You've accomplished a lot during this program. In your blog this week, talk about current strengths, weaknesses, and hopes for the future!
While I think that this teaching experience has been eye opening, I do not want to be teaching at the high school level forever. I would like to one day teach at the community college/university level. I am going to teach for a while longer; however, I hope to move beyond it someday soon!
My current strengths are that I am hardworking, I care about students, and I am excited about the future. I also try to be fair with the students.
My weaknesses are how to motivate students who are not motivated. That has been a challenge. Also, I have had difficulty in keeping students focused towards graduation. I have worked on it; however, students are difficult at times. I also want to have a more progressive classroom management, and I want to re-develop a new classroom management system. Also, keeping everything balanced is also challenging, as well.
I want to go for my masters degree; however, I am trying to decide if I want to go right into my masters in math, or if I want to do a masters in education first.
Thursday, April 16, 2015
Spring 2015 -- Prompt 2
What is something you want to change about your classroom management?
Be specific and use specific example(s) for this change.
Something that I want to change about my classroom management is creating buy-in at the beginning of the year. I want to create the rules with students, and I want to use that as leverage. If students made the rules, then there needs to be buy-in. Also, I would be a lot more harsh and strict. I would lay down the law at the beginning. I want to start out as the "mean teacher," so that students know that I mean business. By mean, I mean strict.
Also, I would be more consistent in my classroom management. I will create a more progressive type of classroom management, meaning, I will move up the list faster. I will conference with students faster, and I will call home faster. I will do my best to still not use referrals, as they are said to be bad. However, I will if something keeps happening (at least, that's my opinion). I know administrators do not like referrals; however, for repeat offenses, after exhausting all other options, I will write referrals. I will also try to make more parent calls, and I will try to use more Kagan structure type activities.
Be specific and use specific example(s) for this change.
Something that I want to change about my classroom management is creating buy-in at the beginning of the year. I want to create the rules with students, and I want to use that as leverage. If students made the rules, then there needs to be buy-in. Also, I would be a lot more harsh and strict. I would lay down the law at the beginning. I want to start out as the "mean teacher," so that students know that I mean business. By mean, I mean strict.
Also, I would be more consistent in my classroom management. I will create a more progressive type of classroom management, meaning, I will move up the list faster. I will conference with students faster, and I will call home faster. I will do my best to still not use referrals, as they are said to be bad. However, I will if something keeps happening (at least, that's my opinion). I know administrators do not like referrals; however, for repeat offenses, after exhausting all other options, I will write referrals. I will also try to make more parent calls, and I will try to use more Kagan structure type activities.
Blog Post -- IEP -- Spring 2015
What is your most stressful part of the IEP for you to deal with or work on?
Do you have someone on your campus that you can go to for assistance and support in writing the IEP?
The most stressful part of the IEP is being able to differentiate. That can be difficult at times. Also, I find it difficult when students try to use the IEP as an excuse not to do work. I unfortunately have encountered that from a particular student. I am afraid that he has not learned how to critically think, because I think he has gotten too much help. I understand that with his IEP that he needs the help; however, he cannot just expect to do nothing and graduate. He always is on his cell phone in class, and has made disrespectful comments. He has even admitted that he does not have to do anything, since he "has an IEP." I disagree completely with that. He needs to do what he can, to his ability. Then, he can get the help he needs.
I do have a couple of people I can go to; however, the coordinator for Special Ed has admitted that he needs to learn that he needs to do the work in college. I know the student is also a sports player, so he does care about that. I think it is about establishing the connection with him, which I have tried to do all year. I thought I was becoming successful about it, until he became really rude one day and had to go out of class, unfortunately. I was disappointed, because I have high expectations for all of my students. I still will do my best, and I have not given up. At the same time, I do realize that there needs to be that aspect of responsibility for the student to be motivated. I know that I create the environment, which I am fine with; at the same time, the student needs to do their best too.
Do you have someone on your campus that you can go to for assistance and support in writing the IEP?
The most stressful part of the IEP is being able to differentiate. That can be difficult at times. Also, I find it difficult when students try to use the IEP as an excuse not to do work. I unfortunately have encountered that from a particular student. I am afraid that he has not learned how to critically think, because I think he has gotten too much help. I understand that with his IEP that he needs the help; however, he cannot just expect to do nothing and graduate. He always is on his cell phone in class, and has made disrespectful comments. He has even admitted that he does not have to do anything, since he "has an IEP." I disagree completely with that. He needs to do what he can, to his ability. Then, he can get the help he needs.
