Maurice Hawk Portfolio

Do you ever find yourself wondering how you can form a better connection with your students? You are not alone. In her book, Bad Guys Don’t Have Birthdays, Vivian Paley looks for ways to improve her teaching methods and connect with the children in her class. After coming in contact with a school director that was a fan of promoting abstract thinking, Paley noticed that she was neglecting to take her students’ ideas into consideration and in many instances, focusing more on what she knew to be the answer rather than how her class solved the problem. To change her teaching style, Paley thought it would be better to immerse herself in the many different perspectives of her preschool class rather than presuming that she understands

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

Within my ten hours of observation, I witnessed an Early Childhood, Childhood, and Middle Childhood classroom. Through the duration of these hours, I visited School 17 and School 30. My seven hours at School 17 consisted of experiences within an Early Childhood and a Childhood setting. The Early Childhood hours occurred in a Pre-Kindergarten classroom setting with Ms. Mitrakos. The Childhood observations occurred in a first-grade classroom with Ms. Hordan. My three hours at School 30 involved experiences within a Middle Childhood setting. These observation hours occurred in a 6th-grade math class. My observations within both schools inspired me to continue my passion for Early Childhood Education.

Anne’s was visible through the environment, teachers, and students. After observing morning meetings, we moved to two separate middle school classrooms, a seventh grade science class, instructed by Mrs. Wendy Gray, and a sixth grade humanities class instructed by Mr. Sean Johnson. St. Anne’s uses project based and experimental learning to teach their students. Going into these classrooms, we expected to see students working together, exhibiting their critical thinking skills through classroom assignments and projects. Our observations of Mrs. Gray and Mr. Johnson’s classrooms are as

During my time at Shenandoah Elementary School I observed Mrs. Fiol’s 2nd grade class. Her class is an inclusive class. I noticed that some students that seem to be advance still have behavior problem, which made teaching difficult. I learned a lot during my time in her class. I learned that you must flexible because the class must go on, and just because part of you lesson does not happen the way you expected it to go does not mean that you should give up. I learned that while it is trying to create an inquire lesson it is not impossible. With the correct resources and modification any student can perform an inquire lesson. I learned that an inquire lesson is better than the traditional way of the teacher just talking at the students. I also

Working with Mr. Clapp’s 6th grade classes has opened my eyes to the real world of teaching. I started out with some setbacks and learned from them. Then, I went into a stream of comfort and success

The three portfolios I reviewed were different in the way each person wrote their life stories and their different skills and aspirations. Reading through the three portfolios, there are many different things I liked and I disliked in each of them. J.Johnson portfolio, number 20, wrote her personal/ career portfolio based on her high level of achievements and her dream future job to become a veterinarian. C. Stanley portfolio number 30, wrote his personal/ career portfolio based on his career has a hockey player and how hockey has had the biggest impact on his life. H. Khammash portfolio number 15, based her personal portfolio on her family, her life and ambitions thus far. It goes in depth during the different years in her life and what she

The process of creating this ePortfolio has taught me that it's a long process and that you should try your hardest to make sure that your portfolio is your best work. I will be graduating soon and this portfolio shows my journey through high school and how far I've come since the beginning of freshman year. Therefore it gives me pleasure to know that all my hard work and time has paid off. In conclusion, thank you reader for your time in reading and evaluating my Capstone Portfolio.

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

This week I had the opportunity to fulfill my practicum hours at two different locations. The locations that I observed were Columbia Elementary School’s summer care program and a Mad City Money Event located at Members 1st Credit Union. Both experiences opened my eyes to see a wide range of situations and behaviors among kindergarten through high school. Each observation provided two very different outlooks and each contributed to my knowledge in some way.

During my time observing at INK Interactive Museum for Kids, I not only encountered children of all ages and cultural backgrounds, I also encountered many of the topics discussed in this class during the course of the semester. I was able to get a firsthand look at how these methods work, and how they assist in a student’s learning environment and educational achievement. I got to assist with the children at the museum and watch them come in shy and timid at the vast learning environment, and then leave with a thirst for learning and amazement at what they encountered at INK that day. Many of the experiences and learning methods I encountered at INK helped me gain a better understanding of how these topics are implemented in the classroom, and will guide me in the future as I shape my future classroom around many of these methods.. Throughout this paper I will discuss my time at INK, reflect on what I learned as future educator, and how these experiences will influence the teaching methods in my future classroom.

While going through school, my coursework has prepared me for student teaching in many ways. While going through elementary methods we were split into groups and taught a unit to five home schooled students. During this time I learned about how to choose a theme and then develop an original unit around the theme. I also learned about the value of play and storytelling when teaching elementary students. I reflected on the importance of play and storytelling when writing my final case study paper. Being able to transfer my lesson plan from paper to teaching the students helped me critique my way of designing lessons because I realized where I need more time or where I need to check for understandings.

Much like teaching styles’ adaptability, teachers must accommodate and adapt their teaching to ensure student understanding and creative thought. Through tactical teaching styles that adapted and fitted the students, students were able to understand and learn to the best of their abilities when taught by Mrs. Graham and her colleagues. Needing diverse styles to appeal to them, students need teachers to create creative and interactive ways to make the lessons seem interesting and relatable in their lives. Even at the early beginnings of the school day, the Mount Olive Middle School students seemed interested with majority of the students staying engaged for the entirety of the lesson. They showed their interest and comfortableness in the classroom by asking questions that related to the topic that interested them or in some cases, confused them. They were able to express their ideas, and Mrs. Graham would expand based on what the students answered to explain further the topics of discussion. Due to these previously established inviting environments, students felt secure and comfortable enough to share their thoughts inside the different classrooms. During the time in the classes where the students were able to unleash their creative sides and participate in the class, they really seemed excited to learn during my observations. Especially during their scary story narratives, the students really responded well to be able to come up with their own stories and discuss writing

As these examples suggest, classroom portfolios can vary considerably, especially when we think about them along four parameters or dimensions:

Upon recognizing that a primary course requirement of Orientation to Education 206 would ensue an opportunity to conduct field experience — my heart swelled with delight. I am genuinely appreciative of the opportunity to have gained veritable experience of teacher-student interaction and teaching in an actual classroom. Expressly, I primarily conducted my research and experience at the newly opened Michael R. Hollis Innovation Academy in Ms. Brewer and paraprofessional, Ms. Byrd’s pre-kindergarten class. I attended the school with an open, yet full heart willing and ready to take on the issues of the world. With this in mind, my initial impression of the school was comprised of a layered but greatly optimistic analysis. To illustrate, the environmental climate of the school appeared to be refined, clean, spacious, caring and warm. Due to the fact that the mission and visions for the school were visibly shown with great emphasis — them being: “Collaboration, Communication, Creativity, Empathy, Self-discipline, & Perseverance” — indeed, I felt that I was in the right place. Furthermore, the overall culture of the educators can be characterized as inviting and friendly. Likewise, the students were open to communication, well behaved, and operated as if they had frequent visitors.