The professional setting of my dream job is definitely in an elementary school. After spending time with elementary, middle, and high school students, I feel that an elementary school is my dream setting. My hope is that I will work with a principle who is interested in the arts and makes many visits to my room. I would like to be in a more urban setting, and possibly part of a larger district with many elementary schools. I want to feel like I'm part of a community, and be part of a school where there are community events and community outreach. I would prefer a job in a district where business casual dress is enforced because I think setting a boundary line between the teachers and students is important. I think that dressing professionally also sends an important message to students that you're serious about your job, and being in the students presence. I think having a diverse community is important to me as well. I want to live in an area where there are many cultures present. Growing up in a College town, I enjoyed meeting many different people from all over the world.
Monday, May 6, 2013
Tuesday, April 16, 2013
Week 11 - I believe a successful teacher is primarily a matter of...
I believe a successful teacher is primarily a matter of balance. I think that to be successful teacher we have to be able to juggle a sense of humor, our expectations, consistency, and maintain objectivity. This is true because I believe each student is different, and to know your students is to know the best way to teach them.
A sense of humor is essential for dealing with difficult situations, behavior management, and relationships with other staff members. Our expectations of students must be changed to adhere to their abilities, previous knowledge, and outside factors besides school that affect them. We, as teachers, must be consistent while also being flexible, and open to discussion and change. Being a successful teacher also means maintaining objectivity. Being fair is essential. Evaluating the situation, and realizing that every rule that applies to one student can not, or should not apply to another. Juggling all of these qualities during the school day essentially means that you have to know your students. I have to know which students are having trouble at home, are on an IEP, or have a para-educator with them. I think it really all boils down to knowing your students and balancing their needs.
I believe a successful teacher is primarily a matter of balance. I think that to be successful teacher we have to be able to juggle a sense of humor, our expectations, consistency, and maintain objectivity. This is true because I believe each student is different, and to know your students is to know the best way to teach them.
A sense of humor is essential for dealing with difficult situations, behavior management, and relationships with other staff members. Our expectations of students must be changed to adhere to their abilities, previous knowledge, and outside factors besides school that affect them. We, as teachers, must be consistent while also being flexible, and open to discussion and change. Being a successful teacher also means maintaining objectivity. Being fair is essential. Evaluating the situation, and realizing that every rule that applies to one student can not, or should not apply to another. Juggling all of these qualities during the school day essentially means that you have to know your students. I have to know which students are having trouble at home, are on an IEP, or have a para-educator with them. I think it really all boils down to knowing your students and balancing their needs.
Wednesday, April 10, 2013
Week 10 - Professional Development
Lately I have been able to attend the district art staff meetings. The topic for most of the meetings has been really useful because it has been based on technology. I have learned about calibrating smart boards, alternate uses for the elmo, and ladybug, and I have also learned a bit about stop animation. This link shows a stop animation created an art teachers and his students:
The Robot and the Butterfly
It utilizes technology in a different way to create classroom art that involves the whole school. I think that when there's a set subject for professional development days, they can be very useful for finding new, cool, fun ways to create art in the classroom.
Lately I have been able to attend the district art staff meetings. The topic for most of the meetings has been really useful because it has been based on technology. I have learned about calibrating smart boards, alternate uses for the elmo, and ladybug, and I have also learned a bit about stop animation. This link shows a stop animation created an art teachers and his students:
The Robot and the Butterfly
It utilizes technology in a different way to create classroom art that involves the whole school. I think that when there's a set subject for professional development days, they can be very useful for finding new, cool, fun ways to create art in the classroom.
Tuesday, April 2, 2013
Week 9 - Problem Solving/ Critical Thinking
How is problem solving/critical thinking taught through art? What are
some different strategies you have used to promote problem solving/
critical thinking?
some different strategies you have used to promote problem solving/
critical thinking?
So, this week has been an interesting first glimpse at the innermost workings of high school. I am still learning about the psychology involved in teaching high schoolers, because I have not had as much practice or experience with them.
