STRATEGIES
*Providing Help After School
During the first week and beyond, I will announce to my students I have an open door policy for help. I will say my classroom is open after school to ask for help, make up a quiz or test, look over a rough draft, turn in a late assignment for half-credit, and anything else the students need (Co-Teacher, Kim Navarro, 2014). I will also allow students to briefly stop by in between classes to ask or clarify an issue, question, etc. Helping my students is important to me and they will know I will not deny them help when they come to my classroom. If I create a safe and welcoming classroom, students will come to class and even after school for help.
* Student Intervention/Perception of Power
In Cooperative Discipline (Albert, 1996), this is a teaching concept stating power is not a manipulative tool. In a classroom, the power should be shared between the teacher and students. It leaves an impression on the students the teacher views them equally and they should not worry about being controlled in the classroom. If a student has frustrations that need attention, the school provides intervention programs to resolve and counteract their frustrations while re-establishing a sense of power and purpose in the student.
* Multiple Intelligence Survey
Every student is different and unique from one another. Both the teacher and students can benefit from understanding how each person thinks, acts, and processes information differently. During the first week, the teacher can assign students to take the Multiple Intelligence Survey and return to class with the results for homework credit (BGfl Multiple Intelligence Survey, 2014). After, the teacher can take the class results and compare them to the Learning Style Quiz and What Student are you Quiz results. It would help to lead a class discussion on learning methods and multiple intelligence to give students more insight and understanding that every student learns differently. I will explain this as the reason why I use a great variety of resources, teaching strategies, and lessons throughout the week to ensure every student comprehends what is occurring in class. I could ask the students for ideas and input to find ways to teach a lesson and help each student overcome obstacles. I believe it would be beneficial to give students opportunities to voice their opinions about how they would like the history content to be presented to them.
I would share my Multiple Intelligence Survey results with my students. I would say my top four multiple intelligence are Logical, Naturalistic, Visual/Spatial and Interpersonal. I am a logical thinker to where history and math come easy to me and I am good at memorizing historical events and dates. I am good and respectful toward nature while I learn by interpreting paintings, photographs, etc. I am good around people and I can learn from another individual's knowledge. I would explain to my students each person's mind contains multiple intelligence but they cannot be deduced by simply looking at a person. They are discovered when the person takes a multiple intelligence quiz or survey with an open mind and an understanding there are no wrong answers.
Multiple Intelligence Survey
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
*Private and Quiet Work Environment
It is important for a teacher to accommodate students by providing a quiet place for them to go outside the classroom. Some students may need a quiet and less distracting environment to go to complete work, take a quiz or test, etc. If there is a place for the student to go ahead of time, it will be no problem to send him or her there and with supervision if needed. If I notice a student is not doing well on the first few quizzes, homework, and tests, I will collaborate with the student's other teachers to see how he or she is doing in the other classes. If a student needs a private place for better concentration, I could send he or she into the common area outside the classroom and I will be able to see student from my classroom. My students with 504 plans or IEPs will receive help from myself as well as their counselor, SPED Teacher, and other teachers they had or currently have.
Essentialism in Plan:
Essentialism encourages a traditional and rigorous approach to education by teaching classical subjects such as Math, Science, History, and Literature. Though I was raised to believe and still believe it is important to receive good grades, some of the greatest historical figures have contributed through paintings, inventions, political science, and great knowledge but struggled in school or never attended school. I believe students should try their best in class to get high grades but they should look past the grade by being able to comprehend the content. My rigorous education will be the framework of my expectations but I will be compassionate and understanding to my students as long as they persevere and never give up. This skill will be exercised outside of school and they will have the will to succeed in anything they choose to do. We all make mistakes but we are better persons from learning from them. I am aware everyone including myself needs a quick break sometimes. Sometimes a cool-down is necessary to maintain order if there are interruptions or conflicts. I have already observed a few disrespectful conflicts my co-teacher had to deal with. If it becomes overwhelming, I will stop my lecture and talk to my students about what I am observing and how I do not tolerate disrespect. I allow my students to think about their actions so the class can resume when they are ready and willing to cooperate in a positive classroom community. Once behavior is reflected, we can all move on and continue working together.
References:
*Providing Help After School
During the first week and beyond, I will announce to my students I have an open door policy for help. I will say my classroom is open after school to ask for help, make up a quiz or test, look over a rough draft, turn in a late assignment for half-credit, and anything else the students need (Co-Teacher, Kim Navarro, 2014). I will also allow students to briefly stop by in between classes to ask or clarify an issue, question, etc. Helping my students is important to me and they will know I will not deny them help when they come to my classroom. If I create a safe and welcoming classroom, students will come to class and even after school for help.
