During the course of this class we have been thoroughly educated on what makes an effective, productive and inspiring teacher. Not only being a good teach but we have also been told what makes a poor teacher and how to learn from the mistakes of our priors. According to the Missouri Standard for Professional Educators (MOSPEs) there are nine standards with various quality indicators by which future and current teachers are tested on their competency. We have been assigned multiple projects over the semester to guide us towards thriving and succeeding under these standards. Classroom observations, group projects, identifying our personal teaching philosophies, and building lesson plans have put necessary and helpful tools in our teaching kit.
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The first instance of my meeting Standard Two is when I describe how I wish to educate them. I wish to support them emotionally, be their coach and “believe[s] that students can thrive if their education is personalized.” If a child feels a part of their educated their self esteem will rise and they will feel more connected to the lesson, classroom, and teacher. I also constructed an example of integrated and thematic lessons which will help cater to all learning styles. From my philosophy paper, “if we are reading a story about a child in a different region I will research a recipe from that area and... as a class we will recreate the recipe and discuss their culture...While they may think that we are just making tacos...we will have covered geography, social studies, literacy, math, and science.” After exemplifying my thematic lesson creation I go on to say “Art and music will also be very prevalent in my classroom. Singing and dancing can be very useful ways to help children remember and engage in lessons.” Both of these lengthy quotes illustrated my understanding of Quality Indicators one and …show more content…
While defining my Social Reconstructionist philosophy I plainly outline my curriculum by saying, “The curriculum used in my class will of course includes the core concepts. At an elementary level I will educate my students on math, science, language arts, social studies, and life skills.” My understanding of these qualities also extend to being proactive towards change within our community. To create a plan for my curriculum I recount bringing speakers into the classroom, going on fieldtrips to museums and the theatre, and participating in in hands-on activities. Those parts of my curriculum will successfully involve kinesthetic, visual, auditory, and verbal learning. This sort of lesson building will also cater to all nine forms or brain based
The first instance of my meeting Standard Two is when I describe how I wish to educate them. I wish to support them emotionally, be their coach and “believe[s] that students can thrive if their education is personalized.” If a child feels a part of their educated their self esteem will rise and they will feel more connected to the lesson, classroom, and teacher. I also constructed an example of integrated and thematic lessons which will help cater to all learning styles. From my philosophy paper, “if we are reading a story about a child in a different region I will research a recipe from that area and... as a class we will recreate the recipe and discuss their culture...While they may think that we are just making tacos...we will have covered geography, social studies, literacy, math, and science.” After exemplifying my thematic lesson creation I go on to say “Art and music will also be very prevalent in my classroom. Singing and dancing can be very useful ways to help children remember and engage in lessons.” Both of these lengthy quotes illustrated my understanding of Quality Indicators one and …show more content…
While defining my Social Reconstructionist philosophy I plainly outline my curriculum by saying, “The curriculum used in my class will of course includes the core concepts. At an elementary level I will educate my students on math, science, language arts, social studies, and life skills.” My understanding of these qualities also extend to being proactive towards change within our community. To create a plan for my curriculum I recount bringing speakers into the classroom, going on fieldtrips to museums and the theatre, and participating in in hands-on activities. Those parts of my curriculum will successfully involve kinesthetic, visual, auditory, and verbal learning. This sort of lesson building will also cater to all nine forms or brain based