How Do Students Use Packback? The link above explains what and how it’s used PLEASE WATCH ? These are things that DO NOT belong in Packback: ? Que
(102) How Do Students Use Packback? – YouTube
The link above explains what and how it's used PLEASE WATCH
These are things that DO NOT belong in Packback:
- Questions that are phrased as a statement, not a question
- Questions that are closed-ended (only one "right" answer)
- Posts that are plagiarized or contain mostly quoted content
- Questions or responses that contain profanity or offensive language
- Questions about "class logistics" (tests, homework, schedule)
- Questions or responses that are not related to the subject matter of the community
- Duplicates of other questions or responses already posted
- Questions or responses that are intended for cheating
How to ask a great question on Packback
The goal of Packback is to create a community where everyone is sharing questions that foster valuable discussion, challenge existing ways of looking at the world, and uncover brilliant new ideas for applying class learning to the real world.
These are the 3 components of a GREAT question to post on Packback:
- It is OPEN for discussion, and can't just be "Googled"
That means it has more than 1 possible valuable response, so that many people can share ideas and discuss. - It SHARES interesting knowledge, source or ideas
Great questions share interesting information, sources or ideas from other thinkers, and take them one step further to create a new idea or perspective. - It BUILDS connection between the class and the real world
Great questions apply and connect class information to real world problems or concepts from other classes. Some of the most creative new ideas come from combining two unrelated ideas, a technique known as "Combinatory Thinking".
the links below are for the assignment, PLEASE WATCH as well
(102) START WITH WHY BY SIMON SINEK | ANIMATED BOOK SUMMARY – YouTube
Teachers vs Educators: Which Are You? (Opinion) (edweek.org)
Executive Summary: The Golden Circle with Simon Sinek (enviableworkplace.com)
Becoming a teacher
Teacher Interview: Katie Johnston
Meet Katie Johnston, first-grade teacher of 22 first graders at Shell Rock Elementary School in the Waverly–Shell Rock Community School District in Northeastern Iowa. Shell Rock Elementary is one of four elementary centers in the district and services 160 PreK–4 students. There are 10 full-time teachers and specialists at Shell Rock Elementary. The rural and somewhat bucolic setting of Shell Rock Elementary provides a close-knit community of teachers and learners. Ms. Johnston earned her degree in teacher education at Wartburg College in Waverly, Iowa.
Why did you choose teaching as a career?
I wasn’t really one of those people who knew that I wanted to be a teacher. I was interested in getting a degree in music. However, the summer after my senior year in high school, I worked with kids with special needs and so when I showed up on campus for my first year as a university freshman, I changed all of my courses from music to education.
How did you get started in your teacher education program?
At Wartburg, I was very fortunate to have placements early in the program and in a variety of settings throughout the program. My placement in sixth grade for student teaching helped me so much. All the teachers on the sixth-grade team were so supportive of me that I really wanted a sixth-grade position for my first job. Now, I love teaching first grade and I am determined to grow professionally.
How did you prepare for your first placement as a teacher?
Fortunately, I knew I had a job in April, so I was able to meet with the current teacher who was changing grade levels. She helped me with ideas and resources. I had a mentor during my two-year probationary period, and she gave me excellent advice regarding writing lesson plans and understanding why it was important to script them.
Where do you find joy in teaching?
There are so many different ways to find joy in teaching. I love listening to students’ stories. I also really enjoy being able to build strong relationships with families. It is a great joy when I see my students begin to enjoy reading and be excited about learning. I had to make a huge mental shift from thinking I might become a sixth-grade teacher to the reality that I was going to be teaching first grade. Sometimes I am surprised at the level of understanding first-graders have about things adults take for granted. For example, during my second year of teaching I got married and I told my students that I was going to be gone for a while and that my name would change. When I came back to be their teacher, they were expecting someone else. I guess since they thought I would have a new name I wouldn’t be the same person. Things like that can keep a smile in your heart for a long time.
How would you describe excellence in teaching?
To me excellence is really about being responsive and flexible in meeting the needs of your students. Instruction must really be based on academic strengths of the students. It is absolutely necessary for teachers to see each student as a whole being in order to be excellent. Excellent teachers learn to use resources in the community and help from parents because teaching is a big job, and you can’t expect to be able to do it all yourself.
In what ways, as a teacher, do you focus on student learning?
I really try to always hold student learning as the measure for what I plan for my lessons; to make sure I am on track with my strategies and learning goals. Focusing on student learning allows me to focus my instructional practices. First-graders have one assessment so both the student and I are not burdened with testing. I also base my lessons off of the common core standards. First-grade teachers in the district meet once a week to discuss learning strategies. The content and standards we must teach to are clear, but teachers are given some leeway in how those standards should be met so we can match instruction to individual student needs.
How would you describe the relationship between teaching and assessment?