Artists are constantly problem solving. I think one of the roughest, toughest parts of being an artists is trying to create with a material that has boundaries. Glass is one of those materials. For example, you can't cut L-shapes or 90 degree angles without the glass breaking into multiple pieces. Problem solving and critical thinking has been a big topic for students in my Glass Working classes. Students this week have been creating a design for the stained glass windows that they're making. There has been a lot of problem solving so far as part of this step. Students must cut and piece together their glass pieces like a puzzle. Eventually we will sauter all the pieces together. The biggest issue with this assignment is getting students to simplify their designs, and work within the parameters of the materials (no 90 degree angle cuts, pieces must all fit together like a puzzle, no L-shapes etc.). A good stained glass design looks something like this:
It has simple shapes, and can fit together like a puzzle. This week I have spend a lot of time trying to help students create a stained glass project that will lend itself to these qualities. I have found that the best way to promote critical thinking and problem solving is to get the students interested in a project that relates to them. If they care about the outcome of their project, they'll be more motivated to work on it outside of class. I've also paired students up to promote problem solving. There are more advanced students in the class who have already taken Glass Working. When some students were having trouble making their designs, I asked other students with insight to help them. This frees me up to continue to walk around the class and assist others, and because I haven't had any experience with glass up until this point, students are getting good advice from someone who has a lot of skill and practice with glass.
Tuesday, March 12, 2013
Week 8 - Technology
How have you used technology to enhance your teaching- how do you want to in the future, and what technology is necessary?
One of the best new technological resources for the classroom is the smart board. I also use the ladybug almost every day. The smart board is a great tool for showing slideshows and images of artist's work. I love making short introductory slide shows for students to get them ready for the next unit, or what we'll be doing in class that day. For current classrooms, I think that a projector with a computer hook up are necessary. I have had to work in classrooms with less, but it can be difficult to show examples or demonstrate processes to all students at once.
In the future I would like to incorporate the use of a smart board more into my lessons. I have seen some teachers incorporate interactive smart board lessons with music and moveable elements.
As I move to my secondary placement, I am also excited to learn more about Photoshop and the operation of digital cameras. I have had a year of digital photography through University of Iowa, however, I know the students will always be able to show me more, and teach me things I could never imagine.
How have you used technology to enhance your teaching- how do you want to in the future, and what technology is necessary?
One of the best new technological resources for the classroom is the smart board. I also use the ladybug almost every day. The smart board is a great tool for showing slideshows and images of artist's work. I love making short introductory slide shows for students to get them ready for the next unit, or what we'll be doing in class that day. For current classrooms, I think that a projector with a computer hook up are necessary. I have had to work in classrooms with less, but it can be difficult to show examples or demonstrate processes to all students at once.
In the future I would like to incorporate the use of a smart board more into my lessons. I have seen some teachers incorporate interactive smart board lessons with music and moveable elements.
As I move to my secondary placement, I am also excited to learn more about Photoshop and the operation of digital cameras. I have had a year of digital photography through University of Iowa, however, I know the students will always be able to show me more, and teach me things I could never imagine.
Tuesday, March 5, 2013
Week 7- Art Educators as art advocates
In what ways do the roles of art teachers and art education advocates overlap? In what ways can advocacy be used as a communication tool? What is your view of the importance of teachers' relationships with their school community, parers/guardians, and the larger community-include in your discussion the role of professional ethics and school or community projects in which you were involved.
My views on art and my advocacy for the fine arts is largely based on the writings and publications by Elliot Eisner. Elliot Eisner is emeritus professor of Art and Education at Stanford. Here are two of his articles that I have used over time to support my argument in support of art education in public schools:
In what ways do the roles of art teachers and art education advocates overlap? In what ways can advocacy be used as a communication tool? What is your view of the importance of teachers' relationships with their school community, parers/guardians, and the larger community-include in your discussion the role of professional ethics and school or community projects in which you were involved.
My views on art and my advocacy for the fine arts is largely based on the writings and publications by Elliot Eisner. Elliot Eisner is emeritus professor of Art and Education at Stanford. Here are two of his articles that I have used over time to support my argument in support of art education in public schools:
Basically I feel that as an art educator you're immediately signed up for the cause. In other words, as an art educator you're automatically an advocate- if for no other reason (and I hope you have plenty of other reasons...) than to advocate for your own job. Fine arts are constantly on the chopping block when it comes to spending cuts. I think the best way to be an advocate for the arts are to be present in your community. For me this means teaching over the summer at summer camps, volunteering with the REACH program, and being involved in Ceramic Society. The more attached the community is to your event, or program, the more potential donors you have to keep things running. This is the nitty gritty side of course, and in my opinion it's best when a school doesn't have to run like a business. I have also been involved in programs like UAY through the University of Iowa Art Education program. This worked with teens at a local after school program. These are all instances in which reaching out and involving the community can not only help enrollment in your area later, but also get community members involved.
