+

5 W’s Project

Leah GoldbergDr. KernEDC 415Fall 2012

+ Who? 20 year old junior at URI

From Northport, Long Island, New York

Spanish & Secondary Education double major

Fun, loud, works well with others

Energetic and enjoys working with others (especially children of all ages)!

+Why?

My parents are both educators and have been their entire lives. My father taught history for 40 years and now is a professor at Stonybrook University. My mother was a teacher, a principal for 17 years and is now a superintendent. I grew up being around teaching and they have inspired me to choose it as my career!

Going to Nicaragua 3 times in high school and teaching in underprivileged schools led me to choose Spanish as my subject to teach.

+Why? (continued)

I work at a day care center and teach pre-school over the summer

I have babysat for 10 years

I have always been good at Spanish. I have loved every Spanish teacher I’ve had

I have a ‘knack’ for languages. grew up learning to read and write Hebrew and I take Italian in school, as well

Most students dislike foreign language or haven’t had good Spanish teachers in the past. I want to change that. I want my students to love my class and love Spanish as much as I do!

My summer pre-school class in Sea Cliff, New York.Many of them speak Spanish!

+What? (My teaching philosophy)

Make learning fun!

Make learning Spanish as relevant and useful to students’ daily lives as possible

I use an authoritative approach. Giving students choices and making good classroom rules

A democratic classroom: the students are the ‘community’ and I am the ‘mayor’. Working together to maximize my learning and their learning

+What?

RULES:

Come to class prepared

The Golden Rule! Treat others the way you would like to be treated

Consistently try your best and you will do well

NO put-downs

TRY!

Respect the teacher, respect yourself, and respect others

CONSEQUENCES:

Verbal warning

2nd verbal warning

Small penalty (withhold privilege, isolate or remove student)

Larger penalty (detention)

Parents contacted

Principal contacted

REWARDS:Verbal praiseStickersAdded points on quizzesHomework passPositive call home to parents

+What? (Theories & Principles

When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn.

Students should learn about the values shared by virtually all cultural groups.

Teachers should help students acquire the social skills needed to interact effectively with students from other racial, ethnic, cultural, and language groups.

The need of education arises from the fact that ‘what is’ is not ‘what ought to be’. Education as a whole should make human beings wish each other well.

Teachers have powerful motives to be effective in their classrooms.

+Works Cited

"Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society." NSRF Harmony 83.3 (2001): 196-98. Web. 27 Nov. 2012. <http://www.nsrfharmony.org/fac_equity/diversity_unity.pdf>.

"Learning Principles - Enhancing Education - Carnegie Mellon University." Learning Principles - Enhancing Education - Carnegie Mellon University. Carnegie Mellon University, n.d. Web. 27 Nov. 2012. <http://www.cmu.edu/teaching/principles/learning.html>.

Sanders, Donald P. "The Development of Practical Theories of Teaching." Journal of Curriculum and Supervision 2.1 (1986): 59-67. Print.

Thorndike, Edward L. The Principles of Teaching: Based on Psychology. New York: A.G. Seiler, 1906. Print.

Trowler, Paul, and Ali Cooper. "Teaching and Learning Regimes : Implicit Theories and Recurrent Practices in the Enhancement of Teaching and Learning through Educational Development Programmes." - Lancaster EPrints. Lancaster University, 14 July 2010. Web. 27 Nov. 2012. <http://eprints.lancs.ac.uk/13477/>.