I like this way of instruction honestly. It's a way I think that can hit the way that each student can learn. It's also not just straight up throwing these kids into the deep end with the lessons and the units.

This is something I really like, outlining the highlights and important parts of our units and lessons really ensures that we will be able to fill in around it some of maybe the lesser stuff or the easier stuff we can scaffold up to the harder stuff and the main points.

I really like this description for lesson plans because a road map can be deviated from if needed and I know that sometimes during lessons we have to do just that to make sure that everyone understands what it is we're going through.

I wasn't sure how I was feeling about cold calling at first, however after observing the freshman English teacher today I think that she changed my mind about it. With my CT we don't meed to utilize cold calling all that often, but she must need to do it a lot because she was doing it masterfully and it made sure that many students were able to be involved in the discussion and that everyone understood.

This is a downfall because this does not require the students to really expand their thinking. Giving short answers and moving on means they can just word vomit a response and then move on. There is no additional thinking required to help them remember what's being discussed or open their minds more.

Questioning is not something I've thought of as a skill before now honestly, but it is just that. As I've been observing in my CT's classroom and some of the other English teachers' classes I've seen how they question their classes purposefully and masterfully, enabling them to elaborate on a topic and enlighten them further. When I am the one teaching though, I do not quite go as long as they do because I don't have the same abilities when it comes to questioning as they do.

engaging all learners is the most essential thing! If a group of students does not feel like they are getting it or aren't feeling into the activity they won't try and they may not grasp the lesson. If we make sure to engage all students and make sure they stay attentive it will make things so much easier on everyone in the future!

I like this wordage because adapting and manipulating certain aspects of curriculums is how we make sure that all our students are getting what we are teaching. I feel that this should be standard honestly, because no two students are going to learn exactly the same.

I know that ideally teachers understand that not all students are alike but I know we are still running into problems where students are being treated as though they are all alike. It feels like there are groups of teachers out there who don't feel like they need to think outside the box for students unless they have an IEP and even then I feel like it's equal to pulling teeth to get more than a bare minimum.

I hadn't heard of this one, but I really like the concept. It forces the groups to work together to find the answer. And since it's a timed exercise they don't necessarily have a lot of time to goof around.

I feel like in theory this is perfect but we've all been part of groups that one person either doesn't pull their weight at all or we were the student pulling everyones weight to get it done in time. We all do have different skill sets but if they are going to utilize them is the question.

I like this take, because that is the goal to get our students involved because the more involved they are the more they're going to learn.

I like this reminder that students are just human and are subject to normal emotions as well. We sometimes hold students to unfair standards for some reason forgetting they are still growing up and figuring out how the world works.

Identifying specific students that are struggling as opposed to when the entire class is struggling can be difficult when you don't know your students. When the entire class is silent and not willing to participate at the beginning of the year that could be because they aren't comfortable yet, but when you have a group that normally is very active with you and all the sudden they are quiet and silent that's an indicator that they are lost.

I like that formative assessments are wrapped in post and pre data. It's really nice to know that there are multiple things we can do to gauge how the class is.

I like the thought of using the holistic rubric for essays and such. Especially when it's personal essays and of the such.

I like that it used science for their example because science when I think of the analytic rubric I think of classes such as math and science. Maybe some portions of English as well such as grammar, spelling, etc.

I think that it's good that there are different types of rubrics that are well known and used. I think that there are different uses for each type and that they are both extremely useful.

As much as I feel like it is tedious I do agree that it is an important part of how effective one can be as a teacher.

I like this approach the most I think because it feels the most flexible. If I have a clear goal of what I want them to know at the end of the lesson I feel like I have more ability to choose how to get there. The road doesn't have to be super paved as long as we get to the destination.

This is about how I feel about lesson planning and I haven't even done a lot of it yet. I know depending on the district determines if it's something you have to put together and submit every week but it just feels a bit outdated because of how fluid learning is. If the class is behind on something or not understanding, I can't just say "sorry" and move on because the lesson plan said so. I'll have to make adjustments and I know that there's nothing that says you can't do that it just feels like, in my brain, once you write something down and "plan it out" that is what has to happen or else it's some horrible misdeed.

This is something that happened today, there were a couple of students who decided to take a nap during the lecture and rather than disrupting everyone and putting a pause on the lesson I just let it go. My CT also did until the lesson was over and we had the rest of the class started on the assignment, and then he woke the sleeping students up. Their natural consequence is that they missed out on a lot of pertinent information for the assignment and to help them with this section of the ACT.

I like this because you are able to speak with the student privately and not call them out however I just don't know how feasible it is for this to be able to happen.

