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~Maya Angelou

A job is simply a task that one performs, a career is contractually committing to complete
various job assignments, but a profession is being able to work in a career that you love
and that is what teaching is to me, a profession. My objective as an educator is to teach
my students both individually and collectively. I want to be able to understand the
academic needs of my students and how they are best able to learn. I also hope to be
sensitive to their personal needs and circumstances. It is my goal to personalize learning
so that education can be attainable by all.
Education is a universal concept that can be reached in many different ways. In life
every being is constantly learning based upon experiences and choices. My teaching
belief is that a person can never be too young or too old to learn. Learning begins at birth
and it matures and evolves according to how one is nurtured and guided throughout life.
As a teacher I want to be a part of the nurturing, guiding, and instructing process of my
students. My main plan to achieve this goal is by leading by example.
I understand that we all have various strengths and weaknesses when it comes to
learning. I strongly agree with Howard Gardners theory of multiple intelligences. My
responsibility as a teacher will be to assist each student with further strengthening their
unique intelligences which may be: visual/spatial, mathematical/logical, musical,
linguistic, interpersonal, or bodily/kinesthetic. In my teaching profession I am looking
forward to doing more than simply teaching the test. I hope to encourage my students
to think critically and creatively by watching my example.


Intelligence should not only be measured by how well a student does on a test.
Personally I am a visual and tactile learner. I have never been the best test taker
in any of my classes. However, when I was given a chance to show and prove that
I do indeed know the material, by participating in class discussions or completing
various projects, I have often been moved up in classes. (Gardner, 2004, P.5).
Scholastic knowledge is what we are very good at doing in school; but unless that
scholastic knowledge can be activated in new circumstances it remains inert and
essentially useless. My own experiences with my education make me more
sensitive and aware of the multiple intelligences in others. As a teacher, it is my
desire to learn and build up the strengths of my students and to embody a lesson
that will fuse together different aspects of learning. I would like to see my
classroom as a meeting place where the teacher and students share ideas and in
many ways teach each other.
My teaching inspiration is my second grade teacher. She was able to incorporate
the arts into her lesson plan in such a way that made learning addictive. By the
end of the school year she had touched each student in a unique way and we were
collectively ahead of our peers in other second grade classes. Due to the fact that
she had unsurmountable success with our group; school officials and parents asked
her to remain with my class and we were looped to the next grade. (Newman,
2013, P.19). The term loop simply means that a student progresses with the same
teacher, and sometimes with the same group of students, for two or more school
years.


By watching her example, this teacher taught me that teaching
comes from the heart. One can learn the concept of teaching and
be taught different strategies to complete the task, but only a few
are born with the heart to be a teacher. When the gift to teach is
realized the teacher first becomes the student by taking time to
learn what each student will need to make the school year a
success. Throughout my work experience I have met wonderful
teachers who are role models for me. I aspire to sustain a mutual
respect with my colleagues in which we can share thoughts and
ideas that can best benefit all students.
My teaching aspirations are to understand my students,
recognize their unique styles of learning and empower them to
use those methods effectively to benefit their learning. The use of
21
st
century skills will assist me in dreaming up and implementing
fun and creative ways to reach and teach my students. It will be
my duty, my responsibility to embrace each of their methods of
learning and empower them to use those styles effectively to
succeed.

Plan Objective
A teacher plays a pivotal role in preparing our future leaders of
tomorrow. In order to organize and manage the classroom
effectively a plan is created. This classroom management plan
will serve as a guideline for rules, procedures, discipline
techniques, student participation, and teaching strategies. This
plan will aid in ensuring order and control for the eighth grade
class, within the classroom and throughout the school building.

