Personal Narrative: My Experience With Co-Teaching

This could affect the amount of learning students are able to obtain. Another interesting conclusion I

Thus, promoting that both HBCUs and PWIs make provisions for their students to further education in the real

It will give me access to knowledge I have never had before and it will provide the classical liberal arts education that so many universities across the nation have stopped giving. I hope to integrate this idea into a classroom of my own someday. The education opportunities I have here will equip me to push my students to strive for more knowledge and

For my Diverse Field Experience this semester, I spent fifteen hours at the Mclean County Juvenile Detention Center. This particular center was occupied by about 8-14 juveniles at a time, all depending on court dates and occupancy of other nearby detention centers. This center usually had 3 staff members working the shift every time I went, which was seven to nine on weekday afternoons. I was intrigued to go to at this time because I thought it would be the time of the day were the juveniles had no school work or other obligations to do while I was there. I wanted to see what they liked to do in the free time before bed, the only stipulation being mandatory snack time at eight pm.

On Monday, both Mr. Levine and our paralegal were gone, so it was just my on-site mentor, her husband (who was recruited to help out), and me in the office. For a large portion of the day, I was on the computer and answering phone calls. The phones weren 't too crazy, thankfully. My main purpose for being there was to help my on-site mentor as much as possible. I don 't know how to do even half of what the paralegal does, but I knew enough to help with standard office stuff, like scanning papers and drafting subpoenas to be sent out (mostly for personal injury cases, but for family law cases as well).

The article discusses the needs of the teachers to have successful collaboration in the classroom. The research signifies that most teachers support the co=teaching model but list the supports that are needed to make the collaboration work. The article discusses the imperative needs of teachers to have planning time, training, the backing from a supportive administration, and the skill level that students are working at. The website also offers links to a blogs where teachers can share their

The first thing I would do is confront her about it. Though I hate confrontation, the worst thing I could do in this situation is avoid addressing our differences; I cannot just assume that she knows that I have an issue with her different habits. Being the practical person I am, I would have us settle on an agreement. If she were to break this agreement, I would visit my residential advisor for assistance. If it were to happen again, I would, again, reach out to my residential advisor and request a roommate

Before leaving biology lab on December 6, I had the honor of interviewing the graduate assistant-teaching for biology 211 lab. During the interview I learned a lot of things about the teaching assistant like her background information and education. Her name is Lauren L and she is a graduate student at Iowa State University. Lauren has worked at Iowa State University for five semesters as a teaching assistant for biology 211 lab. She chose the teaching profession because she truly wants to teach and get some experience teaching undergraduates.

Finally, lead teachers teach the entire class, while co-teacher works with students in smaller groups that require re-teaching of instructions or utilizing other methods of instruction (Friend, Reising, and Cook, 1993; Sileo, 2011). Often, the role of co-teaching varies according to grade level with possible duties that may include tending to students with behavioral difficulties (Solis, Vaughin, Swanson & McCulley, 2012, p.

Providing extra educational opportunities allows those who may not be able to get an education on certain topics the

One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.

Next year at Embry-Riddle I plan start studying Cyber Intelligence and Security. Ever since middle school I knew I had a developing interest in the field of computer science and spent most of my time building the skills to excel in my classes. One of the first projects I got to use the computer on was a video for the Oregon Trail. I decided that it would be best to design an advertisement to showcase the facts in a new and creative way. When my group turned the project in, and it was shown to the class my teacher rewrote the assignment according to what we did and used it as an example of great work when recruiting new people.

According to Ripley, S. (1998), traditionally, special education teachers worked with students in a self-contained environment as well as the general education teachers worked in a room alone. However, overtime, learning disabled students more and more are being included in regular education classes. Therefore, the need for collaboration between the regular education teacher and the special education teacher continues to grow. Today, many schools are setting up cooperative teaching programs that team a special education teacher with a team of regular education teachers in order to reach all students and have them all benefit from the same lesson plans. The special added exception is that the learning-disabled students have the extra benefit of having someone who specializes in

At the same time, it will allow teachers to cater for mixed ability

As a future educator Hendricks statement, “Experience does not necessarily make you better; in fact it tends to make you worse, unless it’s evaluated experience” (Hendricks, 1987, p. 35) for me means simply that experience without critical self-reflection and analysis leads to a lack of personal and professional growth, learning, change, and development. Additionally, it may lead toward a lack of awareness for others, self, and community which is not a characteristic representative of my Christian faith. Furthermore, if I experience something and base all my beliefs and understandings upon the experience with assessing multiple points of view, how it relates to my core values and beliefs, if the event should form the rest of my perception about the experience, I end up become close-minded to other growth opportunities and much more. For example, suppose I have a particularly terrible experience implementing a lesson based on Teams-Games-Tournaments strategy only to find it ineffective for accomplishing the learning objective. Without the use of evaluating the experience for what was and was not effective but instead decide based on the one event to never utilize it again, I fail to minimize options for utilizing a teaching strategy that very well could be effective or redeveloped based on findings from the act of evaluating the experience.