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Blossoming into a Teacher
Transcript of Blossoming into a Teacher
Pedagogical Sensitivity Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation, and reporting. Reflection Teacher as self As a teacher, I believe it is important to be prepared and have a clear purpose and goal. I need to engage in reflective practice and lifelong learning. I want to instill my natural curiosity and love for learning in my students. I will be patient, fair, fun, flexible, adaptable, and organized. I organized a visit from a local firefighter and a local police officer to go with my Community Helper unit. I wanted to bring these community helpers into the classroom to bring to life what we were discussing in the classroom. Knowledge Teaching Philosophy Every student should feel safe, welcomed, and supported in the classroom and school community. Students should be made active participants in their own learning so that they are intrinsically motivated to engage in the classroom community of learners. I want to build strong and meaningful connections with my students so that there is mutual trust and respect in my classroom. Teacher and Students Teacher and Curriculum Curriculum content should be relevant and applicable to students and should be presented in engaging and interactive lessons and units. Curriculum content and materials should be diverse and not stereotyped by gender, race, or culture. A variety of materials should be used when planning lessons in order to support the many different learning needs and styles within the classroom. Teacher and Community I will work alongside parents so that communication and connections are maximized and learning is supported for every student. Parents should be actively involved in their child’s learning. I will collaborate with colleagues and engage in professional development. Clearbrook Elementary "To teach is to touch a life forever." -Anonymous Standard 1: All About Me Teacher understands the importance and responsibility of fostering the emotional, esthetic, intellectual, physical, social and vocational development of students.
Teacher understands how to create a welcoming and caring classroom environment for all students. Knowledge: Dispositions: Performances: Teacher treats students with respect and dignity and respects the diversity in his/her classroom, school, and community.
Teacher seeks out and implements new approaches to ensure that students feel valued and cared for if challenges to their environment arise. Blossoming into a Teacher Reflection Program Value 4:
Social Justice My name is Mallory Blake. I completed my practicum in a kindergarten class at Clearbrook Elementary. I learned a wealth of information from my teacher mentor, faculty mentor, and students and loved every minute of being in the classroom. I saw tremendous growth in myself over the week that my teacher mentor went on vacation, during which time I was held even more responsible for classroom management, organization, planning, and maintaining effective communication with parents.
I studied piano for 11 years throughout elementary school and high school and look forward to bringing music into my classroom. I enjoy playing tennis, travelling, watching Canucks hockey, going for hikes, and spending time with friends.
I graduated from Walnut Grove Secondary School in June 2007 and eagerly attended University of the Fraser Valley immediately following high school. I completed my Bachelor of Arts in Psychology and English at University of the Fraser Valley in April 2012.
I'm very proud to have completed the Teacher Education Program and extremely excited to begin my career as a teacher! Reflection Standard 5: Reflection TEP believes that educators must be open to and respectful of diversity and difference. Educators require the ability to see beyond their own ways of defining the world and to be advocates of socialjustice and the inclusive classroom. A high value is placed on the ethical responsibilities of educators. Teacher is disposed to using students’ strengths, backgrounds, differences as a source of inspiration and opportunities for learning. Disposition Knowledge Performance Teacher links learning to background knowledge, interests, cultural and linguistic gifts and builds curriculum from students’ own life histories. Understanding how diversity is defined and seen not as a deficit but as a strength in the classroom. I believe that it is important to recognize and celebrate as many different cultures and traditions as we can. In this way, all children feel included and students gain a broader appreciation for other cultures and the differences that make each one of us special and unique. Every one of the students seemed equally fascinated by the pictures in the books and were very excited to participate in the diva painting and decorating. “One of the underlying assumptions of multicultural education is that making education culturally relevant and inclusive would reduce the high incidence of school failure among culturally different students, and subsequently improve their life chances” (Egbo 55). Reflection At the beginning of my practicum experience one particular student would often try to disrupt my lessons with his negative attention-seeking behaviour. I noticed that in forming a positive relationship with the student by asking about his weekends and interests and making him feel valued and important by asking him to help me with “teacher jobs” during playtime (only when it seemed as though he needed his behaviour redirected), I was able to give this particular student the attention he was seeking but in a more positive way. By the end of my practicum I noticed a complete shift in the mutual respect we had for each other and our relationship was a strong and positive one. Guercio (2011) suggests that “if a student believes that you have his or her best interests at heart, he/she will want to behave properly and do well in the class” (42). I think knowing that he was cared for and valued at school really helped him earn respect for me as a teacher. Interestingly, this student was one of the students who expressed sadness when I left and wishes for me to visit again soon. Teachers support the seamless connection between knowledge (academic disciplines), educational theory, and practice (methods for achieving educational ends). Educators must constantly engage in the recursive interplay of knowledge, educational theory and practice throughout their professional lives. Program Value 5: Integration of Knowledge and Practice Knowledge Teacher understands the connection between knowledge, educational theory, and practice.
Teacher understands the importance of considering and implementing new educational theories into his/her practice. Dispositions Teacher is disposed to include educational theory and knowledge into his/her practice.