Rules and Expectations
At the top of my list for both rules and expectations would be respect. No matter
the age of my students, I strongly believe that I first must display the respect that I wish to
receive, and what I wish for them to show one another. Respect will entail: raising your hand
to speak or have the floor, allowing others to finish their thought without interrupting,
keeping quiet after you have finished an assignment but others are still working (even if it is
only one), allowing everyone in the class to have their own space, and making sure to keep
our hands, feet, and hateful words to ourselves. I also expect that each of my students
respect themselves by doing the very best that they can in my class.
During the first class meeting we will discuss other rules and expectations that can
be included. Only those rules that the majority agrees upon will be included, changed, or
removed. Discipline is one of the hardest topics to decide upon and is usually resented by
students. I wish to give students ownership of not only creating the rules but the
consequences as well. Students will deliberate on what they find to be appropriate and
inappropriate actions in the classroom. Together we will decide what the consequences will
be for each infraction. My hope is that students will govern themselves accordingly and not
allow their classmates to disrupt the class as well. After all rules, expectations, and
consequences are decided I will create a contract that will be signed by me, the student, and
their guardian. Together, for our first group project, the class and I will create a poster
displaying our contract to be hung in the classroom.

My Philosophy
I view my teaching strategy as teaching the whole student- mind, body, and
spirit. I understand that the details that are put in the design of the classroom also
have an effect on each and every student. It is the right of every student no matter
his/her, race, ethnicity, social status, religion, physical appearance, or mental or
physical disabilities, to have a positive, safe, and inclusive learning environment and
experience. It is my objective that each student feels comfortable enough to perform
to his/her fullest potential.
There are three theorist; Abraham Maslow, Howard Gardner, and Lev
Vygotsky, who have been my inspiration when gathering thoughts and information to
form my classroom plan. Each one has produced a theory that further enhances my
own personality style of teaching and will be beneficial in assisting me with
executing my teaching philosophy. Maslows Hierarchy gives me a blueprint for
taking care of the needs of the whole student. (2013) Maslow presented the idea
that human actions are directed toward goal attainment in which any given behavior
could satisfy several functions at the same time. Once a student reaches the level of
self-actualization his/her behavior is intrinsically motivated and that is my goal.
In my student-centered classroom it is vitally important for me to have some
idea of how my students learn. Learning each student will take some time; however
Howard Gardners Multiple Intelligence theory will be effective in our class
progression. Every student has unique gifts, talents, and qualities that aid in how they
receive information given. Knowing how students learn will allow me to create an
environment that incorporates elements conducive for all. Moreover, classroom
discussions will flow when everyone involve can see that their viewpoint is valued.

The Role of the Student
It is my goal to create a safe
atmosphere for the students. It is important
for me to know that my students feel
comfortable enough to voice their opinions
to me privately as well as in front of the
class. As I share my thoughts and ideas with
students I will encourage them to do the
same. Students will work with partners or
in groups to share personal ideas and to
collaborate to create new ones. Students will
know that whatever they do or say will be
respected by me and their peers and when
incorrect we will work as a team to help to
retrieve the correct answer.
Students will receive total
encouragement from me to become leaders
in their own way. (Newman, 2013, P.90),
The movement from teacher-to-student
centered is a gradual progression of
building trust and developing shared
responsibility for the management of the
classroom. Social interaction is important to
the communication and flow of the
classroom. In time students will develop
confidence in their own abilities and rely on
one another to reach a common goal.

The Role of the Teacher
I make sure to explain to my
students that I am their teacher, their guide
but I, like them, learn new things every day.
Once my students are aware of that
vulnerability and see that it does not take
away from my professionalism nor do I let it
embarrass me they will feel the same way.
Behaviors are best taught when they can be
modeled by someone you look up to or
admire. I will use Vygotskys Social
Development Theory to incorporate his 3
major themes my class, which are the More
Knowledgeable Other and the Zone of
Proximal Development. These methods will
be used as outlines for strengthening the
faith that students have in me and in one
another. Students are people too and just
like their learning styles vary; they also have
diverse backgrounds. I want to be able to
know my students outside of the classroom;
so much so that I can relate lesson plans to
topics that are relevant to their lives and
experiences.

