For the last month of school I was on an LTO at Osgoode Township High School in the Phys. Ed. Department. It was a .66, so I only taught two classes. Grade 11 and Grade 10 phys. ed. I had an awesome time! The only unit I had to teach was Softball, and then I had to do mark entry, and just hang out around the school, do some clean up in the gym for the last two weeks of my LTO. To be clear, I taught for the last two weeks of classes, then for the last two weeks I supervised exams, cleaned the gym, input marks, and promotion meetings.
It was the first season of "The Stoppels Show". In short, "The Stoppels Show" is my way of managing my classroom. I'm not going to give all my secrets away on the internet...at least until I land a full time job. This is one thing I'm going to save for an interview.
I learned a lot! Softball is an easy game to play and an easy game to teach. The only thing I wish I'd done differently was to spend more time on skills. I didn't give my students a lot of time to work on specific skills, such as throwing, and batting. As this was my first attempt at teaching a class, I thought I'd try to teach the game as we went along. I gave the students a chance to warm up each day where they could practice throwing and catching the ball, but I took this time to do attendance instead of offering feedback. Next time, I would spend more time giving feedback, than doing attendance.
After warm up, we would just play. I would split the class in two, one team was fielding and one team was batting. As the unit was winding down, I could tell that there was a large improvement in some of the weaker students. The guys that could not throw, catch, or hit very well at the beginning of the unit had improved big time. I made sure to give everyone lots of opportunity to practice the skills, but I did not give much useful feed back. I would be very positive and encouraging, but there was not a lot of specific feedback. That is something I would change when I get to try it again.
Promotion meetings were a very interesting part of the job as well. I don't really like making phone calls in the first place, but then to have to call a parent to tell them that their child has failed a class, or will not be allowed to graduate is not a fun phone call to make. Luckily I did not have to call a parent to let them know that their child was not going to graduate. As I said, it was an interesting experience.
I had tons of fun teaching this class, but one of the worries I had was showing favorites. One of my cousins was in the class and his best friend. I see these two guys outside of school, at family functions so I know them both really well. Also, one of my parents’ neighbors was in the class, who I know really well from when I lived with my parents. This was all in my grade 11 co-ed class. At the end of the course, I asked the class to give me some feedback about things I did well and things I could have done better, and one of the comments that came up repeatedly was "didn't show favorites". So I was really happy about that! The class was generally pretty good in the first place, I didn't have a lot of behavioral problems, but it did come up that I had to discipline my cousin’s best friend. And I treated him the same way I treated everyone. I was worried about being to soft on them, but also I was worried about being too hard on them to compensate for knowing them. It ended up not being a problem, but it was something I thought I should be conscious about.
I could always tell when a teacher had a favorite student in their class, and sometimes it was me, but most of the time it wasn't. And I didn't have a problem with them having a student that they joked around with more than others or talked to more often than others, but the times that it mattered was when it came to discipline. When the "favorite" would do something wrong and suffered a lesser punishment because he or she was the favorite, that sent a message to the whole class. This is why it is something that I am conscious about in my own classroom.
Again, just to finish, this was a great opportunity and learning experience for me. It gave me a taste of what it was like to have my own class with my own rules. It was awesome, and again, I can't wait until next time!
Wednesday, August 11, 2010
Special Education Part One
So I have finally accomplished getting my Spec. Ed. Part 1.
In July of 2010 (this year, last month) I started and completed the course online.
If it's up to me, I probably won't take another online course. It wasn't more difficult; it was just stressful and time consuming. What may have added to the stress of it was that I was teaching Grade 10 Applied Science, a make-up course at Merivale Summer School. I was so busy preparing for summer school (as it was a course I've never taught before and didn't have much material to start with) that I found I didn't have a lot of time to focus on my course. Also, I was working security at Bluesfest for the first half of the month, taking more time away from my course. So I guess...upon reflection, an online course might not be so bad if I'm not so busy. It did offer me the opportunity to continue with my life, and earn some money during the month of July, instead of spending it all in a classroom.
I learned a lot, but I think I might have learned more had I been in a classroom. Having the opportunity to talk about ideas and discuss strategies works better for me as far as learning goes, rather than just reading about other ideas and strategies, and posting about them.
Big thank you to William "Bill" Morton, for being a great course facilitator, and for being so quick to respond to all of his students. If you ever get the chance to talk to him, I suggest you do. If anyone knows anything about classroom management, it's this guy. Even if you only have time to ask him one question, you'll learn something!
In July of 2010 (this year, last month) I started and completed the course online.