This is something I agree with wholeheartedly. And I think it is because I see this in my job, we have an "Employee of the Quarter" program and it sounds wonderful on the surface level but the unfortunate reality is that every single person will eventually get this award even if they don't deserve it. This will cause employees to think "Oh I can get this extra special recognition and this award just for being here/doing below the bare minimum/doing the bare minimum,,."

I like the term "the ripple effect" because it's very true. I actually witnessed it a bit today, in one of the bigger classes I was teaching today there's a group of boys who sit in the back of the classroom and they started to get chatty amongst their own group and it started to spread outwards until my CT put a stop to it. I'm still trying to get comfortable taking control myself, but it's hard to feel like I have the ability to take that authority from my CT. It is through no fault of his it's just getting into that mindset myself in his classroom.

This is something that I'm finding it hard to do as I'm going through my internship. Mostly because I am doing presentation via canva and I don't have a clicker to use to swap the slides as I lecture, but I also have notes that I have noted either on my computer or physical notes and it's hard to walk the classroom with those and lecture at the same time.

I definitely feel this based on previous classrooms that former teachers had and now in my internship classrooms. My current cooperating teacher has stuff that I feel brings the room together with a very fun and relaxing vibe that helps the students tune in more to what's being taught. I've had teachers in the past that had absolutely nothing on the walls and it felt like I was sitting in a hospital room. I hated those ones.

I like that is points out specific reasons that layouts may be different. I think it's important to remember that a 10th grade English classroom is going to be set up differently than a 12th grade biology classroom, and both are going to be set up differently than a 7th grade math classroom.

See I like this. This is something I could utilize!

I liked what we read about and saw regarding the standards-based approach in class but realistically I'm just now sure how it could be used and accurate. This is a lot harder than I originally deemed it would be and it's kind of breaking my brain a little bit.

This is something that I truthfully did not think so hard about until our class session and I still am a bit perplexed as to where I stand on it. I do think that grades should reflect a little bit of everything but it doesn't seem like there's a good way to weight that. I want grades to represent their learning, I want it to reflect effort, but how does one really achieve that?

I have mixed feelings about parents now having 24/7 access to their students grades. I think it stems from my own upbringing because my dad was very strict on grades and if I fell below what he deemed worthy I would be punished immediately and not be ungrounded until progress reports or final reports came out. This caused a lot of tension and a lot of depression growing up, but I know that not every student will have a parent like mine. On the flip side it can be good for parents to have access because they can see specific assignments and can follow up with their child or the teacher. I think that its great that grades are accessible for parents at home and that as a society we are not using so much paper and so much resources sending these reports out on paper but I guess as with everything there are pros and cons.

The ability for students to follow our instructions and complete assignments is, clearly, one of the most important aspects of our jobs. Needing to make sure that our instructions and direction is clear and concise is super important because if its not clear they won't do well on the assignments and that is not the goal.

These registers are all very important for teachers to have and to know about how to swap between each of them as well as instances in which we would have to use each of them. For example, using a casual register could be expected to be used before class starts, maybe after a lesson is completed, etc. Formal is for when we are teaching a lesson or potentially when we are disciplining a student. Urgent is, clearly, for when there is a life or death situation happening or something of a high caliber. Fire, fire drill, physical fight, etc.

I think this is something important to think about because as students thinking about how we're going to handle our future students when things start to get off the rail is something we don't often think about at the front of our minds.

This is something I can wholeheartedly get behind. When I was interning last fall my cooperating teacher had a set procedure for her kids to follow each day they came into class. They would come in, sit at their desk, and they would look to the smart board for what to get started on. She told me that this routine continued even when she had to have a sub for the day. Keeping the same routine each day really did help her class flow easily day by day and made the subs life easier when she had to have one. Additionally, we had to cover another teachers class one day during her planning period and you could just tell that these students had no routine whatsoever.

This is something I witnessed first hand a few times when I was interning at Union Freshman Academy last fall, there were a couple of students that I heard tell my cooperating teacher they were going to drop out anyways so the detentions they would get for being tardy, the zeros on tests and assignments, all of that didn't mean anything to them.

I never thought about this but I like this as well. This also helps to gauge how the mindset of the class is as well.

I think this is something I'll be taking with me into my future classrooms because it isn't something I ever thought about before we talked about it in class. Kids and teenagers are more apt to do what their friends are doing or what their friends think is best, and if we come up with rules and norms as an entire class which includes aforementioned friends they'll feel more likely to listen and abide by them. When the rules are just from the teacher some of the more rebellious teens could feel the need to push the limit some. It could also help by bringing insight into what they may or may not understand or already abide by at home.

This is definitely something that is useful for teachers to remember. If you put too many rules in place the students will get overwhelmed and probably not remember every single one, setting them up for failure. If they are listed with a negative tone of voice they may feel compelled to rebel simply because they feel the teacher is disrespecting them, or maybe some students just don't like to be told what to do like that.