Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Maranzo Domain
First Year Teaching Performance
Current Teaching Performance
Selection of Content
Selection of Instructional Strategies
Use of Assessment for Learning
Classroom Management
Student Motivation
Haberman Dimension
First Year Teaching Performance
Current Teaching Performance
Persistence
Protecting Learners and Learning
Application of Generalizations
Approach to At Risk Students
Professional vs. Personal Orientation to Students
Reaction to Burnout
Fallibility
My first year teaching experience was one that can be described as an adjustment period. No amount of education or student teaching could have prepared me for the challenges that I faced as a first year teacher. I felt very much like a student myself, during that first year as I attempted to absorb all the information that was presented to me by my peers, students and principal. While I failed quite often in this first year, I believe I also learned much as to how to adapt to new situations and build upon my successes.
The professional growth that I experiences during my second year of teaching demonstrated to me that there is indeed much to learn in this profession. During my second year I had much more confidence, and I knew intuitively what would work and would not work. I have allowed more of my personality to shine when teaching during this second year and the students seemed to react better to this more human approach. Discipline and conduct issues were severely...
The ability to empathize with my students has provided a great advantage in my day-to-day operations. My love of learning is also a great strength as it provides me with motivation and energy that I can transfer to my students. My biggest weakness is losing focus and drifting off course during classes. My curiosity tends to let my classes drift into a unwarranted direction often causing me and my students to play catch up during the next class.
The most effective teacher that I had was Mr. Clark, my high school freshman English teacher. He was effective because he could identify and communicate to his students at their level. His ability to build rapport with his students left a great impression on me and contributed to my career choice as a teacher. Mr. Clark executed his teaching style using Maranzo's domains explicitly and implicitly. The balanced formula of integrating human elements of teaching and the rigid curriculum demands made Mr. Clark a useful role model that inspired me into a teaching profession. This is useful because my school district does not have a blanket or official definition of an effective teacher. Effectiveness is a product of the unique circumstances of a situation and cannot be completely objectified, quantified or standardized. For me, effectiveness is getting the most out of what is available.
What I look for in new teacher hires, is the ability to become a team player. Education is about…
References
Marazano, R. (2012). Marzano School Leadership Evaluation Model. Marzano Research Lab, Feb 2012.
Teaching Philosophy Teaching is a conversation. It is a dialogue, not a monologue. When a teacher strives to convey knowledge, he or she must do so with an awareness of the student body's needs and background. Teaching involves give-and-take: even when lecturing the teacher must do so with an awareness of whom she or he is lecturing to. Do the students have special needs? Are they familiar with this period of
visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to
Through these tests there has been an overall improvement in the quality of education as it requires schools to improve their performance, and if they fail to meet the AYP for two or more years it has to offer its eligible students a chance to transfer to high performing schools. How should teachers/educators be held accountable for student learning? It has undoubtedly been proved that effective teachers play an active role in
In the work entitled: "Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers" stated is that: "The characteristics of development and learning of young children are integrally linked and different from those of older children and adults. Listed as 'Standard One' is "Knowledge of Subject Matter" explained as the teacher understanding the "central concepts, tools of inquiry, and structures of the disciplines taught and creates learning experience
(Fletcher & Crochiere, 2004) Motivation to Learn Motivation to learn can be defined as the degree of cognitive effort invested to achieve educational goals (Li, 2003). It can also be understood as the degree of "seriousness" with which a student attempts to address the commitments and targets school with the purpose of: a) master the knowledge and skills rather than and get away with doing the minimum, b) clearly verify the
Teacher Knowledge Educators' instructional 'knowledge base' encompasses all necessary cognitive information needed to cultivate efficient learning-teaching settings. Scholars indicate that it is possible to study such information. But discerning the contents that make up the aforementioned knowledge base is complicated. A majority of research works distinguish procedural (i.e., 'knowing how') from declarative (i.e., 'knowing that') knowledge (two forms of knowledge defined by cognitive psychologists) and employ this as their theoretical foundation.