Monday, February 25, 2013
Week 6- The Role of Assessment in Art Education
What is the role/ importance of assessment in art education? What methods of assessment have you used?
What is the role/ importance of assessment in art education? What methods of assessment have you used?
Art assessment obviously does not work the same way as most classroom subjects. In an institution that is mostly based on standardized test and fill in the blank answers, art has very different assessment and measurement. Obviously, it differs from grade to grade, with lower grades focused mostly on participation and following directions, classroom behavior and the use material expectations. Here is an example of an assessment I used for a comic book assignment:
This is a very good example of student evaluation that I found on another art teacher's blog: Elementary art assessment
I like it because it shows her examples of project, while simultaneously demonstrating expectations. I also feel that this site author gives very good reasons why art assessment is not only a good idea, it's necessary!
Tuesday, February 19, 2013
Week 5- Lesson Planning and the Impact of Subject Knowledge
What are some resources you can turn to for support in lesson planning ideas? People, places, websites...
One of the hardest things is to create a lesson plan that is "enthralling" for most students. I know I have a great lesson plan when everyone has their eyes on me, and there are "ooos", and "ahhhs"! Knowing the subject well plays a large roll in making the lesson interesting to students. For example, the lesson I am currently teaching revolves around a Japanese painting and printing style called Ukiyo-e. The lesson was created with the intent to expose students to Japan, and styles of artwork that they might not see often. I took a class called Asian Art and Culture where I learned about many artistic periods in Japan. I think this knowledge helped me create an interesting lesson plan because I was interested in the subject. I acknowledge that knowing the content helps you teach it well, but the source of the selection for content, often comes from the teachers interests. Being excited and interested in the content is a positive step towards getting students excited and motivated about the assignment. Excitement is contagious! This is why I feel it is important to pick projects that I am personally excited about. I can invest my time into something new that I am passionate about, and the students will benefit from something that they might not have seen or experienced in the art classroom before.
Some really good sources that I have used besides my classes are:
http://www.incredibleart.org This site has complete lesson plans that include national standards. It is also divided by medium and grade level, making it very easy to navigate.
Believe it or not the image sharing website Pinterest has also been extremely useful. It is mostly examples of student work, however, there are also some tutorials and collections of projects from art teachers that are viewable for browsing.
We are learning about Ukiyo-e style art from Japan, and also about origami. Today I presented some facts about Japan, and also showed some examples of art work by the Japanese artist Katsushika Hokusai. An example of his work can be seen here:
Students are using pencil to draw their own Ukiyo-e style scene. Ukiyo-e translates into "pictures of the floating world". These scenes usually depicted beautiful moments of impermanence. The students are using black india ink to go over thier pencil lines, and then watercolors to paint the scenes. Eventually we will create origami out of the paper. We will be folding the paper into samurai hats. They will look like this:
What are some resources you can turn to for support in lesson planning ideas? People, places, websites...
One of the hardest things is to create a lesson plan that is "enthralling" for most students. I know I have a great lesson plan when everyone has their eyes on me, and there are "ooos", and "ahhhs"! Knowing the subject well plays a large roll in making the lesson interesting to students. For example, the lesson I am currently teaching revolves around a Japanese painting and printing style called Ukiyo-e. The lesson was created with the intent to expose students to Japan, and styles of artwork that they might not see often. I took a class called Asian Art and Culture where I learned about many artistic periods in Japan. I think this knowledge helped me create an interesting lesson plan because I was interested in the subject. I acknowledge that knowing the content helps you teach it well, but the source of the selection for content, often comes from the teachers interests. Being excited and interested in the content is a positive step towards getting students excited and motivated about the assignment. Excitement is contagious! This is why I feel it is important to pick projects that I am personally excited about. I can invest my time into something new that I am passionate about, and the students will benefit from something that they might not have seen or experienced in the art classroom before.
