Teacher as Person
Their Behavior is thoughtful.
January 16th 2008
3 I rate myself a 3 here because I have strong “thoughtful” characteristics. I already have a habit in place; however, I could improve significantly by taking the time to consider alternatives more thoroughly.
February 25th, 2008
3.5 As I become more grounded in theory, I find I am considering more alternatives. I now have a selection of tools I didn't have before.
Their behavior is self-initiating.
January 16th 2008
3 Basically, I know myself enough to know that I begin tentatively. I feel shy and awkward and a little needy at first. These feelings subside as I grow more comfortable. As I grow as a person, I'm also noticing that the length of time I spend in that tentative state lessens. I also know that I can “fake” confidence when necessary.
February 25th, 2008
3.5 I find that I am convincing myself more easily to just forge ahead and wait until afterwards to process whether or not I did meet expectations rather than worry about not meeting expectations before I even try.
These teachers have a clear idea of what they believe
and those beliefs guide their classroom practices.
January 16th 2008
4.5 I have strong well-though out beliefs about the world in general. I think a lot about how I affect the world and how it affects both myself and others within it. Education is something that has saved my life and strongly influenced pretty much everything about me so I've thought about it a ton.
February 25th, 2008
4.5 I'm seeing how much my ideas about the world and education are still in process. I don't want to give myself a five because I don't think I know everything and I don't want to—I want the doors of inquiry to remain open.
They are “problem solvers.”
January 16th 2008
4 Essential part of who I am.
February 25th, 2008
4 Again, this category repeats one of my central conceptions of myself. I have defined myself as essentially competent for years. A huge part of competence is the ability to stick with a problematic situation until some form of resolution comes. A willingness to engage and patience through the process go a long way.
They can put new ideas into practice.
January 16th 2008
3 I want this to be even more true about me.
February 25th, 2008
3 I wish this category was a 'perfect' five; but honestly, I can let my fear of acceptance push me into a more conservative mode in which I fall back on a more traditional or conservative mode. I've seen this in myself at St. George's.
You can rely on them.
January 16th 2008
4.5 I try very hard to do everything I say I will.
February 25th, 2008
4.5 If at all possible, I will always choose to follow through with my commitments. I may find my own way through the morass of conflicting obligations and priorities but I will show up and do what I say.
They have a positive outlook.
January 16th 2008
2 As some one who has struggled with anxiety and depression, I can't honestly say I always have a positive outlook.
February 25th, 2008
2 I will probably always struggle with this one a little. I think of it as a canoe on the river. When I first step in, my initial excitement and enthusiasm can tilt a little and my fear of tipping over can cause me to tense up and literally lose my balance. Eventually though, the boat will settle and my natural understand will float down the river (with a few moments of screaming if the boat lists too much to one side) but I will make it back to shore having enjoyed and learned from the ride.
They are “reflective practitioners.”
January 16th 2008
3 I am an observer. I notice things going on around me. I notice when people don't feel well or when they are bubbling with something to say.
February 25th, 2008
3.5 As I become more grounded in theory and see how others are managing I have more reflective tools and therefore an increased capacity for verbalizing what I see going on around me.
The Teacher and the Kids: Interactions
They prize, care about each individual.
January 16th 2008
4 No one is a 'throw away.' Everyone has something to contribute.
February 25th, 2008
4 I love people and want everyone to grow and develop and build ever more inter/intrapersonal skills and connections. My only real difficulty comes when I run into people who don't necessarily share my priorities. I try not to demonize them (or think they are just plain wrong) but I can fail in the first exchange in a conflict ridden situation.
They know how to observe, diagnose and deal with pupils
with behavioral difficulties.
January 16th 2008
4 What is this thing called limits?
February 25th, 2008
4 I am increasing my focus on accepting my own limitations. I can't be the perfect teacher for everyone and I'm letting go (just the smallest amount) of that expectation.
They use reflective responses to help pupils think
about what they are saying.
January 16th 2008
1 Severely lacking in experience.
February 25th, 2008
3 My SA focuses on asking the students one question after another to get them engaged with the material. It's been hugely beneficial for me to actually experience this in a secondary school environment.
They promote pupils' thinking.
January 16th 2008
2 I can't imagine wanting anything else as a teacher. I hope to gain more tools though. I think my natural tendency is to be inclusive but again, I don't have tons of experience in this regard.
February 25th, 2008
3 I am becoming more proficient at planning my lessons so that my students can showcase their own processes more. I don't need to show them what I know (as much).
There's a lot of interaction among pupils in their classes.
January 16th 2008
1 I want this kind of interaction in my classroom but essentially I need more practice in this regard.
February 25th, 2008
1 I'm working on this profile but I find it challenging to incorporate with my SA's style. I want more experience letting the students take control of the classroom and work cooperatively.
These student teachers are real people to their pupils.
January 16th 2008
3.5 I don't understand how I could do anything but be a real person with mixed up traits.
February 25th, 2008
3.5 I hide parts of my experience from most people. I need to work on letting students see some of the less confident and rosy aspects of adult experience so that they know that some struggle is an intrinsic part of human experience. This is not to say, however, that I need to give them the gruesome details and treat them like they are my counselor or anything. Just subtlety let them know that all of us struggle in some ways and it's ok to ask for help and support when then need it and it's ok to have a bad day.
The Teacher, The Kids and the “Stuff:” Classroom Life
They know what they are doing in the classroom and it makes sense.
January 16th 2008
1 How do I really know at this point? I'm basically so inexperienced I can't tell for sure. I'm reasonably certain that I have the basic skills necessary but I see this as an area of huge potential development.
February 25th, 2008
2 My growing awareness of IRP's/PLO's and I've learned so many tools for connecting them to the Big Ideas. I see that I am making connections between the human and curricular elements of teaching.
They are knowledgeable in their fields.
January 16th 2008
4 I feel confident in my area of knowledge and my ability to understand different modes of inquiry.
February 25th, 2008
4 I get to experience myself as competent in my filed regularly. I have enough knowledge of my field to know that no one knows it all and I don't deed to pretend that I do. I can be honest about what I know and leave the door open for continued learning.
They use evaluation to promote learning.
January 16th 2008
1 I understand that evaluation is subjective (even on seemingly objective tests). I don't know much about non-traditional evaluation methods; I am hungering to learn more.
February 25th, 2008
2 Carolyn and Vandy's presentations on evaluation and assessment excite me. I think I'm beginning to understand how to make evaluation more useful to students. I'm excited to put these new strategies into practice.
The classroom is a vital, alive and zestful place.
January 16th 2008
3 My idealogy follows this path and I very much hope this is true about my classrooms to be.
February 25th, 2008
3 Not much movement here. I really want more practice with organizing a classroom in various ways to see just how I can create this kind of environment more and more. I know that getting the students to own their class is absolutely essential. I want to try.
The teaching materials used are varied, imaginative and relevant.
January 16th 2008
2 I plan to use as much material generated by my students as possible; under those circumstances, the materials will be varied, imaginative and relevant because they will be generated by the students who are varied, imaginative and relevant.
February 25th, 2008
2 I want more practice! How can I develop this skill (outside my imagination anyway) further when I have so little 'face' time with real students?
These teachers unify their groups.
January 16th 2008
0 I connect with individuals, put out feelers, observe, notice, etc. I can't say that I have much practice facilitating for a group of people who may not want to be where they are. I'm uncertain of how to unify individuals under those circumstances.
February 25th, 2008
1 I have begun to think about how to accomplish this task. I'm designing my lessons with peer evaluation in mind and getting my students to work cooperatively but I haven't actually had the opportunity to try this new skill out yet.
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