Chapter 14: Succeeding in Your Teacher Education Program--and Beyond

I have several concerns about becoming a teacher.
One thing I think about is being in front of a class of students. (self) I will need to hold their attention, maintain order in the classroom, and also remember their names. (self)
Another thing I think about is planning lessons, etc. (task)
I also have to think about my personal responsibilities at home, like getting tasks and projects done, errands, paying bills, etc. (unconcerned)
In addition, I also have to juggle my scheduling, and fit this with other peoples' schedules. (task)
One other concern, at this time, is my current work schedule. This will change when I am a teacher and THAT becomes my work.


My concerns cover the first 3 stages in general, and pretty much equally. I understand this model will help me to focus on what I need to study. The one stage not strongly felt is impact, but I expect to be addressing that issue as I learn more and reflect on my experiences.

Chapter 14: Succeeding in Your Teacher Education Program--and Beyond

I have several concerns about becoming a teacher.
One thing I think about is being in front of a class of students. (self) I will need to hold their attention, maintain order in the classroom, and also remember their names. (self)
I also think about planning lessons, etc. (task)
In addition, I have to think about my personal responsibilities at home, like getting tasks and projects done, errands, paying bills, etc. (unconcerned)
Juggling my schedule, and fitting this with other peoples' schedules, is something I also think about. (task)
Work is something that comes to mind, as well.


My concerns cover the first 3 stages in equal amounts. The one stage not strongly felt is impact. I expect this to change as I learn more and reflect on my experiences. At that point, I will start working on addressing that.

Chapter 13: Improving Teachers and Schools, and School Reform

Resume' material desired from my education classes:
Before I graduate, I would like to participate in some class project work that will be able to be listed on my resume'. This would include working in a local school with students, possibly as a Teachers' Assistant. I would also like to participate in a mentoring program, both to help local students, and as an apprentice to a recognized quality teacher for my own benefit.

Resume' additions I would like from early teaching experiences:
During my first 5 years teaching, I would like to pursue certain actions that will improve the level of my professional development, as well as make my resume' look better. This would include being mentored, and continued dialogue with recognized high quality teachers. I would also like to take training workshops for professional development, and work towards National Board Certification. I hope to find a progressive program in place towards technology adaptation, and would work towards this end. Another thing I would like to experience is students being successful in my classroom.

Chapter 7: Thinking about Teaching and Learning

Upon reexamining my personal philosophy statement from the start of the EDU 101 class series, there are some things I feel more strongly about, and some that I would change or add.
One thing that I would make more prominent in the statement is to focus more on students’ individuality, and how to work with this to better teach each one.
One thing I did not agree with in Chapter 7 was the concept put forth by Ausubel of learning by reception rather than discovery. I feel that the field I have chosen, of Earth Sciences, is easier for students to understand when they can explore the material in a hands - on fashion. Also, some of the material presented can be handled in lab sessions, which can involve activities that hold students’ attention more readily.
I liked the Socratic Questions, which were brought into sharper focus by John Dewey, and further refined by Ralph Tyler’s evaluate and revise steps. This closely resembles the Scientific Method, which I obviously would support.
I also felt the changing classroom focus idea was one of those ‘best of both worlds’ solutions. Rather than things being black and white, instruction should be in shades of gray. Teachers should be prepared to adjust their delivery style to the subject matter.
These are some things from Chapter 7 that intrigued me and caused me to rethink my teachers’ personal philosophy statement.

Chapter 6: Social Context of Schools

I created a set of classroom policies to address certain negative behaviors that are contrary to educational goals. These would be posted in the classroom and a copy sent home with the students. Also mentioned is classroom exercises in conflict resolution, handling bullying and harassment, and various other proactive strategies to help prevent these behaviors.

Standards of appropriate behavior
in this classroom

While the Administration has policies in place to address these concerns, as a teacher, I wish to demonstrate my support with this statement.

A classroom should be a friendly, trusting environment for everyone to feel comfortable to learn in. We recognize that students may bring different backgrounds and beliefs into the classroom, and welcome the opportunity to broaden all of our own views. All persons in this class are expected to show equal respect towards others, help each other, and to behave in a positive manner that does not distract or disrupt. Disrespect or intolerance is not allowed. Treating someone with less respect or differently because of their appearance or physical abilities, their gender, their culture, or because they behave differently or have special needs, is unacceptable harassment, and can have serious consequences. This shall not apply to legitimate efforts to provide reasonable assistance to someone that may need it.

