How the reflection in the mirror has changed...

As a child growing up, I would always say I wanted to be a teacher when I grew up.  I would play 'school' with my friends, and when they weren't around I would play with my dolls.  I liked being the teacher, and sharing my knowledge with my students, both the 'good' and the 'bad' ones.

At some point, my focus changed, and I decided I wanted to work in the business world.  I obtained my B.S. in Business Management and Marketing.  After that, I went to work in Property Management and Insurance, not quite finding my place in either field.

Having children definitely played a part in how I viewed things.  Priorities change.  It was then that I realized I am happiest when I am sharing knowledge with others.  I felt most confident in each of my prior career choices when I was training or sharing knowledge with others.  I started talking with my husband about going back to school to become a teacher, but the opportunity to do so would not present itself until after the birth of my third child.

Here I am, four courses away from student teaching, and completing my Masters program in Childhood and Special Education.  I am grateful for the opportunity to return to school and pursue my hearts desire.  I am thankful for the support of my family, without whom this would not be possible.  I am indebted to my professors and peers who have taught me what I know about teaching, sharing, supporting, and learning.  And most of all, I am anxious to share my passion with my students year after year, class after class.

My, how that image in the mirror has changed...grown...blossomed...evolved...transformed...flourished...confident.

Testing the Waters

For one of our final classes of the semester, we had mock interviews based on what we had learned throughout the semester and how it would apply to our teaching.  Five of my classmates volunteered to be the "Administrators" looking for teams of teachers.  The rest of us were split up into five "teacher" teams.  The administrators came around to each group, asking us questions both individually and as a group based on our learning and how it applied to the classroom, our view of teaching/learning, and how we could be assets to their school.

Engaging in this activity provided a great review of all we had learned throughout the semester, as well as helping to hone our interview skills.  It made me think how I would apply what I learned to my future classroom and teaching.  It was also an opportunity to use all the interview techniques my professors have mentioned.

I hope I got the job...

Not all PIGS 'oink'

In learning about the Social Interactive model of teaching, we were provided with the acronym/mnemonic device 'PIGS'.  Each letter represents a characteristic of cooperative learning, which is the basis of the Social Interactive model.  'P' represents Positive Interdependence, 'I' is for Individual accountability, 'G' represents Group Processing, and 'S' is for Social Skills (Face-to-Face Interactions).  

Effective mnemonic device can help learners remember important information; and they are not just for this particular model of teaching.  I found the use of mnemonic device helpful in my Direct Instruction lesson plan that I presented during my fieldwork required for my General Methods of Instruction class.  The lesson plan was on the topic of long division, and I helped my students remember that steps of long division with "Does McDonald's Sell Cheese Burgers", representing divide-multiply-subtract-check-bring down.

Here is a good guide to some mnemonic devices that are effective in the classroom.

Pirates Need Not Go On This Treasure Hunt

As part of our examination of the Information Processing model (IPM), we were given the task of working with a partner to create a professional development treasure hunt based on one of the various methods used in the IPM.  My partner and I developed our treasure hunt around Problem Based Learning.  The treasure hunt provides students with questions to answer, and internet links to explore to find answers to those questions.  Depending on the students age, the answers can be easily obtained from the internet links, or the students could be required to develop their own answers based on the information provided in the internet links.  Either way, the students must use critical thinking to decide on the information they think most appropriate for answering the questions.  And by using a treasure hunt in the classroom, you are integrating just another tool in reaching your different learners.

Here is the link to the treasure hunt we created.

Interacting in the Classroom

During the last few weeks, we have explored two other significant models of teaching-Information Processing and Social Interactive.  It is important to have an expansive repertoire of how to present information to your students.  This means you understand that no two students learn alike, and that you are flexible in your teaching.

While studying these two models of teaching, I discovered this terrific video on teaching math through collaboration and social interaction.  It made me think about how to involve students more in their learning, particularly in math.  

 

With so much focus on the integration of technology into everyday life, many children miss out on opportunities for face-to-face interactions.  By teaching them to interact socially within the classroom, we can give them practice in those critical social skills required for face-to-face interactions, and the knowledge of how to adapt those social skills to many other situations.