...Angela Feliz ECEL-502-02 Fieldwork #7 Becoming a mentor was one of my goals as a teacher. I am a person who likes to help other people and teach. This year my principal gave me the opportunity to mentor a novice teacher and for the first three week of March, I attended to a mentoring workshop. Through the training I realized that being a mentor it is a huge responsibility, and at the same time a great opportunity for me to learn and grow as a teacher. As a mentor, I have to assist and provide psychological, technical assistant and guidance in rules and school policies to the novice teacher. I also have to assist her/his in interpreting the student’s behaviors and meanings and helps the novice discovers how to further his/her learning. In other words, as an experienced teacher, it is my job to foster the novice teacher’s learning and attend his/her needs, while maintaining the curriculum and ensuring effective and meaningful student learning. It is the sum importance for me to become an effective mentor. I really want to share with other people my passion for teaching, caring for children and my commitment to the teaching profession. During the training I learned that if I really want to become an effective mentor, I should be approachable, positive, reflective and able to learn from mistakes. Also, I should be a good communicator able to listen, give feedback and problem solving. Furthermore, I should understand and accept the novice’s concerns and needs and be willing...
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...New Teacher Orientation New teachers are expected to perform well during their first year of teaching. It is important that are equipped with the appropriate skills and know-how in order to be effective and efficient teachers. A three-day orientation for new teachers is designed here in order to prepare new teachers in the demands of the profession. Activities that are included in the orientation program would include the new teachers along with experienced mentors who will be assigned to guide the former in their first year. The objectives of this New Teacher Orientation are to inspire novice teachers to deal with classroom challenges in accordance with the requirements of public education. Furthermore, this orientation would allow them to identify their personal objective as teachers and draft ways to achieve them (Singer, 1992). The planners and stirring committee of the New Teacher Orientation should address the needs of novice teachers. This can be done by conducting a survey to know what their specific needs are and what they would expect during an orientation. According to Kleinsasser (1996), along with past agenda of New Teacher Orientations and the outcomes of the survey, administrators would then design (add or change) activities to be tackled during this said gathering. The focus of the New Teacher Orientation would be the presentation of organizational and instructional methods, strategies for assessment and evaluation, the importance of classroom management...
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...delineates the responsibilities of the educator as a gatekeeper for the nursing profession and emphasizes its paramount role in the academic world of nursing education and health care delivery. There is an exciting perspective to the educator’s role in nursing and the opportunity to mentor the next generation of nurses. Teaching the novice clinician about the profession and the dedication to serving people is self fulfilling and vital to the preparation of future nurses. This paper examines the diversified roles of the educator as well as the challenges and ethical dilemmas that are congruent to the profession. The articles and nursing journals depict how the role of the educator substantially affects the health care delivery system and how the philosophy of nursing practice is implemented to promote holistic client centered care. The Clinical Nurse Educator The history of nursing education is tied to nursing's quest for a professional identity. Nursing is serious about education, placing major emphasis on lifelong learning as well as initial preparation. Nurse educators are critical players in assuring quality educational experiences that prepare novice nursing students for a diverse health care environment. They are responsible for designing, implementing, evaluating and revising academic and continuing education programs for nurses. Nurse educators combine their clinical expertise and passion for teaching into rewarding careers. They are professionals who work both in the...
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...Constructivism (learning theory) Constructivism is a theory to explain how knowledge is constructed in the human being when information comes into contact with existing knowledge that had been developed by experiences. It has its roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created in order to adapt to the world. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”.[1] Constructivism has implications to the theory of instruction. Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based are a number of application that base teaching and learning. Constructivists • John Dewey (1859–1952) • Maria Montessori (1870–1952) • Władysław Strzemiński (1893–1952) • Lev Vygotsky (1896–1934) • Jean Piaget (1896–1980) • George Kelly (1905–1967) • Heinz von Foerster (1911–2002) • Ernst von Glasersfeld (1917–2010) • Paul Watzlawick (1921–2007) • Edgar Morin (1921–) • Humberto Maturana (1928–) • Laszlo Garai (1935–) • David A. Kolb (1939–) Historical and Theoretical Roots According to Kliebard,[2] John Dewey created an active intellectual learning environment in his laboratory school during the early 20th century. Neuroscience now supports this form of active learning as the way people naturally...
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...Janeen Watkins Week Six- Standards and Instruction Workshop Assignment April 12, 2014 Dr. Piedra EDU 530 Decision Making for Instructional Leadership Saint Leo University Standards and Instruction Workshop Teachers in Florida are required to complete professional development in order to renew their teaching certificates. School districts have developed professional development systems that provide teachers with opportunities to complete these recertification requirements through inservice trainings, also called continued education (Council, 2008). A principal on the other hand not only has to keep up with their professional development, but is also required to provide continuing education opportunities for the teachers on the staff at their school. At the start of the 2014 school year Florida is required to fully implement the Common Core State Standards (CCSS), a state-led effort to establish a common set of expectations across states for what K-12 students are expected to know and be able to do in English language arts and math (Anderson, Harrison, & Lewis, 2012). School leaders can facilitate a smooth CCSS transition through professional development opportunities. When exploring professional development options a principal should focus on three important areas. These areas are a knowledgeable presenter, student achievement outcomes, as well as best practices (Educational Training Specialists, 2010). Knowledgeable Presenter Quality professional development...