Put-downs, offensive language or jokes, malicious gossip of a personal nature, or “shunning”, is not allowed.
Any offensive conduct towards a person that threatens, harms, humiliates, ridicules, induces fear, or causes a person substantial emotional distress is unacceptable, and will be handled appropriately. Harassment will not be tolerated, especially if it is repeated - bullying. Serious incidents of abusive behavior may be referred to the Administration for further investigation.

Resolution of the problem may include appropriate strategies, such as Administrative discussions with problem students and their parents. Consequences are progressive, and can include possible suspension. Further behavior may be subject to ongoing monitoring, counseling and personal reflection, and increased supervision to ensure compliance. Administrative records will be kept of serious incidents.

People witnessing such behavior should report it immediately to a nearby teacher. Not reporting such mistreatment sends the message that you approve of their behavior; this makes you part of the problem.
Any person making an anonymous report shall not be identified, and harassment of them for doing so or of witnesses that come forward will not be tolerated.
Anonymous surveys will be given out to all students 2 or 3 times during the school year to help identify people with problem behavior, their victims, and where on the school property such acts have taken place.
Students should always feel free to discuss this or any other concerns they might have with this teacher, or with another one they feel comfortable with.

We will be carrying out a role-playing exercise in conflict resolution and mediation early in the school year. We will review various strategies to successfully handle situations where people disagree or are angry. We will also discuss bullying in this exercise, and how the Olweus method of bystanders coming to the assistance of victims can make a big difference. Periodic discussions will take place throughout the school year on these topics.

A weekly newsletter discussing class activities, progress, and homework assignments will be emailed to parents or sent home with students.

How do I start thinking like a teacher?

I feel that I still think like a student. This is largely because I am not teaching in front of a classroom. Having been a substitute teacher, I am aware that there is much to learn about. I need to learn about setting up lesson plans, and carrying them out. I need to learn more about handling a room full of adolescents, and productively working with their personalities. I would like to see some discussion about this. I am starting to think about such questions, and how to address them, so you could say I am starting to think a bit like a teacher.

Which theories and historical influences should most impact the schools we'd like to have?

The Progressive trend positively influences schools by focusing attention on students' psychological growth, and on shaping teaching methodology to best match this. It is important to get students involved in interactive, hands on learning experiences that hold their attention. More attention should be focused on basic science and math instruction as happened during the 1960's; these were victims of the recent political culture wars.
It is also obvious we should avoid past practices that generated controversy, were counterproductive, not in the students' best interests, or just plain wrong. These include pandering to religious influence, intolerance of differences, authoritarianism, large classes, and discrimination based on race, socioeconomic status, and various other criterion that led to students' interests not being served.

How can I use knowledge of the learner to be a better teacher?

I can grow as a teacher by noting the different interests and learning styles of students, and try to match instruction to them. It is best to use strategies that actively involve the students' minds, and lead to active discussion rather than passive listening. We have used various techniques in our EDU 101 class, such as arranging the seating, working on collaborative projects, and interactive classroom discussions and presentations. It would also help to establish a good dialogue with the students' parents.
I need to establish a clearer idea of the psychology and stages of students in the age range I would be teaching, so that I can be better prepared to productively engage their attention.

How can I be successful at UMF?

One thing that I can do to be successful at UMF is to participate in the voluntary mentoring program, and other such programs designed to gain classroom experience. Studying is obviously important. I can share with, and learn, from my classmates / peers / mentors, and write down their good ideas. Videotape some of my class presentations where appropriate, both in EDU courses and others, for self analysis and reflection. Keep a journal, and reflect upon and note observations on things I see in the classroom, or that my classmates mention, that I find interesting. Learn to utilize media technology being introduced in schools today, such as Internet research, Powerpoint presentations, blogging, wikis, and video production, so that I can help lead the way when I begin teaching.
I would like to learn more about Powerpoint media presentations.

How do I become a teacher?

There are certain technical requirements I must meet. To be an Earth Sciences teacher, I must take college courses to earn a B.A. degree in Geology. I must also pursue a second major in education. As we discovered in the Certification exercise, this state requires a certain number of credit hours to have been earned in a college level teacher education program. I must also take Praxis 2 tests and get a grade that meets or exceeds Maine's requirements. As per program requirements, I will be practicing in local schools to gain field experience. This will start with the student mentoring program and teachers' assistant programs. I will build a portfolio of artifacts, building on the notebook we are starting for this course. I already have the 5 year certificate with background check.
I would like to learn more about portfolio building.