* Student Intervention/Perception of Power
In Cooperative Discipline (Albert, 1996), this is a teaching concept stating power is not a manipulative tool. In a classroom, the power should be shared between the teacher and students. It leaves an impression on the students the teacher views them equally and they should not worry about being controlled in the classroom. If a student has frustrations that need attention, the school provides intervention programs to resolve and counteract their frustrations while re-establishing a sense of power and purpose in the student.
* Multiple Intelligence Survey
Every student is different and unique from one another. Both the teacher and students can benefit from understanding how each person thinks, acts, and processes information differently. During the first week, the teacher can assign students to take the Multiple Intelligence Survey and return to class with the results for homework credit (BGfl Multiple Intelligence Survey, 2014). After, the teacher can take the class results and compare them to the Learning Style Quiz and What Student are you Quiz results. It would help to lead a class discussion on learning methods and multiple intelligence to give students more insight and understanding that every student learns differently. I will explain this as the reason why I use a great variety of resources, teaching strategies, and lessons throughout the week to ensure every student comprehends what is occurring in class. I could ask the students for ideas and input to find ways to teach a lesson and help each student overcome obstacles. I believe it would be beneficial to give students opportunities to voice their opinions about how they would like the history content to be presented to them.
I would share my Multiple Intelligence Survey results with my students. I would say my top four multiple intelligence are Logical, Naturalistic, Visual/Spatial and Interpersonal. I am a logical thinker to where history and math come easy to me and I am good at memorizing historical events and dates. I am good and respectful toward nature while I learn by interpreting paintings, photographs, etc. I am good around people and I can learn from another individual's knowledge. I would explain to my students each person's mind contains multiple intelligence but they cannot be deduced by simply looking at a person. They are discovered when the person takes a multiple intelligence quiz or survey with an open mind and an understanding there are no wrong answers.
Multiple Intelligence Survey
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
*Private and Quiet Work Environment
It is important for a teacher to accommodate students by providing a quiet place for them to go outside the classroom. Some students may need a quiet and less distracting environment to go to complete work, take a quiz or test, etc. If there is a place for the student to go ahead of time, it will be no problem to send him or her there and with supervision if needed. If I notice a student is not doing well on the first few quizzes, homework, and tests, I will collaborate with the student's other teachers to see how he or she is doing in the other classes. If a student needs a private place for better concentration, I could send he or she into the common area outside the classroom and I will be able to see student from my classroom. My students with 504 plans or IEPs will receive help from myself as well as their counselor, SPED Teacher, and other teachers they had or currently have.
Essentialism in Plan:
Essentialism encourages a traditional and rigorous approach to education by teaching classical subjects such as Math, Science, History, and Literature. Though I was raised to believe and still believe it is important to receive good grades, some of the greatest historical figures have contributed through paintings, inventions, political science, and great knowledge but struggled in school or never attended school. I believe students should try their best in class to get high grades but they should look past the grade by being able to comprehend the content. My rigorous education will be the framework of my expectations but I will be compassionate and understanding to my students as long as they persevere and never give up. This skill will be exercised outside of school and they will have the will to succeed in anything they choose to do. We all make mistakes but we are better persons from learning from them. I am aware everyone including myself needs a quick break sometimes. Sometimes a cool-down is necessary to maintain order if there are interruptions or conflicts. I have already observed a few disrespectful conflicts my co-teacher had to deal with. If it becomes overwhelming, I will stop my lecture and talk to my students about what I am observing and how I do not tolerate disrespect. I allow my students to think about their actions so the class can resume when they are ready and willing to cooperate in a positive classroom community. Once behavior is reflected, we can all move on and continue working together.
References:
- Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
- BGfl Multiple Intelligence Survey. Multiple Intelligence Survey. Retrieved August 24, 2014, from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
- Marquis, Renee. Observations and Strategies Used at SMHS US History with CT Kim Navarro. Fall Semester 2014
- McEwan Landau, B. & Gathercoal, P. (February 2000). Creating Peaceful Classrooms: Judicious Discipline and Class Meetings, Phi Delta Kappan, 450-454. Retrieved from http://www.webpages.uidaho.edu/~gatherco/gathercoal-articles/PDKClassMeetings.pdf
- Navarro Kim, Co-Teacher at SMHS, Fall Semester 2014