Implementation Plan
I intend to be consistent with all rules and procedures set forth in the
classroom. Consistency not only helps me maintain a piece of mind, it
reassures students that I am a person of my word. It doesnt matter if the
outcome is good or bad stability leads to trust. I will hold class meetings to
determine such things as class rules. In time I will have students conducting
the meetings. I keep an agenda on the board so that students are always aware
of what we are going to do, what we are doing, and what we will be doing
next. Organization is important and I will encourage students to dedicate a
notebook for the agenda; for my class and others as well.
The agenda will include assignments that will be taught and discussed that
week. Students will be given independent time to work on assignments as
well as free time to work on assignments. Free time can be used to work on
assignments alone, in pairs, or as a group. Students will be encouraged to
work together as often as possible. The last five minutes of the class will be
dedicated to a review. The review will cover what we learned that day and
anything earlier in the week.
The structure of the classroom will have all desks in a box shape with the
teachers desk in the middle. There will be enough floor space in the center
for a speaker or an activity leader. On the outskirts will be desks that are
coupled for partnering activities and others left alone for independent work.
Depending on the activity desks will be able to be moved if need be.

DIFFERENT SCHOOL MODELS


School A School B
Differences/Similarities identified
between schools. Points to consider
Type of School Private Public School
Total Population/Demographics
Military Base
Total base population: 1,335
Urban District
Total town population:
75,524
Differences: Private- Military personnel
and civilian families. Public- Town where
45% live below poverty line.
Student to Teacher Ratio 2:20 2:30
Similarities: Teachers feel that students
cannot possibly receive enough one on one
attention in such large classrooms.
Key Issues Facing
Limited professional assistance
for students with special needs
Testing takes away from
teaching necessary materials to
prepare class for the next level
Differences: Private- Does not provide
professional assistance for those
students/families with special needs. Is
not bound by curriculum. Public- Grants
provided to acquire professional staff.
Teachers must adhere to the Common
Core Standards
Role of Technology
Limited in the classroom but is
utilized as much as possible
Technology has been upgraded a
great deal but still far behind
suburban districts
Similarities: Teachers use technology as a
fun and creative way to keep students
attention on a topic
21
st
Century Skills
Creativity, computer literacy,
time management
Critical thinking, innovation,
digital literacy, leadership
Differences: Private- Teachers are
encouraged to be creative when making
lesson plans. Public- Teachers feel that
what they are to teach and expect has been
outlined for them.
Parent Participation
Has unrealistic expectations for
teachers, but are very involved
Parents are rarely involved
mainly due to work schedules or
lack of knowledge of content
Similarities: Parents do not prepare
students for school, (teaching ABCs,
writing name, knowing shapes and colors).
Educational leaders and politicians have spent
decades debating about effective ways to teach,
assess, and evaluate students. Education is
constantly evolving along with the day to day
changes in technology. The educational system
needs to be able to rely upon trustworthy
assessment strategies that can be adopted
throughout the country. Curriculum, assessments,
and evaluations all need to progress and
coordinate with one another to be able to be useful
in this digital era.

ASSESSMENT MATTERS
Formative Assessment

First of the two is formative assessment that utilizes mostly informal
strategies to evaluate students. Formative assessments stress student engagement
and student feedback. This is assistance to teachers to help understand what is
right or wrong about their lessons. (Newman, 2013, P.301), Assessment in the
classroom setting must give rise to students taking ownership of their learning
and understanding how to learn, rather just what to learn. The knowledge of how
well a student performs is helpful, but the key to a formative assessment is being
able to have the students give input on what may be helpful for future lessons.
Student performance primarily is not graded in formative assessments
and if so the knowledge of the grade will help to advance the particular lesson
further. (Jenkins and Johnson, 2009. P2), Key requirements for successful
formative assessment include the use of quality assessment tools and the
subsequent use of the information derived from these assessments to improve
instruction. Students feel a sense of accomplishment when allowed to participate
in their education. Students are given a chance to self-assess and in turn give
feedback on how to the teacher can modify the lesson or how they can improve in
their role as learners. Formative assessments are intrinsic motivators for students
to take ownership of their education.
Summative Assessments
Summative assessments are given at the end of a
lesson or collection of lessons to gauge the knowledge
that has been achieved. This type of assessments is used
to appraise both the teachers competence as well as the
students ability to retain knowledge. (Newman, 2013, P
298), Summative assessment are state assessments,
district benchmark or interim assessments, end-of-unit or
chapter tests, end-of-term or semester exams, and scores
that are used for accountability for schools (AYP) and
students (report card grades). This assessment is meant
to evaluate the end result of learning; even though it can
at times be beneficial for causing changes to curriculum
and lesson plans.
Measuring Assessments