Some really good sources that I have used besides my classes are:
http://www.incredibleart.org This site has complete lesson plans that include national standards. It is also divided by medium and grade level, making it very easy to navigate.
Believe it or not the image sharing website Pinterest has also been extremely useful. It is mostly examples of student work, however, there are also some tutorials and collections of projects from art teachers that are viewable for browsing.
We are learning about Ukiyo-e style art from Japan, and also about origami. Today I presented some facts about Japan, and also showed some examples of art work by the Japanese artist Katsushika Hokusai. An example of his work can be seen here:
Tuesday, February 12, 2013
Week 4- Classroom Management and Da Rulz
There are many rules that I think need to be posted in the classroom and enforced by the teacher to insure that the classroom is a positive learning environment. I think the art room rules that I plan to use are also essential rules to ensure a positive classroom, and learning environment. Mine are as followed:
1.) Stay in your seat (or carpet spot) unless you have permission to move
*WHY? One reason is that if you are out of your seat and accidentally bump someone's art work, or project you might disrupt it or damage it!
2.) Raise your hand if you have a relative comment, or question
*WHY? If everyone is talking, the teacher can not explain the project, or answer questions. It takes art time away from others!
3.) Be respectful, and kind
*WHY? We have to be respectful of teachers, other students, the art materials, and our school! If a teacher asks you to do something, we expect you to do it. Clean up after yourself, and other students too! Even if it is not your mess, help the community by cleaning messes, if you can. Kindness is a basic human experience, which we should do our best to all help others experience. Especially in my classroom.
4.) Be a problem solver- "Ask 3 before you ask me!"
*WHY? There are around 30 of you (the students) and only one of me! So, if you have a question, try asking a few friends at your table. If it is an emergency get my attention immidiately!
I will definitely post these and go over them in my future classroom. I think that one of the best things when a class has a hard day in art, is to go over the rules again the next time they come to my class. This way, the rules are reinforced multiple times, and expectations are very clear.
Obviously, the extent to which I push or enforce rules is different for each student. This is why it is important to get to know your students. If they have something happening at home, they are sick, or you know they are having a bad day for whatever reason, I think leniency is OK. Obviously, being to laxidasical is never good, but there are times when treating every student the same is detrimental. I think most students would agree, and think this is fair.
There are many rules that I think need to be posted in the classroom and enforced by the teacher to insure that the classroom is a positive learning environment. I think the art room rules that I plan to use are also essential rules to ensure a positive classroom, and learning environment. Mine are as followed:
1.) Stay in your seat (or carpet spot) unless you have permission to move
*WHY? One reason is that if you are out of your seat and accidentally bump someone's art work, or project you might disrupt it or damage it!
2.) Raise your hand if you have a relative comment, or question
*WHY? If everyone is talking, the teacher can not explain the project, or answer questions. It takes art time away from others!
3.) Be respectful, and kind
*WHY? We have to be respectful of teachers, other students, the art materials, and our school! If a teacher asks you to do something, we expect you to do it. Clean up after yourself, and other students too! Even if it is not your mess, help the community by cleaning messes, if you can. Kindness is a basic human experience, which we should do our best to all help others experience. Especially in my classroom.
4.) Be a problem solver- "Ask 3 before you ask me!"
*WHY? There are around 30 of you (the students) and only one of me! So, if you have a question, try asking a few friends at your table. If it is an emergency get my attention immidiately!
I will definitely post these and go over them in my future classroom. I think that one of the best things when a class has a hard day in art, is to go over the rules again the next time they come to my class. This way, the rules are reinforced multiple times, and expectations are very clear.
Obviously, the extent to which I push or enforce rules is different for each student. This is why it is important to get to know your students. If they have something happening at home, they are sick, or you know they are having a bad day for whatever reason, I think leniency is OK. Obviously, being to laxidasical is never good, but there are times when treating every student the same is detrimental. I think most students would agree, and think this is fair.
Tuesday, February 5, 2013
Week 3- "Castle on a Cloud"
Last Friday I got to introduce a new lesson that revolves around castles! It reminded me of this wonderful musical number:
First I made a power point to introduce some of the third graders to the historical elements of castles. I even showed some photos of castles I have traveled to.
