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Feb 20, 2024
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Uploaded by angelcathey0987
Professional Response Journal: Assessment
QUOTATIONS: What are some quotes that resonated with you while reading? Quotes that have meaning, hit a nerve, or conjured up a memory? (3-4 quotes). In a few sentences explain why these quotes resonate or are important to you. 1.
In article two, Understanding Roles and Responsibilities in Education and Training
it states “
You may read about delivering training and facilitating learning, but in reality, you do much more than that. Your role is not just about teaching your subject or preparing learners for assessment. The focus of your role relates very much to inspiring your learners to change and develop their personal, social and professional skills to the best of their ability. In this respect, your ultimate aim is to enable your learners to understand how to take responsibility for their own development.
”
Reading this portion reminded me that teachers were told what, when, and how to teach. They were supposed to educate all students in the same manner and were not held accountable when many failed to learn. They were expected to educate in the same way that previous generations had, and any variation from established practices was discouraged by supervisors or outlawed by a slew of education rules and regulations. As a result, many teachers merely stood in front of the class and presented the same teachings year after year, growing old and tired of not being able to adapt their methods. Many teachers today, however, are encouraged to adapt and implement innovative approaches that recognize both the art and science of learning. They recognize that the essence of education is a close bond between a knowledgeable, caring adult and a secure, motivated child. They recognize that their primary responsibility is to get to know each student as a person to understand his or her specific needs, learning style, social and cultural background, interests, and abilities. A teacher's daily job is evolving from transmitting content to designing and directing pupils through compelling learning experiences. The most important role of an educator is to seek out and create meaningful educational experiences that allow students to address real-world issues while also demonstrating that they have learned the large ideas, powerful abilities, and mental and emotional habits that meet agreed-upon educational standards. The outcome is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge. 2.
In article 3, Top Qualities of an Effective Teacher
it states, “
Have a plan for what you want to teach. Your job is to illustrate key points and essential context, to help students integrate all of their work
”. As a potential teacher, I have decided that I cannot speak for others. There are numerous approaches for writing lesson plans. I can tell you what I did once I gained some experience. There are several distinct lesson plans. When I taught elementary and junior high, I created these year-long plans. These plans outlined what I intended to teach that year. In history, I kept a year's worth of notes on all the books, videos, and realia. I had notes for the room environment I was planning to create. I kept all of my quizzes, examinations, and other evaluations in a ring binder. I kept all of the reproducible material masters in another ring binder. In English, I had a teacher's textbook and two ring binders with the identical materials. I had a class set of poems that I had written. I wrote and modified these throughout the summer. On weekends, I planned my weeks’ worth
of daily activities. I utilized the school's green-covered plan Name -
Angel Cathey (class articles/text)
Professional Response Journal: Assessment
books at first, but the capacity was restricted, so I switched to another ring binder. I used different cover-color binders for a variety of reasons. I used red, green, yellow, and orange binders, but the daily planner was always blue. I revised my daily plans every evening. However, I did revise my intentions during the lesson. 3.
In the first article, Notes from an Accidental Teacher it stated “
A job is something that has to be done to receive a paycheck. All legitimate jobs are worthy, of course, but a calling is something more. It challenges us to be more than we think we can be and to draw on capacities we didn't quite know we had. A calling becomes a way of life, offering us the opportunity to affect individuals in a profound, enduring way.
”
I've heard it said more than once that teaching is a calling. The term "calling" has spiritual connotations, although it is described as "a strong inner impulse toward a particular course of action, especially when accompanied by conviction of divine influence." I would wonder, "Yes, teaching is important, and we can have a big impact, but is it a calling?" "A little much for me." I have a very different perspective on teaching as a calling. Despite this, many teachers continue to feel compelled to conduct this task. So, what is it about them that allows them to not only survive, but thrive? Many studies have been conducted on effective teachers and instruction. Care is one of the most fundamental attributes that create a successful teacher. Those called to teach sincerely care about their children as individuals, not simply as students in their classrooms. They strive to form relationships with their pupils and understand that when children feel cared for, they are significantly more willing to work hard for them, refrain from undesirable habits, and participate more freely. Caring is central to many people's understandings of teaching. There is an old teaching proverb that states, "I don't teach content, I teach kids." For those called to teach, the adage becomes a way of life. CONNECTIONS: What connections (3-4) can you make from something you read in the articles? Discuss text-to-text, text-to-self and/or text-to-world connections. What connections can you make to your experiences or to other readings? Explain the connections. One connection I made from reading the article ‘
Top Qualities of an Effective Teacher
’
is about wait time. In the text it stated “
Remember what it is like to learn something for the first time. Give students time to process information and answer questions.
