Teaching Philosophy

My Teaching Philosophy
When I ponder the reasons I have chosen to work in the teaching profession, I need look no farther than my own children. Through them, I see the great potential that all children have. I believe there are no boundaries for our children, as long as they have love, nurture and respect. I have spent so much of my teenage and adult life with children, being it babysitting, spending time with friends children, or even a short time working at a daycare, that I feel Middle Childhood Education may be the right place for me to go. I hope to help children develop a love for reading, a passion for science, a thirst for history, a hunger for mathematics, an eye for art and an ear for music that will stay with them for the rest of their lives. In order to achieve this goal, I strive to know my students, be fair, and make learning enjoyable. I know how each child is unique. What may work for one may have absolutely no impact for another. I want to be able to nd the right balance for all of the children I teach, from the most eager to learn to the ones who struggle daily. I understand what its like to be lost in a subject, so I can bring that empathy to my classroom. I will assist every child to the best of my ability, and if my ability is not enough, I will do everything in my power to nd the best way to engage my student. I do not believe in lost causes. Everyone is worth so much. I will be rm, yet fair in my classroom. I will always be there for my students. However, I will not tolerate certain behaviors from my class. I believe each child should have respect for his or her peers and for the school staff. I feel that in order to have the best impact on students, a balance must be maintained. When arguments do arise, I will not be one-sided. I will be fair and appropriate with any judgment I have to make. I feel that in order for students to succeed, they must rst want to succeed. I will encourage my students in the best ways possible. I will point out positives more than negatives. I will work with anyone who needs extra help. When I look at children, I see the future. I see the people who will one day be our doctors, judges, teachers, politicians I hope that after my students leave my classroom, the thirst for knowledge stays with them.

My Insurance

Membership Card:
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Professional Association of Georgia Educators

Name: Misti Carpenter Address: 311 Wyatt Road Monticello, GA 31064 MemberID: 315094 Renewal / Paid 09/18/2013 Thru Date:

My Inspiration

Madison, Maxwell & Anne

My Field Experience

My Field Notes-Day 1
I completed my 15 hours of observation on 2 consecutive Fridays in October at Washington Park Elementary School in Monticello, Georgia. My youngest two children attend this school, so it has a special place in my heart. I have to say, that although I spent little time in the classroom, the experience did give me a great insight into the day to day responsibilities of teachers. The rst morning started with me proctoring the halls, making sure that the children made it to their classtooms, got their ice cream tickets, notes got turned into the ofce. I was impressed with the familiarity of Mr. Cole, the Teaching Assistant that was with me, and the way the children responded to him. The time in the atrium when by very pleasasntly. After the tardy bell rang, it was time to proctor the halls. Jasper County School System has adopted a benchmark system when it comes to testing its students. AAthe students take 2 tests, one at the beginning of the nine week period, and another at the end of the nine week period, to see how well the students understood the subject matters. My rst day of observation fell on the last day of the benchmark testing. I wass assigned to the 5th grade hall, making sure students who were excused to go to the bathroom were quiet, and responding to whatever the teachers needed. When testing was done, I spent the rest of the afternoon doing work for Mrs. Pitts. She is a 5th grade teacher with a full classroom. I checked Science workbooks to see if the assignments had been completed, I wrote childrens names on popcycle sticks to be used for a chore chart, prepared folders for report cards, and started on some ash cards for math. At the end of my rst day, I helped proctor a CHAMPS class for 5th graders. This class has a deputy with the Jasper County Sherriffs Department coming in to teach 5th graders safety. Today, the 5th graders learned about Bullies and what to do if someone is being bullied. The children were a bit rambunkous, but they did pay attention and responded to the deputy. My day ended with bus duty. We made sure the children made it onto the buses safely.

