Inbox Scenario- Amy Gunnels In the “Inbox” scenario, I was asked to support an instructional coach who has reached out to the training center. The coach has a teacher who is struggling with classroom management. To assist me with a plan of action, I would need further information from the instructional coach. To gather more information, I would begin with the following questions:
• How long has the teacher been teaching? How long have they taught their content?
• What interventions have you, as an instructional coach implemented prior to my assistance?
• Is there a specific area of concern? (Day to day instruction, during lab times, working in groups, transitioning from subject to subject, implementation of technology, etc.)
•
I would
Gabe Culligan Pace is the main character in the book The Mailbox by Audrey Shafer. Gabe really wants a family to care for him and he doesn’t want to be alone. Gabe has lived a tough life, his mother died when he was a toddler and he has been from foster home to foster home. Finally, after many years in foster care, Gabe goes to live with his uncle. Unfortunately, Gabe finds his uncle dead and well as the fear of going back to foster care, pushes him to keep the incident a secret. When the truth comes out Gabe finally finds a permanent home when he is adopted by his LA teacher Mr. Bohem. Gabe shows compassion and independence as he learns that life is not always in one’s control, one must learn to move on and accept help.
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
Instructional Coaching (IC), described in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), provides intensive, differentiated support to teachers so that they are able to implement proven practices. The Conceptual Framework is centered on the educational professional and several themes that support the professional practice. This assignment will use the previous week’s focus group participant responses that summarized the expectations of characteristics and types of support offered by an effective coach or mentor within the teacher’s school. The information will relate the teacher’s responses to instructional Coaching components and Conceptual Framework themes from this course.
Osceola School District administration team is starting to implement a new plan to support the classroom instruction. The district administrators are focusing mainly in the subgroups of special education (ESE) and English language learners (ELL). In my work-site, the human resources allocated to both of those programs are usually disconnected of the regular education or content classroom. There is no communication between the regular teacher and the special education specialist. Part of the district superintendent plan is to provide the specialists with professional development in content, for them to support the regular class instruction. Additionally, the specialist must provide support as “team teaching” in the mainstream clas...
My interest in this topic developed from my teaching experience in Indiana, Oklahoma, and California. In Indiana tenure was granted after six years of teaching. I discussed this with an instruc...
Directions: Evaluate each of the four emails, listing both the positive and negative aspects of each. Then, rank the four emails from best to worst in the space provided. Be sure to explain/detail your ranking. If you need more space , feel free to continue writing simply change the font and add text.
With regards classroom management it would have been one of my key concerns going out on teaching practice. From my school days I felt for teachers that it was hard enough to teach pupils information with a positive learning environment and in classes with predominantly disruptive pupils it was almost impossible. Before going out On TP I spoke with 3rd years students in U.L who had previously done TP for some advice perhaps on my teaching. One of them was constantly saying ‘le...
The evaluation document is a representation of my present teaching ability, and the target areas that I will improve on. I taught the Hooke’s lab investigation, so I grouped students in pairs and had them work in their lab stations. Given the lab stations set up–in aisles–, I decided to have three groups of students work on each side of the aisles; however, the aisles were narrow and the students barely had space to move through them. I did not ask the students to move to other areas of the classroom to prevent losing their focus, but this is something I will be more cautious about in the future. I have to provide a safe classroom environment that allows students to have ample space to work in, so I will verify that I provide the needed space in future classes. I originally thought that proximity would enable adjacent groups to discuss their findings with each other, but even I had a hard time walking through the aisles to reach struggling groups.
In addition, (Aslan, Tas, & Ogul, 2016) revealed that teachers who have teaching experience of more than 10 years had a higher level of science teaching efficacy beliefs than those who have less teaching experience.
The logic behind a teacher years of experience is, the more effective the teacher, the more effective the teacher should be teaching. Goe and Stickler (2008) suggest a teachers’ years of experience makes a difference only for the first five years of teaching. Therefore, the first five years a teacher’s contributions student achievement is at a reasonable level, but after the five years of teaching, the contribution of years of experience to student achievement seems to decline (Rice, 2010). Similarly, Clotfelter et al., (2007) suggest growing evidence of a decline in teacher effectiveness after 20 years or more in North Carolina. Even though more than half of the gains made in student achievement occurred in the first few years of teaching. Kosgeil, Mise, Odera, Ayug (2009) noted that teachers experience has shown a substantial influence on student learning in elementary and upper secondary schools. Teachers with more years of experience, have greater background experience to enhance learning in the classroom. In addition, a teacher years of experience can bring more innovative teaching to promote student learning. Also, teachers that hold years of experience are open to correction and are less dictatorial in the classroom (Kosgeil, Mise, Odera, Ayu g
My cooperating teacher has been employed in the field of education for 19 plus years. She has been in her current position as a Pre-Kindergarten teacher at the Lighthouse Learning Center for 12 years. Observing a teacher who has so many years of experience in the classroom is very beneficial. She shared with me this week her teaching philosophy that has evolved from her many years in the classroom. The components of her philosophy include a focus on people, strategies, and tools.
...alance is between teaching content and developing skills and attitudes of my students. How many different ability levels and modalities of learning can I accommodate in a single classroom? These and many more questions linger as I conclude the practicum experience.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
“Teaching is often a difficult process, but the end result is very rewarding. Watching a child develop confidence and seeing a student progress in their studies is a very exciting process. Teaching young children is especially great because it is setting a foundation for life-long learning.”(Chronicle guidance publications). What is teaching? A teacher is a person who provides education for pupils (children), or students (adults) using lectures, audiovisual aids, demonstrations, and computers to present academic, social, and motor skills. Teachers can also teach foreign languages, art, kids with special needs, and P.E. Teaching has changed a lot compared to the traditional methods of just lectures and textbooks. Students now are encouraged to actively learn through groups or individual projects. They have learning games, debates, and experiments to help them through the learning process. Being a teacher would be a great career for anyone who wants to further themselves, to help people, and to have great benefits (chronicle guidance publications).