Professional Reflection Module 2 For CalStateTEACH Credential Program

Weird SCIENCE LEGAL Self-Help EARN $$$
If you're threatened with a lawsuit and can't afford a lawyer or aren't sure you can trust the lawyer you have, visit Jurisdictionary® to get step-by-
step tips and tactics for winning ... with or without a lawyer."
Professional Reflection Summary

Elementary Teaching Credential Program
CALIFORNIA STATE UNIVERSITY, FULLERTON (CalStateTEACH)
California State University, Fullerton

By Salvador Gonzalez
Student Name: Gonzalez Jr, Salvador Venegas
Student Number: 894662873
DATE PRINTED: 01/24/2011
Fieldwork Summary for Module 2: Lesson Planning
Teachers perform many duties, chief among them are: (1) adapting teaching methods and instructional materials to meet
students varying needs and interests; (2) conferring with parents or guardians, teachers, counselors, and administrators in order
to resolve students' behavioral and academic problems; and (3) establishing and enforcing rules for behavior and procedures for
maintaining order among the students for whom the teacher is responsible.
Three common areas of importance and potential concern for credential candidates focus on planning, management and
instruction. Guillaume (2008), Lewis and Doorlag (2004) have written that effective teachers should be able to perform certain
functions including, "planning learning experiences…; presenting tasks to learners; organizing and managing the learning
environment; [and] developing content" (p. 167). Regarding instructional planning (TPE 9), my aim is to specifically talk about
the importance of unit and lesson plans that meet the needs of individual students and fit state and national standards (NASPE,
2004).
Planning requires multiple decisions before a lesson is taught and helps to ensure that new teachers [and their the
students] are prepared - physically, intellectually, and emotionally. Effective planning helps to create an environment that
promotes better learning while addressing its strategic challenge of being agile and responsive to changing performance
expectations (Guillaume, 2008).
CLASSROOM MANAGEMENT
A belief regarding management is that effective teachers keep it to a minimum. This allows for more student engagement
(activity) time and teacher instruction, which directly impact learning (Wong, 2009). It is important that teachers establish rules
that foster ample opportunities for student learning and create a safe environment. Protocols such as go, stop, and gather
signals need to be created and enforced as well (Wong, 2009). Students need to be held accountable, both for their behavior
(staying on-task) and their performance. Actively monitoring students through "witlessness" helps to keep students accountable.
When a discipline issue arises, it is important to address the behavior and not ignore it. One's focus however is on positive
discipline. My observations therefore deal with issues such as high but appropriate teacher expectations, inclusive and equitable
language that helps create a positive learning environment that hopefully allows for more positive than negative discipline
episodes (Wong, et al., 2009).
Another management technique first year teachers may find useful involves a strategy referred to as:“overlapping,”or the
ability to do more than one thing at a time. Some examples may include monitoring students while setting up cones for the next
activity, or taking attendance while students are engaged in an instant activity. Techniques such as hustling students from one
activity to another to reduce transition time also help to minimize management time. Organizing pairs or other groupings should
be done as quickly as possible as well, and strategies such as having student captains pick teams are discussed and strongly
discouraged.
With regard to presenting tasks to learners, again limiting time in this area is important but instruction and
demonstrations need to be clear. A common belief is that instructional episodes should be two minutes or less and that "the
acronym KISS: keep it short and simple" (p. 152) helps to keep this in mind. Demonstrations are very important but often drag
on for long periods of time. New teachers need to keep demonstration time to a minimum and focus on accuracy and key
elements. Use of video or student volunteers are appropriate but choosing volunteers is crucial. Choose willing, capable
students but not the same ones all the time (Wong, 2009).
The main area of 'developing content' is student engagement time. When the focus is on skill development, students
should be challenged through refinement, extensions and applications (Maloy, 2011). Emphasize small- sided game play and
modifications of games to allow for plenty of student engagement and success; go beyond a traditional, technical approach to
teaching games and activities by exposing our PTs to the theory and practice of teaching using the tactical approach, cooperative
learning, and Child Development Education as examples. Scholars also highlight the correlation between learning objectives and
appropriate teaching style use that relates to effective teaching and effective teaching literature so that there will be context to
the questions that are asked of new teachers.
ASSESSMENT
Effective assessments will promote the objectives of one's classroom management goals. Assessment is the method one
would use to see if one's lesson plans were working, and to evaluate the effectiveness of the “social contract.” A good
assessment is extremely clear and objective. A rubric can be created to assess the progress being made toward any particular
goal. For the area of classroom management there can be a four or five level rubric. The highest tier would describe all of the
performance criteria possible for good behavior including the amount of time in which the criteria was met. This amount of time
should be 100% of the time for the highest tier. The next lower level would reduce the number of performance criteria and or the
