The Teacher means district expectations for attendance, appearance, decorum, and ethical responsibilities.
I have included my teaching philosophy below. While it is very generic in terms of instruction, I believe it is a solid foundation for any teacher. It shows that while I am planning to teach math, I put the student first. Many times, students fear math. They believe they are not smart enough or fear making mistakes or failure. However, I want to explain students making mistakes is where meaningful learning happens.
In my student teaching, we require students to make mistakes. When they do make mistakes, my cooperating teacher and I acknowledge them. We say, "Good effort" or "That is a good start". Then there are times when students recognize their mistakes. My cooperating teacher and I respond with, "I like how you caught yourself" or "I like how you took a step back to look over it again". However, there have been times when students have written they are dumb or stupid. My cooperating teacher and I reassure them that they are not.
I have currently been doing fist-to-five checks with students to gauge their understanding.
In my student teaching, we require students to make mistakes. When they do make mistakes, my cooperating teacher and I acknowledge them. We say, "Good effort" or "That is a good start". Then there are times when students recognize their mistakes. My cooperating teacher and I respond with, "I like how you caught yourself" or "I like how you took a step back to look over it again". However, there have been times when students have written they are dumb or stupid. My cooperating teacher and I reassure them that they are not.
I have currently been doing fist-to-five checks with students to gauge their understanding.
If a student communicates a feeling of easiness, my cooperating teacher and I say, "we are glad you feel that way". However, students feeling like a three or below, I ask where we are getting confused or lost. If a student starts feeling discouraged, I express everyone learns at different rates. I say it might take one person ten interactions to understand something while another person requires thirty interactions. I reassure them it okay because their commitment expresses a desire to learn.
Below my teaching philosophy, I included a postcard about my teaching and technology identity. I created this postcard during my educational technology course. I incorporated this because I still believe in this identity I adopted. Even during these unprecedented times of the pandemic, I feel this teaching math identity has been enhanced or reconfirmed.
Below my teaching philosophy, I included a postcard about my teaching and technology identity. I created this postcard during my educational technology course. I incorporated this because I still believe in this identity I adopted. Even during these unprecedented times of the pandemic, I feel this teaching math identity has been enhanced or reconfirmed.
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