It is a love–hate relationship. I think the word assessment has gotten a bad rap because we associate assessment with standardized tests that teachers are forced to do. Formative assessments are at the core of our instructional practices.
Questions to Consider
1. Ms. Johnston’s experience working with special needs students led her to teaching. What other experiences in people’s lives might lead them toward choosing teaching as a career?
2. What are some of the joyful images that come to mind when you think about being a teacher?
3. Would teaching in a rural setting such as Shell Rock Elementary School be much different from teaching in a large urban area? Why? Why not?
4. Are beginning teachers usually hired in the grade level of their choice? Why? Why not?
INTRODUCTION
Learning Outcomes
After reading this chapter, you should be able to
1. Recognize the range of variables that influence teachers and teaching.
2. Know the steps one can take to earn a teaching license.
3. Understand the reasons educators consider teaching a profession similar to law and medicine.
4. Understand the ways to find the job that you desire.
5. Understand how to develop patterns of behavior that will contribute to a successful career as a teacher.
6. Be aware of the importance of keeping track of personal and professional growth as a teacher.
Teaching is a noble profession . It is a joyful profession. It can be fun to help others learn. Teaching is also hard work. Teaching is a demanding profession that requires making hundreds of decisions during a school day, managing 20 to 40 student’s hour after hour, analyzing data about learning, and interacting with parents and colleagues. Teaching has never been easy even in earlier times when the classroom was a one-room schoolhouse. In addition to making sure all of their students were learning, teachers in former times had to build the fires to keep the school warm and sweep up after the students went home. Teaching requires high levels of sustained energy, effort, and motivation. Since you are reading this text, you are no doubt thinking about teaching as a career.
Is teaching the right choice for you? Some candidates in teaching have started along this career path because they enjoyed going to school. Some follow in the footsteps of parents, aunts, or uncles. Others want to be part of kids’ lives, to advocate for children, and to give children exciting, meaningful experiences to help them become educated adults. Many remember a favorite teacher and want to have the same influence on others that that teacher had on them. Teaching seems familiar because we have all spent so much of our lives in classrooms. It is possible to think that teaching can’t be too difficult because many of our teachers made it seem easy. We saw teaching through the eyes of the students, not the teachers. Teachers have a very different view of classrooms.
Video Link Watch a video about the journey to becoming a teacher.
This text will help you explore whether teaching is the right profession for you and what it means to view classrooms from a teacher’s perspective. This text will help you understand the diversity of students, communities, and schools in the United States. It will introduce you to the theoretical foundations supporting the teaching profession and explain some of the basic skills needed to manage a classroom and help students learn. This text will shed light on the realities of teaching that teachers face today as well as the joys they experience as part of the teaching profession.
WHY TEACH?
Katie Johnston’s original plan for her future didn’t include becoming a teacher. She had other goals, other desires than to spend her days in classrooms with children and young adults. But when she had the opportunity to actually teach special needs children, her fate was sealed. Her interactions with the boys and girls in the summer program brought her an immense sense of accomplishment and joy. And so, she became a teacher.
What brought you to consider a career in teaching? Most teachers say they want to teach because they care about children and youth and believe they can make a difference in the lives of their students. In a survey of teachers by the National Education Association (NEA; 2003), over half of the teachers also indicated that they originally chose teaching because of the value of education to society. Many secondary teachers report they chose teaching because they love the subject they are teaching. Some chose teaching because they love to learn. Many people have wanted to teach for as long as they can remember. Over half of the new teachers in surveys by the Public Agenda indicate they would be satisfied with a job that involves the work they love to do, allows enough time to be with family, contributes to society, provides the support they need, has job security, and gives the sense of being respected and appreciated (Farkas, Johnson, & Foleno, 2000). Teaching does all of these.
The Joy of Teaching
If it isn’t fun, why do it? Teachers have to be able to laugh, to get their students to laugh, and to laugh with their students. Learning should be fun. Smiles and laughter can brighten up any situation, relieve stress, and possibly make whatever difficult task is at hand less daunting. The joy that bubbles up when a group of students are pleasantly surprised or excited should never be squelched. New teachers are well familiar with the adage “Don’t smile until Christmas.” Nothing could be further from the truth. A bit of silliness now and then does not exclude the serious aspects of teaching. A favorite science methods professor of mine made every class a delight. He would laugh, joke, and tease us into learning complex concepts. He often reminded us that he was serious, not somber about science education, and then he would smile. It is the playfulness and spirit of teachers that endears them to students. And it is what students remember of their teachers.
Teachers get to work with people of all sizes, and every day brings something to be happy about.
