I am currently looking for a program that allows for flexibility in scheduling. I have seen some Online programs at reputable Universities, but they often require an orientation on campus before starting the course work. If anyone has suggestions and/or experience with this, please let me know.
I taught for 4.5 years, but have been out of the classroom for the past 3 years getting a master's degree.
The district I taught in before was small and drama-laden. They were incredibly disrespectful of teachers time. For example, they would do things like drop by one afternoon and announce a brand new program that needed to be implementented immediately, thereby rendering useless the months worth of photocopying/planning/scheduling you'd done based on what was "required" before.
Students ran the school, and EVERYBODY knew it. There was no consequence for student behavior besides what you could come up with as an individual teacher. The idea of school- wide enforcement was a joke, as being sent to the vice principal resulted in nothing.
The district required so much professional development (usually a random 2 nights a week), that creating a schedule for planning, grading, photocopying, calling parents, etc. was impossible. Professional development started 30 minutes after school let out, but we had duty and had to drive across town, and this was just a stressful process for 2 days out of each week.
All that said, I love teaching, I just feel a sense of acute anxiety at the thought of joining a school district again. School districts just don't seem to treat their teachers well, from my experience, and I fear the pain of teaching again.
Any advise?
I have spent the last few years trying to prepare to have a better experience, but I am not sure how much I can prepare for unethical administrator treatment and lack of school- wide preparation to respond to distruptive students.
I also thought about your children that blurt out. If they blurt out an answer instead of raising their hands, I just say something like "That would have been a correct answer if your hand had been raised. Does anyone know the correct answer?" I then call on another child (usually one who struggles to answer things correctly). Hopefully they listened to the other child and can give me the correct answer and get the praise.
My students also know that I will call on everyone in class, even if they don't raise their hands. I often use sticks with their names on them and pull the sticks to pick the student who is going to answer. Sometimes I put the sticks back in the stack so they can be pulled again and sometimes I take them out to make sure that eveyone gets a turn. I pay attention to who has not answered so that if someone's name gets pulled more than once I can fill in with another child (they don't know I'm doing this). This keeps everyone involved since they don't know when they will be called on to answer.
KeriI was reading your post and I teach middle school 6 & 8th grade. I love the idea of the apple. Its brilliant! I'm going to try it next year. I too have had problems with students disrupting the class but this is something I can use. On 6/23/09, TN wrote: > I would be careful about penalizing the whole class for the > behavior of some of t...See MoreI was reading your post and I teach middle school 6 & 8th grade. I love the idea of the apple. Its brilliant! I'm going to try it next year. I too have had problems with students disrupting the class but this is something I can use. On 6/23/09, TN wrote: > I would be careful about penalizing the whole class for the > behavior of some of the students. If I were a student who was > not causing problems but I got in troube any way I would not be > very happy with my teacher. This is more likely to make your > classroom management worse instead of better. (Why should I > behave correctly if I'm just going to get in trouble anyway.) > My kids don't want to have the apple so they straighten up very > quickly, but if they do get the apple they know that they have > a chance of getting off the hook if someone else messes up. > This gives it a light hearted way to maintain discipline and > they respond with humor instead of bad moods. > > I also thought about your children that blurt out. If they > blurt out an answer instead of raising their hands, I just say > something like "That would have been a correct answer if your > hand had been raised. Does anyone know the correct answer?" I > then call on another child (usually one who struggles to answer > things correctly). Hopefully they listened to the other child > and can give me the correct answer and get the praise. > > My students also know that I will call on everyone in class, > even if they don't raise their hands. I often use sticks with > their names on them and pull the sticks to pick the student who > is going to answer. Sometimes I put the sticks back in the > stack so they can be pulled again and sometimes I take them out > to make sure that eveyone gets a turn. I pay attention to who > has not answered so that if someone's name gets pulled more > than once I can fill in with another child (they don't know I'm > doing this). This keeps everyone involved since they don't > know when they will be called on to answer. > > TN
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I'm having my first student teacher in the fall. I just found out, and I'm super excited. Does anyone have tips to make this a great experience for us both? (I teach high school.)
