To be an effective teacher I believe...
...in creating a classroom environment conducive to learning.
I take the time to get to know each student by name. I want every student to feel important. Getting to know my students lets them know that I am sincerely invested in their education. I take time to talk to students one-on-one; to learn their goals and expectations. I want to make each student feel invited.
...you need to always be prepared.
I am a very organized person. My classroom is organized and everything is labeled. I take time to make sure that the students know where everything is in my classroom and what is for their use and what is off limits. I plan for my courses backwards, from what I want the end result to be. I use the Louisiana Comprehensive Curriculum as my guide as it takes me through the GLEs (grade level expectations). Every lesson I plan has a purpose. I align my lessons to the ELA Common Core State Standards for Technical Subjects, as well as the Math Common Core State Standards. Even though the Next Generation Science Standards have not been adapted by the state of Louisiana, I also have those next to me when planning. Something I also learned to get in the habit of doing was having a back up plan. Many times I have had an Internet lesson planned and the Internet at school was out and if I wouldn’t have had that back-up lesson on deck, it could have been disastrous.
...students should be taught to think, not memorize facts.
Sometimes facts are important. Without facts, we could not base scientific investigation. However, in order for the students to reach the higher-order thinking skills, we must expect them to think. It is possible that some students may arrive in my classroom having no previous procedure for thinking. When I ask my students to list the steps of how to think, they look at me with very confused faces. Thinking is a skill. With any other skill, it can only be improved with practice. If we only ask them to spit facts back at us, we are never letting them practice thinking skills. Without practice, sometimes it gets harder and harder to get them to think. One of the first things I go over in all of my courses is the steps that will be used for thinking. These will be used during brainstorming for problem solving, as well as preparing for scientific investigations.
...technology should be integrated into the curriculum.
Technology has a place in EVERY classroom. Students are exposed to new technology daily. The more we, as educators, learn about these technologies and embrace them, the easier it will be to relate to our students. Students will be more engaged when we are using the very tools in the classroom that they are using at home. If you want to reach your students, you must use the avenues they use.
...in setting goals high and expecting only the best effort.
I believe that all students can succeed. I have high expectations for my students, and I expect my students to live up to those expectations. Very rarely have I had to readjust students’ goals to lower than what I had initially expected. I expect students to give their very best effort the first time I ask. In turn I will give my students my very best effort every day.
...questions are important.
In science, as well as in life, questions are important. Asking questions is how we find out information. I never refuse to answer a question. If I do not know the answer that very moment, I will put the question on a sticky note and place it on the “parking lot” where I can remember to research it later. I want to foster the questioning process in my students. I want them to question everything.
...in acknowledging learning and giving timely feedback.
As a teacher, it is sometimes hard to remember that this is sometimes new information we are giving the students. In order to maintain a welcoming, respectful climate, it is imperative that I let the students know when they are doing it right. When a student knows he or she is learning, it cultivates a sense of accomplishment. When someone feels accomplished they have the positive reinforcement they need to keep learning. I also think it is imperative that this feedback be given as timely as feasible. If a student is not on the right track, she should be told as soon as possible so that she can adjust learning before falling too far behind.
...being flexible in essential.
All teachers know that unexpected things come up. As mentioned before I always try and have a back up plan. One of the best qualities of a teacher is being flexible. If the students are taking longer than originally anticipated to conquer an objective, be flexible. Don’t just zoom through it to “stick to the plan”. Your lesson plan should be a guide, but you need to be willing to adjust it when necessary for students to be successful.
...partnerships with parents and caregivers should be built and maintained.
As a parent myself, I know how valuable it is to have a teacher who stays in contact with you. I try and reach out to my parents as soon as possible to invite them to Open House, or to just briefly chat about the student. I dislike it when the first call I have to make to a parent is not a good one. For every call to a parent that is not good I try to make equal number of good calls. I also like to maintain contact with parents through email and through my classroom website. Just as feedback to my students should be timely, my return calls/emails to my parents are as timely as possible also.
...in the importance of recognizing and embracing diversity.
Each and every student that I teach has his or her own unique talents. These talents are as diverse as the students themselves. No student learns the same way. It is important as an educator to expect that each class will be different than the last and that you must differentiate learning for each and every one of these students to reach their full potential.
...my responsibilities do not end when class is over.
As a teacher, my job does not end when the school bell rings. There is grading and planning to be done. As a professional I must reflect at the end of the day to determine if adjustments in the weekly lesson plans need to be made. Parents are contacted outside of school hours sometimes. There are football games and band concerts to attend. As a teacher, I not only care about my students’ success in my classroom, but about their success as a person. I support each and every student that I teach to the best of my ability. Sometimes at the end of the day, I realize the lesson planned for tomorrow will not work. This means I must plan a new lesson and do whatever it takes to be prepared for the next day. There is data to be compiled and paperwork to be completed.