If it's up to me, I probably won't take another online course. It wasn't more difficult; it was just stressful and time consuming. What may have added to the stress of it was that I was teaching Grade 10 Applied Science, a make-up course at Merivale Summer School. I was so busy preparing for summer school (as it was a course I've never taught before and didn't have much material to start with) that I found I didn't have a lot of time to focus on my course. Also, I was working security at Bluesfest for the first half of the month, taking more time away from my course. So I guess...upon reflection, an online course might not be so bad if I'm not so busy. It did offer me the opportunity to continue with my life, and earn some money during the month of July, instead of spending it all in a classroom.
I learned a lot, but I think I might have learned more had I been in a classroom. Having the opportunity to talk about ideas and discuss strategies works better for me as far as learning goes, rather than just reading about other ideas and strategies, and posting about them.
Big thank you to William "Bill" Morton, for being a great course facilitator, and for being so quick to respond to all of his students. If you ever get the chance to talk to him, I suggest you do. If anyone knows anything about classroom management, it's this guy. Even if you only have time to ask him one question, you'll learn something!
Due Process: Only a part of my classroom management plant
Due Process
My guide to classroom management
By Derek Stoppels
1. Presence.
a. Try to have a presence in the classroom. Stand at the door as kids walk in to my classroom. Have something written on the board for the students as they come into the classroom. A daily plan or a little warm-up exercise they can work on to get into the mood of the day’s class.
b. Try to say “Hello” to all the students as they enter your classroom, it is a quick way to do attendance as well, so as not to waste that time at the beginning of class.
2. Voice.
a. Speak in a strong confident voice. Use students name if possible. If they are speaking out in class, instead of stopping the lesson, just drop their name into the lesson.
3. Proximity.
a. Stand close or next to a student that is misbehaving. Sometimes they just want attention and are using the classroom as a stage. Do not yell across the classroom. This is giving them the stage that they want. Standing near them will give them attention, but not the stage.
4. Into The Hall
a. If a student continues speaking, or misbehaving, send them out in the hall. Make sure they are standing against the wall, not leaning or sitting or wandering. Once I have a minute, I’ll go into the hallway and speak with the student to see if he or she is ready to rejoin the class again.
5. Meet With Student
a. If the poor behavior keeps up, I will set up a meeting with the student during a lunch hour. During this meeting we will discuss solutions to correct the bad behavior in order to promote a positive learning environment. A contract can be written up to ensure better behavior.
6. Call Home
a. Make a phone call to the parents to discuss the student’s actions and the steps that have been taken thus far.
7. Vice Principal
a. Send the student to meet with the Vice-Principal to discuss the issues the student is having in class and possible disciplines to ensue.
8. Meet with Student and Parents
a. Ask the parents to come in for a meeting with the student to discuss the students actions and possible discipline and further possibilities for the student to remain in the class.
9. Meet with Student, Parents and Vice Principal
a. Ask the parents to come in again and speak with the teacher, the student and the vice principal to discuss further options
My guide to classroom management
By Derek Stoppels
1. Presence.
a. Try to have a presence in the classroom. Stand at the door as kids walk in to my classroom. Have something written on the board for the students as they come into the classroom. A daily plan or a little warm-up exercise they can work on to get into the mood of the day’s class.
b. Try to say “Hello” to all the students as they enter your classroom, it is a quick way to do attendance as well, so as not to waste that time at the beginning of class.
2. Voice.
a. Speak in a strong confident voice. Use students name if possible. If they are speaking out in class, instead of stopping the lesson, just drop their name into the lesson.
3. Proximity.
a. Stand close or next to a student that is misbehaving. Sometimes they just want attention and are using the classroom as a stage. Do not yell across the classroom. This is giving them the stage that they want. Standing near them will give them attention, but not the stage.
4. Into The Hall
a. If a student continues speaking, or misbehaving, send them out in the hall. Make sure they are standing against the wall, not leaning or sitting or wandering. Once I have a minute, I’ll go into the hallway and speak with the student to see if he or she is ready to rejoin the class again.
5. Meet With Student
a. If the poor behavior keeps up, I will set up a meeting with the student during a lunch hour. During this meeting we will discuss solutions to correct the bad behavior in order to promote a positive learning environment. A contract can be written up to ensure better behavior.
6. Call Home
a. Make a phone call to the parents to discuss the student’s actions and the steps that have been taken thus far.
7. Vice Principal
a. Send the student to meet with the Vice-Principal to discuss the issues the student is having in class and possible disciplines to ensue.
8. Meet with Student and Parents
a. Ask the parents to come in for a meeting with the student to discuss the students actions and possible discipline and further possibilities for the student to remain in the class.