How a state, district, school, or teacher decides to score assessments will vary.
Formative assessments do not come with the stress of reaching a specific score its principle
reasoning is to show strengths and the areas that need to be improved before a teacher moves on
to the next topic. By the time summative assessments are given the learning has ceased and there
is rarely time for teachers to rethink and re-teach material. (Kizlik, 2014), We can assess a
persons knowledge in a variety of ways, but there is always a leap, an inference that we make
about what a person does in relation to what it signifies about what he knows. Both formative and
summative assessments should be integrated so that knowledge can be measured more fairly.
There are students who may not like to participate and communicate in class and the
teacher is not able to grasp how much knowledge he is obtaining from many formative
assessments. There are also students who do not perform well when taking formal tests and
exams. (Newman, 2013. P.303), If teachers want students to take responsibility for their learning,
students need to be part of the decision-making process and engaged continuously and consciously
in the process. Once formal assessments are completed teachers rarely have time to back track and
go over what a student may have had trouble with.
When the results are gathered from summative assessments students are penalized if
what the test perceive them to know do not meet the status quo. Often times students are
stigmatized by their scores and not given another opportunity to show how much they do
understand the material. Assessments can also negatively affect a students self-esteem. A student
can perform very well in class but poorly on a state exam and that student will be labeled
according to the test score. There is even a chance that the student will be placed in lower
performing classes; which are usually arranged based on test scores.
Assessing Education

Teaching and learning in the 21
st
century calls for innovative
leadership; creative eyes that can envision a future that can help to
provide teachers with the tools necessary to measure our students.
(Hanna and Dettmer, 2014), Assessments are the way instructors
gather data about their teaching and their students learning.
Assessments should be used for the advancement of student learning.
The knowledge drawn from these assessments aid in the enhancement
of the teachers lesson plans and classroom management. The process
of how to go about collecting this information needs to come under
reform. There is a great amount of stress that accompanies
assessments for all involved especially the student and the teacher.
Assessments are divided into two categories and both have various
ways of being presented and measured.
Assessing in the Classroom

It is imperative for teachers to allow both
formative and summative assessments to have a place in
their curriculum. (Arena and Schwartz, 2013), If a
fundamental goal of education is to prepare students to act
independently in the world-in other words, to make good
choices-an ideal educational assessment would measure
how well we are preparing students to do so. Utilizing
both forms of evaluation will help to prepare students for
more strenuous assessments that they will undoubtedly
have to face in the future. If teachers can incorporate
different elements of both forms of assessments such as
journaling, thumbs up thumbs down, tests, exams,
conferencing, or presentations, students will be better
equipped to display how they are progressing and how well
they do understand what is being taught.


THROUGHOUT THE YEARS
My Future Essays, Gr. 2
Fall Foliage, Pre-K
My Favorite Time of Day, Gr. 2
Shadow & Light Lesson, Gr. 1
References

Arena, D. and Schwartz, D. (2013). Measuring What Matters Most. Retrieved from
http://mitpress.mit.edu/books/measuring-what-matters-most/

Gardner, H. (2004). The unschooled mind: why even the best students in the best
schools do not understand. Retrieved from
https://www.ibo.org/council/peterson/gardner/documents/gardner_lecture.pdf


Jenkins, J and Johnson, E. (2009). Formative and Summative Assessment. Retrieved from
http://www.education.com/reference/article/formative-and-summative-assessment/

Kizlik, B. (2014). Measurement, Assessment, and Evaluation in Education. Retrieved
from
http://www.adprima.com/measurement.htm

Newman, R. (2013). Teaching and learning in the 21
st
Century: Connecting the dots. San
Diego, CA: Bridgepoint Education, Inc.

(2013). Maslows Hierarchy of Needs.
Retrieved from https://www.learning-theories.com/maslows-hierarchy-of-needs.html