Professional Documents
Culture Documents
Vision of Education
My students will be able to balance multiple responsibilities,
while sustaining their personal health. I will aim to empower children
and young people with knowledge, skills and attitudes to become
informed decision-makers and to demonstrate behaviors that will foster
the promotion and protection of their personal development and the
well-being of their families and communities (Senah 21). InTASCs
standard #3, which states, The teacher works with others to create
environments that support individual and collaborative learning, and
that encourage positive social interaction, active engagement in
learning, and self motivation. Based upon my recent experiences
teaching in the middle school, the kids enjoy my presence and respect
me for the most part. Im learning a lot about the culture and the way
of a middle school student in this new era. I believe the teachers need
to focus on utilizing better resources and differentiated instruction in
order for students to fully appreciate and learn the content that is
being presented to them. These students dont fully grasp the value of
science or appreciate their ability to be educated as a whole. Through
each visitation of the schools, my skills as a teacher have been further
developed and modified.
I believe it is my duty as a teacher to teach my students the
academic skills based on the subject area that I teach, important social
skills, and basic human essentials. Through my observance in the
classroom, I have realized that a teacher has a lot of influence on each
individual child. It has become clear to me that education should be
seen as being about acquiring knowledge and skills, but also about
acquiring values and attitudes (Watkins 88).
In my classroom, I want my students to feel comfortable being
who they want to be. I want them to fall in love with science. Students
will have a voice in how my lessons are presented and many
opportunities to share their knowledge. The most important part of my
classroom environment will be integrating the idea the science is a
part of everyday life.
Personal Expectations
Visiting other elementary schools in the area showed me the
difference in techniques for teaching. As a teacher, an emphasis on
creativity and organization is highly important. Lessons should be
creative and diverse, and teaching styles while being organized and
orderly. In addition, organizing children and young people to
undertake projects and assignments enable them to confront their
values and to defend these values in public among their peers (Senah
110). One of the keys to teaching involves personal development while
keeping passion in teaching and for students in learning. The most
important part of my classroom is that a learning environment is made
that is accepting and effective for all types of students. Relationships
are essential in keeping a positive atmosphere in addition to promoting
students motivation. Expectations should be positive because success
is an instinct and is directly correlated with attitude. I will hold students
responsible for their learning in order to be an effective teacher. I want
my students to become our futures leaders. I expect them to be
professional, cooperate with their peers and myself, and enhance their
learning. As a teacher of science it is important to demonstrate:
An adequate understanding of scientific knowledge
An adequate understanding of scientific inquiry
o Records data
o Provides record of partner and job responsibilities
Assessment Procedures
The purpose of assessment is to provide feedback to both the
students and the teacher about student understanding of concepts to
use skills (Bybee 27). In science, assessments should measure
success and ways to learn by relating decisions and connecting
inferences with data. Classroom assessment can be characterized as
diagnostic, formative, or summative (Bybee 139).
In my classroom, we will have vocabulary quizzes each week
over current material, take home tests on each chapter, an in class test
on combined chapters and partner tests on units with labs. The goal of
my assessments, although taken for a grade, is for me to provide
multiple ways of learning and seeing their comprehension of topics. I
do not want to trick my students or stress them out. I want my
assessments to be accommodating to what students want and a way
for them to show me that they understand all the material that I am
presenting to them. Science teachers need to use a constructivist
approach to organize teachingsand to use authentic assessment
strategies (Bybee 292). Students need conceptually fundamental
concepts, to understand and relate concepts and procedures in
science, and to focus on the concepts through metacognitive skills.
During an all lecture class, we will have a mid stop yoga stretch in
order to activate the brain again and for my students to relax.
Instructional Strategies
The values a teacher holds are an essential determinant of their
actions (Watkins 82). This holds true to all kinds of teachers for all
day of school, the blue partner will change depending on each topic
and will be used for in-class partner activities. The yellow learner will
involve students being paired with students that work together
productively. This will be based on social interactions during classroom
activities as well as
Red: Same kind of learners
Blue: Student with strong understanding and
one struggling
Yellow: Lab partner depending on behavior of
students
Parental Relationships
For my students parents, I plan on consistently communicating the
plans for implementing the content of the course, providing frequent
feedback for their student, and offering multiple opportunities to be
active in the learning of their student. There are many benefits to
establishing a positive parent-teacher relationship including their
involvement with the students learning at home, which then benefits
the students motivation for learning and good behavior. This in turn
benefits the teacher because the more interaction with the parents
leads to better knowledge and understanding of the student. I hope to
first provide my parents with a warm introduction as well as a survey
about their student. My goal is to demonstrate my interest in their
student, their students way of learning, and my enthusiasm for my
class.
Although this is a new technology era, I plan on communicating to
my parents through my website, my email, and a biweekly packet. My
website will be continually updated with the latest of events, projects,
due dates, and other important information about my course. I will
always have my phone on me, so I will be active in responding to
emails as well as phone calls. In my biweekly packet, I hope to provide
a tentative grade for their student along with some assignments and in
class work that has detailed feedback. I will also include any behavioral
forms that were filled out and an updated calendar of due dates and
what to expect for the next week. In terms of phone calls and texts, I
hope to provide a list of the parents names and phone numbers for
each student in my class to the parents if they need help on helping
their student. As a last resort, they are more then welcome to text or
call me for clarification on questions that they may have.
I would like to give parents the option of attending and assessing
my class during a particular week of my choice. During this week,
parents will be given the opportunity to see what their student is
learning and how I teach. I encourage any and all kind of feedback and
will pretend that they are not there to ensure no disruptions in the
class for the students. I would also like to provide parent nights in
between each couple units in order to help prepare parents for possible
support and help those students might need with various future
assignments. I look forward to establishing my relationship with
parents as well as encouraging the support from parents to their
student to learn.
Works Cited
"Chemical literacy: What does this mean to scientists and school
teachers?." Journal of chemical education 83, no. 10 (2006): 1557.
Dreikurs, Rudolf, and Loren Grey. Logical consequences. Dutton Books,
1990. http://www.willamette.edu/~regray/cm/CH%205%20Logical
%20Consequences.pdf
"Exploring the foundations of middle school classroom management:
the theoretical contributions of B. F. Skinner, Fritz Redl and William
Wattenberg, William Glasser, and Thomas Gordon all have particular
relevance for middle school educators." The Free Library. 2001
Association for Childhood Education International 01 Apr. 2016