For classroom management, I show them my plan, suggest others that they might use, but basically let them use their own if they have one. My school is adopting a school-wide plan this year, so I will expect mine to use it.
For special needs in students, I work with them on the modifications for our spec. ed. students(up to 40% of some classes). Also, we have a significant Hispanic population, so student teachers need to have skills to work with them. Additionally, we have great pressure to differentiate to accomodate high ability learners.
In lesson plans, the student teacher needs to be following the state standards & communicating those to students in each class. I expect the plans to be done ahead of time and to reflect a variety of methods.
My goal is not to have the student teacher to do things "my way", but to find his/her best ways for classroom management, working with special populations, & teaching the material. Hope this helps! KM
So this year I was determined to limit negative tone and try to deal with the problem students in a new way. What I realized is that if I sharply spoke to the problem student, everyone heard the tone, and if affected the entire class.
One problem student was always getting in trouble this year, so I started writing down daily what he did. I would stop my guided lesson, note the time on a piece of paper and describe what he did. It helped me get the negative vibe out of me, and I had a record of his problems. The best thing - the class didn't have to hear the negativity.
June - students are happy, we are bonded. I finally can say that my students like me.
This is the start of learning how to keep the classroom environment on a positive tone, even when there are students who break classroom rules.
Good for you! We should always be learning!On 6/20/09, Finally learning to keep my mouth shut wrote: > I always wondered why the upper grade students didn't bond > with me from January - June. I was tired of them by that > time, and they were tired of me too! > > So this year I was determined to limit negative tone and > try to deal with the problem students in a new way. ...See MoreOn 6/20/09, Finally learning to keep my mouth shut wrote: > I always wondered why the upper grade students didn't bond > with me from January - June. I was tired of them by that > time, and they were tired of me too! > > So this year I was determined to limit negative tone and > try to deal with the problem students in a new way. What I > realized is that if I sharply spoke to the problem student, > everyone heard the tone, and if affected the entire class. > > One problem student was always getting in trouble this > year, so I started writing down daily what he did. I would > stop my guided lesson, note the time on a piece of paper > and describe what he did. It helped me get the negative > vibe out of me, and I had a record of his problems. The > best thing - the class didn't have to hear the negativity. > > June - students are happy, we are bonded. I finally can say > that my students like me. > > This is the start of learning how to keep the classroom > environment on a positive tone, even when there are > students who break classroom rules.
I am in the final stage of earning my master's degree in educational technology and I am having a hard time coming up with a thesis topic. Just wondering if there were any suggestions out there. Thanks ;)
How about getting with an online school and comparing their state testing scores with a traditional school district? Making a case for, or against, online education?? Or is that maybe too broad, or too defined??
On 6/22/09, Traci wrote: > On 6/2...See MoreYou might also investigate the effectiveness of Smart Boards and/or Promethean Boards in the classroom. You could investigate the level of teacher training as compared to instructional usage, subject areas where they are used most often, test scores from classrooms with and without boards, and so forth.
On 6/22/09, Traci wrote: > On 6/22/09, Michelle wrote: >> I am in the final stage of earning my master's degree in >> educational technology and I am having a hard time coming >> up with a thesis topic. Just wondering if there were any >> suggestions out there. Thanks ;) > > How about getting with an online school and comparing their > state testing scores with a traditional school district? > Making a case for, or against, online education?? Or is that > maybe too broad, or too defined??
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I am looking for teachers near South Jersey who are taking online graduate courses through MArygrove College/Canter? I am taking them solo and would love someone to talk to about the assignments maybe even meet up of you live nearby. Please get in touch if this is you and you want to share thoughts. Thanks!
I will be making a couple of presentations at the conference. One is on Monday, July 20, 1:45 – 4:00, (labeled session C11) is "Emergent Teacher Leadership: Its Cultivation, Support, and Impact." The other is on Tuesday, July 21, 9:30 – 10:30, repeated 10:45 – 11:45 (labeled RT2) is "Get the Most Out of Being Mentored."