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Thursday, May 5

  1. page Conceptual Framework Reflection edited CONCEPTUAL FRAMEWORK REFLECTION ... fall. {roaring_like_bobcats.jpg} Some of my students Ro…
    CONCEPTUAL FRAMEWORK REFLECTION
    ...
    fall. {roaring_like_bobcats.jpg} Some of my students Roaring Like Bobcats at the Virginia Living Museum
    Over the course of the past nine months, I have been dedicated to becoming an expert in pedagogical content knowledge. By taking foundational courses in Science, Social Studies, Integrated Language Arts, Mathematics, and technology, I was able to hone my knowledge and understanding of how to develop, plan for, and execute researched-based practices in the classroom. I also furthered my commitment to intellectualism by pushing myself to learn more about the subject areas and educational topics that I was least familiar with. My ability to organize and transfer knowledge was put to the test as I took what I learned in the graduate-level classroom, reworked it, and applied it in a first grade learning environment.
    Throughout my personal educational experience, I have pushed myself to reflect upon my past ideas and experiment with the ideas of others. In the classroom, I believe these traits are especially important and useful because the field of education is so dynamic and each classroom contains a unique mix of students. I have enjoyed learning from and with my fellow pre-service teachers through our work in accordance with our William and Mary courses as well as in the field. I believe that teaching is a thought process during which one must constantly evaluate their choices, noting which are effective in practice and which should be modified for future use. I enjoy looking to more experienced teachers for their wisdom and guidance; however, I also appreciate and value the fresh perspective of my young colleagues. The community in which I teach has also affected how I operate my classroom. I must consider my students’ prior knowledge, linguistic understandings, and cultural exposure before bringing any new information to the classroom.
    (view changes)
    1:54 pm
  2. page Conceptual Framework Reflection edited CONCEPTUAL FRAMEWORK REFLECTION The William and Mary School of Education’s commitment to prov…

    CONCEPTUAL FRAMEWORK REFLECTION
    The William and Mary School of Education’s commitment to providing educational experiences for their pre-service teachers has prepared me for being an expert in content knowledge, reflective practices, collaborative interactions, and educational leadership. My experiences in both graduate-level and elementary level classrooms have made me comfortable with the prospect of having my own classroom in the fall. {roaring_like_bobcats.jpg}
    Over the course of the past nine months, I have been dedicated to becoming an expert in pedagogical content knowledge. By taking foundational courses in Science, Social Studies, Integrated Language Arts, Mathematics, and technology, I was able to hone my knowledge and understanding of how to develop, plan for, and execute researched-based practices in the classroom. I also furthered my commitment to intellectualism by pushing myself to learn more about the subject areas and educational topics that I was least familiar with. My ability to organize and transfer knowledge was put to the test as I took what I learned in the graduate-level classroom, reworked it, and applied it in a first grade learning environment.
    Throughout my personal educational experience, I have pushed myself to reflect upon my past ideas and experiment with the ideas of others. In the classroom, I believe these traits are especially important and useful because the field of education is so dynamic and each classroom contains a unique mix of students. I have enjoyed learning from and with my fellow pre-service teachers through our work in accordance with our William and Mary courses as well as in the field. I believe that teaching is a thought process during which one must constantly evaluate their choices, noting which are effective in practice and which should be modified for future use. I enjoy looking to more experienced teachers for their wisdom and guidance; however, I also appreciate and value the fresh perspective of my young colleagues. The community in which I teach has also affected how I operate my classroom. I must consider my students’ prior knowledge, linguistic understandings, and cultural exposure before bringing any new information to the classroom.
    In{IMGP0162.JPG} Reading Maurice Sendak's Where the Wild Things Are to Students on Famous Literary Characters DayIn my time
    Outside of the classroom, I have had the honor of acting in a number of different leadership positions. I was the captain of my high school basketball team, the president of my high school Community Service Organization, and Peer Leadership Director. I continued my involvement as an undergraduate, following my love of sports by playing on multiple club and intramural teams, participating in student organizations, and becoming an Orientation Aid Leader even after transferring to a new school as a second semester junior. As a graduate student, I have continued to be involved in the William and Mary community through my involvement in local charitable events and by advising the organizations that I was previously a part of.
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    1:53 pm
  3. page Working with Diverse Students edited ... IEP RESEARCH BEHAVIOR INTERVENTION PLAN {IMGP0162.JPG} Reading Maurice Sendak's Where the W…
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    IEP RESEARCH
    BEHAVIOR INTERVENTION PLAN
    {IMGP0162.JPG} Reading Maurice Sendak's Where the Wild Things Are to Students on Famous Literary Characters Day
    Providing for individual differences in the classroom (Competency 10)
    Collaborating with learning/behavioral specialists, families, and/or related servicepersonnel to meet the diverse needs of your students
    (view changes)
    1:52 pm
  4. page Conceptual Framework Reflection edited CONCEPTUAL FRAMEWORK REFLECTION ... the fall. {roaring_like_bobcats.jpg} Over the course…

