TeachingPracticeMentor本科英語(yǔ)教學(xué)實(shí)習(xí)資料

1、About meMy name is Jennifer Myers and I have been a teacher for four years now. I teach at Barrett Elementary in Morgan Hill, California. I received my Bachelor of Arts in Liberal Studies from San Jose State University in May 2000. The following year, I received my Multiple Subject Clear Credential

2、from the credential program at SJSU. In June 2003, I began my Masters program in Education at San Jose State. I graduated in May 2005 with my MA in Education, as well as earning a reading specialist credential.About my studentsIn my second grade classroom, there are a total of twenty one students. T

3、here are thirteen girls and eight boys. Out of these students, seven are second language learners and six of the seven are classified migrant. My classroom has a diverse cultural population. There are white, Hispanic or Latino, and African American students in my class.About my schoolBarrett Element

4、ary was established in 2001 and is located near the geographic center of Morgan Hill, Ca. The school is surrounded by both new, market-rate homes and low income housing projects. Barrett is classified as a Title I school and approximately one fifth or 21.2% of the students on site are second languag

5、e learners. In addition, the mobility rate at Barrett is 32%, and the migrant population consists of only forty students out of four hundred and eighty five enrolled. Barrett has students enrolled in grades K-6, with the student population representing nineteen different ethnic groups. The student p

6、opulation however is predominantly white and Hispanic or Latino.All of the teachers on staff are fully credentialed teachers and are trained to differentiate instruction for English-only as well as second language learners. The staff also has RSP specialists, a speech teacher, a school psychologist,

7、 and an ELL coordinator. In grades K-3 class size reduction is in effect, where class size is limited to twenty students per teacher. In grades 4-6 the average class size is approximately thirty students per class teacher. Teaching Practice: Whats my approach?The main idea behind all teaching that I

8、 do with my students is constantly trying to meet the needs of all of my students through differentiation instruction in a workshop format.How did I come to develop this approach?This approach to my teaching was developed through many hours of staff development at my site with other teachers. It is

9、a philosophy that all teachers practice at our school. In addition, I have read many professional resource books that support this kind of teaching practice.What were the outcomes I observe in my students?One of the biggest outcomes I observed in my students work is a strong understanding and focus

10、of the curriculum that is being taught. I feel that because the work they are focusing on connects back to the mini lesson, they are able to make these connections very easily. With the directed mini lesson, I have found my students to be more successful at various tasks they are asked to do in clas

11、s.What materials and strategies do you use to support your teaching (especially those parts of your teaching represented in the website)?I elaborate on this in the resources section of the website.The way I used to teachBefore I started teaching language arts through the workshop approach, I had par

12、tner reading set up , and I wasnt liking the way it flowed. The students seemed bored, and they werent really helping one another, and I always understood partner reading to be one of those where they can help each other, and they can reflect together. I felt that it needed to be reevaluated. I also

13、 had literacy centers, but the students didnt like it. They felt like it was kind of busywork. The way we had it set up, we had it in 15 minute increments, because my guided reading group was for 15 minutes each, so when that group finished, the students who were working in a center, if they were th

14、e next group, they were never able to finish their work. It was very frustrating for them. Transforming my practiceThe literacy coach came in, and we were talking about it, and she said, “These students want to read! They want to do more independent reading! And we know that in order for them to get

15、 better, we need to have them practice this more independent reading.” So with that, we decided to eliminate centers. And we extended our independent reading time. And I told her, “Sharon, I dont think theyre going to be able to read that long,” and of course I was conferencing during that time, one

16、 on one, and I did that for the first 15 minutes, and then I would call back the first guided reading group. Guided reading is so critical in the readers workshop, especially in second grade they need that differentiation, they need that one on one, too. So I went and we tried it out, and they loved

17、 it, and they didnt miss it one bit. So halfway in the practice, I changed the whole thing on them, and they thrived. They thrived. So Im not going back to literacy centers again.Learning to do Guided ReadingGuided reading was actually introduced to me in my credential program by Dr. Marilyn Chi. We

18、 had the book, we also had Word Matters. But I didnt really learn it and apply it until I was in my first year of teaching, and we have a literacy coach on our site, and the literacy coach literally came in to all of our rooms and modeled for us lessons on “How to do a guided reading lesson.” And we

19、 did staff development. My principal would give us release time, and wed go to different for writers workshop we went to different schools, but for readers workshop we went to go an observe each other, we could go to any grade we wanted to, and I was able to observe my colleagues teaching guided rea

20、ding to students within the normal school day as well as the literacy coach teaching in my classroom to my own students, which was very nice. I also had the literacy coach work with me for a three month period this year. IT was one of those things at the end of the school year last year she said, “I

21、m going to go deep in four classrooms.” And you had to apply, and I was one of the classrooms that was selected. So she was in my classroom for readers workshop and writers workshop and word study. And she would take readers workshop that day, I would take writers workshop and we would observe each

22、other teach. It was amazing. Really. The literacy coach really moved my teaching.Transforming Faculty PracticeOne thing we noticed as a staff, we noticed that first we started with writers workshop, and then when we tried readers workshop, the whole structure was the same. The students loved it, the

23、y really thrived. So we thought, if theyre thriving in readers and writers workshop, with this same structure, I bet they would thrive in math too. And our students are struggling in math. They need more help in math. So weve focused for the last couple of years on literacy, but now we need to come

24、back. We have a lot of people on staff who are trained through Noyce, and we also have some math gurus on our staff. Our staff is really big into staff development.Student WorkThe student work that can be seen on the website includes:A comprehension worksheet that can be found in readers workshopA g

