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Introduction to teacher professional development
Introduction to teacher professional development
Planning professional development for teachers
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My experience at Oak Park Elementary was an experience I will not forget. Oak Park is a school that has a great amount of diversity within their system. While there was a vast measure of diversity there was some similarities within the student body. Majority of the student body is the same race, with a few other that are a different ethnicity. I was in the library for my observation hours and at the beginning of my time I was first disappointed I was not assigned to a class room, but I was very grateful for my opportunity in the library. The teacher I observed was a lady that had a beautiful heart for children and passionate about her subject she taught. The students I observed ranged from various backgrounds. I attended to Mrs. Lee who is …show more content…
When I walked into the school, I was greeted by the receptionist who kindly showed me where to sign in and then directed me to the teacher I would be observing for the day. The staff was dressed very appropriate for the day and on Friday they were able to wear pink because it was October. Although I did not see much interaction with factuality with each other, I was able to witness when the teachers of a certain grade would come to pick up their students. I saw how the teachers interacted with Mrs. Lee and they were very respectful. The student’s behavior varied from class to class. Most of the classes were well behaved with only a few students causing disruption. Mrs. Lee had warned me that the kindergarten class is normally noisier than other classes, but to her surprise the students were very quiet and did their work independently with no interruptions. Mrs. Lee did a wonderful job at keeping the students disciplined within the classroom. She would give positive re-enforcement and correct students when they would do something incorrectly. She worked really well with the students and they students responded in a respectful manner to Mrs. …show more content…
My mind has been opened to different ideas in the school, such as, where I would prefer to teach, or different discipline and learning ideas for students. I am very thankful for the opportunity I had to observe Mrs. Lee and spend time at Oak Park Elementary. This observation has made me see that my main goal to be a teacher is to educate children and to love of them. As I looked at the different faces of some of the students and the way Mrs. Lee interacted with compassion and care towards them was something that I want to strive for when I become a teacher. I do still plan to be a teacher if the Lord continues to lead me in that path. If I did not become a teacher, I would still want to somehow be involved with the school system or with helping children through life
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
Therefore, observing at the Roosevelt Middle School was something completely new to me. The classrooms were full of diverse students. There were students from many different religions and races in every classroom that I observed. The aide that was in the classroom worked with the ELL students who could not speak English at all or who could barely speak English. She worked on teaching them the English language as well as some of the activities done in class. I did not really get to work with these students sd I often stayed back in the classroom and helped the other students do their activities in there. I would have liked to have worked with the ELL students and get to experience what it is like to help these students with their education. Unless I get to observe at another culturally diverse school, I probably will not get to experience working with these
The college provides much safety on its campus so that no one gets seriously harmed.
On September 9th, 2017 at approximately 7 p.m., I went to Gracedale Public Park to carefully conduct my observation on the individuals, who were at the park and their specific activities in the one hour of time. When I got there, the weather was beautiful with soft winds, a clear sky and with some dim sunlight. The park was full of people of all ages. Though, there were more kids than adults and some teenagers. There were many bicycles and strollers parked beside the tree I sat under. After a couple of minutes, the park filled up with more and more individuals and everyone seemed busy doing their own actions.
For the lead teacher interview assignment, I had the opportunity to sit down with and interview my son’s EC teacher from last year, Mrs. Hamm. Since my son started at the school last year, Mrs. Hamm has helped him in so many different ways. Mrs. Hamm has been teaching for over 20 years from her home state of Pennsylvania and more currently at Mount Energy Elementary School in Creedmoor, NC. Mrs. Hamm has been teaching at Mount Energy Elementary School in Creedmoor, NC for the last 12 years and recently awarded “Teacher of the Year”. Mrs. Hamm, up until this school year, was the main EC teacher for all grades Kindergarten through fifth grade at Mount Energy Elementary School. As of the present school year, the school district made the determination that she was over the acceptable number of students. As a result, they decided to hire an additional EC teacher and assistant to teach grades 3-5th and Mrs. Hamm would teach grades K-2. Mrs. Hamm was the teacher of 18 students until this decision was made, now with grades K-2, she has 9 students in her class.
