Two Characteristics of the Novice Teacher

Characteristic 3 of the Novice Teacher pertains to the ethical and moral duties we have as educators. It is of great importance that every classroom has an environment that exudes professionalism, and makes our students feel that they will be treated in a fair way. We must also integrate these values into our teaching in order to transfer these values onto our students. I feel that the best example of this characteristic in my teaching is the Holocaust unit I recently taught in my 11th grade class. In this unit, I asked students to understand that the eleven million who were persecuted should not be thought of as a number, but remembered as individuals who had their lives changed forever by the events of the Holocaust. To encourage my students to learn more about different people affected, I had my students make "passports" that contained a picture of a victim of the Holocaust and their birth date, country of origin, and personal history up until the 1940s. After this unit I gave my students more information on these victims, if they lived, and what their lives were like after liberation. My students truly got a understanding of how dangerous it is to dehumanize others, and how important it is to look at individual lives.

Characteristic 6 requires the novice teacher to show an in depth knowledge of the content that he or she will be teaching. This characteristic is particularly important for secondary educators, who must have a great deal of knowledge of content. As I am a social studies teacher, I feel that it is most important to show my knowledge of history. My best example of content knowledge would be a analytical paper I wrote about the Renaissance era literature for my Italian history class. In this analysis, I discussed how the culture of Italy in this era had an enormous influence on the presence of women in literature. This essay is a wonderful example of the content knowledge I have that is require in a social studies classroom.

Practicum Plan Progress

One of my most important learning goals listed in my Practicum Plan was my aim to increase control of my classroom to ensure that students respect me as a teacher. I feel that this could be best accomplished by establishing a better relationship with my students that makes them feel comfortable in the classroom when I am teaching and allows them to bring their questions to my attention. I tried to do this by learning student names as soon as possible to be able to call on specific students during lessons. I also decided to add more discussion activities to my curriculum so my students understand that I respect their thoughts and opinions so they will learn to also respect mine.

In my plan, I originally included a lesson that includes Creative Arts in relation to social studies to be completed in February. Although I have not removed this from my plan, I have not been able to complete this lesson in February. I will have to change the target date for completion to a date in March.

Looking through my plan, I have already completed every activity that I planned to complete in February. At the moment I am also already planning my activities for March. Though I feel good about my organization and completion so far, I am extremely worried about the about of activities and lessons due in March. March is going to be the biggest problem in my plan, mostly because we have very few days of school in March. Our county has a Spring Break in addition to an Easter Break of three days. I will definitely have to buckle down to complete everything required for this time.

Two Characteristics for the Novice Teacher

Characteristic 2 for the Novice Teacher emphasizes the importance of being an effective communicator. This communication can occur in various forms: a teacher may communicate in a written manner, through speech, or even in a non-verbal way. These exchanges often occur between the teacher and student, but it is also important to note that a teacher must also communicate with parents, faculty, and other individuals in the school community.

My most important artifact associated with communication is the student blog I set up at Taylor County Middle School. I created a blog through a website specifically made for student use to ensure student safety and ease of use in order for students to answer critical thinking questions. With this website I was also able to reply to the blog entries with comments and suggestions. I find this to be my most notable artifact because my students were excited to complete this assignment, and were eager to use blogging again in the future.

Characteristic 4 relates to the essential duty of each teacher to ensure learning for all students. Being a facilitator to learning for each students involves a commitment to meeting students needs in various ways.

I believe I best met my students' needs in a lesson dedicated to differentiated instruction. I designed this lesson specifically to meet the different learning styles in my classroom. In this lesson on the French and Indian War, students used a RAFT to complete a writing activity. I also played traditional Appalachian music to help my students who work better with sound in the room. I find this to be a great artifact because my students were more equipped to complete a writing assignment than in past lessons.

These characteristics important to teacher development are connected by emphasizing a clear understanding of the student and his or her needs. Communication with the student is essential to understanding needs and thoughts. By becoming receptive to our students, we as novice teachers can improve the quality of our teaching and therefore the likelihood of student learning. Furthermore, without effective communication with our students' parents and our own colleagues, it is much more difficult to learn the details of student needs and specific strategies to use.

Mentoring

I think that my mentor relationship has by far been the most reliable and strong relationship I have at my PDS. I have had a wonderful experience gaining insight and suggestions from my mentor teacher, and I hope I have extend new techniques and different strategies or technologies to her classroom. Many times we will both construct a lesson for a day that I visit my PDS, and we will collaborate by fusing our lessons together or choosing which lesson the students are better prepared to learn. She has also set up an account on the site Delicious that allows both of us to bookmark useful websites and share them with each other. I believe this type of practice is extremely helpful in a mentor and student relationship; it extends outside our meetings together and outside the classroom, but still allows us to connect our ideas. I also believe my mentor teacher is extremely receptive to what I would like to do for a lesson and allows me the freedom to teach my lesson. I have never had felt stepped-on while I am teaching a lesson when she is offering more information. Many times I will help my mentor teacher decide what unit is best to cover next. I am incredibly grateful for this opportunity to have a say in the material and feel like more than just a pre-service teacher in the classroom.
I am also appreciative of the respect that she demands from the students when I teach a lesson or I am briefly in charge of the class. It is often extremely difficult to gain respect from students when they know you are young and inexperienced to some degree. It seems at times it is students' only goal to take advantage of their student teacher's authority. Every single time I have had difficulty maintaining my classroom, my mentor teacher has helped by reminding them of my authority. I am so thankful for this support, as I believe it really has contributed to my development as a teacher this year.