My Field Notes-Day 2
The second day started much like the rst. I got a schedule from the assistant principal, and I again stood in the atrium welcoming the students into class with Mr. Cole. We greeted the children with smiles, and tried to give them a nice start to their day. We took ice cream money, notes for the ofce, and answered any questions that were asked to us. Since there was no test today, I went straight to the task of nishing up the math ashcards for Mrs. Pitts. After I completed those, I went to the library to use the dye cutter, making shapes for her fall and winter bulletin boards. I cut out owers, snowmen, footballs, and various other shapes. On this day, I spent more time talking to some of the faculty and staff about their experiences in the education eld. From speaking to these wonderful people, I felt more of a bond with this, my chosen course of study. One of the specialist had spent time in other systems, so she shared a wealth of information about her many experiences in education. The time I spent in the library was also informative. I enjoyed the camaraderie the faculty had with each other and the feeling of being part of a team. CHAMPS on my nal Friday was an interesting experience. Here, the students learned about abduction and the horrible consequences that can happen if you ever leave with a person you dont know. This program had a positive impact on the children, because they need to be aware of the fact that not everyone had the childrens best interest at heart. I ended my time with bus duty again. Although I did learn a great deal during my time at Washington Park, I do wish I could have spent more time observing or helping out in the classroom. The work that I was asked to do struck home with me just how much work teachers have to do in the short amount of time they are at school, especially with budget cuts. I know that it takes a special person to be a teacher.

My Newsletter

Tri-County Elementary
Welcome back to an exciting new year here at Tri-County Elementary! We are so excited to be sharing this educational journey with you and your children. In future issues, our newsletter will keep you informed of important dates for the coming months, and to keep you up to date with all of the wonderful things we as teachers and staff have learn along with your children. As always, your input and involvement is what makes your children shine! Have a great 9 weeks!

Classroom Rules
By Shelby Myers Rules are the foundation of managing a class. Rules let the students know what to expect from the teacher as well as show what is expected of them as students. Many teachers believe students should know what to expect, but most of the time it is not so. Therefore, teachers have the responsibility of teaching the rules to the students. There are three different types of rules: positive, negative, and vague. Positive rules communicate how to behave, negative rules communicate how not to behave, and vague rules communicate neither how or how not to behave. The best method we as teachers should use is positive rules. These rules tell what the students need to do instead of what not to do. When using this method teachers are more likely to notice appropriate behavior, whereas when using vague or negative rules in the classroom can sometimes become coercive, which means theres less time spent on teaching. Positive rules communicate how to behave. For example, a rule about completing work can be positively worded to say Answer each problem until you are done. If you were to word it negatively it would say something to the effect of, Dont stop unless you are done. Wording has a lot to do with rules and how teachers want the students to behave. The slightest changes in the words can make the biggest difference in how students will respond. By using the positive rule, students know how to behave and teachers can then provide approval as the student follows the rule. However, when students dont obey the teacher will not be able to praise the child. This means the teacher will need to take action and punish the student. Before doing so, the students should know what the consequences are. For example, in my day care class if someone knows they do wrong, they automatically know they will have to sit at recess or sit off to the side during a fun activity. Consequences are never fun, but it teaches the students responsibility. Another example of a consequence in the classroom is dont talk until called upon or your name will be written on the board. This example is very clear as to what the teacher wants and it states what will happen if the students dont follow the rules. In our class, we will take in all the accounts of positive rules, positive behavior, praising when students do right, and enforcing the consequences when students disobey.

Tri-County Elementary

The Many Faces of a 4th Grade Class

By Caci Temple Counterculture is a culture, especially of young people, with values or lifestyles in opposition to those of society. The collective value and moral aspects of counter culture is something that we long for. Research shows that all schools no matter the location share characteristics; they have exceptional teachers and appreciate moral climates. These schools are often small communities that share common values. It is important that a schools internal moral climate run counter to its external culture. If it is apparent that the community is being dishonest, we must always expect honorable behavior. We cannot allow our students to continue on with the dishonesty. We have to x the things that are not effective values, and our students right from wrong. We must instill alternative methods to the popular culture in them so that they can make the right decisions in the future. Counter culture is something that benets schools and makes schools unite as a whole. As a teacher of a fourth grade class, I have noticed a lot of cliques and students pointing out differences in one another. My class will be working on a project where they nd similarities instead of differences. The similarities can be found in morning routines, morals, and family. This project will bring my students together as one and make them appreciate one another for what they bring to the classroom daily. We will create our own culture in the classroom.