I do have a couple of people I can go to; however, the coordinator for Special Ed has admitted that he needs to learn that he needs to do the work in college. I know the student is also a sports player, so he does care about that. I think it is about establishing the connection with him, which I have tried to do all year. I thought I was becoming successful about it, until he became really rude one day and had to go out of class, unfortunately. I was disappointed, because I have high expectations for all of my students. I still will do my best, and I have not given up. At the same time, I do realize that there needs to be that aspect of responsibility for the student to be motivated. I know that I create the environment, which I am fine with; at the same time, the student needs to do their best too.
ELL Blog -- Spring 2015
What types of teaching strategies have you utilized with your ELL students? Of the strategies discussed, which one(s) do you think you will implement in the future?
I have used the strategies of ensuring to challenge ELL students. I agree with the i+1 principle, where the student needs to learn vocabulary slightly above where they were at. Also, I will use the strategy of allowing students talk a little bit about culture at appropriate times. I will also ensure to differentiate instruction in the future as well, as much as I can. Perhaps I can work on strategies of differentiating instruction to ELL students a little more.
I have used the strategies of ensuring to challenge ELL students. I agree with the i+1 principle, where the student needs to learn vocabulary slightly above where they were at. Also, I will use the strategy of allowing students talk a little bit about culture at appropriate times. I will also ensure to differentiate instruction in the future as well, as much as I can. Perhaps I can work on strategies of differentiating instruction to ELL students a little more.
Prompt -- Blog 1 -- Spring 2015
Did you receive training regarding children with Emotional Disturbance? How was it helpful or not? Does your school have an "Emergency Team" for a student with Emotional Disabilities?
I did not receive training on children with Emotional Disturbances. I learned a little about it last year at the school. I think the training was helpful; however, it dealt more with students with ADHD, Asperger's, and the Autism Spectrum. I am appreciative of Casa Grande having me go to that training, because I also dealt with Asperger's, not knowing it until my adulthood. It is helpful to see how I can help other students, and be supportive of them. We do not have an "Emergency Team;" however, I think people can work together, and I believe that have.
I did not receive training on children with Emotional Disturbances. I learned a little about it last year at the school. I think the training was helpful; however, it dealt more with students with ADHD, Asperger's, and the Autism Spectrum. I am appreciative of Casa Grande having me go to that training, because I also dealt with Asperger's, not knowing it until my adulthood. It is helpful to see how I can help other students, and be supportive of them. We do not have an "Emergency Team;" however, I think people can work together, and I believe that have.
Saturday, December 13, 2014
Active Engagement Strategies
I utilize a variety of ways for active engagement strategies. I try to utilize white boards to engage students. Another thing I do is try to implement fun games, while allowing them to learn math. In the spring, I want to use more games. I want to include games; however, I want to ensure students are learning while having fun (rather than goofing around). I believe that students will learn if you get to know them, so I believe that sometimes a good engagement strategy is knowing more about the name of your students. If you get to know them, it will lower their affective filter, and it will help you teach the student. I want to explore more engagement strategies in the spring.
Classroom Management -- the final weeks of school
For my classroom management strategies for the final weeks of school, I have kept in mind their desire to go on Christmas break (Holiday Break). I realize that their willingness to learn has gone down, unfortunately. However, I have worked to keep them motivated. I have also given them more practice, so that they are able to talk and work. I believe that having them work together is an effective way to keep them engaged. As a positive incentive plan, I used a couple of ideas. One is that I motivate them towards the life that they want (career) and the grade that they want in school. I also have offered them a limited amount of extra credit, which I find motivates them. Also, on the final day, if they finished early, I allowed them to do a Sudoku puzzle for extra credit. Many of them enjoyed that, and were working together on that after the final. I find that it is good for problem solving. It also was a positive motivator, since I did not want them to be on cell phones during the final exam.
I also gave them positive feedback when they correctly solved a problem. I find this is good, because they feel motivated when they are having success, from what I believe.
I also gave them positive feedback when they correctly solved a problem. I find this is good, because they feel motivated when they are having success, from what I believe.
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