I take the time to get to know each student by name. I want every student to feel important. Getting to know my students lets them know that I am sincerely invested in their education. I take time to talk to students one-on-one; to learn their goals and expectations. I want to make each student feel invited.
...you need to always be prepared.
I am a very organized person. My classroom is organized and everything is labeled. I take time to make sure that the students know where everything is in my classroom and what is for their use and what is off limits. I plan for my courses backwards, from what I want the end result to be. I use the Louisiana Comprehensive Curriculum as my guide as it takes me through the GLEs (grade level expectations). Every lesson I plan has a purpose. I align my lessons to the ELA Common Core State Standards for Technical Subjects, as well as the Math Common Core State Standards. Even though the Next Generation Science Standards have not been adapted by the state of Louisiana, I also have those next to me when planning. Something I also learned to get in the habit of doing was having a back up plan. Many times I have had an Internet lesson planned and the Internet at school was out and if I wouldn’t have had that back-up lesson on deck, it could have been disastrous.
...students should be taught to think, not memorize facts.
Sometimes facts are important. Without facts, we could not base scientific investigation. However, in order for the students to reach the higher-order thinking skills, we must expect them to think. It is possible that some students may arrive in my classroom having no previous procedure for thinking. When I ask my students to list the steps of how to think, they look at me with very confused faces. Thinking is a skill. With any other skill, it can only be improved with practice. If we only ask them to spit facts back at us, we are never letting them practice thinking skills. Without practice, sometimes it gets harder and harder to get them to think. One of the first things I go over in all of my courses is the steps that will be used for thinking. These will be used during brainstorming for problem solving, as well as preparing for scientific investigations.
...technology should be integrated into the curriculum.
Technology has a place in EVERY classroom. Students are exposed to new technology daily. The more we, as educators, learn about these technologies and embrace them, the easier it will be to relate to our students. Students will be more engaged when we are using the very tools in the classroom that they are using at home. If you want to reach your students, you must use the avenues they use.
...in setting goals high and expecting only the best effort.
I believe that all students can succeed. I have high expectations for my students, and I expect my students to live up to those expectations. Very rarely have I had to readjust students’ goals to lower than what I had initially expected. I expect students to give their very best effort the first time I ask. In turn I will give my students my very best effort every day.
...questions are important.
In science, as well as in life, questions are important. Asking questions is how we find out information. I never refuse to answer a question. If I do not know the answer that very moment, I will put the question on a sticky note and place it on the “parking lot” where I can remember to research it later. I want to foster the questioning process in my students. I want them to question everything.
...in acknowledging learning and giving timely feedback.
As a teacher, it is sometimes hard to remember that this is sometimes new information we are giving the students. In order to maintain a welcoming, respectful climate, it is imperative that I let the students know when they are doing it right. When a student knows he or she is learning, it cultivates a sense of accomplishment. When someone feels accomplished they have the positive reinforcement they need to keep learning. I also think it is imperative that this feedback be given as timely as feasible. If a student is not on the right track, she should be told as soon as possible so that she can adjust learning before falling too far behind.
...being flexible in essential.
All teachers know that unexpected things come up. As mentioned before I always try and have a back up plan. One of the best qualities of a teacher is being flexible. If the students are taking longer than originally anticipated to conquer an objective, be flexible. Don’t just zoom through it to “stick to the plan”. Your lesson plan should be a guide, but you need to be willing to adjust it when necessary for students to be successful.
...partnerships with parents and caregivers should be built and maintained.
As a parent myself, I know how valuable it is to have a teacher who stays in contact with you. I try and reach out to my parents as soon as possible to invite them to Open House, or to just briefly chat about the student. I dislike it when the first call I have to make to a parent is not a good one. For every call to a parent that is not good I try to make equal number of good calls. I also like to maintain contact with parents through email and through my classroom website. Just as feedback to my students should be timely, my return calls/emails to my parents are as timely as possible also.
...in the importance of recognizing and embracing diversity.
Each and every student that I teach has his or her own unique talents. These talents are as diverse as the students themselves. No student learns the same way. It is important as an educator to expect that each class will be different than the last and that you must differentiate learning for each and every one of these students to reach their full potential.
...my responsibilities do not end when class is over.
As a teacher, my job does not end when the school bell rings. There is grading and planning to be done. As a professional I must reflect at the end of the day to determine if adjustments in the weekly lesson plans need to be made. Parents are contacted outside of school hours sometimes. There are football games and band concerts to attend. As a teacher, I not only care about my students’ success in my classroom, but about their success as a person. I support each and every student that I teach to the best of my ability. Sometimes at the end of the day, I realize the lesson planned for tomorrow will not work. This means I must plan a new lesson and do whatever it takes to be prepared for the next day. There is data to be compiled and paperwork to be completed.