Miss Comfort Agboola

miss_agboola@yahoo.com
http://brightmosiac.wordpress.com/
I. Curriculum Vitae
II. Statement of Teaching Philosophy
III. Statement of Classroom Management
IV. Artifacts
I always wanted to be a teacher; I remember teaching my dolls with my little chalkboard.
At a certain point I did become fascinated by “the starving artist” and I wanted to be
a writer. This writer is still in me but it cannot compare with the joy I feel when I
enter the classroom. My love of teaching does not stem from classroom pedagogy,
but a decision. I realize every day will not be a fairytale and various situations will
arise, but my heart decided the classroom was where I belonged. I love teaching
because I can bring forth the opportunity for children to do well, as students and as
people. I was fortunate to have involved parents but so many parents are just trying
to get through the work week and praising their child sometimes is overlooked. I
want them to be proud of everything that makes them who they are.
When I think of my grammar school, there were possibilities and then there were the
obvious socio-economic rifts. My grammar school was an extremely small private
school in Hyde Park. My teachers were amazing and compassionate people that
encouraged and challenged me. The teachers at this school taught me how to dream
and overcome the seemingly impossible because they presented me with the tools to
form my own ideas; the strongest being about education’s diversity and equity. The
wonderful teachers I had teachers that were both knowledgeable and resourceful.
Showing me the world with outdated books and barely functioning computers. They
made me want this profession even more than I did when I taught my dolls.
It is more than a job; it is my passion. My passion for education pushes me to do more
for my students, even the ones I have yet to meet. I believe that I can make a
difference in lives of all children but I hold a special place in my heart for
elementary children. I feel that this where students begin to understand who they
are and find confidence in who they will become. Nancy Astor is quoted as saying,
“real education should educate us out of self into something far finer; into a
selflessness which links us with all humanity.” When we educate children we not
only teaching them about themselves, but we also show them the world that maybe
very different from their own. A world that they help can create. If we merely teach
other men’s words and beliefs, we cripple our children to only think that way and not
to develop their own ideas. Those ideas and dreams are too valuable not to nurture
and respect. Part of the teacher’s role is facilitating growth by providing
opportunities for each child no matter where they begin.
As we start off going to kindergarten we have such joy for school. We love our toys,
friends, teachers and what we learn is fun. However, as things progress into
memorizing and regurgitating ideas and systems, we do not fully understand, school
becomes cold and crushing. School needs to be a place of "toys", our new ideas, and
"games", our exploration of these ideas. Students that construct their own learning
experiences not only retain information longer but also gain a confidence in their
own abilities. I was not a confident public speaker growing up but my teacher helped
my find my voice in my writing. This skill created confidence in me, as a person.
This memory makes me teach with my heart, children need both structure and
compassion. Today, students need an extra scoop of compassion.
John Cotton Dana says that “who dares to teach must never cease to learn.” As teachers
we have to remember that we have the power to give information and this requires
us to not allow ourselves to becoming ignorant, old and obsolete. We have to grow
with our students and as times change we have to as well. Just as we update our
computer’s software regularly we must also update our own warehouse of
information, because in some instances we are that child’s only source for vast point-
of-views. As I close, I would like to leave with this in mind. Every child that enters
the school is your child, not a child or the child, and the most important thing that
you can do is facilitate growth. Provide them with the tools and knowledge so that
they may empower themselves. This is the most important role of an educator.
I believe myself to be a genuine caring teacher . I care about my student,
often feeling almost maternal to them. I listen to them and try to see their
point of view. I want to know what exciting and difficulty they may be
experiencing as I feel that affects their learning and classroom behavior.
Being a caring teacher goes beyond the warm and fuzzy feelings, it also
means providing a safe, nurturing environment.
Successful classroom management involves not only responding effectively
when problems in the classroom arise, but also preventing these
occurrences of discipline problems before they start. I believe that it is
imperative to establish standards and policies at the beginning of the
school year that clearly illustrates the type of behavior that is expected in
the classroom.
This is an environment that shows I am committed to my students growth
and competence. My students know that they will be treated fairly,
respectfully and their will be high expectations for them. Firmness is a
part of caring. A strong classroom management plan is necessary. I have
always relied on planning. Although each child and situation are different,
it is important to have routines, rules and reinforcement techniques. This
provides structure for students and they can expect what will happen. A
plan shows that I believe that they are and can be responsible for their
learning and behavior. This trust and faith determines the atmosphere of
the classroom.
My plan constantly evolves as different students with different needs walk
through the door. Although I rely heavily on planning and organization, I
fully realize that no plan is infallible. As long as my emphasis remains on
the needs of my students, I am certain that most misbehavior can be
avoided and my classroom management goals will be met. In the mean
time, I will continue to vigilantly watch for effective strategies and ideas, as
well as to keep an open mind in efforts to improve upon my existing plan.
#1-Content Knowledge: The teacher understands the central concepts, methods of
inquiry, and structures of the discipline(s) and creates learning experiences that
make the content meaningful to all students.
Vocabulary Quiz
Bulletin Board

