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E-Portfolio: Teaching Philosophy Statement & Presentation

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Beth Moriarty

on 12 December 2012

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Transcript of E-Portfolio: Teaching Philosophy Statement & Presentation

My Teaching Beliefs
Beth Moriarty I believe that students learn, and learn differently

The goal is to provide all students with the instruction they need to succeed as learners.

Employing different teaching models will provide my students with multiple means of learning 1. I believe all students can learn

Students work harder and longer when they’re having fun.

Fun environments create memorable experiences in the classroom, which in turn creates lasting knowledge of the concepts of class. 2. I believe learning should be fun

The classroom environment greatly influences what students learn.

Classroom management creates a community of caring and trust, develops learner responsibility, and provides maximum time and opportunity for learning.

Classroom management should be preventative, not reactive. 3. I believe in strong
classroom management. There is a diverse group of students in the classroom.

All come with their own personalities, backgrounds, learning styles, and challenges.

Forming a relationship with a student and their family builds trust, confidence, and understanding.

Teachers need to value diversity and accommodate for all students' needs for students to feel included. 4. I believe in knowing your students Reflection allows you to take a deeper look at yourself as a teacher. Without reflective practice it is impossible to grow as a teacher and become better at it.

If you don’t self-reflect you cannot improve for the better. We need to always view ourselves as learners and always explore ways to improve our instruction.

Reflection is also a way to make sure that every student is getting out of the lesson that they are supposed to.

Mistakes are an opportunity to reflect and change.

Show students it's okay to make mistakes. 5. I believe in self- reflection My E-Scrapbook Experiences that have helped shape my beliefs as a teacher... Naturalist Intelligence (“nature smart” or “environment smart”)

Careers: biologist, farmer, botanist, environmentalist, oceanographer, zoologist

Famous people: Charles Darwin, Jane Goodall, Steve Irwin, Jacque Cousteau, Dian Fossey Interpersonal Intelligence (“people smart” or “group smart”)

Careers: manager, politician, religious leader,
sales person, teacher, mediator

Famous people: Bill Clinton, Martin Luther King Jr.,
Cesar Chavez, Mahatma Gandhi, Aung San Suu Kyi Logical-Mathematical Intelligence (“number smart”
or “logic smart”)

Careers: accountant, economist, engineer,
computer programmer, mathematician

Famous people: Albert Einstein, Bill Gates,
Alan Greenspan,
Lene Vestergaard Hav, Stephe Hawking Visual-Spatial Intelligences (“art smart” or “picture smart”)

Careers: painter, interior decorator, architect, fashion designer, graphic artist

Famous people: Frank Lloyd Wright, Donna Karen, Pablo Picasso, Maya Lin, Albert Schwitzer Intrapersonal Intelligence (“self smart” or “introspection smart”)

Careers: philosopher, counselor, writer, minister

Famous people: Plato, Sigmund Freud, Billy Graham,
Jaime Escalante, Rita Mae Brown Musical-Rhythmic Intelligence (“music smart” or “sound smart”)
Careers: singer, musician, composer, conductor,
sound engineer for music, film or TV

Famous people: Bob Marley, Paul McCartney, Madonna,
B.B. King, Carlos Santana Verbal-Linguistic Intelligence (“word smart” or “book smart”)

Careers: poet, journalist, author, speech writer,comedian,
public speaker, translator

Famous people: Maya Angelou, William Shakespeare,J.K. Rowling,
Abraham Lincoln, Chris Rock Bodily-Kinesthetic Intelligence (“body smart” or “movement smart”)

Careers: athlete, personal trainer, physical therapist, dancer,
choreographer, surgeon

Famous people: Serena Williams, Tiger Woods,
Mia Hamm, Janet Jackson, Michael Jordan "All Children are artist. The problem is how to remain an artist once he grows up."
~ Pablo Picasso "If people did not do silly things, nothing intelligent would ever get done."
-- Ludwig Wittgenstein I bet these 6th graders will never forget Order of Operations! Classroom management includes:

Positive environment
Classroom set-up
Cooperation with parents
Being prepared
Multiple strategies
Differentiated curriculum
Staff support and resources Resources https://sites.google.com/site/taralynnreyes/classroom-management-plan


Educational Psychology: Windows on Classrooms pp. 354




Google Images

http://www.youtube.com/ “We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.”

~Patricia Sequeira Belvel Culture Socioeconomic status Gender Language Learner Diversity Learner Diversity refers to both the group and individual differences that we see in our students. Culture and Ethnicity can influence learning through the cultural attitudes and values that students bring to schools. It can also influence learning through the interaction patterns. Gender gender stereotyped beliefs can influence learning. Gender issues should be openly discussed and expectations should be the same for both boys and girls. Socioeconomic Status the combination of parents’ income, occupation, and level of education that describes the relative standing in society of a family or individual. Language teachers should value and respect all cultures. Dialects are apart of the students’ homes and neighborhoods so requiring students to eliminate their dialect is unacceptable. There is a brilliant child locked inside every student

~Marva Collins "The art of teaching is the art of assisting discovery."

~ Mark Van Dore Good schools, like good societies and good families, celebrate and cherish diversity.