Creating a Wiki

Wikis can be incredibly beneficial to use in a classroom for multiple reasons. Developing a wiki creates a wonderful opportunity for students or teachers to work together and grow as team members. With a wiki, collaborating on each different element of the website is required. Creating a wiki allows each student to have one area or page to complete, and therefore encourages all students to cooperate and pull his or her own weight. Having this area of specialization gives the student a responsibility and accountability for the rest of the group that is absent in many group project. Wikis also allow for a great deal of creative freedom that many students yearn for in each lesson, while also giving them experience in a form of technology many students may have never used. With wikis we as teachers allow students to express their ideas and visions while also sharing ideas with their peers.

As we worked in teams with our fellow pre-service teachers to create our wikis, teachers in a school can work together to create a wiki. This wiki assignment was particularly help to the participants because working with colleagues and administrators as a team is a constant part of being an educator. The reality is this sort of technologically intensive assignment is that sharing responsibilities, communicating ideas, and making decisions as a group is rarely easy; yet as teachers, whether we want to or not, we must learn how to make collaboration work.

One interesting feature my participant group covered in our Taylor County Middle School wiki is a brief description of the R & R Program on the "School Information" page. The Respect and Responsibility Program, often called R & R, is a program offer by TCMS the rewards students for good behavior and grades by sponsoring trips to movies, dances, etc. This reward is an effective incentive for students to improve their performance at TCMS.

Journal: Week Ten

What are your experiences with using rubrics (being graded by them and/or using them to grade students)?
-What do you see as strengths and limitations with using rubrics?

Almost every class I've had in high school and college has included a rubric to assess work. With social studies, much of the work includes presentations and papers, and these assignments are often graded using a rubric. I have recently used a self-made rubric for instruction for the first time in my class with the 21st Century Individual Lesson plan.

I generally like rubrics for assessment in high school and university classes. With rubrics, teachers are held accountable for the grades they give and must explain why they scored a certain way. I also believe it gives teachers a more structured way to assess the students with the learning goals being more concrete. Without rubrics, I think some teachers grade with their present emotion or judging by how they feel about the student. Rubrics also help students know what is expected of them before they do the assignment and which areas are worth more points or need more focus on completion.

Though I still feel that rubrics provide the teacher's expectations and allow for explanation of grades, I left out some of the weaknesses I have discovered with rubrics. With rubrics teachers must grade all students exactly the same, which may sometimes be helpful, but hinders success in some students. More advanced students may need to be graded on a more difficult scale based on what they are capable of doing. However, I believe many IEPs may lead teachers to use different rubrics for certain students. Also, I think rubrics may sometimes prevent students from being rewarded for work that is not a criteria on the rubric. Although there are limitations, I think that the strengths of rubrics greatly outweigh the weaknesses.

Journal: Week 7

* In the lesson I teach at my PDS, I hope to teach "responsively" by… (make reference to topic of your lesson and concepts from chapter 6).
* In the lesson I teach at my PDS, I hope to teach for (deeper) understanding by … (make reference to topic of your lesson and concepts from chapter 7).

In my lesson, I am planning to be a responsive instructor by allowing them to choose their own topic for the assignment I will give, making it possible for them to choose the topic of most interest to them. I also would like to encourage writing in my assignment so I plan to do a RAFT assignment, a strategy recently discussed in the seminar. The students will be able to choose their own event that affected the formation of the U.S. Government, and write a mock Facebook invitation asking a certain group to attend the event.

The lesson will encourage deep understanding by forcing the students to ask questions such as: Why do I want people to attend this event? What is important to know about this event? The point of using the Facebook idea for this assignment is that it allows the students to apply the events of the past to a setting they are familiar with and ultimately increase understanding. The students will then respond to each others' events as a critique to their events.

Looking back on this idea and after a little research, I now realize that the event invitation portion of my idea is very difficult to implement. I never intended to allow students to use Facebook for the assignment, but rather an online template not connected to the site. Unfortunately, finding this type of document has been impossible, so I am now changing my plans.

Is there a different way or medium I can use to carry out the original plans for my lesson, or would a simple writing assignment be more suitable? Will the RAFT writing technique be appropriate for a seventh grade class?