Above is a picture of the Tower of London, and the next is a funny picture of my sister and I at Alnwick Castle. Parts of Harry Potter was filmed at Alnwick Castle! That really got my student's attention.
This is the demo I showed to the class:
Basically, after learning about all the different exterior parts of the castle through a 8-14 minuet power point, I asked students to draw their own castle (with a few fictional components, like dragons) utilizing what we learned about through the power point.
How do you approach planning and teaching to diverse learners? What accommodations have you made for diverse learners?
Diversity in the art classroom, from my experience, centers around the involvement of a student in their project and their ability to complete the project. The involvement of a student in the project basically boils down to whether or not they enjoy the project. If a student likes art class, usually, they will do their best to complete the assignment. In this case, most students also enjoy the time they spend in the art room. On the opposite end of the spectrum there are students that do not like, or enjoy the process of art making. For whatever reason (sometimes it is lack of support at home, but not always), some students just do not want to participate in art making. Maybe the student is not a very visual or tactile learner, and they do not enjoy aspects of certain projects. To accommodate for these students usually I try to find out what interests them outside of school. If they can incorporate something they love into the assignment, they will usually get very excited about whatever the project is. For example, one student last week was having difficulty completing the writing requirement of a project. My co-operating teacher required that students write a half page about a clay piece they were going to create. The assignment was called "Story Pots". The student was struggling with spelling and thinking of a creative story. The student was very hesitant to begin, and clearly having a negative experience. After discussing this with the student, I had them dictate to me what they wanted their story to be for the assignment. We discuss their interests and they decided to write about soccer. Because the assignment was less based on writing skills, and more an exercise in story development and creativity, I felt comfortable helping the student with this aspect of the assignment.
There are also diverse learners who have a hard time focusing in all classes, especially art because there are times when we ask students to be out of their seats to get supplies and different materials during work time. These learners, especially very verbal tactile learners, have a hard time following directions and completing tasks. There are many management methods that I have seen other teachers use, and adopted to help these students. For example, I find that giving a student a goal for the day has helped in many cases. I have said "Today I would like you to work on staying in your seat." When I observe them out of their seat, one reminder usually corrects the student's behavior. Another method I have observed is the sticky note method. I will give the student a sticky note, and ask them to tally every time I have to remind them of the classroom expectations. I feel that accommodating for diverse learners means devising a simple plan that will work for them in my classroom.
First I made a power point to introduce some of the third graders to the historical elements of castles. I even showed some photos of castles I have traveled to.
This is the demo I showed to the class:
How do you approach planning and teaching to diverse learners? What accommodations have you made for diverse learners?
Diversity in the art classroom, from my experience, centers around the involvement of a student in their project and their ability to complete the project. The involvement of a student in the project basically boils down to whether or not they enjoy the project. If a student likes art class, usually, they will do their best to complete the assignment. In this case, most students also enjoy the time they spend in the art room. On the opposite end of the spectrum there are students that do not like, or enjoy the process of art making. For whatever reason (sometimes it is lack of support at home, but not always), some students just do not want to participate in art making. Maybe the student is not a very visual or tactile learner, and they do not enjoy aspects of certain projects. To accommodate for these students usually I try to find out what interests them outside of school. If they can incorporate something they love into the assignment, they will usually get very excited about whatever the project is. For example, one student last week was having difficulty completing the writing requirement of a project. My co-operating teacher required that students write a half page about a clay piece they were going to create. The assignment was called "Story Pots". The student was struggling with spelling and thinking of a creative story. The student was very hesitant to begin, and clearly having a negative experience. After discussing this with the student, I had them dictate to me what they wanted their story to be for the assignment. We discuss their interests and they decided to write about soccer. Because the assignment was less based on writing skills, and more an exercise in story development and creativity, I felt comfortable helping the student with this aspect of the assignment.
There are also diverse learners who have a hard time focusing in all classes, especially art because there are times when we ask students to be out of their seats to get supplies and different materials during work time. These learners, especially very verbal tactile learners, have a hard time following directions and completing tasks. There are many management methods that I have seen other teachers use, and adopted to help these students. For example, I find that giving a student a goal for the day has helped in many cases. I have said "Today I would like you to work on staying in your seat." When I observe them out of their seat, one reminder usually corrects the student's behavior. Another method I have observed is the sticky note method. I will give the student a sticky note, and ask them to tally every time I have to remind them of the classroom expectations. I feel that accommodating for diverse learners means devising a simple plan that will work for them in my classroom.