The joy and rewards of teaching vary from teacher to teacher. The best teachers truly enjoy working with children and youth. They find a challenge in ensuring that underserved students learn at high levels and take joy in the academic success of all students. Former teacher and author Jonathan Kozol shares ideas about how to put the fun back into learning in his latest book, Letters to a Young Teacher. Francesca, the first-grade teacher Kozol shares teaching stories with, finds joy amidst her struggles to reach the most recalcitrant of students. Kozol tells Francesca, “I think teaching is a beautiful profession and that teachers of young children do one of the best things that there is to do in life; bring joy and beauty, mystery and mischievous delight into the hearts of little people in their years of greatest curiosity” (Kozol, 2007, p. 8). Every teacher has a story about the joy he or she finds in teaching. Teachers treasure these moments and are always willing to share them. Ask a teacher you know what brings joy in teaching.
Video Case The Joy of Teaching 1. Teachers in this video express ways of finding joy in teaching. What similarities did you find among their comments? 2. Not everyone decides to teach for the same reason. What are some of the reasons teachers in this video give for becoming teachers?
Intrinsic and Extrinsic Rewards
As Ms. Johnston expressed, joy in teaching can be found in a variety of ways. Most teachers experience intrinsic rewards when students grasp the concept or task they have been teaching. Students are as different as night and day. Some students may be successful in everything they pursue. Some are not. Some students are involved. Others are not. Some students actually resist learning. Teachers search for lessons that will engage all students, and they create ways to get all students to participate in discussions and projects. When teachers can do this, they are rewarded for their efforts. The more teachers are able to bring students together in a learning community, the more they are rewarded. It is a positive cycle that excellent teachers strive to perpetuate. What is exciting is to try to meet the needs of each individual student. Teaching is never boring. It is different from minute to minute, and there is no formula that works for everyone.
Extrinsic rewards for teachers come in the form of acknowledgments from students, from other teachers, from parents, and from prestigious awards such as Teacher of the Year. Teachers receive visits and letters from former students thanking them for inspiration, comfort, and happiness. Sometimes teachers are surprised at the influence they have had on certain students, and when that mischievous student who made them want to tear their hair out, day after day, shows up in later years with a smile and a thank-you, the reward is clear. Parents write thank-you notes, volunteer to be a teacher’s aide, and bake treats for special occasions. Other teachers ask for help with a specific problem or ask to use a lesson that you have developed. Their appreciation of your skill as a teacher is rewarding. Teachers of the Year receive public accolades and have the opportunity to share their expertise with others through speeches and demonstrations. Some awards are even accompanied by money. Receiving payment for going an extra distance is rewarding, but most teachers will tell you it is not the money that brings them joy in teaching See Figure 1.1.
Teachers enjoy sharing the things that happen at school.
The Laughs
Every teacher has a funny story to tell. It is through the sharing of stories that teachers become aware of the strong ties they have to their professional community. Sharing stories also provides a venue for understanding the mysteries of teaching and why it is so rare and marvelous to be a teacher.
Figure 1.1 Why New Teachers Choose to Teach
Source: Adapted from Farkas, S., Johnson, J., & Foleno, T. (2000). A sense of calling: Who teaches and why (p. 10). New York, NY: Public Agenda.
A Story: Mrs. Harper was a second-grade teacher in a rural school in Oregon. Due to a health problem, her doctor had put her on a special diet, and by the end of the first nine weeks Mrs. Harper had lost quite a bit of weight. One afternoon she donned her science apron and called her students to come stand around the science table for a demonstration. As was conducting the demonstration, the slacks she was wearing slipped past her hips and fell to the floor. Mrs. Harper was unaware of this but the students near her noticed and started to snicker. Mrs. Harper admonished them to behave and so they quieted down. When the demonstration was over Mrs. Harper turned to step toward the blackboard and stumbled over her downed slacks. “Oh, my,” she exclaimed, “My pants have fallen off.” And then she laughed. The shrieks and laughter from Mrs. Harper’s classroom could be heard throughout the school. In no time at all everyone knew that Mrs. Harper had dropped her slacks. It was the highlight of the month. At the end of the year, Mrs. Harper’s class held a going away party for her and the cake, made by a parent, was decorated according to the second graders’ directions. Atop the cake was an image of Mrs. Harper in her science apron with her slacks down around her ankles. The words “To our favorite teacher, Mrs. Harper, the day she dropped her slacks” said it all.
Ask teachers you know to tell you a story about something funny that happened to them while they were teaching. As their stories unfold, watch their faces and you will see the joy in teaching.
Making a Difference
Can you think of a teacher who made a difference in your life? It may be one who really cared about you, or a teacher who convinced you to apply for college, or one who challenged you to learn, or one who helped you develop self-esteem. Professional athletes, presidents of companies, and national leaders often attribute their success to a teacher. The teacher may not know until years after the student has left her classroom that she had such an impact.
Parents believe that teachers make a difference in their children’s lives, especially when it comes to learning. Many parents know who the good teachers are in their schools and do everything they can to ensure their children are in those teachers’ classrooms. According to the 2011 Gallop Poll of the public’s attitudes toward the public schools, more than 50% of Americans gave either an A or B to the schools in their
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