” This made me realize that wait time refers to two distinct procedures in which teachers intentionally delay. First, wait time 1 is a 3-5 second lag between asking a question and receiving an answer. Second, wait time 2 is the 3-5 second pause following a student answer. This period allows students to reflect on the question and formulate a response, either to the instructor's inquiry or a peer's response. As a result, more students may be willing to answer the question, and their answers may be more considered. While this deliberate pause appears to be straightforward to adopt, many teachers have developed a strong aversion to quiet in the classroom and may find it difficult to implement this pause. When establishing student-led classroom conversation utilizing wait time, teachers may need to wait more than 3-5 seconds to persuade students that their participation is truly desired. Students may be unaccustomed to this wait time; they may anticipate the teacher to analyze their
Professional Response Journal: Assessment
responses, and the quiet may make both you and your students uncomfortable. To address this issue, professors can avoid eye contact by reading the material or taking notes while waiting for a student answer. Another connection I discovered while reading a part titled "Great teachers are like those nurses." They feel compelled to connect content with children. They understand that they are interpreting shared human wisdom, formalized in academic fields, for young people who are trying to make sense of their lives. They look with reverence at both the stuff they teach and the individuals they ask to study it, and they discover what Steven Levy (1996) refers to as genius in both content and students. They elevate who and what they teach by making the process of learning dynamic and appealing. Teachers are motivated by a desire to help others become the best versions of themselves. We show up every day because we play an important role in someone's journey. While we may only be present for a little chapter, we want to build relationships that will help our kids see their own potential. Teaching is a calling. It is a sometimes misunderstood and overwhelming vocation. While we are a reflective community, we strive for improvement and frequently ignore our accomplishments. We teach because it is a part of us. We may not like certain aspects of this job, but we enjoy it every day. No single child has had a greater influence on me because each has taught me something unique. A success narrative for one child will seem vastly different from another since no two pupils, even in the same school, should be seen in the same way. The most powerful impact we can have on a youngster is for them to recognize their own abilities. We are facilitators who provide tools, tactics, and determination, as well as knowledge. The final connection I made comes from an article called Notes from an Accidental instructor, which states, "Another teacher said, "I give a lot of my life to teaching, and I wouldn't have it any other way. But I am a better teacher because I can put it aside for a bit and devote my complete attention to something else." Remember that teaching is just one of many job options available. Teachers are frequently viewed as altruistic, giving, empathetic, and possessing a variety of other excellent characteristics. However, those abilities are sometimes taken for granted, leaving us feeling worthless or inferior if we set limits for ourselves and just decline further chores. I must remember that school will occasionally take a back seat for a while. Teaching is a job. Our jobs do not define us. Nobody is! We should be able to be confident in our identities outside of education. There's nothing wrong with being in love with your career; in fact, it's the dream! REFLECTIONS: Think about the four articles as a whole. What have you learned from reading these articles about teachers and teaching? What did you read that surprised you? Why? What caused you to think at a deeper level? How will you use the information from the articles to move you forward in your teaching? Teaching in today's world extends beyond a calling. We want teachers to design lessons rather than simply plan them. We want teachers to provide tailored feedback for formative tests rather than simply awarding summative marks. Teachers should not just know their pupils' names, but also recognize each student as an individual, be aware with their family history, and keep open communication with their parents. We are also expected to organize co-curricular activities and demonstrate competence in such areas. Then there's continual professional development and peer collaboration to improve our teaching skills, and I haven't even discussed administrative responsibilities.
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Professional Response Journal: Assessment
The perception of teachers has shifted. I hope that people do not see teaching as a calling, because it is no longer sufficient. As 21st-century educators, we are held to a higher standard, and our pay reflects this. Teaching is a career, so let us approach it professionally. It gives me comfort to know that, in the current public-school environment, when I do teach, I will promote even more optimism and inclusivity. I want to speak up about all the unresolved messages that need to be addressed. Once I obtain my teaching degree, I hope to offer a positive image of someone who looks like me to my children at school. I've always had the qualities of an educator. However, it took me a while to see that this was my calling. I was anxious when I announced elementary education as my major in my first year, fall of 2021. I was anxious that there wouldn't be any other classmates who shared my desire to become teachers and who would have a purpose because there is a severe scarcity of teachers in the classroom. I was anxious that my major would not have any organizations for minorities who want to teach. My anxiety was alleviated when I became a part of the Multicultural Teacher Recruitment Program (MTRP). Since joining, I've had several possibilities that I never would have dreamed about. Even before I started my student teaching, I had connections with teachers both inside and outside the district who assisted me and allowed me to visit their classes. There are so many networking opportunities at MTRP that I cannot even begin to list them all. All the students around you will be like-minded individuals that want to teach and change the world. Together, you will form your own friendship group and be able carry out your college studies. From the faculty staff to the students in MTRP everyone will support you and encourage you to be your best. With the events, workshops, monthly check-ins, and many other ways they will help you while you are an education major, they won't let you fail. LINGERING QUESTIONS:
What questions do you have after reading?
I have questions for you as a professor. Why are you a teacher? Which student has had the greatest impact on you? What do you want people to know about this profession?