9. Meet with Student, Parents and Vice Principal
a. Ask the parents to come in again and speak with the teacher, the student and the vice principal to discuss further options
Interview Preparation...
A Crash Course in Marketing (a business approach to interviews):
· Product Research: Know yourself
· Product Development: What skills do you need to improve on?
· Market Research: Know your Audience
· Promotion and Sales: What can you offer?
What do I have to offer? (Product Research)
· Work and Volunteer Experience
· Education => will look like everyone else
· Skill Set
· Unique abilities
Work/Volunteer experience and your skill set and unique abilities are what are going to set you apart from other candidates…work on those!
What else do I need? (Product Development)· Identify your areas of weakness
· What can you do to improve?
o Volunteer
o Take Courses
o AQ’s
o Try to find local organizations that you can get involved with to improve any skill you need to work on
o Read books (Professional readings)
What does the job look like? (Market Research)
· Research:
o The Organization
§ Look at the job posting
§ School website
§ Current employees
§ parents
o The posting being applied for
§ talk to the teacher you might be replacing
§ read curriculum documents
How do I fit in? · What are they looking for and how do you meet that?
The Resume:
· The average time for a resume review is 25 seconds
· Principals are always looking to weed out resumes due to the usual high number of applicants
· Be accurate
· Be easy to read
· Be free of spelling and grammatical errors
· Highlight your strengths quickly
· Remember --- Appearance Counts!!!
· Choose your words carefully
· Include internships, summer and part time employment if necessary
· Emphasize skills, strengths and accomplishments
· Use reverse chronological order (most recent first)
· Don’t exceed 1-2 pages
· Don’t use negative words or abbreviations
· Don’t use unnecessary words
· Don’t include personal information
· Don’t use overly precise dates
· Don’t use too many/unprofessional fonts
· Don’t forget to Proof read!!!
The Cover letter:· It is an opportunity to introduce yourself and hook the reader
· Open with Dear ________________ (very important to use person’s name)
· Usually contains 3-5 paragraphs
· Match resume
· Be brief
· Highlight relevant experience and qualifications
· Provide contact info
· Say “thank you”
The Interview:· Goal: To persuade the employer that you have the skills, background and ability to do the job and will fit in with the current employees and students.
· Before the Interview:
o Find out:
§ The interview team
· How many people?
· Who?
§ The length of the interview
· Usually 25 to 35 minutes
§ The format of the interview
· There are a few different types of interview formats. The standard 4-6 questions, but the new way of interviewing (dependant on the position) is that the interview team will not ask any questions but it is up to you to sell yourself. You have about 30 min to say everything you think they might need/want to hear and to prove to them that you can provide a safe and productive learning environment for their students.
· It is appropriate to ask the person offering you the job what type of format the interview will be.
o O. Opportunity
A. Action
R. Result
this may come up in an interview. What Opportunity occurred to you (an incident whether it was positive or negative), what Action did you take, and what was the result. Positive and Negative responses are good for this if the Result was a learning experience that you were able to turn into a positive opportunity the next time it came up.
This is a great way to prepare for an interview!
o Engage in some planning
§ Know yourself
§ Know the job
§ Anticipate questions.
o Confirm the Time and place
o Dress appropriately
o Arrive early => more than ½ early is best. Gives you time to settle down, maybe look around the school, get a drink, use the washroom etc.
o Think, “What would you ask?” when prepping for an interview.
o Try to find websites on teacher interviews
· During the Interview:
o Stay calm, breathe
o Speak clearly
o Be enthusiastic
o Sell Yourself
o Listen carefully
o Bring examples into interview => some principals prefer you bring a portfolio.
o Pay attention to your nonverbal behavior
o Don’t be afraid to pause before answering or to ask for a question to be repeated. Make sure you have the right answer for the question being asked.
o Inquire about follow-up procedure how do you find out if you got the job?
o Thank the interview team for their time.
o They read the notes you leave behind. Sometimes there is info you have written but not provided in one of your answers
o IF THE PRINCIPAL IS NOT WRITING SOMETHING, YOU’RE GIVING THE WRONG ANSWER.
o Be brief…but complete
o Limit answers to a few minutes. Five questions should take five minutes each. Shows time management skills.
o Try to use O.A.R. for all your answers.
o Put yourself on their team
o Demonstrate your ‘Fit’
o Remain positive and DON’T USE NAMES!
· Always have an “Interview Wrap-Up” This allows you to mention anything you haven’t, but wanted to mention. This is a place where you can seal the deal. At this point you could have either lost the job, or this will get you the job if they are looking for something to set you apart from all the others.