#2- Human Development: The teacher understands how individuals grow, develop, and
learn and provides learning opportunities that support the intellectual, social, and
personal development of all students.
Game Day

# 3-Diversity: The teacher understands how students differ in their approaches to

learning and creates instructional opportunities that are adapted to diverse learners.
Timeline (History through Images)
Fill-in Notes
Pass around Note-taking

# 4-Planning for Instruction: The teacher understands instructional planning and

designs instruction based upon knowledge of the discipline, students, the
community, and curriculum goals.
Block Plan
Guided Reading Lesson

# 5-Learning Environment: The teacher uses an understanding of individual and group

motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Yoga Lesson
Post-it Piece
Sample Rules and Procedures
# 6-Instructional Delivery: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking, problem solving,
and performance skills.
Website (screen images)

# 7-Communication: The teacher uses knowledge of effective written, verbal, nonverbal,

and visual communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Vocabulary Manipulatives

# 8-Assessments: The teacher understands various formal and informal assessment

strategies and uses them to support the continuous development of all students.
World War I quiz (formal)
Rubric for Poster (informal)
Student Drawing (informal)

# 9-Collaborative Relationships: The teacher understands the role of the community in

education and develops and maintains collaborative relationships with colleagues,
parents/guardians, and the community to support student learning and well-being.
Group developed lesson plan

# 10-Reflection and Professional Growth: The teacher is a reflective practitioner who

continually evaluates how choices and actions affect students, parents, and other
professionals in the learning community and actively seeks opportunities to grow
professionally.
Two student assessment of my teaching

# 11-Professional Conduct: The teacher understands education as a profession, maintains

standards of professional conduct, and provides leadership to improve student
learning and well-being.
Letters of Recommendation (from Dr. Frank Tavano and Mrs. Laura Langdon)
The quiz was a fill-in-the-blank format created by the
teacher. The creation of a quiz shows teacher’s
knowledge of sequence and overall historical themes,
and ability to relay that knowledge.
The bulletin board was created by three eighth graders displaying
important information about World War II. Displays teacher’s
comprehension of historical data and how she provided a
student centered classroom.
My eighth grade student participated in a game day to learn about inflation
and emotions in World War II. This displays the teacher’s knowledge
of events and also that students need a variety of instructional
techniques (small group inquiry).There were three stations:
1. An Art station in which student showed understanding of dictatorship and
democracy. Served as assessment for a previous lesson.
2. A game called mystery banker all of the students were meant to lose their
money and had to express their feelings about their Jewish neighbors to keep their
money. This game pertained to one of the feelings of Germans who supported
Hitler and propaganda they saw daily.
3. The last game was a monopoly type game called inflation. This game students
lost their money and were asked to follow a new leader based on the benefits they
were promised.
Each pair received a timeline and ten puzzle piece dates and ten
matching images. Underneath the date was an explanation of
the event that would give a hint of what picture matched.
After this all students had to copy the timeline and take down
one fact bout each date on the timeline.
This strategy was created by the teacher to make lecture note-
taking possible for students in special education program. It
requires them pay attention in class and also teaches them how
to find key details in lecture. Although, for most auditory was
difficult this form of note-taking lessened confusion.
A note-taking strategy that is more interactive and interesting
for students. Students pass around cards and work in pairs
finding key ideas and details in the passage that was provided
on the note card (notes come from a textbook). Students
would record the heading provided on the card and key
details would be placed in bullet point format in their history
notebook. After five minutes, teacher would ring a bell and
students would pass their card to the next team.
Shows planning and knowledge of social studies through a
sample lesson plans that display goals, objectives,
procedures, assessments, modifications and reflection.
This was a World War I unit that focused on key areas
that would be beneficial to the World War II unit.
CHICAGO PUBLIC SCHOOLS WEEKLY LESSON PLAN

NAME: MISS AGBOOLA WEEK OF: APRIL 21-25, 2008

SUBJECT: SOCIAL STUDIES (WWI) GRADE: 8TH PERIOD:1,2,5,6
MONDAY ILS-17.A.3b Explain how to make and use geo-graphic representations
to provide and enhance spatial information including maps, graphs,
charts, models, aerial photographs, satellite images.