~ Deborah Meier Wolcott Elementary School Mrs. Kropp's 1st Grade Class Getting To Know You Lesson How am I the same/different from other children? Given the bubble sheet students were to draw a self-portrait and fill the bubbles writing descriptive details about themselves. In a group setting the students shared their sheets to see similarities and differences they may have with their classmates. The students were very involved and remained busy.During the share segment it was visible that there was thought put into their sheets and they were proud of their papers. They loved to see what made them different and unique but also loved seeing the similarities they had with their classmates that they didn't know about before this activity. This was the follow-up activity to Lesson 1: Getting To Know You. The students did a great job making sentences out of the bubble sheet. Their work was then published and was accompanied by a water color self-portrait! Mrs Kropp's Philosophy All students are held to a high standard of learning.
Believes it is her job to provide a nurturing, vibrant, and challenging environment so those standards are met.
Understanding that each child may learn in different ways and at different rates of speed, individualization of curriculum at any certain time is required.
Believes that if each child is instructed at his or her academic level in the core subjects & if small group and centers are differentiated and engaging , discipline problems are kept to a minimum.
Rules must be followed and clear consequences given in a calm manner.
Routine is important.
Positive Reinforcement in different formats is crucial.
Believes it is her responibilityto see to it that each child loves school, leaves with a smile, and can't wait to come back the next day.
The love of learning is the greatest gift a teacher can bestow upon his or her students. Wolcott School ~ Positive Reinforcement System The Wolcott Mission
The mission of Wolcott Elementary School, as a Higher Order Thinking School with a rigorous educational program, is to ensure every child will achieve a high standard of academic excellence through an integrated approach using arts, academics, and democracy in a safe, structured, and positive learning environment for children. The Students Lesson 2: Concept of “Less” In asking, "What strategies can I use to help me find what is less or fewer?" students were given buckets of cubes & worked in pairs to determine whose pile of cubes was less. Students were given a worksheet were to write down how many cubes they had, how many cubes their partner had and circle who had less. Finally, in a group setting students had to share when they had “less”. Some students took it one step further and were able to figure out how much less! Smith Elementary School 4th Grade Social Studies Lesseon I had the opportunity to visit a 4th grade Social Studies Lesson down the hall from my host room. I was able to observe how to incorporate reading & reading comprehension skills into a social studies lesson! The students were comparing an atlas and a map. First, the students did a group Venn Diagram, then split into pairs and did their own diagram. The students then read material to answer questions. The lesson concluded with the group coming back as a whole to discuss. Students added to their Venn Diagram during the discussion. Lesson 3: Number Sentences ~ true/false All About Me! Assigned weekly! Ticket system to reinforce good behavior and to model for other students! Common use of manipulatives to support learning! Use of different questioning strategies to help guide students to discovery. Code of Behavior
The school’s aim is not only to provide for the safe and orderly functioning of the school, but also to help the student develop a sense of self-discipline. Students are expected to comply with requests or reminders of appropriate behavior made of them by ANY adult working in the school; this includes teacher assistants, paraprofessionals, custodians, cafeteria workers, office staff, and volunteer parent helpers. Whole School Reward
reward students for exceptional behavior using Eagle Eyes White Eagle Eyes - teachers give them selectively for exemplar behavvior, student takes one copy home, places other in bin for lottery, 5 students are picked out of the bin every Friday and acknowledged during morning announcements, rest of the eagle eyes are displayed on the bulletin board for one week. Classroom Reward
reward students daily for academics & behavior. Mrs. Kropp's class uses "tickets" Strengths
Group work
'The Daily 5'
Correlating drawings with writing.
Improving on using descriptive writing in their material
Using mantipulatives to develop new math concepts being introduced.
Swapping the position of the numbers you are adding and realizing you still get the same result Areas of Challenges
Understanding how to solve subtraction number sentences when the equal sign has been moved around. (beginning or end).
A few students are excellent readers but they are not comprending what they are reading.
Word problems Students' Interests
Computer usage during literacy center
Observations/becoming scientists
Spelling on dry erase boards
Morning meeting Our class had the privilege to visit Smith Elementary School. Dressed as a storybook character, we were able to help promote literacy with the 2nd graders. Through our skit, we were able to send a message regarding friendship, compassion, tolerance, diversity, kidness, helping, sharing, loving, and caring. Creating! Students were able to pick any topic they wanted to explain. In doing this students were to pick the topic, list at least 4 steps to the process, and draw each section with pictures. Their pieces were then published and their book was created! The students were very creative in deciding what they wanted to teach. The completed book allowed for students to really showcase their work! The students and Mrs. Kropp were so nice to make me this thank you card. The feeling was mutual! I had a wonderful learning experience in this classroom. The students were welcoming and taught me so much! It was a gift to be in Mrs. Kropp's room. She is an asset to the teaching world and I learned so much from her this semester! In what ways can operations affect numbers? How can different strategies be helpful when solving problem?
In answering these questions students modeled the equations using manipulatives. Students began to recognize that the equal sign means the “same as” and those terms are interchangeable. The students also were able to identify addition and subtraction problems as true or false equations.
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