What makes you marketable as a teacher? Why should a district hire you over someone else?
As a fellow blogger pointed out, this is a difficult question to answer. We are taught not to brag, and by answering this question it definitely feels like bragging. However, I felt that it was an important question to think about. First of all, it forces me to think about what I bring to the table. Second of all, it is a question that I will be asked in an interview, and I need to know the answer if I hope to be the chosen applicant. With that being said, I think there are various aspects about myself that are marketable.
I have worked hard to gain experience in the educational setting as a college student. I have been a tutor on campus and off campus since my second semester of school. Here, I have easily dedicated 8-10 hours a week to tutoring students in mathematics and physics. On campus I have tutored students of various backgrounds with and without disabilities one and one. I have also lead group tutoring sessions for mathematics since I began tutoring. Off campus, what began as a practicum experience continued as a volunteer activity throughout the semester. Although this isn't teaching as a whole, I believe tutoring is a huge step in the right direction. Not only have I developed my patience and understanding for math students, but I have also developed numerous tricks and better descriptions when teaching different concepts. I believe I have grown greatly as a preservice teacher through tutoring.
As a preservice teacher, I have taken my education courses seriously. I have witnessed many of my classmates saying how they think that a lot of what we learn is just not applicable, especially in respect to mathematics. I disagree. When I was in high school, my math and physics classes were essentially drill and practice. I am so excited to make my classroom hands-on, hearts-on, and heads-on (to quote Dr. Perry Cook). I expect to incorporate new and exciting strategies in my classroom. I also expect to be a life-time learner. By doing so, I will continue to make my classroom a room my students want to be in as well as a room they will learn in.
As a person, I am a hard worker. I take my job very seriously; however, I like to have fun as well. I believe I am a natural leader. I am willing to listen to other's ideas and suggestions to make myself a better person as well as a better teacher. I believe these are incredibly important traits to possess in any career, but they are especially important as a teacher. You need to be flexible, but strong. I can't imagine a more difficult career, but I also can't imagine a more rewarding job. I am ready for the challenge.
Sunday, November 18, 2007
Monday, November 12, 2007
More Training
What is an important part of your professional training where you feel you need more training?
Honestly, I feel that every future teacher could use more training in every aspect. However, eventually we just need to take the plunge and learn from our mistakes and successes, not just from someone else's suggestions. If I had to pick a part of my professional training where I would most like to have more training however, it would be in the arena of special education and students with various disabilities or extra abilities. In my classroom, I hope to be able to include all students by varying my instruction to adapt to their own special needs. I worry that I don't necessarily know enough about all of the disabilities out there, especially the ones I will exposed to the most in my classroom such as ADD, ADHD, dyslexia, high functioning forms of autism, etc. I want to be able to help these students as much as I help my "regular education" students. I wish I had more training, resources, and ideas for these students. As I write my lesson plans, I worry that I don't have enough extensions for the wide spectrum of learners, and I would love to be able to fix this.
I also feel that we don't spend nearly enough time in our preparations discussing gifted and/or advanced students. I would like to know more about how to extend their learning appropriately without making them feel singled out/pushed to hard or making other students feel left out. Overall, I think I will be able to overcome this potential lack in training by doing my one research and creating my own resource collection and gaining information from my mother (who is an occupational therapist) of how to really reach these students and make their educational experience the best it can be.
Honestly, I feel that every future teacher could use more training in every aspect. However, eventually we just need to take the plunge and learn from our mistakes and successes, not just from someone else's suggestions. If I had to pick a part of my professional training where I would most like to have more training however, it would be in the arena of special education and students with various disabilities or extra abilities. In my classroom, I hope to be able to include all students by varying my instruction to adapt to their own special needs. I worry that I don't necessarily know enough about all of the disabilities out there, especially the ones I will exposed to the most in my classroom such as ADD, ADHD, dyslexia, high functioning forms of autism, etc. I want to be able to help these students as much as I help my "regular education" students. I wish I had more training, resources, and ideas for these students. As I write my lesson plans, I worry that I don't have enough extensions for the wide spectrum of learners, and I would love to be able to fix this.
