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CHAPTER 7 Developing a Philosophy of Teaching and Learning Teacher Interview: Heather Cyra Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn. What do you see when you see excellence in teaching? I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information. How do you know when your students are learning? There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you. What brings you joy in teaching? When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job. How did you develop a personal philosophy of teaching? I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...

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TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME: Tavonnia Evans SUBJECT: English STATE STANDARD: ESSENTIAL KNOWLEDGE AND SKILLS LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life. ASSESSMENT/PERFORMANCE MEASURE: Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer. MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab? The setting is the classroom. Materials needed include a Paper handout containing questions, a pencil, and paper. The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections. KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? Vocabulary –notetaking, audience Academic language: Guided conversation starters: · What book did you choose? · Which text made you decide to use it? · What does the bulk of the book cover? · Just who is the kind of reader who would like the book? FOCUS ACTIVITY What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019). CONNECTION TO PRIOR LEARNING This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. Teachers and administrators sho.

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