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...organized (knowledge-centeredness) * Who learns, how, and why (learner-centeredness) * What kinds of classroom, school, and school-community environments enhance learning (community-centeredness), and * What kinds of evidence for learning student ^, teachers, parents, and others can use to see if effective learning is really occurring (assessment-centeredness). Teachers must learn to balance and integrate all four components of the HPL framework if they are to teach effectively. Let us consider each component in detail. Picture 1 Interconnection components Picture 1 Interconnection components What, which, how Learning is highly social Constructive nature What, why, how What, which, how Learning is highly social Constructive nature What, why, how COMMUNITY Knowledge-Centeredness Learning involves knowledge, they answer the question what to teach in compliance with the educational goals and, therefore, the kinds of things that are worth knowing. Problem solving that people expertise in an area affects their ability to remember and solve problems. Experts notice features of problems and situations that may escape the attention of novices, so students are expected to learn by observation and participation, teachers need to help students bring a mental organization to the learning experience. Experts' knowledge is connected and organized around important ideas of their disciplines. This organization of knowledge helps experts know when, why, and how aspects of...
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...I stated m caee in an The Challenges Facing Beginning Teachers New teachers bring varying backgrounds, motivations, experiences, and preparation levels to their initial teaching experience. Their view of the profession and their role in it is shaped by these motivations, as well as by the context in which they begin their work. This chapter explores the commitments that new teachers bring to their roles and the challenges they face. It sets forth the need for the development of a comprehensive induction program to help all new teachers become fully committed and more effective in the classroom. A CASE OF BEGINNING TEACHING Anna was a first-year teacher in an urban school. Although Business was her undergraduate major, she found her initial foray into the business world to be very unsatisfying. She wanted a career that would allow her to make a contribution to society. She heard about the need for teachers— particularly for math teachers—in her area. Not being quite sure what she needed to do to become eligible to work in a teaching capacity, she attended a recruitment fair put on by the local school district. There she heard about the program that would allow her to begin teaching while she completed work on a teaching credential through a district-led or a university-led alternative certification program. 1 Bartell 01.qxd 7/21/04 5:45 PM Page 1 After taking a test that measured her “basic skills” (reading, math, and writing), she was sent on some interviews at several middle...
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...the articles, Why Teachers Must Become Change Agents, written by Michael G. Fullan (1993) and Seven Truths about Change to Lead By and Live By, written by Rosabeth Moss Kanter (2010). Society is definitely turning from the traditional, conventional classroom and developing into a collaborative environment that requires teachers to adjust practices to meet the needs of students in the 21st century. With a changing world occurring at a fast pace it is imperative that a greater focus is given to the importance of teachers becoming change agents to continue to growing process of an educational system. After reading Fullan and Kanter’s articles on change I am more aware of the need for change in teacher preparation programs and support systems for novice teacher to assure that aspiring teachers are given the opportunity to develop skills. This will help avoid a building sense of burnout or reassessment of the choice made to become a teacher (Fullan, 1991, p.36). Change that builds connections between teacher personal development and personal strength, as long as it is open-minded and inquiry oriented, goes hand-in-hand with effective collaboration (Fullan 1993). Teachers must embrace the idea of actively engaging in change with changing behaviors that requires a campaign with constant communication, tools and materials, milestones, reminders and rewards (Kanter 2010). It is important to support new teachers and foster collaboration that will allow teachers to develop, become...
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...Running head: KNOWLEDGE DOMAINS AND DOMAIN LEARNING Knowledge Domains and Domain Learning Liliana Maggioni and Patricia A. Alexander University of Maryland In press Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants...
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...benefit students taking standardized tests. Bhattacharyya, S., Junot, M., & Clark, H. (2013). Can you hear us? Voices raised against standardized testing by novice teachers. Creative Education, 4(10), 633-639. doi:10.4236/ce.2013.410091 Bhattacharyya, Junot, and Clark’s (2013) article informs readers on the harmful consequences of standardized testing from the viewpoint of new educators. The authors provide opinions against this form of testing from “novice teachers” (p. 633) through a selection of interviews on personal experiences with standardized testing being implemented into curriculum. Using interviews, the authors provide support on their decision by showing the numerous negative effects that teachers face from standardized tests. The authors write that “because of the risk of lower test scores, teachers rarely deviate from testing curriculum even if they have to eliminate other important subject matter content.” (p. 634) From the interviews, the value of these tests are being questioned when in relation to a teacher’s mental health. The authors found that “standardized tests raise the anxiety level of educators because of public notification, and sometimes parent ridicule” (p. 635) and also due to this stress “many of them are quitting.” (p. 635). The purpose of this article is to reinforce the idea that teachers are negatively impacted through the use of standardized tests. I believe that the intended audience is directed toward people who intended to look into a career...