I also feel that we don't spend nearly enough time in our preparations discussing gifted and/or advanced students. I would like to know more about how to extend their learning appropriately without making them feel singled out/pushed to hard or making other students feel left out. Overall, I think I will be able to overcome this potential lack in training by doing my one research and creating my own resource collection and gaining information from my mother (who is an occupational therapist) of how to really reach these students and make their educational experience the best it can be.
Sunday, November 4, 2007
Why Teaching?
Why do I want to be a teacher?
After answering some deeper and thought-provoking questions, I thought it would be refreshing to answer a question that I know the answer to easily: Why I want to be a teacher. I honestly don't remember ever considering becoming anything else (well, beyond becoming an artist when I was in Kindergarten). Teaching runs in my family. My mother and father both work in a school district. Both of my grandmothers were teachers. I also have various aunts and uncles who are either teachers or who work in school districts. By having such amazing role models, I saw how rewarding and exciting teaching can be. I also have seen how challenging it can be as well. I am up for the challenge, and it excites me.
Beyond my family, I have had many other influences. I have had numerous teachers, some good, some bad. The bad ones have unintentionally inspired me do what they did better. I always enjoyed learning, but I had many friends who didn't. I want to inspire students to learn with excitement. I also want to inspire females. All too often, we hear about girls who don't stick with the sciences and mathematics. I believe that being a teacher who is interested in both subjects, I will be able to succeed in encouraging them to stay with mathematics and science. As a side note, I hope to engage males as well. The overall public is afraid of mathematics and some sciences, and I hope to change this.
Finally, as cliche as this is, I hope to change the world in a positive manner. I can't think of a better way to do so than to teach our nation's future. This is what really excites me about becoming a teacher. I will be able to help our nation's future leaders discover themselves.
After answering some deeper and thought-provoking questions, I thought it would be refreshing to answer a question that I know the answer to easily: Why I want to be a teacher. I honestly don't remember ever considering becoming anything else (well, beyond becoming an artist when I was in Kindergarten). Teaching runs in my family. My mother and father both work in a school district. Both of my grandmothers were teachers. I also have various aunts and uncles who are either teachers or who work in school districts. By having such amazing role models, I saw how rewarding and exciting teaching can be. I also have seen how challenging it can be as well. I am up for the challenge, and it excites me.
Beyond my family, I have had many other influences. I have had numerous teachers, some good, some bad. The bad ones have unintentionally inspired me do what they did better. I always enjoyed learning, but I had many friends who didn't. I want to inspire students to learn with excitement. I also want to inspire females. All too often, we hear about girls who don't stick with the sciences and mathematics. I believe that being a teacher who is interested in both subjects, I will be able to succeed in encouraging them to stay with mathematics and science. As a side note, I hope to engage males as well. The overall public is afraid of mathematics and some sciences, and I hope to change this.
Finally, as cliche as this is, I hope to change the world in a positive manner. I can't think of a better way to do so than to teach our nation's future. This is what really excites me about becoming a teacher. I will be able to help our nation's future leaders discover themselves.
Sunday, October 28, 2007
Weaknesses
As a future teacher, what do you see as your main weakness (or weaknesses) and how will you work on improving this (these)?
As a future teacher, I feel I have two main weaknesses. The first is my knowledge of content as an expert concerning physics and some of mathematics. There are definite areas in mathematics and physics where I feel I am an expert. However, there are other areas where I worry that I am not as knowledgeable as I feel I should be. This is very stressful for me. However, the fact that I acknowledge this as a weakness is a step in the right direction. I also feel that I am comparing my knowledge to the knowledge of a college student, not a high school teacher. I talk to a particular professor often to expand and strengthen my knowledge. When I can't answer a question he asks, he often reminds me that he doesn't know everything and he can't answer every question. The thing that matters is that he finds the answer. I need to remember that. Knowledge will come with questioning and working at it. This is one way I will work on improving this weakness. Another way I will improve this weakness is by being a life-time learner and working with other professionals. This is the only way for me to become an expert.
