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The importance of the use of strategies for teaching
Professionalism and classroom management
The importance of the use of strategies for teaching
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Through out my years of being in the education program at Kennesaw State University I have learned a vast amount of tips, skills, and knowledge on professional development. In our classes we learn about theorist, research based ideas, content, and strategies on how we need to be carrying ourselves during our field experiences and ideas to implement into our future classrooms. During our field experience we are able to apply the knowledge we have learned in our university classes to a real class. Through my professional readings and classes, I have learned and am still learning new information and how to teach the information to be an effective teacher. Once I go into my field experience, I can think back to my readings and practice it in the classroom. Learning more about the profession I am going …show more content…
After being in multiple different schools, and in many different grade levels, I have learned so many new ideas on classroom management, lesson ideas, and even brain breaks that are helping me grow in my professionalism. In my math course at KSU I have learned about number talks, dot images, and teaching place value strategies, and now I am able to incorporate into my kindergarten classroom. Everyday we have a calendar time, if I would have had to teach this my first semester at KSU I more than likely would have been very short and brief, and went over the day of the week and the date. Now I have knowledge of how to incorporate other skills into calendar time such as, place value. We add a straw every day to keep track of our days at school. The students know once we get to ten straws, it become a group of ten. Through my math readings, I learned how important it is for the students to understand place value. Therefore, when we count our groups, I have the student’s say, one group of ten, two groups of ten, and so
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
Zoe is a very great attentive student. She is a student whoholds a lot of valuable pronciples from her Haitian-Cuabn culture. The monment she enters the building she greets people with respect. She always says good morning and refers to all staff and her peers by their name. Zoe always comes to school in a positive attitude. I have yet to see her upset which allows me to believe she is good in toning her emotions or personal life outside of school grounds. Outside of school she is always busy between homework, family and tutoring at the SCO Family Services program in Downtown, Brooklyn. By the end of her long day she is exhausted but yet a smile is always on her face giving no sinces of anger or worries.if I was to describe Zoe’s emotional tone or color it would be lavender. She is calm, soothing to me around but ye keps firm.she had a bright future a head of her. Between the classes I have observed her in she is always energetic, cheerful and strong minded. She is excited in theatre class showing off her acting skills and in Spanish class she is attentive when doing her Spanish class work.
The first and the foremost one is to explore in the area of time management. I believe the best way is to educate myself by observing different experienced teachers’ classes. I would like to broaden my horizon in the area of time management by learning effective strategies through classroom observations, and implementing best practices in my teaching. Another way to overcome this obstacle by attending after school professional development programs which my school district offers every month. I have already scheduled for Time Management professional development program which will be held on April 27th, and it helps novice teachers to master their skills on time management by providing various strategies. Last year, I attended this kind of workshop where I gained a ton of knowledge and implemented some of the strategies in my classroom, however I still need some improvement in this area as suggested by my
Shimahara, K. (1998). The Japanese model of professional development: Teaching as a craft. Teaching and Teacher Education,14:5, 451-462.
I feel like my strengths are in lesson planning and assessments. While making lesson plans, I try to make everything perfect. I have always been told, while making a lesson plan, write it as someone else is going to teach it. I make all my lesson plans very detailed. I also try to make my lesson plans engaging and fun for students, but also make sure the students are learning at the same time. I make sure my objectives are observable and measureable and classified according to Bloom’s Taxonomy. I also make sure my standards are always connected to the objectives. I try to always make sure I stay on topic with the standards. While making my instruction, I try to hook the students so they are ready to begin the lesson. During whole group instruction, I will teach the lesson and make sure I relate it to the student’s life. I feel like that will always catch student’s attention. The guided practice will always be done in groups and the independent practice will access the learning. While making a closure, I will make sure the students have learned what needed to be learned. I am really a perfectionist when it comes to making lesson plans, but I do have my weakness in other things. I feel like I will have a hard time managing my classroom. While making my classroom management plan, there are so many different ideas and ways to manage a classroom. I felt like it was hard for me to decide which ideas to choose. I feel like once I start working more in the field, it will be easier for me to know which ideas will be best for me to management my future
Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement.
Through the support of the professional development program, the effectiveness of the teachers enhances the quality of instruction and increases the student achievement and learning. The delivery of professional development program leads to alterations in professional learning, leading to changes in professional practice, which ultimately impact student achievement.
Professional development is critical to success in a teacher’s career. Teachers need to be open to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston, 1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students.
Teachers are facilitators of learning and may be found sitting at round tables guiding student discussions as opposed to delivering a lecture at a podium the entire period. As a leader, I would apply knowledge about behavior, organizational context, and interactions to professional practice to affect change (Owens & Valesky, 2015, p. 67). I realize there are incidences where traditional approaches may work better than progressive approaches. I am willing to use traditional approaches as long as they are research-based and will be beneficial to students and teachers. Although the Great Debate continues into the 21st Century, I plan to face the future optimistically.
Another factor considered in this study is the professional development of teachers. Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.
Fieldwork is important to anthropologists in order to understand cultures different from their own. It combines theory and ethnography and involves 'questions', 'assumptions', 'methods' and 'evidence' (Barnard, 2000). According to Jenkins (1994) fieldwork is an effective way to gain knowledge, while using qualitative and quantitative methods that allow the researcher to identify principal actors, behaviors, local explanations, use of language, values, stories and myths. However, one may face some challenges in the field, including resistance to outsider's presence, rapid changes in policies, violence, strikes, misunderstandings, cultural shocks, among others (LeCompte and Schensul 2010). Thus, being open, perceptive, flexible and objective the anthropologist could build trust and confidence, two essential values to open doors
As someone who finishing her sophomore year of college and will be starting as a junior in the fall, if I would have asked myself ten years ago, as a third or fourth grader, if I would ever consider a career involving bunches of writing, my answer would have been no. When I was young, every essay, story, and report I had to write I considered a chore, and for my career, I wanted to do something fun, like swim with dolphins for a living. Not that that would not have been possible if I put my mind to it, but it was not until I was able to begin using my writing skills with something else I loved that I actually fell in love with the art of writing, and began pondering a career with the two.
Teachers who are not using an effective approach to teaching science need professional development support to retool. Science teacher professional development is needed to change teacher beliefs about pedagogy and to support teachers as they make the transition from teacher-centered to student-centered, contextualized, reform based classrooms (Johnson, et al., 2012). Like all professionals, science teachers need opportunities for continuing education in disciplinary content and in content specific pedagogy. Teachers need an understanding that goes beyond knowledge of science content to include knowing how students typically think about concepts, the questions teachers can ask to figure out what their particular students do and do not understand about a specific topic, and the experiences they can provide to help move student understanding forward. The emerging knowledge base on effective professional development can provide guidance in designing and implementing opportunities that enable teachers to both deepen their understanding and apply what they are learning to improve their instruction (Banilower, et al.,
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.