The Portfolio
· Your philosophy of education. ‘I believe…’ statements
· And updated resume
· Samples of written communication
· Samples of planning Long term, short term, unit plans…
· Samples of assessment and evaluation practices rubrics, checklists etc…
· Pictures – if they are relevant
· Your most recent professional reading and learning experiences
· Workshops certificates Not from every workshop you have ever been to, but only the good ones
· Reflections: how would you do something differently the next time? What did you learn from the experience?
· Understand the principal will likely not look at your portfolio if you leave it with him/her. Even if you do, the real impact of the portfolio is as a tool to illustrate your responses
· Principals differ, but some don’t really care about letters of reference or letters from parents in an interview situation because you would not include them unless they were good.
· Principals are looking to hire School Teachers who are competent in their subject area. Not Subject teachers who bring nothing to the school. The portfolio can help prove your fit in the school environment.
· Your portfolio can be used to prove that you love kids
· It shows your competency in non-verbal communication skills.
· Prepare your portfolio like you would prepare yourself for a job. Add things, remove things, gear it towards the position being applied for
Other Notes
· Teachers want to be able to picture you in front of your class during your interview.
· Strong student focus in ALL your answers.
· How are you going to be/get involved with the school and the community
· Always have a wrap-up
o Prepare it before hand
o Think about questions
o Add information you might not get to present in your answers but that you feel might be information the principals will want/need.
· Photocopy highlights from your portfolio in case the principal wants a copy.
· Make sure you know the school you are applying to. Different schools have different clientele/climates. You wouldn’t answer your questions the same way if you were interviewing at Ottawa Technical Secondary School or Lisgar Collegiate Institute
· Think about the profile of the learners
o Do you hold the necessary required qualifications to teach in a certain environment?
· How are you going to use EA’s?
· Educators Resource Guide…KNOW IT!
· Translate Experiences
o What have you learned from previous experiences outside of teaching and how can you relate that, and reflect it in your teaching?
o Don’t pretend you are qualified for something if in fact you are not! Keeping that in mind, it is important and useful to mention : “While I am qualified to….I am willing and able to….”
· Principals are charged with the safety of their students. How can you prove you will provide a safe learning environment?
· Prove that you are willing to work with other teachers, support staff and admin.
· It is acceptable to say: “I have never done this, but I know someone who has and when I talked to them about it…”
o They usually know if you have any experience or not, so don’t try to hide the fact that you don’t.
· You are there for the students, not to talk about the material. Be a School Teacher and not simply a Subject Teacher
· Use the curriculum to create success, but before that the student needs to feel good about where they are.
Sample Questions
1. Communication is an important aspect of teaching and learning. Please share with us what this means in the context of your classroom.
2. Teaching requires working with students who have a wide variety of learning styles. Please demonstrate how you address this variety, using a lesson that you have recently delivered.
3. You have a student in your ENG3C class whose attendance is erratic. You believe that he/she is capable and choosing not to perform. This student frequently disrupts the learning environment by pulling others off task. Please describe in detail how you would address this particular situation.
4. One of the overall expectations of GLC20 (any course) is the demonstration of ability to research information about education and work opportunities, using print, electronic and human resources. Using specific lessons, resources and assessments, how will your students meet this expectation
5. Demonstrate your knowledge of the curriculum for SPH 3U. What steps will you take to ensure that you are fully prepared to deliver the course content, and to assess your students’ achievement?
6. Integration of students with special education needs into the regular classroom continues to gain greater acceptance. What are your beliefs concerning this particular practice?
7. What do you know about this school?
8. Using your portfolio, please highlight your work in the courses advertised. IF you have not had experience in these courses, please highlight your work form other courses in the same or similar discipline.
9. What co-curricular activities have you been involved with as a teacher? How will you become involved in this school?
10. Creativitiy and flexibility are two strengths of a great teacher. Using examples from your portfolio, or your teaching experience, demonstrate your flexibility and creativity to us.
11. What does differentiated instruction look like ina CHC2D classroom?
12. This is your chance to tell us anything that we have not allowed you to express, or demonstrate, during your interview that makes you the best candidate for our students.
13. What are your professional development goals for next year? How will you reach them?
· Product Research: Know yourself
· Product Development: What skills do you need to improve on?
· Market Research: Know your Audience
· Promotion and Sales: What can you offer?
What do I have to offer? (Product Research)
· Work and Volunteer Experience
· Education => will look like everyone else
· Skill Set
· Unique abilities
Work/Volunteer experience and your skill set and unique abilities are what are going to set you apart from other candidates…work on those!
