Heavy is the head of he who wears many crowns. That is who I believe an outstanding teacher would be, one who has many hats, diverse skills and attributes. A teacher not only teaches, but is also a mentor, a coach, a role-model and a general supporter. An outstanding teacher is creative, organized, understanding, enthusiastic, fair, patient, kind, and ready for any task on a daily basis. A teacher is one who is constantly learning, one who instills a sense of learning in a student through knowledge but also through personal experiences. An outstanding teacher reflects on what was successful to them, and always strives to develop better teaching practices and strategies. Overall, the compassion of an outstanding teacher is always enduring.

A differentiated instruction approach is how I address a wide range of skills and abilities. My insight is from teaching experiences with students who were very talented and students who falling behind the curve. ALL students need differentiated instruction because they all learn differently and at different paces. The multiple intelligences in the class impact speed and pace of a lesson. From audio tapes, videos, visual proctors, music, images, hands-on activities, group work, group projects, reflections, group collaboration, all of these can be intertwined in a unit to help develop every opportunity so that students have the best possibility to learn. No matter the skill or ability level of the student, I always connect the material to the students through metaphors to show how history is practical in their daily lives.

One of my greatest strengths is relationship building. I have the ability to see perspectives of students and views of others in many circumstances. My gift of creating strong connections is what allows me to relate with students. Listening and sharing from past experiences gives me a platform to create a closer bond thus allowing the ability for a stronger academic progress. I develop a safe and comfortable learning environment so that students can take in the content and put into practice. I thrive in situations where I am able to connect, because it is a skill I have had 20 plus years to polish. This skill is what helps me the best teacher I can be. I am flexible and available for students, understanding and through this students realize that I want to teach, I want them to learn, therefore the material will ingested much easier.

The first major insight I have gained is the necessity for differentiated instruction. I got this insight from teaching gifted and talented students. I recognized the gifts and talents and came to realize that ALL students deserve a differentiated instruction. Students all learn in different ways and in one classroom there are multiple intelligences. I want students to learn best so I implement differentiated instruction through multiple accounts in the classroom. Some ways that I implement differentiated instruction are through audio tapes, videos or visual images, music, hands-on activities, working in collaborative groups, individual reflections, and class-wide discussions. In every lesson that I create, I develop opportunities in which students learn in multiple ways.

The second insight is that students learn best when material is correlated to them. I connect the material to them and make it relevant. History is not just the past, but it is also the present and the future. Rigor, relationships and relevance are key factors that I put into every lesson I teach. I form the strong relationship with the student so that I may know their personality and can create content that will positively benefit them.

The student centered approach is what I use to emphasize the independent learning and study habits. I help tunnel students so that they rely on their own skills and confidence, rather than rely on me as a source of information. I want to develop autonomous thinkers who will be productive in their own lives and further education.

The biggest challenge is ensuring the high achievement of all facets of the diverse student body. The different student learning levels gives me the goal of getting students to achieve their highest potential. With reading and writing I strive to get students to become better communicators. Within the history class I challenge students to become better at reading and writing. The area of struggle is analyzed and plans for improvement are created. I guide their learning and try and raise their achievement level. Through close observation, time and dedication I can improve and prepare students in learning and reaching their highest potential.

I believe that my extensive knowledge in technology will allow me to create, curate and incorporate within the school and lesson plans. The material is enhanced by technology and the material becomes alive inside the imagination. Relevance is observed better and students now see clearer through visual perspectives.

My past personal and professional experience make me a quality candidate for the following reasons: The compassion, enthusiasm, patience are key factors that I have been collecting in my arsenal of skills. Any parent or ECE teacher will tell you it is no small task to raise a child, and I have been working in volunteer positions for approximately 10 years. My patience and compassion for children and students is ever growing. History has been a subject I excelled at and always had a joy and earnest passion to study. The knowledge is in the matter is growing and gives me the right background to teach and be knowledgeable in the subject matter. For over 5 years I have been in the classroom and I have loved every single second of it. It wasn’t till recently that I left the classroom for an administrative position that I realized that I miss the classroom, I miss the students, I miss the interaction, I miss the questions and most of all I miss the joy I got when students thanked me for my hard work in inspiring them. My mind is imaginative and I have all of these metaphors I want to use and no students to use them on. I continue my education in hopes of getting back into the classroom so that I can once again feel the joy I felt teaching for so many years

