Philosophy Of An Effective Teacher

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As an effective teacher, I believe that students have different learning styles and needs based on their diverse backgrounds. The population demographics of our country are changing. By 2050, the growth rate of population of Hispanics and Asian Americans will be more than white population. Students are highly depending on technology tools and gadgets. At the beginning of each semester I ask all my students to take a 56 question quiz online at http://www.literacynet.org/mi/assessment/findyourstrengths.html to identify students ' multiple intelligence. I instruct the students to be as realistic as possible on the quiz. The results will be consolidated and analyzed in planning my teaching style and strategies for a class. To meet the needs of …show more content…
Some of them are write a poem, create an original rap song, make a collage, and many more to meet the needs of musical and interpersonal learners. I give an option of working by themselves, or groups of two (one on one), or small groups to students to meet their diversities. To meet the needs of kinesthetic students I give 2 minute breaks for every 30 min and ask all the students to walk around in the class room. These students will also be given a chance to work on the board. Showing educational videos, playing educational songs, including graphic organizers, Venn diagrams, and math puzzles are some of the strategies that I use meet the needs of students of all diversities. The curriculum that I chose provides multiple interactive resources that can be effectively used to meet the needs of my students. The resources include power point presentations, multimedia text book, pod casts, interactive …show more content…
The present course is divided into ten units and each unit is divided into sub units. The sequencing is done based students’ learning needs. The authors sequenced the content in concurrence with the four principles: Simple-to-Complex learning, Prerequisite learning, Whole-to-Part learning, and Chronological learning as proposed by Smith, Stanley, and Shores. The content is organized from simple to complex learning. The course starts with a special unit for prerequites for the calculus course and each unit has been provided with a pretest to check the level of the students. Each topic is introduced as a whole before broking into parts. The concepts are aligned to state standards and integrate with real world applications. Continuity is achieved by including quick reviews towards spiral reviews. Inclusion of the group activities and writing to learn activities are aimed at developing and redeveloping the

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