What else do I need? (Product Development)· Identify your areas of weakness
· What can you do to improve?
o Volunteer
o Take Courses
o AQ’s
o Try to find local organizations that you can get involved with to improve any skill you need to work on
o Read books (Professional readings)
What does the job look like? (Market Research)
· Research:
o The Organization
§ Look at the job posting
§ School website
§ Current employees
§ parents
o The posting being applied for
§ talk to the teacher you might be replacing
§ read curriculum documents
How do I fit in? · What are they looking for and how do you meet that?
The Resume:
· The average time for a resume review is 25 seconds
· Principals are always looking to weed out resumes due to the usual high number of applicants
· Be accurate
· Be easy to read
· Be free of spelling and grammatical errors
· Highlight your strengths quickly
· Remember --- Appearance Counts!!!
· Choose your words carefully
· Include internships, summer and part time employment if necessary
· Emphasize skills, strengths and accomplishments
· Use reverse chronological order (most recent first)
· Don’t exceed 1-2 pages
· Don’t use negative words or abbreviations
· Don’t use unnecessary words
· Don’t include personal information
· Don’t use overly precise dates
· Don’t use too many/unprofessional fonts
· Don’t forget to Proof read!!!
The Cover letter:· It is an opportunity to introduce yourself and hook the reader
· Open with Dear ________________ (very important to use person’s name)
· Usually contains 3-5 paragraphs
· Match resume
· Be brief
· Highlight relevant experience and qualifications
· Provide contact info
· Say “thank you”
The Interview:· Goal: To persuade the employer that you have the skills, background and ability to do the job and will fit in with the current employees and students.
· Before the Interview:
o Find out:
§ The interview team
· How many people?
· Who?
§ The length of the interview
· Usually 25 to 35 minutes
§ The format of the interview
· There are a few different types of interview formats. The standard 4-6 questions, but the new way of interviewing (dependant on the position) is that the interview team will not ask any questions but it is up to you to sell yourself. You have about 30 min to say everything you think they might need/want to hear and to prove to them that you can provide a safe and productive learning environment for their students.
· It is appropriate to ask the person offering you the job what type of format the interview will be.
o O. Opportunity
A. Action
R. Result
this may come up in an interview. What Opportunity occurred to you (an incident whether it was positive or negative), what Action did you take, and what was the result. Positive and Negative responses are good for this if the Result was a learning experience that you were able to turn into a positive opportunity the next time it came up.
This is a great way to prepare for an interview!
o Engage in some planning
§ Know yourself
§ Know the job
§ Anticipate questions.
o Confirm the Time and place
o Dress appropriately
o Arrive early => more than ½ early is best. Gives you time to settle down, maybe look around the school, get a drink, use the washroom etc.
o Think, “What would you ask?” when prepping for an interview.
o Try to find websites on teacher interviews
· During the Interview:
o Stay calm, breathe
o Speak clearly
o Be enthusiastic
o Sell Yourself
o Listen carefully
o Bring examples into interview => some principals prefer you bring a portfolio.
o Pay attention to your nonverbal behavior
o Don’t be afraid to pause before answering or to ask for a question to be repeated. Make sure you have the right answer for the question being asked.
o Inquire about follow-up procedure how do you find out if you got the job?
o Thank the interview team for their time.
o They read the notes you leave behind. Sometimes there is info you have written but not provided in one of your answers
o IF THE PRINCIPAL IS NOT WRITING SOMETHING, YOU’RE GIVING THE WRONG ANSWER.
o Be brief…but complete
o Limit answers to a few minutes. Five questions should take five minutes each. Shows time management skills.
o Try to use O.A.R. for all your answers.
o Put yourself on their team
o Demonstrate your ‘Fit’
o Remain positive and DON’T USE NAMES!
· Always have an “Interview Wrap-Up” This allows you to mention anything you haven’t, but wanted to mention. This is a place where you can seal the deal. At this point you could have either lost the job, or this will get you the job if they are looking for something to set you apart from all the others.
The Portfolio
· Your philosophy of education. ‘I believe…’ statements
· And updated resume
· Samples of written communication
· Samples of planning Long term, short term, unit plans…
· Samples of assessment and evaluation practices rubrics, checklists etc…
· Pictures – if they are relevant
· Your most recent professional reading and learning experiences
· Workshops certificates Not from every workshop you have ever been to, but only the good ones
· Reflections: how would you do something differently the next time? What did you learn from the experience?
· Understand the principal will likely not look at your portfolio if you leave it with him/her. Even if you do, the real impact of the portfolio is as a tool to illustrate your responses
· Principals differ, but some don’t really care about letters of reference or letters from parents in an interview situation because you would not include them unless they were good.