My other weakness will be the tendency to teach the way I was taught. I am grateful for the education I received as a high schooler, but it could have been improved on greatly. I was most often lectured at without much discussion, my classes were somewhat lax, and I rarely got to experience hands-on learning. It was truly unfortunate. I don't want to teach like this. However, I know that teachers often teach the way they were taught. Again, I believe that by being aware of this weakness I am taking a huge step forward. The ways to improve upon this weakness is similar to the weakness above. I need to be aware of the way I am teaching and I need to evaluate myself. I need to collaborate with other teachers to see how they are making their class exciting and fun. I especially need to continue to educate myself. If I follow through with these steps, I believe I can be the best teacher I can be.
Every teacher has weaknesses. The first step is to be aware of weaknesses. Only then can they be approved by furthering education, evaluating yourself, and collaboration.
As a future teacher, I feel I have two main weaknesses. The first is my knowledge of content as an expert concerning physics and some of mathematics. There are definite areas in mathematics and physics where I feel I am an expert. However, there are other areas where I worry that I am not as knowledgeable as I feel I should be. This is very stressful for me. However, the fact that I acknowledge this as a weakness is a step in the right direction. I also feel that I am comparing my knowledge to the knowledge of a college student, not a high school teacher. I talk to a particular professor often to expand and strengthen my knowledge. When I can't answer a question he asks, he often reminds me that he doesn't know everything and he can't answer every question. The thing that matters is that he finds the answer. I need to remember that. Knowledge will come with questioning and working at it. This is one way I will work on improving this weakness. Another way I will improve this weakness is by being a life-time learner and working with other professionals. This is the only way for me to become an expert.
My other weakness will be the tendency to teach the way I was taught. I am grateful for the education I received as a high schooler, but it could have been improved on greatly. I was most often lectured at without much discussion, my classes were somewhat lax, and I rarely got to experience hands-on learning. It was truly unfortunate. I don't want to teach like this. However, I know that teachers often teach the way they were taught. Again, I believe that by being aware of this weakness I am taking a huge step forward. The ways to improve upon this weakness is similar to the weakness above. I need to be aware of the way I am teaching and I need to evaluate myself. I need to collaborate with other teachers to see how they are making their class exciting and fun. I especially need to continue to educate myself. If I follow through with these steps, I believe I can be the best teacher I can be.
Every teacher has weaknesses. The first step is to be aware of weaknesses. Only then can they be approved by furthering education, evaluating yourself, and collaboration.
Thursday, October 18, 2007
Name and describe some teaching strategies you might use to enhance the learning experience of your students.
As I have gone through my education courses, I have come across many strategies that I hope to incorporate into my everyday teaching. To be honest, at first I didn't believe I would use some of the strategies given in these classes. After some thought, I realize that they can really make your teaching exciting and different for your students.
The first strategy I hope to use Think-Pair-Share. I love this strategy! When you pose a question to your class, first you allow each student to think about the question on their own. Often, as teachers we don't give students enough think time. This allows for this option. After thinking, students pair up (or get into small groups), and talk about what they thought about the question. Finally, someone from each group shares the group's thoughts with the entire class. Because of this, Think-Pair-Share also makes answering questions in the classroom not nearly as intimidating since the students are sharing ideas of multiple students, not just themselves.
A second strategy that I hope to use will help alleviate students' fears of saying "I don't get it." The strategy is Thumbs Up, Thumbs Down. After finishing teaching a concept, the teacher simply has the students give a thumbs up (to say yes I understand), a thumbs down (to say I don't get it), or a sideways thumb (to say I am not sure). This allows the student to actually say when they don't understand without feeling uncomfortable in front of the entire class. It also makes students who don't speak up in class tell the teacher what they are thinking. I think both of these problems are common in math and physics classes, leading to a lot of unnecessary confusion; Thumbs Up, Thumbs Down can definitely help.