percentage of the time these criteria were met. The same process would be applied to each successive lower level. The higher
level will always include the same items or more than the lower level. The lowest level is described where none of the criterial
were met at all. This will always include the same items or more than the lower level. The lowest level is described where none
of the criteria met al all. This kind of assessment can be applied by anyone, even the students themselves. A rubric like this can
be created to assess the entire class for a given time frame, or a specific function, like a transition between subjects, or getting
the classroom ready for dismissal. An assessment rubric like this can be created for a smaller group, like a project group, or even
an individual when a problem is unidentified. The importance of a quantitative assessment like this one described is that the
teacher and their students or students can know exactly how they are performing, strive to improve, with the understanding that
their performance evaluations will be fair and equitable. Using this tool the students can self-regulate their behavior. This is
another tool the social contract can and should create. Depending on the grade level, this rubric an be as detailed as the class
deems necessary. The students may even decide one should be created to assess the teacher's performance on a subject or
topic that concerns them.
In light of the data obtained from the participants, the possible problems of IT teachers associated with classroom
management were (1) lack of motivation, (2) rule and routines breaking, (3) lack of infrastructure, (4) ineffective time
management, (5) classroom environment, and (6) lack of classroom interaction. The discipline problems and misbehaviors that
teachers encountered in IT classes were mainly related to off-task behavior, (i.e. listening to music, using MSN), noisy talking,
walking aimlessly, and inappropriate use of classroom materials. The possible reasons behind classroom management problems
and students' disciplinary problems were (1) the nature and status of the course in the curriculum, (2) classroom environment,
(3) crowded classrooms and lack of software, (4) lack of rules, (5) home environment and parents' attitudes, (6) teachers'
inefficiency in classroom management and (7) students' attitudes and outlook on the educational governance system.
Possible solutions to these problems proposed by the participants were (1) increasing teachers' pedagogical and subject
area knowledge, (2) re-framing the nature of IT course in the curriculum, (3) using activities that facilitate motivation, (4) using
software programs that help control the wrong computer usage, (5) effective managing the IT class888 (6) giving punishment,
(7) ignoring, (8) investigating the reasons of the problem, (9) establishing rules, (10) contacting with parent and (11) cooperating
with other groups of teachers in the school.
Lack of rules which organizes the daily activities and class routines, and breaking the established rules were observed to
be the reason of the emergence of the classroom management and discipline problems. Rule establishment process in which
both teachers and students are actively involved should be one of the solutions to these problems. Teachers', principals' and
family members' views were not totally in line with one another. Some of the parents and principals believed in teachers'
insufficiency with regard to classroom management. On the other hand, teachers believed that some of the students' discipline
problems were due to parental attitudes toward the course and the technology. As a curial actor in the effective classroom
management.
Furthermore, teachers should be taken to in-service training in terms of classroom management, conflict resolution and
stress management. Furthermore, teachers should be equipped with self-organization and time-management skills (Wong,
2009). In short, research on classroom management in the available literature revealed similar results. Discipline problems and
possible reasons were indicated in many of the studies. Classroom teachers, at the elementary level, teach basic academic,
social and other formative skills for a balanced program of instruction, demonstration and work time that provides students with
opportunities to observe, question, and investigations .
//
THE LESSON PLANNING PROCESS
WHAT: Organizing, summarizing, and formally presenting lesson plan project status.
WHEN: Project executing and control.
RESULTS: Broad awareness of lesson plan (project) progress, accomplishments, issues, and future plans.
Define
Clearly outline the purpose of the lesson plan. State your objective and reasons why the lesson is necessary. Determine who
will be attending the lesson presentation and find out what they are likely to want addressed.
Prepare
Set an agenda for the lesson, including introductory material, specific content covering all necessary areas , time for questions
and discussion, and a conclusion. Start by telling what you will tell them, tell them, and end by telling them what you told them.
Rehearse
Practice your lesson plan presentation in advance for at least one other person. Work on smoothly saying what you need to say
to support any visual slides, providing explanations and transitions without reading the text verbatim. If you prepare a script, ust
it only as a guidance. Speak naturally; the way you normally speak. Get feedback on your body language.
Deliver
Arrive early, and begin on time. Present your content confidently and efficiently, pausing for questions as appropriate. Close
with a summary.

Professional Reflection Module 2 For CalStateTEACH Credential Program

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Professional Reflection Module 2 For CalStateTEACH Credential Program

Uploaded by

Copyright:

Available Formats

Weird SCIENCE LEGAL Self-Help EARN $$$

Professional Reflection Summary

California State University, Fullerton

Fieldwork Summary for Module 2: Lesson Planning

THE LESSON PLANNING PROCESS

You might also like