· Principals are looking to hire School Teachers who are competent in their subject area. Not Subject teachers who bring nothing to the school. The portfolio can help prove your fit in the school environment.
· Your portfolio can be used to prove that you love kids
· It shows your competency in non-verbal communication skills.
· Prepare your portfolio like you would prepare yourself for a job. Add things, remove things, gear it towards the position being applied for
Other Notes
· Teachers want to be able to picture you in front of your class during your interview.
· Strong student focus in ALL your answers.
· How are you going to be/get involved with the school and the community
· Always have a wrap-up
o Prepare it before hand
o Think about questions
o Add information you might not get to present in your answers but that you feel might be information the principals will want/need.
· Photocopy highlights from your portfolio in case the principal wants a copy.
· Make sure you know the school you are applying to. Different schools have different clientele/climates. You wouldn’t answer your questions the same way if you were interviewing at Ottawa Technical Secondary School or Lisgar Collegiate Institute
· Think about the profile of the learners
o Do you hold the necessary required qualifications to teach in a certain environment?
· How are you going to use EA’s?
· Educators Resource Guide…KNOW IT!
· Translate Experiences
o What have you learned from previous experiences outside of teaching and how can you relate that, and reflect it in your teaching?
o Don’t pretend you are qualified for something if in fact you are not! Keeping that in mind, it is important and useful to mention : “While I am qualified to….I am willing and able to….”
· Principals are charged with the safety of their students. How can you prove you will provide a safe learning environment?
· Prove that you are willing to work with other teachers, support staff and admin.
· It is acceptable to say: “I have never done this, but I know someone who has and when I talked to them about it…”
o They usually know if you have any experience or not, so don’t try to hide the fact that you don’t.
· You are there for the students, not to talk about the material. Be a School Teacher and not simply a Subject Teacher
· Use the curriculum to create success, but before that the student needs to feel good about where they are.
Sample Questions
1. Communication is an important aspect of teaching and learning. Please share with us what this means in the context of your classroom.
2. Teaching requires working with students who have a wide variety of learning styles. Please demonstrate how you address this variety, using a lesson that you have recently delivered.
3. You have a student in your ENG3C class whose attendance is erratic. You believe that he/she is capable and choosing not to perform. This student frequently disrupts the learning environment by pulling others off task. Please describe in detail how you would address this particular situation.
4. One of the overall expectations of GLC20 (any course) is the demonstration of ability to research information about education and work opportunities, using print, electronic and human resources. Using specific lessons, resources and assessments, how will your students meet this expectation
5. Demonstrate your knowledge of the curriculum for SPH 3U. What steps will you take to ensure that you are fully prepared to deliver the course content, and to assess your students’ achievement?
6. Integration of students with special education needs into the regular classroom continues to gain greater acceptance. What are your beliefs concerning this particular practice?
7. What do you know about this school?
8. Using your portfolio, please highlight your work in the courses advertised. IF you have not had experience in these courses, please highlight your work form other courses in the same or similar discipline.
9. What co-curricular activities have you been involved with as a teacher? How will you become involved in this school?
10. Creativitiy and flexibility are two strengths of a great teacher. Using examples from your portfolio, or your teaching experience, demonstrate your flexibility and creativity to us.
11. What does differentiated instruction look like ina CHC2D classroom?
12. This is your chance to tell us anything that we have not allowed you to express, or demonstrate, during your interview that makes you the best candidate for our students.
13. What are your professional development goals for next year? How will you reach them?
Tuesday, May 11, 2010
MULTIPLE INTELLIGENCES IN THE CLASSROOM: By Thomas Armstrong
As a supply teacher, in my second year of supply teaching, I sometimes worry about what it's going to be like when I get my own classroom? How are the kids going to behave? What and how am I going to teach them. You know the old saying, "If you don't use it, you'll lose it". That's what I worry about teaching sometimes. I feel like I've forgotten everything I learned in teachers college about teaching a real class/course.
I was supply teaching one day at a rural school on the outskirts of Ottawa, sitting the the staff room and eating lunch with another occasional teacher who was in the school that day as well. We were trading horror stories, and lunch turned into our prep. and we talked on. Then the Vice Principal came in with some books in his hands. He came up to us and said: "It's not how smart are you, but how are you smart?" Then handed us these books. Multiple Intelligences in the Classroom by Thomas Armstrong.
I guess it was just good timing. I was thinking about how I could further my career and how I could learn more about teaching without going to work shops because in the board I work for, occasional teachers usually are not invited to these work shops. So I started reading the book. And it was great!