I was placed in a K-3rd grade ESL classroom at Lincoln K-8 in the Peoria 150 district. This classroom is a traditional pull out style ESL classroom/program. My CT, Mrs. Waskow, pulls students out of their gen ed and bilingual classes to work with them in her classroom on reading and phonics skills. During my practicum time, Mrs. Waskow works with multiple groups of various ages. The first group is a small group of four 1st graders who are pulled out of their mainstream classrooms to work with Mrs. Waskow. The second group is her largest group, a group of about 22 1st/2nd grade bilingual students. She has this group for an hour, her longest time with one group. Jacob is a 2nd grade student in the second group. The last group she works with while
I am a student aid at John Reith Elementary for an AM/PM kindergarten class, mostly for the PM class. My first week at the school, I only observed the teacher and students. The students were working on their station activities such as reading and playing a game. On this particular day, as the am class was getting to leave, the pm class joined the am class in singing songs together. The pm teacher was absent and a substitute teacher filled in. The pm teacher planned out a detailed lesson plan for the substitute teacher to follow such as name tags for each kid and worksheets. The students were helpful during role call by saying other students name or which student was absent. The teacher assigned table leaders, and the students were in charge of passing out papers and getting the necessary materials such as pencils and crayons. The substitute went over the math lesson, passed out the worksheet, and each student did the worksheet. They read “Chika, Chika Boom Boom” and drew a tree and had lunch time. The AM teacher passed out Ritz crackers to the students that forgot their lunch. If the substitute teachers had a question, she would ask the am teacher. The am teacher kept the students on track if they were doing something wrong. Even though the substitute teacher didn’t follow the lesson plan exactly, she was able to get the students back on track.
Education has always been such a huge part of my life. As most American young teenagers do, I spent most of my middle and high school years pretending to take my education for granted, however, I have always known deep down how blessed I 've been to have had the educational upbringing that I was blessed with. Knowing what I do now from a teacher 's perspective, I owe so much to those teachers who pushed me to do better and who supported me in whatever way I needed at the time. In my career as an early childhood teacher, I hope to be one of the teachers that a student can look back and say, "I 'm thankful to have had her as my teacher."
As I observed the classroom, many of the students were timid and well spoken. All children were friendly and many of them were African American; only one student was Caucasian. However, it doesn’t take away the fact that there weren’t any diversity issues. The lesson Ms. Hawkins lectures is really diverse and follows the Common
To begin out of the countless professions one has to chose from in the world today I have chosen to become a teacher. I have chosen to become a teacher because I myself am a product of some whom I consider to be the best teachers in the world. As a child in North Carolina I was inspired by a wonderful woman named Mrs. Hollyfield. Mrs. Hollyfield taught me that no star was too far out of reach, if I put my mind to accomplishing my goal I could make it. Mrs. Hollyfield inspired me to be the best I could be at anything I wanted to be. As I have grown I have had other important teachers, some whom I am surrounded by daily whom inspire me to set out to accomplish my dreams. These wonderful inspiring people in my life have led me to the decision of becoming a teacher.
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
I chose education as my career path after working in a classroom to fulfill a Field Study course. The children had a powerful impact; they were amazing; challenging, and most of all loving. In helping them, I quickly realized that I was the one receiving the gift that ultimately inspired me down the path of serving disadvantaged children. After experiencing two semesters in classrooms, I realized my enthusiasm for teaching was not a mere in-the-moment feeling but rather a genuine enthusiasm. I became aware that teachers are an important foundation in society and I look forward to the opportunity to develop the skills children need to adapt and apply for the rest of their lives by encouraging knowledge, character and resilience.
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.
I had the privilege to observe Ms. Melanie Cagles’s kindergarten classroom. I did my observation at the Jasper County Primary School. Her classroom was a regular educational classroom. It consisted of male and female students of Hispanic, White, and African American races. Ms. Cagle is a kind teacher and she made me feel welcomed. She treated me with respect and showed me around her classroom with details. She always had a smile on her face. She was happy and showed cared for her students. One thing I noticed and liked about her is that she treats all her students with the same respect they deserve. The students received me with smiles and a lot of questions. They asked why I was there, how old I am, what is my name over and over, and will I be their teacher. They whisper that I was the
Although at my placement I interacted with every child and helped children who needed the help but I was assigned with one particular child who I would normally sit next to and help him with his work. Once the teacher designed a history lesson where he created a power point on Nelson Mandela and he went through the power point to the whole class explaining facts about Mandela. The teacher gave time to the children where he asked children to write important facts about Mandela in their own words in their work books. The teacher came up to me and said If I could work with child A by asking him questions that relate to the topic and whatever child A 's response is I will have to write it for him as this will be a quicker method and child A can