Some thoughts about the intro.
1. Anyone can become a master teacher with the right kind of practice
2. Master teachers spend more time thinking about why the problem is occurring than they do trying to find solutions
3. Meaningful reflection is critical to honing and refining your teaching craft
4. The 7 mastery principles on page 4 relate more to a common teaching sense
Mastery Self Assessment - I scored 163. I realize that the "old school' mindset crept back into my thinking. I am more reactive than proactive in identifying problems and addressing students' needs
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I find it interesting how the author relates to new teachers in the fact that no matter how many eduacation classes you take or how long you student teach one is never really ready for thier own classroom. God knows i learned that in my first year. I also like how she mentions about not getting caught up on just the standards and the material being covered but how you are covering it and getting the information to the students.
ReplyDeleteAs for the Assessment i scored a 130. Better than i was expecting but still where i think i should be right now as a teacher. Alot of the questions about routines are hard because how do you answer that in just one year. Enjoying the book. However, i will be enjoying the florida beach alot better this coming saturday. Hope you all are having a great summer.
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ReplyDeletePreface
ReplyDeleteI loved the first three stories of her observations in classrooms. And I loved when she said,’”the gift” back then, I wouldn’t have been able to do it. I just knew it when I saw it.’ I can see myself reflecting back to my first years as a teacher. The gift, well I don’t know if I have it now or not, but the skills as a teacher I defiantly learned as “on the job training”. There is NO class that will prepare you enough for the daily duties of a teacher. I saw an article on yahoo one time that named the top ten stressful jobs. Well, we were in that top ten. Teachers are control freaks, we are people who like it our way, we are procrastinators, we are perfectionist, and we are OVER analysts. We insist on our students being the best they can be, but I have to question myself, am I always the best I can be for them? And reflecting back to the first three stories, I have to ask myself, what people see when they walk into my classroom when I am teaching?
Introduction
Things I found important to me:
*’…what they really learned about teaching, they learned on the job.’
*’Mastery teaching is not about the time you put into it. It is about what you do with your time.’
*The master teacher mindset is really a disposition toward teaching. It knows how to ask questions to students, being reluctant to lay blame on others, not trying to teach like anyone else, but in ways that fit to your own style.
*Master teachers must REFLECT
* ‘Developing the master teaching mindset will change the way you feel about students…’
The Quiz
I made a 166. I am the PRACTITIONER. I am someone who practices a learned behavior. Is teaching a learned behavior? Ummm…But how do I get where I want to go? How do I reflect enough, change enough, grow enough to get to the “crowned MASTER”? I must read on I suppose, but I must say I am eager to.
Well, I scored a 162. I guess I was a little disappointed in myself. That is the perfectionist in me coming out. Principle 7 is my strength and Principle 2 is my weakness. I found some of the question's choices difficult because some of them depend on each student, so it was hard for me to choose the one I practice most of the time. I agree so far with everything this book says, but feel in my day to day practices with the number of students we have and the amount of extras that we have to do....it is very difficult to focus on student's individual needs as we should.
ReplyDeleteI fell into the Practitioner as well. One area I can definitely improve on is giving students more guided feedback. This, as we know, can be challenging when you are given only a certain amount of time.
ReplyDeleteI really like the author's idea of having students use graphing paper to plot their pre-test score, where they want to be score, and their post-test score. It kind of gives them a quick look at their progress. Self assessment and realization can be a great opportunity for students to observe and utilize their own "currencies" and feedback.
Just checking in. I am in the process of reading it. Will comment later.
ReplyDeleteDeborah
Hello All,
ReplyDeleteI really enjoyed reading the preface and introduction in our book. I can relate to Dr. Jackson’s feelings about getting excited about a certain lesson that she spent two weeks to plan. She said that her students didn’t get so excited and probably felt like some of my students who have even expressed right in front of me, “this just isn’t any fun.” Wow, that can really hurt when you have spent so much time venturing out of the textbook, exploring new ideas, and begging those unexcited kids to just get involved with the lesson.
I apologize to those English teachers who are mentally marking and correcting my paragraph as they read. Sorry, I am a math teacher. And we all know math teachers hate to write.
Also, I just finished my assessment. I scored a 166, the Practitioner.
Well, I am a practitioner as well. I was very disappointed in the principle that I scored the lowest (Principle 2). I see what I need to work on next year. It not only important to know where my students are but where they are going also. This assessment really opened my eyes to the areas that I need to work on as a teacher. Hopefully, this book will give me the skills to move onto a master teacher.
ReplyDeleteHope everyone is having a great summer! It is moving so fast. See you in a few weeks :)
-Lindsay
I am a practitioner as well as many of us. I am disappointed in myself. I know that is my OCD coming into play making it difficult for me to see myself as not being a perfect (I know many of you find this difficult to see that I am not- LOL - NO COMMENTS NEEDED!!). It did however open my eyes onto what I need to focus on. I have always been one to say that if I set the standards then the students WILL attain them. Guess what....that is where I scored the lowest - principle 3 - master teachers expect to get their students to their goal; and when I (they) don't accomplish the set goal I get frustrated and blame myself thinking I was the one that failed my students. I was not shocked however to see that my strengths were in principle 4 and 6. Principle 6 did not shock me too much. I do focus more on quality than quantity in my classroom.
ReplyDelete