Armstong briefly introduces the reader to the Multiple Intelligence (MI) theory, and lists the eight different intelligences used in this theory. Linguistic, Musical, Spatial, Logical-Mathematical, Bodily-Kinesthetic, Interpersonal, Intrapersonal and Naturalist.
In reading this book we learn about all eight different intelligences and different ways to teach to these intelligences. We learn about different classroom management strategies to use with these intelligences as well. There are sample lesson plans, he gives us ideas on different methods of assessment and evaluation, checklists to help you determine your 'intelligence' and that of students also. He also gives us ideas on how to track students' intelligences and find out how to teach to them with out the student even knowing how much you are doing for them.
It was a very comprehensive read, without too much industry jargon, and VERY informative. Also on top of that, I feel confident again that I can have a very MI friendly classroom. It rejuvenated my excitement and my desire to have a full time teaching gig. This book has empowered me with the tools to change lives!
I was supply teaching one day at a rural school on the outskirts of Ottawa, sitting the the staff room and eating lunch with another occasional teacher who was in the school that day as well. We were trading horror stories, and lunch turned into our prep. and we talked on. Then the Vice Principal came in with some books in his hands. He came up to us and said: "It's not how smart are you, but how are you smart?" Then handed us these books. Multiple Intelligences in the Classroom by Thomas Armstrong.
I guess it was just good timing. I was thinking about how I could further my career and how I could learn more about teaching without going to work shops because in the board I work for, occasional teachers usually are not invited to these work shops. So I started reading the book. And it was great!
Armstong briefly introduces the reader to the Multiple Intelligence (MI) theory, and lists the eight different intelligences used in this theory. Linguistic, Musical, Spatial, Logical-Mathematical, Bodily-Kinesthetic, Interpersonal, Intrapersonal and Naturalist.
In reading this book we learn about all eight different intelligences and different ways to teach to these intelligences. We learn about different classroom management strategies to use with these intelligences as well. There are sample lesson plans, he gives us ideas on different methods of assessment and evaluation, checklists to help you determine your 'intelligence' and that of students also. He also gives us ideas on how to track students' intelligences and find out how to teach to them with out the student even knowing how much you are doing for them.
It was a very comprehensive read, without too much industry jargon, and VERY informative. Also on top of that, I feel confident again that I can have a very MI friendly classroom. It rejuvenated my excitement and my desire to have a full time teaching gig. This book has empowered me with the tools to change lives!
Monday, May 3, 2010
ICEMAN: My Fighting Life by Chuck Liddell
So I've been reading Chuck Liddell's pseudo autobiography. It is not the story of his whole life, but as it indicates in the title it is about his fighting life.
It's a great book and I think there are some good lessons in it. Chuck Liddell is arguably one of the best UFC fighters in history and the book tells of his rise to championship.
He talks about his relationships with Tito Ortiz, and with Dana White, and what it was like being part of the UFC as it was just starting to take off. He talks about his workouts, and his training, right from when he was a small child. Fighting in the streets, in school, in dojos, joining gyms, starting gyms, running gyms, his professional fights. He talks about what it takes to be a true champion.
Although some may think that the UFC is barbaric and simply a blood sport, the training that these athletes undergo are excruciating. Chuck tells of battles he's had to go through and the discipline that is needed to become an expert and a champion in the UFC world. He tells of what it takes to not only get on top, but to stay on top.
There are lessons to be learned from his work ethic and from his attitude about being a champion, a contender and just a regular person. You gain a certain respect for the man after learning about what he's been through and about the hours and hours and years and years of training and fighting that he put himself through just to be the best.
Whether you like the UFC or Chuck Liddell or not, I think this is an important book for anyone who is trying to make it in any career. Chuck Liddell proves that hard work, patience and perseverance really do pay off and will make everything you do worth while in the long run!
It's a great book and I think there are some good lessons in it. Chuck Liddell is arguably one of the best UFC fighters in history and the book tells of his rise to championship.
He talks about his relationships with Tito Ortiz, and with Dana White, and what it was like being part of the UFC as it was just starting to take off. He talks about his workouts, and his training, right from when he was a small child. Fighting in the streets, in school, in dojos, joining gyms, starting gyms, running gyms, his professional fights. He talks about what it takes to be a true champion.
Although some may think that the UFC is barbaric and simply a blood sport, the training that these athletes undergo are excruciating. Chuck tells of battles he's had to go through and the discipline that is needed to become an expert and a champion in the UFC world. He tells of what it takes to not only get on top, but to stay on top.