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...Health which wrote that the “ ultimate intent of the knowledge generated through nursing research is to provide information for guiding nursing practice; assessing the heath care environment, enhancing patient ,family, and community outcomes; and shaping health policy” ( U. S. National Institutes of Health, 2005, p. 72). These definitions are all stepping stones from the very first person that said there is a need for better care delivery for those who are sick. The founder of nursing was Florence Nightingale’s and she wrote a book titled “What it is and what it is not. Florence‘s book outlined the bases for nursing practice in a time when the simple rules of health were only beginning to be known. The topics were of vital importance not only for the well-being and recovery of patients, when hospitals were riddled with infection, when nurses were still mainly regarded as ignorant, uneducated persons. The book outlined areas that needed to be a part of the needed changes like ventilation and warming, health in houses, petty management, noise, variety, taking food and what kinds of food, bed and bedding, light, cleanliness of rooms, personal cleanliness, chattering hopes and advices, observation of the sick. This is the bases...
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...interviewee’s classroom, on April 22, 2017, resulted in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. The interview contained eight initial questions, with two response follow-up inquiries, representing the 4-year Kindergarten grade level perspective, and utilizing eleven years of teaching experience. A University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before moving to her current position of nine years. Pursuing a plan to become an Elementary Education teacher, especially 4-year kindergarten (4K), Rachel’s extensive knowledge of the field makes her an excellent candidate for this paper. The purpose of the interview...
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...Running head: PRACTICUM EXPERIENCE 1 Nursing 740 Practicum Experience Ginger VanDenBerg Ferris State University PRACTICUM EXPERIENCE Abstract 2 Orienting to the role of an academic nurse educator is a dynamic and challenging process. While engaging in this role with a preceptor, this novice nurse educator was guided by the core competencies developed by the National League for Nursing to teach Bachelor’s of Science in Nursing (BSN) degree students. Utilizing teaching, assessment, and evaluation strategies learned throughout the Master’s in Nursing Science program, this educator developed a didactic presentation on building cultural competence for Health Assessment nursing students, demonstrated and assisted in the development of essential skills to conduct an adult physical examination, and coordinated a perioperative clinical rotation for senior level nursing students. This practicum experience has played a pivotal role in strengthening this novice educator’s ability to assist students in identifying their learning needs, strengths, and limitations, while providing opportunity to experience the teaching-learning environment of the academic arena. Keywords: nursing students, learning, practicum learning, nurse educator PRACTICUM EXPERIENCE Nursing 740 Practicum Experience New nurse educators transforming into their new role often discover they are not as prepared as they would hope to be (Poindexter, 2008). Being an experienced or expert nurse is not sufficient...
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...DIFFICULTIES ENCOUNTERED BY ACCOUNTING STUDENTS IN THEIR ON-THE JOB TRAINING Chapter 1 THE PROBLEM AND ITS SETTINGS Introduction of the Study A student apprenticeship program is an organized course training plan carefully intended to transfer relevant knowledge, skills, and outlooks within a designated period of time from a proficient practitioner in a precise field of study or profession to a novice student who preferably has completed a speculative program study. In some cases, schools call this an apprenticeship program, practicum program, or on the-job training program. They all mean the similar thing and the general purpose is to keep an eye on a common thread. Apprenticeship is similarly a professional relationship between a student (the apprentice) and a skillful professional (the trainer or mentor), in which the student is obliged to diligently conform and learn from the expert professional. On the other hand, the expert professional is pleased to facilitate the learning procedure by exposing the apprentice to a carefully planned program of casual instruction, diverse set of meaningful work experiences, and a fair valuation of learning outcomes through applied tests. They also say that for a comprehensive and effective program of a study, a sound student apprenticeship program is necessary to be able to develop a well-rounded and competent graduate ready to embark on a professional career. The components of a sound student apprenticeship program are preparatory...
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...children‘s early childhood education programs. It may include regular communication with teachers and efforts by the early childhood education programs to discussion groups. Responsibility for Learning Outcomes speaks to how parents can support the language and literacy development of their children through direct parent-teaching activities such as reading aloud and engaging in linguistically rich conversations with their children. Teacher’s I nvolvement in the Academic of the Learner Mary Chamberlain (2002) said that that great teacher make a difference. They have passion that seeps through the skin- a love of learning. Great progress (‗a revolution‘) was made but a working hum and engagement is now not enough. What are now needed are quality learning conversations between teachers and learners. It is about extending rather than supervising, about linking to the child‘s world, about creating lines of desires, about not seeing the curriculum as a straightjacket. The curriculum it seems is more a direction. ―Appreciate that learning isn‘t always fun‘ – a good teacher knows when to push‘ – some learning may be uncomfortable‘ - really good teachers do this in skilled way.‘ The ‗x‘ factor is enthusiasms- an enthusiasm and zest for teaching is critical‖, John Langley (2002) emphasized. ― A danger is that teachers are bogged down with curricula‘. The best teachers can assess the needs of their kids‘ - it is worrying in recent years that curricula have...
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