Today, Paul Weber, the principal of Elk Mound, came in to talk about the interview process, which was incredibly helpful! I don't know if I've written so many notes in one sitting prior to today!
Mr. Weber discussed how the entire interview process would take place, from applying for an interview, to preparing for the interview, to the day of the interview, and what takes place after the interview. His explanation of how the interview process plays out helped me to better understand how to prepare for when that day comes and what to expect, and that I can never be too prepared for interviews. It's better to have more than not enough.
One of the things he talked about that really stood out to me was the importance of not limiting yourself geographically initially, as it causes you to turn down several interviews, which helps you to become better in interviews. This was good for me to hear, as I have an idea of where I would like to teach, and as I've been looking at the WECAN website for teaching positions, I've been limiting myself a bit in terms of where I would apply. It's better for me to apply for positions outside of where I would like to teach in order to gain the experience in interviewing. He also mentioned that I should drive to that school district in order to know the community better, which is more beneficial than just researching the school and community online.
I learned so much from Mr. Weber, and I now have a better idea of how I should be using my time from here on out to produce quality lesson plans and work for my portfolio in order to help myself to stand out in interviews. Overall, Mr. Weber offering his insight was so helpful and reassuring, as I have been seeing it as this huge intimidating process. I feel that I know what to expect now when it comes to interviews.
Thursday, November 20, 2014
Disciplinary issues and classroom management
Describe a disciplinary issue that you have encountered with a student. How did you handle it?
There was a student on my last day of teaching who I saw was about to throw rubbish across the room. I immediately stopped him by saying his name in a stern voice, and he stopped in his tracks. I told him that throwing things in the room was not allowed and it was both disrespectful and potentially hazardous to the teacher, the other students, student work, and the classroom. I told him that he needed to walk over to the trash can to throw the rubbish away, not throw it across the room.
What is your classroom management style?
Love & Logic style probably best fits my classroom management style. I like for my classroom to be fun and engaging, with students having the ability to help students solve their own problems in and outside of the classroom. I like my classroom to be a place of respectful behavior towards each other, and to be a safe place where ideas can be shared openly. If there is misbehavior, I will work with the student to understand the root cause of the misbehavior, and to work with them on improving this behavior or reteaching correct behavior to them. However, I also believe that students need to be held accountable for their actions, and by misbehaving, they need to pay consequences, which helps them to learn from their mistakes and to learn good behavior. =
There was a student on my last day of teaching who I saw was about to throw rubbish across the room. I immediately stopped him by saying his name in a stern voice, and he stopped in his tracks. I told him that throwing things in the room was not allowed and it was both disrespectful and potentially hazardous to the teacher, the other students, student work, and the classroom. I told him that he needed to walk over to the trash can to throw the rubbish away, not throw it across the room.
What is your classroom management style?
Love & Logic style probably best fits my classroom management style. I like for my classroom to be fun and engaging, with students having the ability to help students solve their own problems in and outside of the classroom. I like my classroom to be a place of respectful behavior towards each other, and to be a safe place where ideas can be shared openly. If there is misbehavior, I will work with the student to understand the root cause of the misbehavior, and to work with them on improving this behavior or reteaching correct behavior to them. However, I also believe that students need to be held accountable for their actions, and by misbehaving, they need to pay consequences, which helps them to learn from their mistakes and to learn good behavior. =
Tuesday, November 18, 2014
Speaker: Kelly House
Kelly House, an art teacher from Chippewa Valley Montessori Charter School, came in to talk about Teaching Artistic Behavior (TAB), and how that looks in the classroom. This semester, I've gotten to learn more about TAB through my own cooperating teacher, who implements this at the beginning of second semester. It was nice to hear what Kelly had to say about TAB and her experiences of implementing it. She discussed how to effectively implement TAB by giving them the opportunity to own their artwork by making their own decisions, which also leads to less behavioral problems and more expression. She also discussed the importance of helping the students to remember not to copy works of art, but to be inspired by them, which she does by demonstration. Kelly explained that in order to get support from parents, it's good to send a newsletter out to parents that explain the work the students are taking part in and what they are learning through the production processes.
