Assessment, Classroom Management Philosophy
Philosophy of Assessment
My major is early childhood education. I would like to teach second grade however, my ultimate number one goal is to achieve my k-3 licensure and have a dream job. Here is a little bit about why I want to be a teacher. I fell in love with learning when I was only a small child. With the support and encouragement of my parents and family members, I have come to know the value of education and have the desire to inspire the same sense of structure in students that I will come in contact with in my near future. For this reason, I have decided to become a teacher. Ever since I was a little girl I loved the idea of school and was eager to get started to learn something new. All throughout my life I had a passion for working with young learners and I always knew that I was meant to teach. That is why I want to become a teacher because it is exciting and heartwarming to know that I might have an impact so great on someone else’s life besides my own.
My mission as a teacher is to reach the minds of students and influence as well enhance their thinking of the world around them. I will achieve this by provoking discussion, encouraging reading and writing, and expecting involvement from my students as a whole. As I look ahead into the future I have a good idea of what my classroom management will be like and what my teaching style will be like. However, my ideas will always change and grow as I become effective in my teaching. I am in the process of learning more strategies and more effective ways to build a better classroom management for the future. On the other hand, with assessment, I have visited several schools by observing and taking notes on how the teacher manages and assesses their students and also based on what I have read from my college text. In the end, I will not fully know it is the best way for me to assess my students until I have effectively done it with my students and know what I can do better and how to approach it in my
My major is early childhood education. I would like to teach second grade however, my ultimate number one goal is to achieve my k-3 licensure and have a dream job. Here is a little bit about why I want to be a teacher. I fell in love with learning when I was only a small child. With the support and encouragement of my parents and family members, I have come to know the value of education and have the desire to inspire the same sense of structure in students that I will come in contact with in my near future. For this reason, I have decided to become a teacher. Ever since I was a little girl I loved the idea of school and was eager to get started to learn something new. All throughout my life I had a passion for working with young learners and I always knew that I was meant to teach. That is why I want to become a teacher because it is exciting and heartwarming to know that I might have an impact so great on someone else’s life besides my own.
My mission as a teacher is to reach the minds of students and influence as well enhance their thinking of the world around them. I will achieve this by provoking discussion, encouraging reading and writing, and expecting involvement from my students as a whole. As I look ahead into the future I have a good idea of what my classroom management will be like and what my teaching style will be like. However, my ideas will always change and grow as I become effective in my teaching. I am in the process of learning more strategies and more effective ways to build a better classroom management for the future. On the other hand, with assessment, I have visited several schools by observing and taking notes on how the teacher manages and assesses their students and also based on what I have read from my college text. In the end, I will not fully know it is the best way for me to assess my students until I have effectively done it with my students and know what I can do better and how to approach it in my
References: Charles, C.M. (2011). Building Classroom Discipline. (10th ed.) Boston, MA: Allyn & Bacon. DeLisi, R., Smith, J.K., Smith, L. (2001). Natural Classroom Assessment. California, CA: Corwin Press, INC. Moore, K. (2012). Effective Instructional Strategies From Theory to Practice. (3rd ed.) California, CA: Sage Publications, INC.