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.