Without my educators, my outlook on life would be totally different; teachers always told me that I can do whatever I wanted to pursue. Many of my goals were accomplished because of my educators; they have inspired me to reach another goal of mine—becoming a teacher. I hope one day that I will have an effect on students as much as my teachers had on me.
This course has equipped me with many valuable concepts and strategies that I will use regularly as a substitute, as well as in the future as a full-time classroom teacher. First and foremost, reading the book Inspire! Connecting with Students to Make a Difference by Lee J. Colan, Ph.D. was extremely beneficial. This book challenged
They trust that their children will be safe with me and trust that I will teach them and give them the education that they deserve. English essayist Chesterton wrote, “Education is simply the soul of a society as it passes from one generation to another” ( Guillaume, 2016, p.29). As teachers we are the building blocks for our students education. In my Art class I try to expose my students to many things and try to show them that with a good education and hard work they can accomplish and do anything that they put their mind too. Even as a teacher, I learn from my students everyday.
It is important to know your strengths and weaknesses when becoming a professional in any career, the three areas that I believe are my strengths that are listed in the readings are my effective social skills, technology, and attendance. Regarding to effective social skills, the book contains many questions, which allows you to think "am I really effective in this category?". When it comes to professionalism and social skills I know how to act and what to say when it comes to working with students and potentially parents inside of a classroom. Before even entering this major I have been working at a summer camp back home, and one thing that we are required to do is work on our social skills with not only the kids, but with their parents. We are required to say the right things around the students meaning speaking in an academic language and ultimately think before you speak.
The exit project gets us ready for high school because it teaches us not to be afraid of new experiences, to communicate with others, and it prepares us for the rigorous amount of work, high school throws at us. The exit project has taught me to overcome adversity and to always be open-minded about new things. In conclusion, the exit project can add stress to many students, but is still an enjoyable project. The exit project gives students the opportunity to try new things, demonstrate the use of S.L.E.’s, become more responsible, and so much more. The exit project is something I have come to enjoy, and I am excited to present in
I’m honored and blessed that after 3 years, I became a permanent teacher. I owe all the teaching and learning experiences to my Curriculum Coordinator, colleagues, parents and students who guided me along the way because I will not become the teacher I am today without my past and the people surrounds me. Indeed, I’m very much willing to take another milestone in my teaching career for my professional development and for the benefit of my students. For now, I want to strengthen my mission as a De La Salle teacher in teaching minds, touching hearts and transforming the lives of my dear students!
Every class per grade(s) had to assign leaders who will be leaders for two months before replacing them with someone else. The point of this was to teach students how to take responsibility and be able to teach others to perform in a constructive manner. I personally found this as a great idea as leadership is important in order to grow as a person and be able to be independent and be
They need a sense of belonging, of common cause and the knowledge that over time they will make a difference or not only in the loves of individual children they teach, but in their profession (Eisenman and Thornton, 1990). Bailey et al (2001) explains that mentoring is typically used with novice teachers, but it can also be helpful to experienced teachers. As an AT, I am often working together with a diverse range of teachers ranging from novice teachers to teachers that have been in the profession for over forty years. It is important that my approaches with my schools that I am providing the teachers with non-evaluative, nonthreatening sources of support and development options (Bailey et al, 2001). Furthermore, mentoring is also a great way to introduce positive change into educational programs (Wang & Odell, 2002).
My student teaching experiences has been the best and aspiring experienced in my life. I took all the responsibility as a practice teacher and accepted any consequences either if it good or bad. At first, I’m so very excited that I reached this level; apply what I’ve learned in college most specifically the theories, strategies in teaching. Before we entered the practice teaching our administrator and coordinator of Initao College oriented all the interns on what to do and what are the things that we should avoid and discussed the important matters about our practice teaching. In this way, I have a little background that made me motivated of whatever challenges may come into my life I will face on it since life is full of surprises and all I have to do is enjoy it while I’m young wild and free for making things possible.
This person who secretly loved the chair would be me. Those weekends were what started my dreams of being a teacher, and throughout the years, experiences and courses reiterated that teaching is the career path I wanted to follow Fast forward many years, and my path led me to Winthrop. While at Winthrop I was required to take a course named HMXP. HMXP, also known as Human Experience, is where students will find academic engagement and intellectual challenge through their own written and oral responses to mature interdisciplinary readings. This course experience directly corresponds to Standard 2- Learning Environment- Element 3- the teacher candidate promotes positive social interaction and a sense of community in the learning environment.