25、uided reading lesson in readers workshopStudent notebook entries in writer workshopWhiteboard practice in word studyConference notes from the teacher in readers workshopRunning record assessments in guided readingStudents text-to-text connectionsWriters Workshop Student Notebook EntriesStudent Writi

26、ng Shared in Authors Chair=Teaching Practice Report (Mentor) Practice makes perfect! After more than three years of acquiring knowledge in college, I feel completely like practicing what I have learned and luckily this year I got a chance to practice teaching English in online education. However, I

27、have so many feelings and memories that I can not help writing this paper to summarize what I have experienced and learned.At the very beginning when I practiced, I was quite excited about my work. When I stood in the classroom and faced my students I could easily get them interested in the class an

28、d teach them what I have learned in my college. But just wait! Classroom teaching is not the only task. I would also teach the students in a brand new way- Online Education. I suddenly felt I was a complete green hand. I was even not sure what the online education is and what I should do. At that ti

29、me, my tutors came to me and taught me a new lesson. Online Education is considered as a new way of teaching in China, though some countries started several years ago. The capacity of the traditional campus higher education is limited, and though it has increased enrollment in recent years, it still

30、 cannot meet the needs of our young people who wish to continue their studies let alone the needs of mature people already in the workplace who may wish to extend their qualifications. And Beijing Foreign Studies University founded the Institute of Online Education to meet peoples needs for English

31、language training at tertiary level.Well, I have been informed what I need to start my work. As an online education teacher I should not be only good at English and teaching, but skillful in using computer as well. For instance, I have to use the Microsoft PowerPoint to create a lecture and even hos

32、t a online seminar through the Internet. So in the first week I learned a lot about the modern teaching method. Also, I was lucky to audit several classes by my instructors. This really teaches me a new lesson. The knowledge and skills we acquired at school is not enough when we get to work. Opportu

33、nity only goes to those who are already prepared. I think from now on I will be very glad to get challenged at all times.To teach in such a new way is actually not a breeze. Every weekend after teaching online in the weekdays, we have a classroom meeting. The students are supposed to propose their q

34、uestions of the relative course. They work very hard in their study, which means I have to be so fully prepared about my lesson that I will not disappoint them. Therefore, everyday I forced myself to prepare my lesson: studying the book, go online to search relative resources, writing the teaching p

35、lan, devising the class and even practicing giving a lecture in advance.I still remember my first class a couple of weeks ago. I was very nervous at first. More than sixty eyes stared at me. At that time, I was stressed out. Ten minutes later, I gradually relaxed and gave the lesson calmly. I tried

36、my best to make the class proceed smoothly: offering the outline of each unit in the book, underlining the language focus and major points, answering the questions and assigning the homework. All the students were completely involved in the class. After class, most of them surrounded me with smiles

37、and thanked for my wonderful performance and said how much they liked the class. I felt flattered. In the meantime, I suddenly found I was so happy to be a teacher. It is really a pleasure that you are trusted and appreciated for your work by others. They considered me as their close friends. Never

38、had I been so sure that I would choose teaching as my undertaking. For the rest of the month I kept doing all I can to finish my work. Not only for the students, but also for myself. When the practice came to the end, the dean of the department and my tutors gave me a high valuation. As for myself,

39、I take this experience as a beginning of my future studying and working. Thanks to this practice, I learned a lot everyday and strengthened my will to devote myself to the education in the near future. My one-month practicing teaching is over, but my striving after my ideal will never stop! Introduc

40、tionFor the Supervised Field Teaching (SFT), the mentor will be required to conduct at least 3 class observations of which two must be evaluated using this Teaching Practice Report (TPR). The mentor will provide guidance and feedback to the mentee based on the competencies listed. The class observat

41、ion can be on any lesson during the SFT and need not necessarily be on the lesson relating to the 6-hour PEPP&ER lesson plan submitted by the mentee. The objective of these class observations is to prepare the mentee adequately for the formal Teaching Practice Assessment that is to be conducted by t

42、he Section Head. The same format will be used for this formal assessment.The following rating scale will be used in assessing the level of competency for each of the evaluating criterion:Unacceptable1 pointDeveloping2 pointsCompetent3 pointsExceeding4 pointsSECTION I: PARTICULARS OF MENTEEName:NRIC

43、No:Designation/Dept/Establishment:Substantive Grade:SECTION II: LESSON DETAILSModule Class: Date:Time:Module/Subject:Theory FORMCHECKBOX Practical FORMCHECKBOX Topic:SECTION III: PURPOSE OF REPORT FORMCHECKBOX Feedback and GuidanceSECTION IV: APPRAISAL RatingsPhase1Unacceptable2Developing3Competent4

44、ExceedingScoreObservation or RemarksCompetenciesPlanning and Preparation of LessonAnalytical Thinking The lesson plan reflects adequate analysis of learners learning needs in terms of their prior knowledge and experience, learning styles, the existing learning gaps, and possible learning challenges

45、that the learners may encounter in relation to the learning objectives of this lesson.InitiativeExercises initiative in designing/selecting appropriate learning materials/resources to support the learning objectives. The materials/resources engage learners in meaningful learning. Handouts, worksheet

46、s, instructions or resource lists are of good quality.Teaching EffectivelyApplies appropriate pedagogical approach or strategies to develop students technical, social and methodological competencies meaningfully and to make learning interesting and appealing.Effective Delivery of LessonCommunicates learning objectives, the learning process and desired learning outcomes clearly. Spoken and written language is clear and correct. Vocabulary is appropriate to learner