Tri-County Elementary

Why Inclusion Is Vital?

By Hilary Koenig In 1975, Congress passed the Education for All Handicapped Children Act. This act guarantees that for the rst time all students with disabilities will receive a public education. The congress made a guideline, in 1994, that states that every child is eligible to receive a free and appropriate public education and to learn in the least restrictive environment possible. There is a law on this topic that ensures that to the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled. Parents still have to ght to get their kids into general education classrooms and inclusive environments. In 1990 and 1997 the name was changed to the Individuals with Disabilities Education Act. Between the years of 1977 and 1990, placement of students changed little. For example by 1990, only 1.2 percent more students with disabilities were in general classes and resource room environment: 69.2 percent in 1990 compared with 68 percent in 1977. The placement of students with disabilities in separate classes declined by only 0.5 percent: 24.8 percent in 1990 compared with 25.3 percent in 1977. And, students with disabilities educated in separate public schools or other separate facilities declined only by 1.3 percent: 5.4 percent in 1990 compared to 6.7 percent of students with disabilities in 1977 (Karagiannis, Stainback, & Stainback, 1996). Even today schools automatically place disabled students straight into self-contained classrooms. Should schools provide inclusion? You may ask what inclusion is. Inclusion is the approach of teaching children with special needs as you would any other student without a disability. The standard for denying a student access to inclusion is high. The law states that students with disabilities may be removed from the regular education only when the nature of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. If schools can successfully educate a student with disabilities in general education settings with peers who do not have disabilities, then the students school must provide that experience. Can someone be too disabled to be educated in a regular classroom? Many families and teachers have the common perception that students with disabilities cannot receive an inclusion education because their skills are not close enough to those who do not have disabilities. However, students with disabilities do not have to keep up with the other students to be educated in an inclusion classroom. They do not have to engage in the curriculum in the same way that the other students do or they do not need to practice the same skills the others practice. Schools do not have to provide every support available, but they must provide those required by the student with disabilities. Families also do not have to prove to a school that their child with disabilities can function in the general classroom. Is offering special programs the same as offering inclusion? Across the United States, many school districts still operate programs for discrete groups of students. Separate programs and classrooms exist for students identied with certain labels; such as emotional disabilities, and for students with perceived levels of needs.

More on Inclusion...
There are many benets of understanding the law. Reviewing the intent and language of the Individual with Disabilities Education Act will help administrators shape district wide or school-based policies and procedures. School district leaders and school principals who understand the federal law can avoid lawsuits, enhance education experiences for students with or without disabilities, and move toward the development of school communities that are egalitarian, just, and democratic for all. Administrators should also consider the following questions. Are all students in the least restrictive environment? Are we providing students with disabilities with the necessary supplemental supports, aids, and services? Do teachers and administrators understand their responsibilities under the Individuals with Disabilities Education Act? Do teachers and administrators talk about inclusive education as if it were a choice that can be made by a school or by a teacher? Do school personnel require additional training?

Tri-County Elementary

What is Core Knowledge?