OBJECTIVE Students will be able to recognize countries involved in World War I

1. When given a blank map, students will label and color code a
map of World War I countries and bodies of water.
2. When given a KWL chart, student will be able to articulate and
INSTRUCTIONAL
write what they know and what they want to know about World
STRATEGY
War I.
3. When given a graphic organizer, students will list out the causes
and effects of how a world war differs from a regular war.
ASSESSMENT Map Quiz
MATERIALS KWL sheets, Map (140 copies), Graphic Organizer (flow chart)
HOMEWORK Study Map
ILS-18.B.3a Analyze how individuals and groups interact with and
TUESDAY
within institutions (e.g., educational, military).
Students will be able to understand the role of the people in World
OBJECTIVE
War I.
1. When given a blank map, students will label and color code a
map of World War I countries and bodies of water with 80%
INSTRUCTIONAL
accuracy for a quiz grade.
STRATEGY
2. When given a poem, students will write down groups of people
(women or soldier) and the emotions that spawn from them.

ASSESSMENT Exit slip

MATERIALS Focus questions, poem, and song O Tannebaum
HOMEWORK None
 ILS- 18.A.3 Explain how language, literature, the arts, architecture and
WEDNESDAY
traditions contribute to the development and transmission of culture.
Students will be able to see how images played a role in gaining support
OBJECTIVE
for WWI.
1. Define the word propaganda by relating commercials and ads as
modern day propaganda.
2. Student then will go on a Museum walk choosing their favorite 3
INSTRUCTIONAL
pictures and answering three questions:
STRATEGY
 Who made this propaganda piece?
 What are they trying to sell or convince you to do?
 Would you believe or follow this? Why or Why not?
ASSESSMENT Work on propaganda poster (own)
MATERIALS 9 propaganda posters
HOMEWORK Poster
ILS- 16.b.3b (w) Identify causes and effects of the decline of the Roman
Empire and other major world political events (e.g., rise of the Islamic
THURSDAY
empire, rise and decline of the t’ang dynasty, establishment of the kingdom
of Ghana) between 500 ce and 1500 ce.
Students will be able to understand the role of the government in World
OBJECTIVE
War I.
INSTRUCTIONAL How WWI ended? Focus on Germany: Why were the Germans upset with
STRATEGY the treaty? Several reasons. Do you think this was fair to Germany? Why?
ASSESSMENT Exit Slip: Write your own ending to WWI (if Germany won)
MATERIALS Overhead
HOMEWORK None
ILS-16.b.3b (w) Identify causes and effects of the decline of the Roman
Empire and other major world political events (e.g., rise of the Islamic
FRIDAY
empire, rise and decline of the t’ang dynasty, establishment of the kingdom
of Ghana) between 500 ce and 1500 ce.
Students will be able to complete questions about topic in World War I,
OBJECTIVE
displaying comprehension of subject matter.
INSTRUCTIONAL
Student will create a timeline of Hitler’s rise with pictures.
STRATEGY
ASSESSMENT Exit Slip: 3 things I learned about WWI
MATERIALS Timeline, pictures, information slips
HOMEWORK Finish timeline if not complete
A guided reading lesson plan for a sixth grade language arts class
at Oscar Mayer. Guided reading allows children to discover
how to think about a text, they will be able to use their
strategies in other reading throughout their lives and it will
become second nature. A guided reading lesson is also an
opportunity to talk about story elements such as character,
setting, plot, metaphors, point of view, and vocabulary, etc. It
is also a great time to talk about effective decoding strategies.
The purpose of guided reading is to teach individuals to read
increasingly difficult texts with understanding and fluency.

GUIDED READING:
Guided reading is a strategy that helps students become good
readers. The teacher provides support for small groups of
readers as they learn to use various reading strategies (context
clues, letter and sound relationships, word structure, and so
forth). Although guided reading has been traditionally
associated with primary grades it can be modified and used
successfully in all grade levels. For example, older students may
need to learn new strategies to understand how to read an
information book in a way that is going to give them access to
the information they are seeking.
State Standard: 20.A.1a
Behavioral Objective: Students will participate in a yoga routine to
increase flexibility and increase heart rate.
Grade: First Grade
Management Strategies:
1. Sitting in circle positions, to insure space to complete movements
2. Make sure all students have a view of me or one of my group members
3. Alternative movements based on ability
4. Images to students can see what each move is

Instructional Strategies: Yoga Routine

Teacher: We are going to do yoga, yoga helps our bodies get flexible, our muscles get stronger, helps us play games longer, and
it helps are heart beat a little slower especially when we’ve been playing a lot of fun games. (1 min)

First Movement: Salutation to the Sun

1. Sit, hands on the floor, legs extended.
2. Inhale. Push your body upward, keeping your knees bent.
3. Exhale. Move back to the sitting position with your rear end close to your heels, arms extended behind you.
4. Lift your legs.
5. Put your feet back to the floor
6. Inhale. Lift your body again, keeping you legs STRAIGHT in front of you.
7. Exhale and return to sitting position, as you started out.
8. Exhale and return to sitting position as you started out.
9. Exhale more and. Bend over, hand to your feet, in a relaxed stretch.

