Student Teaching Chatboard

Dec 10, 2014

Jennifer Davis Bowman writes:

We're all familiar with the story of “How the Grinch Stole Christmas” and thus, it is the perfect opportunity to uncover the “teachable moments” within the text.

Quotes from the infamous story along with 5 lessons that may inspire us as educators...

I really could use some help plz

by Blaine

Nov 30, 2014

Hello Everyone,

I hope this reaches you in good health and well being. I am currently on my last week of student teaching and I am seriously stuck. Sometimes I even feel like I want to cry. I have been working day in and day out, long days and even longer nights to become a successful teacher, however, it seems that all my hard work has be...See MoreHello Everyone,

I hope this reaches you in good health and well being. I am currently on my last week of student teaching and I am seriously stuck. Sometimes I even feel like I want to cry. I have been working day in and day out, long days and even longer nights to become a successful teacher, however, it seems that all my hard work has been for nothing since my current status in the course is an F. I have reached the point where I'm so scared to even write a lesson plan. Let break down my situation to you.

I got into student teaching late, about four weeks into the semester because I had some clearance issues that need to be cleared. ultimately, I did get into a neighborhood middle school that is among the bottom ten schools in Philadelphia. As you can imagine, the classrooms I was assigned was two out-of- control classrooms. Immediately I did what I had to do to give the classroom structure so that I can evidently demonstrate the University Standards for Skillful teaching. I built relationships with the students, gave them praise that reflected their positive specific actions, and even managed to create opportunities for students to help make decisions that in-turn created an atmosphere of cooperative and active learning. Over the few months I have been teaching, faculty and other teachers have noticed a surprising improvement in the students overall participation. The classroom went from a loud rowdy out-of- control classroom to a note-taking, listening, completing activities, fairly structured classroom. Unfortunately, the biggest problem I have is with my Mentor teacher. My mentor teacher has been no help to me what so ever. He lacks classroom management skills, unorganized, and sometimes even curses at the students. It has reached the point where many of the students cant wait until its science time so that I can teach them instead of him.

I am not trying to make myself sound like a Golden Egg because I am not. I admit that i have sometimes handed in poorly written lesson plans and even sometimes sent them in late, but thats really only because I am doing all this work by myself. My university did not prepare me enough in classroom management, especially for a classroom that is out-of-control like these two. Now, that the semester is almost over, I was speaking with my university coach and she told me that my mentor teacher thinks that I should receive a Failing Grade...... This is what really blow me away. I feel so wronged and oppressed, that now I dont even know what to do. I know it would be silly of me to even rely on any type of help from the students voicing their opinions, but I really have no idea what to do. Like how can I be failing, if the class is progressing and receiving a valuable education. What should I do?

mentor sought for final practicals

by tadpole

Nov 25, 2014

Hello all, where may i find a friendly mentor for the last practical in my course do you think? any suggestions of kindly folk in Sydney area who might mentor? many thanks :)

Literacy across the curriculum - what it looks like

yesterday, 2014

Literacy across the curriculum: Why is it so important? What does it mean for instruction? And what does it look like?

7 Tips To Ace Multiple Choice Test by Susan Fitzell

In addition to studying for tests, there are techniques that students can employ to increase their scores on multiple choice tests. Click below to read 7 simple tips by Susan Fitzell.

In case the link doesn't display, here's the url to paste into your browser: http://gazette.teachers.net/gazette/wordpress/susan-fitzell/7-secret-tips-to-ace...See More

Oct 6, 2014

9 EASY Tips for Quick Differentiation of Instruction

Aug 29, 2014

Easy to do tips for instant differentiation of instruction, on the fly! (Please share the link with teaching colleagues and administrators!)

Danger! Assuming Students Understand Our Words Fails Them

Aug 12, 2014

Assuming That Students Understand Our Words Fails Them

"I thought I understood. I really did! I thought they understood what I was saying."

gazette.teachers.net/gazette/wordpress/susan-fitzell/assuming-students-understand/

Why does every single plan I make have to be put into the formal EEI (Hunter's model) format? Why can't I just say that today I have x powerpoint that introduces a new topic and then we'll practice it? Yes I get that I need sub plans, but I have those.. I have a video plus questions and back up worksheets. I'm looking at job descriptions--I am not ...See More

I just want to teach

by exhausted

Jul 23, 2014

(2)

Betty Ann The amount of detail required in your lesson plans varies from district to district--and even school to school somewhat. And, yes, they definitely take time.

As you gain experience, they will come faster, but you can definitely expect to write detailed plans when you are student teaching.

The brief description you referred to is n...See More

Jul 31, 2014

pixie to "exhausted" Even as a rookie "real teacher," I was required to submit a week's worth of lesson plans in advance, and administrators would walk into your room and demand to see your lesson plan. Woe unto you if you did not have it sitting out in plain view. Also, it was strictly forbidden to collaborate with fellow teachers on writing lesson plans, because "you...See MoreEven as a rookie "real teacher," I was required to submit a week's worth of lesson plans in advance, and administrators would walk into your room and demand to see your lesson plan. Woe unto you if you did not have it sitting out in plain view. Also, it was strictly forbidden to collaborate with fellow teachers on writing lesson plans, because "you are being evaluated on your lesson plans," and heaven forbid you should be trying to deceive them about your capabilities in order to keep your job and escape being nonrenewed at the end of the year. Granted this is not a typical scenario, but I lived it and this type of treatment is a big part of the reason why I am now a substitute teacher. Best of luck to you.

On 7/31/14, Betty Ann wrote: > The amount of detail required in your lesson plans varies > from district to district--and even school to school > somewhat. And, yes, they definitely take time. > > As you gain experience, they will come faster, but you can > definitely expect to write detailed plans when you are > student teaching. > > The brief description you referred to is not enough. You need > to be very clear about what, exactly, you are teaching that > day. The topic is not what you are teaching--you need to know > what standard(s) you are working on and how you will > determine whether students are understanding. > > On 7/23/14, exhausted wrote: >> Why does every single plan I make have to be put into the >> formal EEI (Hunter's model) format? Why can't I just say >> that today I have x powerpoint that introduces a new topic >> and then we'll practice it? Yes I get that I need sub > plans, >> but I have those.. I have a video plus questions and back > up >> worksheets. I'm looking at job descriptions--I am not >> employed yet--and one principal requires a monthly unit >> submitted a month prior to when you'd teach it! In my area >> we don't do monthly units; it's just not feasible. Is it >> unrealistic to want a job where I can just plan as I see > fit >> and teach? I am NOT saying we should be accountable, but > not >> every single plan really needs a full blown lesson plan.

Aug 11, 2014