Finally, a third strategy that I hope to incorporate into my classroom is the concept of multiple intelligences. This is one strategy that I was a little hesitant about as I first began to learn about it. However, I think MI can be a powerful tool in the classroom if used. It allows students to be given choices and to cater to their own educational needs. I can't imagine what my education could have been like if my former teachers considered MI. This will be strategy I will have to work at to make it work well. However, I believe that I will be able to do amazing things for my students by incorporating MI into my classroom.
The first strategy I hope to use Think-Pair-Share. I love this strategy! When you pose a question to your class, first you allow each student to think about the question on their own. Often, as teachers we don't give students enough think time. This allows for this option. After thinking, students pair up (or get into small groups), and talk about what they thought about the question. Finally, someone from each group shares the group's thoughts with the entire class. Because of this, Think-Pair-Share also makes answering questions in the classroom not nearly as intimidating since the students are sharing ideas of multiple students, not just themselves.
A second strategy that I hope to use will help alleviate students' fears of saying "I don't get it." The strategy is Thumbs Up, Thumbs Down. After finishing teaching a concept, the teacher simply has the students give a thumbs up (to say yes I understand), a thumbs down (to say I don't get it), or a sideways thumb (to say I am not sure). This allows the student to actually say when they don't understand without feeling uncomfortable in front of the entire class. It also makes students who don't speak up in class tell the teacher what they are thinking. I think both of these problems are common in math and physics classes, leading to a lot of unnecessary confusion; Thumbs Up, Thumbs Down can definitely help.
Finally, a third strategy that I hope to incorporate into my classroom is the concept of multiple intelligences. This is one strategy that I was a little hesitant about as I first began to learn about it. However, I think MI can be a powerful tool in the classroom if used. It allows students to be given choices and to cater to their own educational needs. I can't imagine what my education could have been like if my former teachers considered MI. This will be strategy I will have to work at to make it work well. However, I believe that I will be able to do amazing things for my students by incorporating MI into my classroom.
Thursday, October 11, 2007
How do I plan on putting my teaching philosophy into practice?
When I first read this question, my thoughts where "How true is it. It is easy to say what you will do something; doing it is often the difficult part." I hope to do what I say I will.
The first way I feel I can put my teaching philosophy into practice is to revisit (and revise if necessary) it often. Often, I feel we don't intentionally lack as teachers; I think we just forget. By revisiting, I will remind myself what my goals are as a teacher. Revisiting my philosophy may be looking it every year or may be hanging it in my office or room so I can revisit it daily.
I also feel that I need to tell my students my goals and my philosophy for our classroom. When they know what I want for our classroom, it will be easier for those dreams to become a reality. This is especially true for my goal for our classroom to be a comfortable and safe learning environment. We will all work together to make this a reality. In addition, when my students know that I want them to be excited for my class, we can all work together to make sure the class is what they want and hope for. This is also true for my philosophy statement regarding our relationships. Simply by letting my students know that I want to get to know them and understand them, my goals will be more easily obtainable. This is not to say that putting my teaching philosophy into practice is dependent only on my students. It only acknowledges that they can help me in my journey in putting my philosophy into practice.
My other philosophy statements include the way I actually lead instruction. I hope to provide my students with hands-on and problem solving activities that keep them engaged. In order to continue to achieve these goals, I believe it is essential that I continue to grow as a professional by attending conferences, conferring with my peers, and educating myself in general. Thus, I will be able to give my students new and exciting experiences in the classroom that they may otherwise not experience.
Overall, I feel that there are so many ways I can push myself to keep my teaching philosophy in my practices. However, I am reminded of something my grandmother recently said to me regarding a cousin, "Don't just tell me, show me."