Second Movement: Leg Stretch Routine

1. Sit with your left leg straight and your right leg bent with the foot against you left thigh.
2. Inhale. Bend over. Grab your left foot with hand on face. Exhale
3. Stretch more. Go back to t the sitting position, sitting tall.
4. Reverse leg position.
5. Sit with your right leg straight and your left leg bent with the foot against you right thigh.
6. Inhale. Bend over. Grab your left foot with hand on face. Exhale Stretch more. Go back to t the sitting position, sitting tall.
7. Reverse leg position. (Do each side twice)

Third Movement: Proud Warrior

1. Stand up, legs apart, palms together in front of your face. Inhale.
2. Twist to the left.
3. Bend your left knee with your right leg straight behind you.
4. Lean forward, arms in front, trying to make a straight line from your feet to your hands.
5. Exhale. Inhale. Lift your arms up alongside your ears (don’t cover your ears)
6. Look up towards your hands and exhales. Exhale. Separate legs.
7. Palms together in front of your face. Inhale.
8. Twist to the right.
9. Bend your right knee with your left leg straight behind you.
10. Lean forward, arms in front, trying to make a straight line from your feet to your hands.
11. Exhale. Inhale. Lift your arms up alongside your ears (don’t cover your ears)
12. Look up towards your hands and exhales. Exhale. (each side one more time)
13. Bring your legs together, standing tall, slowly relax your neck.
14. Raise your hands to the sky, feet flat.
15. And Clap your hands.
16. Take a bow

Teacher: You all did a great job today, what motor skill did we learn today? And we did a little yoga, but now can I have all the
children wearing…gallop up by the door.
The following artifact was created by the students reflecting on personal
opinions after viewing the picture and reading the quote. Students were
able to express themselves freely. Students also were able to
accomplish in class work. Teacher was able to see student who
traditionally did not take notes or other work were completing
assignments. During the activity, a positive learning environment was
created and every child got something from the experience of the Jews
during the Holocaust.
 Responsibility Pact

 We will be friendly to our classmates.

 We will be courteous while others are speaking.
 We will be truthful and honest.
 We will work quietly and not disturb others.
 We will respect our teacher and other adults.
 We will take care of our classroom and school.
 We will be prepared for class every day.
 We will cooperate with others.
 We will be polite at all times.
 We will be punctual.
 We will always do our best.

I will sign this, each child and their parent will sign this. One copy will remain in class for
each child in their binder, the other parents will have at home.
Incorporating technology in the classroom in this modern age is very
important. To better assist my students, I created a blog that gave them
steps for inquiry, websites to access and the ability to save to an online
class briefcase if they did not have a jump drive. The students were
very interested about their projects and how to use the computer. By
creating step-by-step instructions online, I could focus more on helping
students especial those with special needs.
Teachers can use too much note-taking where the teacher writes and
student regurgitates information in there paper without actually
retaining the information. Instead, the teacher made each student with a
sheet with three words in columns (Destruction, Dehumanization and
Domination) and each student also received 8 other words. Students
were told to give guesses and physical maneuver the pieces under the
word to find its meaning. Students then were brought back to the
lesson and then as a whole class we will go over the meaning with the
students telling the teacher the meaning. After all correct meanings
were found students were told to copy the game into their notes as a
graphic organizer, just as the game was laid out on their desk.
The following artifact is a display of the teacher’s ability to assess
for information and comprehension. The assessment was
given to an 8th grade class after learning about World War I.
Students were allowed to use their notes. This was not a test
for information retention but for teacher to see whether or not
the class was able to connect larger concepts. The assessment
is 25 points; however, the map was a total five points and was a
knowledge based test.
The assessment was given to an 8th grade class after learning about
World War II. Students’ choose their own topics and groups
but were required to develop an inquiry question and answer
the five W’s on their poster. The poster had to show relevant
pictures, dates, places and people.
This drawing was worth a total of 20 points. It displayed
knowledge of the meaning of propaganda and its
purpose. Students had to create their own drawing in
class displaying propaganda. It could be related to war
(like the one displayed) or any other topic such as
recycling or politics.
It is important for a teacher to have good rapport
and professionalism with his or her colleagues.
The sample included displays my ability to
collaborate and develop a science lesson with my
colleagues.
The greatest judges of my professional ability are the
students. Depending on how they perceived my and my
lessons shows my areas of strength and weakness.
Students can judge based on the fact that they are the
vital part of education. Having hem evaluate you gives
you honest feedback, but the key is to ask relevant,
thoughtful question, that students have to give
intelligent remarks that a teacher can use to improve his
or her teaching.
It is important to be evaluated by a teacher with experience. I have
received valuable support and recommendations from each of
these people. A letter of recommendation gives an honest
opinion of my ability as a teacher and professional. The letters
of recommendation also is opportunity to display collaborative
relationships that were built in the school and in the
community. Interaction with teachers and parents in outlined
in a letter of recommendation.