Teacher is open to new educational theories and ideas and is willing to integrate them into his/her practice. Performances Teacher integrates educational theory into their teaching in order to enhance their practice.
Teacher continually seeks out new and relevant educational theories to improve their professional development and student engagement. According to Gullen and Zimmerman, “teachers infuse technology into the classroom most successfully when they find new ways to enhance current practices, leveraging technology’s ability to help them connect, collaborate, and enrich” (ASCD 63). Reflection I told the students we were going on a “bus ride” to see places that we can visit in Abbotsford. I walked down the aisle of the “bus” and told students to buckle their seatbelts. The students eagerly sat in their seats anticipating what would come next. I put up a PowerPoint presentation that displayed one picture at a time of places we see in the community. I was really pleased with how engaged the students were during this lesson; “the students were excited and it [generated] discussion” (Practicum Post Conference Form, April 2). I strongly believe that by integrating technology and imagination in the classroom, students will be eager to participate in classroom activities. Artifact Artifact Artifact Artifact Artifact Standard 4: Artifact Transformative Moment Artifact Knowledge Dispositions Performances Teacher has the knowledge and skills to facilitate learning for all students. Teacher is disposed to developing activities that meet the needs of diverse learners. Teacher prepares activities that are age appropriate and support diverse learners (kinesthetic, tactile, auditory, and visual). Teacher has understanding of effective assessment practices and tools. Teacher is disposed to developing a variety of different assessment tools. Teacher develops assessment tools that assess “for”, “as”, and “of” learning throughout the unit. This artifact represents the Five Senses unit I completed at the beginning of long practicum with my kindergarten class. I used a variety of teaching methods and techniques to allow for every type of learner to succeed in the unit. I employed a variety of teaching methods and techniques such as whole class brainstorming and sorting activities, accessing prior knowledge, reading to students every day, partner work, and individual work. I attended to the variety of learning styles such as visual, auditory, kinesthetic, and tactile. The unit was all very hands on with lots of manipulatives which kept students engaged and excited about what they were learning. After completing the Five Senses unit, there happened to be a “Maple Man” presentation where we learned how maple syrup is made and even got to taste it. I was extremely pleased when we returned from the presentation that three students were all crowding around me and were so excited to tell me how they used their five senses during the presentation. Educators value the involvement and support of parents, guardians, families, and communities in schools. Educators value and care
for all students and act in their best interests. Artifact Fire Hall Knowledge Disposition Performance Educators understand, respect and support the role of parents and the community in the education of students. Teacher is disposed to invite parents and community to participate in the education of students. Teacher invites parents and community members to participate in the education of students within the classroom walls. My transformative moment happened just after I completed my first unit - the Five Senses. We had just gotten back to class from a "Maple Man" presentation that taught us how maple syrup is made and the presenter let us each try some. Upon returning to class, one of the students stopped me in the doorway of our classroom and said, "Ms. Blake! We just used our five senses!" It was at that moment that I knew I was actually teaching my students something. The excitement that they expressed when telling me how they used their senses made me realize the positive impact I had in their learning. I got tears in my eyes knowing that I was responsible for teaching them something that they may not have known before the unit. Teacher is disposed to consider all the needs of their students.
Teacher is disposed to creating and implementing strategies to ensure that students’ diverse needs are met. The students showed great excitement leading up to the visits and asked me every day for a week if today was the day the firefighter or police officer was going to come. During the firefighter visit, I was proud that the students were able to answer many questions that the firefighter asked them regarding fire safety. I agree that in kindergarten, "[o]ne can achieve most reasonable learning standards through a play-based curriculum using engaging, hands-on activities" (Miller & Almon 2009). I believe that I successfully integrated exploration and play-based activities into my Five Senses unit and this engaged and encouraged students to actively partake in their learning experience. TEP supports a pupil-centered view of teaching. Educators must develop an understanding of the primacy of the pupil-teacher relationship and its ethical underpinning while honouring and respecting the needs of each pupil. Educators must have the knowledge, skill and confidence to adapt and develop curriculum to meet the specific needs of the pupil. Understanding the importance of honouring and respecting the needs of each pupil. Dispositions Teacher is disposed to teach to the whole child (physical, social, emotional, cognitive). Performance Teacher ensures that each child’s physical, social, emotional, and cognitive needs are met by creating and implementing a variety of differentiated activities. This artifact represents the centers I created and implemented during my Community Helpers unit to foster the social and emotional development of my students during playtime. I created a “Pizza Hut Restaurant”, a “Fire Hall”, a “Post Office”, and a “Grocery Store”. I learned in classes, through my practicum, and through reading articles for class that dramatic play is a very important aspect of kindergarten. It allows students to develop socially and emotionally while learning how to negotiate and interact respectively and cooperatively with others. I was pleased with how much the students loved these centers and how much they brought their imagination to life during playtime. One day, I heard “Fire, fire!” and then the Pizza Hut restaurant quickly phoned the “Fire Hall” and the “firefighters” ran with their hose and their hats across the classroom to the Pizza Hut and promptly sprayed out the flames in the restaurant. Benson (2004) writes that “today experts agree that play is beneficial to children and their overall healthy development”.