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.