local Control Accountability Plan (LCAP) Forum I attended on Wednesday, October 11, 2017. All the administrators participated, and they brought parents and school representatives to this forum. I decided to shadow my principal to this meeting, so I joined the group from our school. I had never been to any LCAP forum or meeting, so I was actually looking forward to it. The forum was held at the district’s new STEAM center.
In the following conversations, I posted on Jan. 26, Jan. 31, Feb. 2, Feb. 7. I also participated in the video session on Feb. 5th. I feel that these posts and video session provided an exemplary level of engagement. For example, in the following post with my peer Elizabeth, I substantively added onto the conversation by expressing my own experience about how it is essential to develop effective communication and expressing to other professionals working with the same students on a consistent routine. I tried to express to my peers how the teacher should have handled the situation differently by communicating with the teacher how to fix their teaching style in order to help the student be more successful.
This week, there was no Discussion Assignment. I thought there was a technical error or that the instructor forgot to update the tasks for Unit 2, but before I could send him an email, he notified the class that there was in fact NO Discussion for Unit 2. He took the time out to clear things up and he said that it was in consideration of the fact that we had our first programming assignment to complete that he decided not to give us a Discussion Assignment. While I may have the time to do all tasks plus a Discussion assignment, others may not and I believe that consideration is a characteristic other instructors at UoPeople should
As the militants begin to take over and the violence in the city begins and a curfew starts , Nadia and Saeed begin to meet during the day. Nadia spends her lunch hours stocking up on supplies, while Saeed brings her supplies like a kerosene stove and candles. After Saeed’s mother is shot by a random bullet, Nadia and Saeed are determined to leave the country. Saeed’s father refuses to leave with them,so they leave without him, but Nadia promises to protect his son and keep
Throughout the week, I constantly reminded them about the study group session, however, on the day of the event, I sadly only had two students attend. I tried organizing other events, but students did not seem eager to attend. I began to become very discouraged and felt that I was letting my students down. However, one day I received advice from a returning mentor, who encouraged me to throw one big event: A Thanksgiving dinner. I discussed the logistics behind it with my facilitator and began to plan the event.
As a supervisor, I learned teachers and various school staff must be given the resources or means to carry out their professional duties, but like students in the classroom, accountability must be ensured. Teacher 3 knew a reading quiz would provide the means for students to further fulfill their responsibilities.
In the winter semester, I participated in three activities for building different experiences and professional skills which are relevant to my future program and career. The first one I attend on February 27th is Career exploration orientation, and this activity was organized by the Career Exploration Coordinator who named Analise Anderson-Ma. It was located in Student Success Seminar Room, Koffler Student Services Centre. The second one was a Planning for Research and Assignments workshop, and The Academic Success Centre organized it in Blackburn Room, fourth Floor of Robarts Library on February 28th. And then I had a part-time job in a milk tea shop.
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.” “I will teach when I have your attention.” “We will walk through the hallway once we have a formal line.” “I will take a quiet class to recess.” Communicating my expectations by using enforceable statements, will allow me to maintain better control of the