By Tammy Eddleman In the United States the traditional curriculum may state simple, 1st grade student will learn geography. However, with the Core Knowledge curriculum the outline is very specic and may read as follows: students in the rst grade will learn to locate north, east, south and west. Pupils will be able to identify the equator, the seven continents, the United States, Canada, Mexico, and South America. (92) Core Knowledge is not a new invention many other countries have used this style of teaching for decades, including France and Japan. They are high preforming, but could this system be used in the United States in our rural, urban and suburban schools that are poor performers? (92) Simple the answer is yes and with great success. The intention of this system is to provide only of the material for learning the remainder is supplied by the school board, teachers, and students. While all students will have the common core knowledge to build upon the following year the class may choose to study the agricultural production of various countries or what are the cultures of other nations on the map. Possible the school board may want student to understand their home state and the topographical lay out such as mountains, rivers or historical areas. These could lead the student to want to study the local folk art or possible plot out the voyage of famous explorers such as Magellan or Christopher Columbus. The reason for Core Knowledge is simple to create a shared common knowledge between the students so that in the following years there is a solid base from which to build on new learning too. All humans naturally seek out the easy path but without a strong foundation there is no base to build upon. In todays classroom the average United States class spends their learning time quietly isolated and working alone. This is because the standard says each child should be taught on an individual basis at his or her own pace or style of learning. With the average class ratio of 25-35 students per teacher it is not reasonable to provide individual attention to each student. In a Core Knowledge setting the student and teacher interact and work in group setting where students are encouraged to interact. When this system was implemented in inner city schools such as the South Bronx where the student are surrounded by a community lled with drug dealers, trash, and abandoned cars the result were astounding and in 1992 CBS Evening News took an interest and went to nd out why anyone would choose to send their students to the Mohegan school in the South Bronx. (91) What they found outside the school was a poor dilapidated community, but in the school learning was taking place: the Industrial Revolution , Brown v. Board of Education , Greece, haiku ,and Mozart just to name a few. It is this learning that had parents taking their children out of private schools and placing them in this inner city school. Mohegan was one of several test school that provided proof positive that Core Knowledge works. High academic skill is based on broad general knowledge. (93) There are those who argue that in the information age facts become obsolete to quickly for schools to keep up and that there should be a push to show and provide students with the skills to obtain knowledge via the internet or library. (94)However, without a large vocabulary the ability to read is hindered and the usefulness of these tools cannot be accessed properly. So once again the student nds the need to build up their basic knowledge in order to move forward. Also many students nd themselves lost at a new school where the information may be completely foreign because the previous school was teaching another line of study. With Core Knowledge the underlying information would be standard and the student could acclimate much faster with little loss of time. To be fair to all student there must be a set of standards to enforce the skills needed to be successful than they can build onto that knowledge in many directions knowing they have a solid base to build upon.

Tri-County Elementary

School Uniforms
By Misti Carpenter In the last 20 years, it seems that school dress codes have been at odds with that of clothing manufacturers and designers. High school students are bombarded with different styles of dress that are much too mature for a cohesive learning environment. These days, the style of dressing for children even as young as toddlers have progressively moved toward fashions that are more appropriate for adults. Dress codes alone are nearly impossible to enforce. Where do you draw the line between what is acceptable and what is not? In order for us to combat the seemingly unavailability of age-appropriate clothing, we at Tri-County Elementary have decided to introduce a school uniform policy. As parents, we ask for your input as well. With all of the energy placed on clothing, experts feel that uniforms help alleviate the stresses of being worried about what peers will think of clothing options. Without that stress, children have less stress and better performance in their schoolwork. We have two choices for a uniform policy: a) Strict Dress Code which consists of either dark blue or khaki pants or shorts (skirts are available for girls),collar shirts in either black, purple or light blue, and dress shoes or ) a Uniform policy with a school uniform that will be purchased through the school containing black dress pants for boys and plaid skirts for girls, white button-down shirts and a black vest with a school crest. Dress shoes would also be worn. Please let us know which option you prefer. Together we are committed to bringing your children the best options for their education.

Tri-County Elementary

Did you know...

The platypus is a mammal that lays eggs. The ancient Romans wore socks with their sandals. Canada has a strategic Maple Syrup Reserve. If you could drive a car straight upwards at 60 miles per hour you would enter space in about one hour and you would reach the moon in about 6 months.

Healthy After school Snack

Sesame Potato Chips Preheat 2 baking sheets in a 420 degrees F oven. Toss thinly sliced russet potatoes with olive oil and salt. Spread on the hot baking sheets, sprinkle with sesame seeds and bake 10 minutes.