To see my teaching philosophy, go to the following link: http://students.uwsp.edu/jeise014/soeportfolio/TeachingPhilosophy.htm
The first way I feel I can put my teaching philosophy into practice is to revisit (and revise if necessary) it often. Often, I feel we don't intentionally lack as teachers; I think we just forget. By revisiting, I will remind myself what my goals are as a teacher. Revisiting my philosophy may be looking it every year or may be hanging it in my office or room so I can revisit it daily.
I also feel that I need to tell my students my goals and my philosophy for our classroom. When they know what I want for our classroom, it will be easier for those dreams to become a reality. This is especially true for my goal for our classroom to be a comfortable and safe learning environment. We will all work together to make this a reality. In addition, when my students know that I want them to be excited for my class, we can all work together to make sure the class is what they want and hope for. This is also true for my philosophy statement regarding our relationships. Simply by letting my students know that I want to get to know them and understand them, my goals will be more easily obtainable. This is not to say that putting my teaching philosophy into practice is dependent only on my students. It only acknowledges that they can help me in my journey in putting my philosophy into practice.
My other philosophy statements include the way I actually lead instruction. I hope to provide my students with hands-on and problem solving activities that keep them engaged. In order to continue to achieve these goals, I believe it is essential that I continue to grow as a professional by attending conferences, conferring with my peers, and educating myself in general. Thus, I will be able to give my students new and exciting experiences in the classroom that they may otherwise not experience.
Overall, I feel that there are so many ways I can push myself to keep my teaching philosophy in my practices. However, I am reminded of something my grandmother recently said to me regarding a cousin, "Don't just tell me, show me."
To see my teaching philosophy, go to the following link: http://students.uwsp.edu/jeise014/soeportfolio/TeachingPhilosophy.htm
Saturday, October 6, 2007
My Big Questions
I am a future educator. As a future educator, there are many questions I ask myself regarding my teaching. These can be considered "The Big Questions." By investigating my own answers to these questions, I hope to grow as a professor and as a person.
Looking through the big questions posed by Professor Leslie Wilson, I initially had a difficult time deciding which questions I wanted to consider for this project. I wanted to dig deeper into my thinking, and because of this I chose the following questions to answer throughout this semester:
1. Name one social issue of concern and project how schools, schooling, or you as a teacher might be able to help address this issue. What good will it do, what part can you play?
2. As a future teacher, what do you see as your main weakness (or weaknesses) and how will you work on improving this (these)?
3. Name a serious challenge you may face as a teacher, and some strategies you would use to correct, amend, accommodate mitigate, or fix this challenge.
4. Name and describe some selected teaching strategies you might use to enhance the learning experiences of your students?
5. How do you plan on putting your teaching philosophy into practice?
6. What makes you marketable as a teacher? Why should a district hire you over someone else?
7. What is an important part of your professional training where you feel you need more training?
I may add or eliminate one or more of these questions as I begin to answer them. Check back soon to see what I have to say...
Looking through the big questions posed by Professor Leslie Wilson, I initially had a difficult time deciding which questions I wanted to consider for this project. I wanted to dig deeper into my thinking, and because of this I chose the following questions to answer throughout this semester:
1. Name one social issue of concern and project how schools, schooling, or you as a teacher might be able to help address this issue. What good will it do, what part can you play?
2. As a future teacher, what do you see as your main weakness (or weaknesses) and how will you work on improving this (these)?
3. Name a serious challenge you may face as a teacher, and some strategies you would use to correct, amend, accommodate mitigate, or fix this challenge.
4. Name and describe some selected teaching strategies you might use to enhance the learning experiences of your students?
5. How do you plan on putting your teaching philosophy into practice?
6. What makes you marketable as a teacher? Why should a district hire you over someone else?
7. What is an important part of your professional training where you feel you need more training?
I may add or eliminate one or more of these questions as I begin to answer them. Check back soon to see what I have to say...
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