My guidelines for a successful classroom management plan are as follows: Respect is earned, so I give respect first and expect respect in return, Strong and meaningful relationships with students to create an effective management plan, Classroom involvement in classroom rules, Concise and easily understandable, Positive enforcement and recognition of rules, Repetition of rules to create an awareness of discipline expectations, Posting of rules and distribution of rules for periodic review, Alterations done in classroom involvement setting. Safe and sound education is deserved by students to have a comfortable learning environment. For teaching to take place and understanding to be fulfilled, there needs to be effective management of discipline. Consistency is key and demonstration of rules are need to be applied by both teacher and student. Mutual respect is an expectation in forming strong, meaningful relationships that will allow smooth running of the classroom and adequate time for academic progress. Students put a higher regard on rules and regulations when they themselves have created and established classroom rules. From day one and for the entirety of the class, students will be aware of classroom rules and regulations. There will be no confusion in classroom expectations. Flexibility and modifications are necessary to address the multiple students in the classroom so that students can ne able to comply with rules and regulations. Trust and care will create a connection with students which will help foster an environment where learning will flourish. Classroom procedures will be concise and consistent. The plan revolves around respect and responsibility. Self-respect, respect of peers, the school property and all the school rules are and will be expected of each student. I too, will abide by the same rules as to create a model for the students. Responsibility of tasks are expected of the students so that they may be able to meet objectives for the class. Smooth operation of the classroom will occur when and only the plan is implemented and followed. Accentuating positive impacts is crucial for success of the management procedures. When procedures are not followed one on one intervention is first step in correcting and keeping to procedures. Positive reinforcement is and will be stablished for rules and regulations followed, in person and in community. Contractual agreements are another step in a direction to keep students and parents accountable for following classroom procedures. Reinforcement and review of policies are needed periodically to allow the establishment of classroom procedures. Inviting and comfortable are key to my successful classroom. The classroom represents the appreciation of knowledge and works that students have completed. Effectively giving recognition for hard work completed. Flexibility of the classroom is necessary for rapid movements and essential time usage for academic learning. From pairs to rows, arrangement must be quick to establish an atmosphere for learning but also respect. Consistency in lesson plans will give a constant expectation for the classroom atmosphere for the day. Connections early on will guide to me quicker routes in intervention with inappropriate behavior. Overall, an efficiently-run classroom enables students to focus on their work, which in turn, reduces discipline issues.

The ability to be a mentor. The chance to reach students that others have been unable to reach (to truly make a difference in students’ lives) – to help students to genuinely enjoy going to school (e.g., to inspire a love for the subject area and a love of learning) To see the excitement and joy in the eyes of a student who has finally grasped a difficult concept. To work in a career where every day presents different challenges and rewards. To create a safe and acceptant place for students to grow. To promote and engage in lifelong learning To work in a collegial atmosphere where collaboration and sharing are key components. To create a better world through encouraging students to be aware and productive members of a community.

As much as possible. What sorts of successes and failures they have experienced in prior learning. What they want to get out of the class. Standardized test results. What sorts of barriers to learning they might have (physical, emotional, psychological, learning-based) Their specific interests (inside and outside of the classroom) The amount of educational/emotional support and assistance they receive in their homes. Technology available in the home. The educational backgrounds of their families. Ways in which parents might be resources. Socioeconomic barriers to learning. Other agencies/programs with which the students might be involved. IEP information.

Barriers to learning: physical, psychological, emotional, economic, home-based (including experiences with bullying – either as the bully or as the person who has been bullied). Learning style (auditory, visual, kinesthetic…). Other languages spoken (by the student or in the family). Specific interests (so that you can address them in class and use them as motivators) – including unique talents (music, art, sports). Experiences with living/traveling abroad. Standardized test results. Students’ personal goals.

Content-area state and national standards to be addressed. Lesson/course objectives. Time framework for lessons (e.g., block, traditional…). Cross-curricular considerations (opportunities and/or expectations). Intelligence’s/learning styles of the students. Methodologies to reach specific populations (e.g., ELLs). Technological and/or other special resources and materials available/needed. Specific steps to implement the objectives and proceed with teaching the lesson. District’s (or school’s) preferred assessment methodologies. Formative and summative evaluation procedures.

Objective

Methodology

Assessment

Evaluation

Inspire them to love learning and to become lifelong learners. Help them to find the tools necessary to learn in the best way possible. Help them to become aware of the community and the world around them, with a focus on the way that they might fit into that world. Encourage them to find their passion and begin pursuing it. Help them to see ways in which each one of them is unique. Provide the necessary building blocks to move on to the next class/level. Help them to develop a sense of respect for themselves and others – teachers, family, other students, and, especially, those who are different from them. Encourage them to question – and to learn multiple methods of research to find answers to their questions – to become self-directed learners. Teach them effective problem-solving strategies. Help them to understand that there are many ways to approach any problem. Inspire them to dare to hope– no matter how difficult life may seem. Encourage them to learn to give– to the community, to those in need, to those whose strengths differ from theirs.

Classroom discussion

Listening