Sunday, January 27, 2013
Week 2- Success and Community
Think back to influential classes you have taken. How were expectations set to promote student success? Introduce your student teaching setting. How do you view the expectations and classroom community established in your current placement?
Strangely enough, one of the most influential classes was not an art class. One of the most influential classes I've ever taken was my high school algebra class. I struggled a lot in high school with math, however, my math teacher was one of the most memorable teachers of my high school experience. I feel that first and foremost, a student should feel safe when they enter my classroom. A student should feel physically safe, but students should be challenged to do their best work by being pushed slightly out of their comfort zone. My high school math teacher did this by using the bunny game. Each night we were assigned homework math problems and expected to complete them for the next day. Once we arrived in class and sat down, we tossed a plush stuffed bunny rabbit around the room. If you missed a pass, or dropped the bunny you had to go to the board and complete a problem. However, if you solved it on your own without help you got two points extra credit. If you solved it by asking for help from the class you got one point extra credit. It was nerve racking to have to answer these math problems in front of everyone, but it made me accountable for the homework! I did every problem with the hopes that I would be able to solve the problem on my own, and get extra credit. I think this promoted student success because it got most students interested in doing the homework and consequently prepared them for the tests.
My student teaching setting takes place at two different schools. The first is in a middle class neighbor hood and the school demographic seems to be fairly diverse. The classes have all been fairly well behaved and most students respect my co-operating teacher and love his art class. On Fridays we travel to another school and teach three classes, first, sixth, and third grade. The demographic there includes more lower income students and students who have moved here from inner city Chicago. Students at this school have presented some interesting classroom management experiences already.
However different the classroom demographic is, the classroom expectations are the same in each school. In my opinion my co-operating teacher does a very good job of rewarding students for going above and beyond expected behavior. He has a small catapult that he build, and will fire it with classes that do really excellent work, and display good behavior while they are waiting in line at the end of class for their classroom teacher. Some of the things he expects are that student will put their pencils, erasers, and pencil sharpeners back in their cases at their tables after they are done using the materials (he checks this at the end of class). He also expect students to use only the materials he provides or verbally consents to the use of, and he expects students to be working at their spot unless they have permission to be elsewhere. My co-operating teacher has given numbers and assign seats to students at their tables. He uses this to establish community in his classroom by giving jobs to each number, such as getting the materials or cleaning up certain things. The students then help each other get these tasks done.
Think back to influential classes you have taken. How were expectations set to promote student success? Introduce your student teaching setting. How do you view the expectations and classroom community established in your current placement?
Strangely enough, one of the most influential classes was not an art class. One of the most influential classes I've ever taken was my high school algebra class. I struggled a lot in high school with math, however, my math teacher was one of the most memorable teachers of my high school experience. I feel that first and foremost, a student should feel safe when they enter my classroom. A student should feel physically safe, but students should be challenged to do their best work by being pushed slightly out of their comfort zone. My high school math teacher did this by using the bunny game. Each night we were assigned homework math problems and expected to complete them for the next day. Once we arrived in class and sat down, we tossed a plush stuffed bunny rabbit around the room. If you missed a pass, or dropped the bunny you had to go to the board and complete a problem. However, if you solved it on your own without help you got two points extra credit. If you solved it by asking for help from the class you got one point extra credit. It was nerve racking to have to answer these math problems in front of everyone, but it made me accountable for the homework! I did every problem with the hopes that I would be able to solve the problem on my own, and get extra credit. I think this promoted student success because it got most students interested in doing the homework and consequently prepared them for the tests.
My student teaching setting takes place at two different schools. The first is in a middle class neighbor hood and the school demographic seems to be fairly diverse. The classes have all been fairly well behaved and most students respect my co-operating teacher and love his art class. On Fridays we travel to another school and teach three classes, first, sixth, and third grade. The demographic there includes more lower income students and students who have moved here from inner city Chicago. Students at this school have presented some interesting classroom management experiences already.