    CONCEPTUAL FRAMEWORK REFLECTION
    ...
    the fall. {roaring_like_bobcats.jpg}
    Over the course of the past nine months, I have been dedicated to becoming an expert in pedagogical content knowledge. By taking foundational courses in Science, Social Studies, Integrated Language Arts, Mathematics, and technology, I was able to hone my knowledge and understanding of how to develop, plan for, and execute researched-based practices in the classroom. I also furthered my commitment to intellectualism by pushing myself to learn more about the subject areas and educational topics that I was least familiar with. My ability to organize and transfer knowledge was put to the test as I took what I learned in the graduate-level classroom, reworked it, and applied it in a first grade learning environment.
    Throughout my personal educational experience, I have pushed myself to reflect upon my past ideas and experiment with the ideas of others. In the classroom, I believe these traits are especially important and useful because the field of education is so dynamic and each classroom contains a unique mix of students. I have enjoyed learning from and with my fellow pre-service teachers through our work in accordance with our William and Mary courses as well as in the field. I believe that teaching is a thought process during which one must constantly evaluate their choices, noting which are effective in practice and which should be modified for future use. I enjoy looking to more experienced teachers for their wisdom and guidance; however, I also appreciate and value the fresh perspective of my young colleagues. The community in which I teach has also affected how I operate my classroom. I must consider my students’ prior knowledge, linguistic understandings, and cultural exposure before bringing any new information to the classroom.
    (view changes)
    1:51 pm
  5. page Working with Diverse Students edited WORKING WITH DIVERSE STUDENT POPULATIONS ... Mrs. Kelly {IMGP0162.JPG} Reading Maurice Sendak'…
    WORKING WITH DIVERSE STUDENT POPULATIONS
    ...
    Mrs. Kelly {IMGP0162.JPG} Reading Maurice Sendak's Where the Wild Things Are to Students on Famous Literary Characters Day Stewart,{Teaching_Plants_Lesson.JPG} Stewart, a 8th
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    which currently includesincluesd six students
    Greenwood Elementary is a fully-accredited Title I, Kindergarten through fifth grade school located close to the Fort Eustis military base. To qualify as a Title I school, 40% or more of the students must be enrolled in the free or reduced lunch program; Greenwood has over 50% of their students enrolled. Greenwood Elementary has a diverse student body with approximately 900 students, making it one of the largest elementary schools in Newport News. This past year, every classroom has a SMARTboard and three computers, and each grade level has a document camera. As well, the school sets aside two hours a week every Wednesday to specifically work on improving planning and foster teacher development among their colleagues.
    {Snapshot_of_NNPS_Demographics.png}
    ...
    IEP RESEARCH
    BEHAVIOR INTERVENTION PLAN
    {IMGP0162.JPG} Reading Maurice Sendak's Where the Wild Things Are to Students on Famous Literary Characters Day
    Providing for individual differences in the classroom (Competency 10)
    ...
    and/or related service personnelservicepersonnel to meet
    Science Learning Cycle Lesson.pdf
    (view changes)
    1:49 pm

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