There are lessons to be learned from his work ethic and from his attitude about being a champion, a contender and just a regular person. You gain a certain respect for the man after learning about what he's been through and about the hours and hours and years and years of training and fighting that he put himself through just to be the best.
Whether you like the UFC or Chuck Liddell or not, I think this is an important book for anyone who is trying to make it in any career. Chuck Liddell proves that hard work, patience and perseverance really do pay off and will make everything you do worth while in the long run!
Sunday, May 2, 2010
Mr. Stoppels the teacher
So as I said in my previous blog, I'm a supply teacher. I love being in a classroom and teaching teenagers. I especially like working with behaviorally challenged youth. It's challenging and it's fun. I was doing my practice teaching placement at an Ottawa High School and one of the teachers had a very hard time dealing with difficult teachers and she wrote them off as "idiots" and "morons". That made me realize that there are a lot more students who just get written off and lost in the mix because some teachers don't know how to deal with those types of kids. I want to show those "bad kids" that someone does believe in them, and that there is hope for them. I understand that school isn't for everyone and I want to help those who are not destined for a post secondary education that there is still a lot for them to do to make a great living and contribute gainfully to our society.
I find a lot of these types of teens are often angry and think that they are "retarded" because they have been treated that way, and have been told that they are by their peers and perhaps even adults. They chalk their failings up to being slow, or dumb, because no one has been able to teach them about how they are smart.
A vice-principal once told me: "The questions is not 'how smart are you?' but 'how are you smart?'". Once you find out how a child is smart, you can find out how to relate the material, and this is where learning begins.
But as I said, a lot of these kids are angry. A lot of them have not been given the time, effort and energy from teachers that they deserve or need. They may be illiterate, which boggles my mind completely. (I'm not sure how a child makes it to grade nine without being taught to read or write...there must be a flaw somewhere!) A lot of them reserve to swearing a lot in class/school for numerous reasons. They work and hang out with people who swear a lot and perhaps they just lack a vocabulary that allows them to use different words and express their emotions more effectively.
I don't mind being sworn at. And it's not so much that they swear AT me, but they swear in front of me. I allow a certain amount of vulgarity in a class with those teens. It doesn't offend me, and really, once I have a full time job, I'm going to make it a goal of mine to teach those kids different words to use. Teach them to think and be more creative with the words that they use. Just one of the ways that I plan on using my classroom to teach beyond the curriculum.
I believe there is too much focus put on the curriculum. There is so much more to life that these kids also have to learn. I don't want to only share my knowledge about science (or whatever the subject might be) but also my knowledge about life and the challenges it brings. High School is a tough time for teenagers and teachers/schools need to help them through it with more of a focus on their daily and personal lives as well as focusing on the curriculum.
I think it is the high schools job to prepare its students for life after high school. That means for a post secondary education if they choose to pursue that route. But also prepare them for the world and life that happens while they are pursuing that post secondary education or entering the work force directly after high school.
I find a lot of these types of teens are often angry and think that they are "retarded" because they have been treated that way, and have been told that they are by their peers and perhaps even adults. They chalk their failings up to being slow, or dumb, because no one has been able to teach them about how they are smart.
A vice-principal once told me: "The questions is not 'how smart are you?' but 'how are you smart?'". Once you find out how a child is smart, you can find out how to relate the material, and this is where learning begins.
But as I said, a lot of these kids are angry. A lot of them have not been given the time, effort and energy from teachers that they deserve or need. They may be illiterate, which boggles my mind completely. (I'm not sure how a child makes it to grade nine without being taught to read or write...there must be a flaw somewhere!) A lot of them reserve to swearing a lot in class/school for numerous reasons. They work and hang out with people who swear a lot and perhaps they just lack a vocabulary that allows them to use different words and express their emotions more effectively.
I don't mind being sworn at. And it's not so much that they swear AT me, but they swear in front of me. I allow a certain amount of vulgarity in a class with those teens. It doesn't offend me, and really, once I have a full time job, I'm going to make it a goal of mine to teach those kids different words to use. Teach them to think and be more creative with the words that they use. Just one of the ways that I plan on using my classroom to teach beyond the curriculum.
I believe there is too much focus put on the curriculum. There is so much more to life that these kids also have to learn. I don't want to only share my knowledge about science (or whatever the subject might be) but also my knowledge about life and the challenges it brings. High School is a tough time for teenagers and teachers/schools need to help them through it with more of a focus on their daily and personal lives as well as focusing on the curriculum.
I think it is the high schools job to prepare its students for life after high school. That means for a post secondary education if they choose to pursue that route. But also prepare them for the world and life that happens while they are pursuing that post secondary education or entering the work force directly after high school.
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