However different the classroom demographic is, the classroom expectations are the same in each school. In my opinion my co-operating teacher does a very good job of rewarding students for going above and beyond expected behavior. He has a small catapult that he build, and will fire it with classes that do really excellent work, and display good behavior while they are waiting in line at the end of class for their classroom teacher. Some of the things he expects are that student will put their pencils, erasers, and pencil sharpeners back in their cases at their tables after they are done using the materials (he checks this at the end of class). He also expect students to use only the materials he provides or verbally consents to the use of, and he expects students to be working at their spot unless they have permission to be elsewhere. My co-operating teacher has given numbers and assign seats to students at their tables. He uses this to establish community in his classroom by giving jobs to each number, such as getting the materials or cleaning up certain things. The students then help each other get these tasks done.
Week 1- "Getting to Know You"
This first week feels a bit like that scene from the King and I
What do you find most daunting about finishing student teaching and graduating from college?
The things I find most daunting about finishing student teaching and graduating are finding a job, and finding a job in a school that I can thrive in. I am really nervous about applying for jobs and not being able to find one. I'm also worried that I will end up in a school where for some reason I don't get along with the principal or other teachers. These thoughts literally keep me up at night. I don't know how I'll be able to tell if a school is the "right" one!
What was the pivotal event that made you decide to become a teacher and enter your teacher preparation program? Employers almost always ask questions similar to this.
I have always been interested in teaching. Even as a child the "teacher game" was one of my favorites. I think I always knew I wanted to teach, so applying to the college of education was not as pivotal for me as the opportunity I had to teach my first class by myself. I applied for a summer job teaching art at a day camp. I taught two classes, one in the morning and one in the afternoon. I can't even begin to describe my feelings of euphoria when I heard a child say "I love this class!". My students made me laugh, and surprised me everyday with their creativity. They took projects farther than I could imagine them as an adult, and that was the best part. When I was done teaching at that camp, I knew that I could go to school everyday and teach art. I started at eight and when it was over at three thirty, it seemed as if the day had passed in seconds! That really was the most pivotal experience for me, and my realization that I wanted to become a teacher.
In what ways will your wardrobe change during student teaching and as a teaching professional?
This is a funny question, because my friends, family and room mates have always commented that my sense of style is a bit bookish. I enjoy cardigans, polos and khakis more than employees at the gap. However, I do feel like I will have to become more conservative in the summer at public areas, such as the swimming pool, and the farmers market. I know that the chances of meeting students and their families at places like this are high, and I want to maintain a respectable and professional demeanor as a public figure in the community.
This first week feels a bit like that scene from the King and I
What do you find most daunting about finishing student teaching and graduating from college?
The things I find most daunting about finishing student teaching and graduating are finding a job, and finding a job in a school that I can thrive in. I am really nervous about applying for jobs and not being able to find one. I'm also worried that I will end up in a school where for some reason I don't get along with the principal or other teachers. These thoughts literally keep me up at night. I don't know how I'll be able to tell if a school is the "right" one!
What was the pivotal event that made you decide to become a teacher and enter your teacher preparation program? Employers almost always ask questions similar to this.
I have always been interested in teaching. Even as a child the "teacher game" was one of my favorites. I think I always knew I wanted to teach, so applying to the college of education was not as pivotal for me as the opportunity I had to teach my first class by myself. I applied for a summer job teaching art at a day camp. I taught two classes, one in the morning and one in the afternoon. I can't even begin to describe my feelings of euphoria when I heard a child say "I love this class!". My students made me laugh, and surprised me everyday with their creativity. They took projects farther than I could imagine them as an adult, and that was the best part. When I was done teaching at that camp, I knew that I could go to school everyday and teach art. I started at eight and when it was over at three thirty, it seemed as if the day had passed in seconds! That really was the most pivotal experience for me, and my realization that I wanted to become a teacher.
In what ways will your wardrobe change during student teaching and as a teaching professional?
This is a funny question, because my friends, family and room mates have always commented that my sense of style is a bit bookish. I enjoy cardigans, polos and khakis more than employees at the gap. However, I do feel like I will have to become more conservative in the summer at public areas, such as the swimming pool, and the farmers market. I know that the chances of meeting students and their families at places like this are high, and I want to maintain a respectable and professional demeanor as a public figure in the community.
Sunday, January 20, 2013
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