I definitely want to incorporate TAB into my curriculum. I decided that this semester as I worked with my cooperating teacher and she informed me about TAB, but this helped to solidify that desire. I love the idea of students being able to explore different areas of art and develop a different perspective through engagement in a new medium, or even just continuing to hone their skills in that medium. There is so much potential for furthering student learning and developing a passion for art by implementing TAB, which is why I plan to incorporate it into my classroom.
I definitely want to incorporate TAB into my curriculum. I decided that this semester as I worked with my cooperating teacher and she informed me about TAB, but this helped to solidify that desire. I love the idea of students being able to explore different areas of art and develop a different perspective through engagement in a new medium, or even just continuing to hone their skills in that medium. There is so much potential for furthering student learning and developing a passion for art by implementing TAB, which is why I plan to incorporate it into my classroom.
Thursday, November 13, 2014
Speaker: Ann Brand
Today, Ann Brand came in to talk about mindfulness. She had extensive knowledge and insight into the concept of mindfulness, and I learned a lot as to what it actually is. She discussed a few techniques in mindfulness, which I found to be interesting, as I tend to rush through life and make sure everything gets done. She stated that it is important to take time to be in the moment, which is indeed important, especially as a teacher, as I need to be in the moment to help my students in terms of really listening to them. I also need to be mindful of myself in order to better help my students. If I'm not taking proper care of myself, how can I expect to take proper care of my students and their needs?
Through Ann's discussion, I realized the importance of implementing some mindful practices, which, for me, would be taking the time to really listen to those around me, as my mind tends to be a few places at once. I did not realize how quickly my mind wanders until she had us try an exercise of thinking about our breathing. I couldn't go three seconds without my mind wandering off to something I had to do later today, or an event that happened. Rather than judge myself for allowing my mind to wander off, I learned that I need to accept the fact that it happened and re-focus on the present moment. I can adopt this strategy (though not necessarily the breathing) to better connect with my students in re-focusing my attention on them when I find that my mind is beginning to wander.
Overall, I felt that I learned quite a bit about mindfulness from Ann, and though I may not implement all of the techniques she discussed, I found that at least focusing on being in the moment, especially when listening to someone, is something I can adopt into my current lifestyle, which will help me to become a better listener and teacher.
Through Ann's discussion, I realized the importance of implementing some mindful practices, which, for me, would be taking the time to really listen to those around me, as my mind tends to be a few places at once. I did not realize how quickly my mind wanders until she had us try an exercise of thinking about our breathing. I couldn't go three seconds without my mind wandering off to something I had to do later today, or an event that happened. Rather than judge myself for allowing my mind to wander off, I learned that I need to accept the fact that it happened and re-focus on the present moment. I can adopt this strategy (though not necessarily the breathing) to better connect with my students in re-focusing my attention on them when I find that my mind is beginning to wander.
Overall, I felt that I learned quite a bit about mindfulness from Ann, and though I may not implement all of the techniques she discussed, I found that at least focusing on being in the moment, especially when listening to someone, is something I can adopt into my current lifestyle, which will help me to become a better listener and teacher.
Friday, November 7, 2014
Speaker: Trey King
Mr. Trey King came in today to talk about his life as a teacher in a high school setting, and he even shared some of his lesson plans with the class! He had a calm and rather soft-spoken demeanor that contained humor, which I found to be an interesting combination, but I found that as I listened to him, that I was engaged in what he was saying, as I did not want to miss any insight he was giving. Through this, I realized the importance of teacher presence, which he demonstrated as he spoke about his classroom and the types of lessons he teaches his high school students. His personality as a teacher really stood out to me through this, and I appreciated the fact that he can command so much attention, yet not have to do so in a way that comes off as intimidating or emphatic. I've come to realize that there are different ways to command attention, and that one way is not necessarily the best way. It all depends on how you conduct yourself and how you connect with your students. All this I learned from Mr. King, and it was quite an eye-opener.
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