My Implementations
Throughout my teaching experiences thus far, I have attempted to incorporate the Guiding Principles for Educators established by the School of Education at The College of New Jersey. Demonstrating subject matter expertise, excellence in planning and practice, a commitment to all learners, a strong, positive effect on student growth, and professionalism, advocacy, and leadership are all imperative within the realm of teaching. I feel as though I have displayed each of these principles within my past teaching experiences and will continue to do so within my future endeavors. For the purpose of the reader, I will outline examples of how I have implemented these principles in my teaching.
A teacher must demonstrate subject matter expertise in order to most effectively engage students and provide them with the most accurate content possible. This requires a teacher to always continue learning and enhancing their own knowledge with professional development. In order to demonstrate subject matter expertise a teacher must prove that children are engaged with adults and with each other, engaged in learning and corresponding activities, listening to presentations, and asking questions. Within the teaching samples displayed on this website and others that I have done, I believe that I have displayed subject matter expertise in each lesson I have ever taught. This is a tall order to prove, however it is my opinion that a teacher must always be sure of the content accuracy that he or she is providing the students with. For example, in the teaching sample section of this site I have provided viewers with a photo of the product from an introductory poetry lesson titled, “Poet-Tree.” Aside from the clever pun, students were able to come up with examples of poetry, types of poetry, and more. If I were unsure of the accuracy of their comments I was able to be selective with what we included as a part of the “Poet-Tree” that was ultimately displayed in the hallway.
A teacher must demonstrate an excellence in planning and practice in order to best reach all students. Lesson planning and organization is imperative for the success of teachers, for every lesson has many facets that require individual attention and planning. I pride myself on being extremely organized with my work as a teacher. I am constantly reorganizing materials and plans according to new approaches and personal opinions, based on who I am performing my duties as a teacher in front of or alongside. For example, as a student at The College of New Jersey we are required to write lesson plans in a specific format, detailing topics, standards, questions, objectives and assessments, instructional plans, differentiation, classroom management, and more. This format has allowed me to remain organized with my lesson plans throughout my teaching experiences so far. Examples of original lesson plans are available under the teaching sample section of this site, written in this detailed format.
A teacher must demonstrate a commitment to all learners in order to teach according to different levels of learners, rather than just centering material around the average learner. I believe that differentiating materials for varying levels of students is essential in being an effective teacher and allows individual students the greatest opportunities to excel. Within the format of lesson plans that the school requires, teachers describe how each lesson can be differentiated for levels of learners that vary (low, medium, high). Examples of I have differentiated lessons for different levels of learners can be found within the lesson plans under the teacher samples section of this website.
A teacher must demonstrate a strong, positive effect on student growth, making connections, recording progress, establishing classroom communities, and displaying student success in multiple contexts. It is important that students are made aware of growth and progress that they achieve in order to instill future goals and inquiry for even further success. Simply displaying student grades is only one possibility for doing this, which can be supplemented with positive reinforcement, rewards, and praise. For example, during my most recent field placement, my partner teacher and I were responsible for creating and implementing an entire unit, which the topic of was determined by the cooperating teacher. We taught a unit on geometry, throughout which we were able to reward student progress, speak with parents, and discuss student achievement throughout the unit.
Lastly, a teacher must demonstrate professionalism, advocacy, and leadership throughout his or her career by participating in professional development workshops, act as a leader inside and outside the classroom, and remain a consistent advocate for students and their achievement. Through the School of Education at The College of New Jersey I have been fortunate enough to take part in multiple professional development workshops, focusing on topics of anti-bullying and harassment, LGBTQ issues in the classroom and methods of handling them appropriately, and ways to enhance the classroom and lessons taught using technology. Each of these workshops was provided by the school and allows for students in the Education program to establish a history of professional development to enter the workforce with. I would also qualify myself as a leader and advocate for students, in and out of the classroom, because of how I carry myself and due to the characteristics evident through my teaching style and personal views.
A teacher must demonstrate subject matter expertise in order to most effectively engage students and provide them with the most accurate content possible. This requires a teacher to always continue learning and enhancing their own knowledge with professional development. In order to demonstrate subject matter expertise a teacher must prove that children are engaged with adults and with each other, engaged in learning and corresponding activities, listening to presentations, and asking questions. Within the teaching samples displayed on this website and others that I have done, I believe that I have displayed subject matter expertise in each lesson I have ever taught. This is a tall order to prove, however it is my opinion that a teacher must always be sure of the content accuracy that he or she is providing the students with. For example, in the teaching sample section of this site I have provided viewers with a photo of the product from an introductory poetry lesson titled, “Poet-Tree.” Aside from the clever pun, students were able to come up with examples of poetry, types of poetry, and more. If I were unsure of the accuracy of their comments I was able to be selective with what we included as a part of the “Poet-Tree” that was ultimately displayed in the hallway.
A teacher must demonstrate an excellence in planning and practice in order to best reach all students. Lesson planning and organization is imperative for the success of teachers, for every lesson has many facets that require individual attention and planning. I pride myself on being extremely organized with my work as a teacher. I am constantly reorganizing materials and plans according to new approaches and personal opinions, based on who I am performing my duties as a teacher in front of or alongside. For example, as a student at The College of New Jersey we are required to write lesson plans in a specific format, detailing topics, standards, questions, objectives and assessments, instructional plans, differentiation, classroom management, and more. This format has allowed me to remain organized with my lesson plans throughout my teaching experiences so far. Examples of original lesson plans are available under the teaching sample section of this site, written in this detailed format.
A teacher must demonstrate a commitment to all learners in order to teach according to different levels of learners, rather than just centering material around the average learner. I believe that differentiating materials for varying levels of students is essential in being an effective teacher and allows individual students the greatest opportunities to excel. Within the format of lesson plans that the school requires, teachers describe how each lesson can be differentiated for levels of learners that vary (low, medium, high). Examples of I have differentiated lessons for different levels of learners can be found within the lesson plans under the teacher samples section of this website.
A teacher must demonstrate a strong, positive effect on student growth, making connections, recording progress, establishing classroom communities, and displaying student success in multiple contexts. It is important that students are made aware of growth and progress that they achieve in order to instill future goals and inquiry for even further success. Simply displaying student grades is only one possibility for doing this, which can be supplemented with positive reinforcement, rewards, and praise. For example, during my most recent field placement, my partner teacher and I were responsible for creating and implementing an entire unit, which the topic of was determined by the cooperating teacher. We taught a unit on geometry, throughout which we were able to reward student progress, speak with parents, and discuss student achievement throughout the unit.
Lastly, a teacher must demonstrate professionalism, advocacy, and leadership throughout his or her career by participating in professional development workshops, act as a leader inside and outside the classroom, and remain a consistent advocate for students and their achievement. Through the School of Education at The College of New Jersey I have been fortunate enough to take part in multiple professional development workshops, focusing on topics of anti-bullying and harassment, LGBTQ issues in the classroom and methods of handling them appropriately, and ways to enhance the classroom and lessons taught using technology. Each of these workshops was provided by the school and allows for students in the Education program to establish a history of professional development to enter the workforce with. I would also qualify myself as a leader and advocate for students, in and out of the classroom, because of how I carry myself and due to the characteristics evident through my teaching style and personal views.