Chapter 5:The History of Schools in the United States

School curriculums have changed greatly over the last 300 years. During the colonial period, education was limited to the privileged elites, and focused on basic reading, writing, and arithmetic. Classroom instruction was often used to advance special interests' agenda, such as the dominant Puritan / Protestant religion, Nationalistic themes, and Anglo – Saxon cultural indoctrination. Later, the ideals of Capitalism and the Industrial Revolution influenced education, and stressed the development of an efficient and obedient working class. Developing knowledge of psychology led to greater attention to childrens' differences, and division of the student body by age and other characteristics began. Societal reform was reflected in the Progressive movement that helped focus more attention on students' individuality, and to try and address this in a more humanistic, secular way. A growing civil rights movement in the 1950's helped force the nation to address the social inequalities long suffered by non – white, poor children, whose education had been neglected, unequal, or used for cultural indoctrination. Curriculums continued to change in the 1960's and 70's with a greater focus on science and technology, and greater attention has since been focused on the psychology and growth of students, and how to measure their performance.

There have been many debates over time about what should be taught in schools. Curriculum and textbook content has always been subject to influence from, and challenged by, special interest groups representing religious views. This is closely related to the cultural wars that continue to be fought in the classroom over values and nationalism. Attention to different subjects, especially science and math, often reflected these shifting social and national values. The Industrial Revolution brought a focus on training young people the skills to be good workers, which is still an active goal of education that is being debated today. Social reformation through progressivism in classroom instruction has been both promoted and fought against vigorously, and continues to shape today’s curriculum.

Things I Need to Know.

I read about four important things that UMF Secondary Education majors should know.
• Praxis: I have already met this requirement.

• Transfer Major: I have already met this requirement. I am in the process of effecting this action. My admission letter to the Farmington branch of the University of Maine system resembles the essay, and can be revised for this purpose.

• Practicum: Have met the Praxis, English, and GPA requirements. I need to complete the Transfer of Major, which may not be possible until I complete more of the required science classes for my area of concentration (Geology). I am in the process of taking EDU/SED 101.

• Laptop requirement: I will have to purchase a laptop that will meet the relevant standards. I do not anticipate this happening next fall, since I have more science courses to take first. I can already edit video at home on my desktop, using Adobe Premiere Elements 4.

Chapter 4: Schools as the Workplace for Students and Teachers

The school my team proposed for the “Who are Schools For” activity is primarily a post – secondary educational adult facility, and therefore is substantially dissimilar to the U.S. public school system as described in The Joy of Teaching.
Like public ones, our school is staffed by specialized professionals who follow a schedule in a “classroom” / lab. However, our proposal unfortunately did not specify an administrator position, just a panel of instructors who might act similar to a strong school board. The size was small enough that we did not consider multiple levels of line relationships.
Since our proposal was mainly for adult level professional development, the various levels of government and their agencies are not mandated to be involved. However, there would be a certain amount of influence by professional accreditation organizations, as well as by government licensing agencies.
While public schools are largely paid for by taxes, and have budgets open to scrutiny by many people, our proposal is a private, for profit, business. Funding would be through private tuition, and a business office and manager would have to be set up to handle this and related matters.

5 quotes assignment due 2010-02-05

An investment in knowledge always pays the best interest. ~Author unknown, commonly attributed to Benjamin Franklin

If you think education is expensive, try ignorance! ~Andy McIntyre, Derek Bok?

A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils. ~Ever Garrison

The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people. ~K. Patricia Cross

Education is simply the soul of a society as it passes from one generation to another. ~G.K. Chesterton Education is the transmission of civilization. ~Ariel and Will Durant

Education: the inculcation of the incomprehensible into the indifferent by the incompetent. ~John Maynard Keynes

Chapter3:FamiliesandCommunities

A strong partnership between teachers and families can lead to stronger academic success for students.

Parental attention to a child's education has been shown to lead to greater academic success and personal improvement by the student on many levels. The National PTA has reported various statistics, including better grades, happier students, fewer behavioral problems, and greater college enrollment. They also report teacher satisfaction and performance increases, and family relations improves. It is important to have a strong relationship with parents that is maintained through ongoing dialogue. This can be by phone calls, written notes, or meetings. A parent can help at home with homework assignments, and can also volunteer at the school or in parent – school organizations. Students' academic performance benefits when families and teachers work together.

First - test

Hi! More to come.