teacher portfolio
TRANSCRIPT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 1
PREFACE
My teaching portfolio you are about to view focuses on a
variety of teaching strategies that I have found to be
effective through my experiences teaching at every level
in Middle School.
Through my experiential learning, I have developed this
educational philosophy; however, it is a work in progress
and I expect there will be changes. I believe a willingness
to implement new strategies over time leads to a strong
and effective teaching style.
Therefore, I will always be adding, adjusting, and modifying
how I engage students based on their individual needs.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 2
TEACHING EXPERIENCE
Special Education Inclusion Teacher
Co-teaching ELA and Math
8th Grade Learning Lab Moderator
Social Studies/Literacy Teacher
6th Grade Social Studies
1 Block of ESL Social Studies
Social Studies Department Chair
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 3
CLASSROOM MANAGEMENT: FACILITATING LEARNING
• Make students accountable
for their own learning.
• Keep lectures minimal.
• Establish consistency.
• Use Fisher & Frey Model.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 4
CLASSROOM MANAGEMENT: PIZZA POINTS
• Class team reward.
• Points earned for classroom
behavior and participation.
• Points taken away for failure to
comply with classroom
procedures.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 5
• Steps of consequences.
• Students take accountability
for their actions.
• A plan is made to resolve the
issue in case a similar
situation should occur.
• Based upon life-space
interviews.
CLASSROOM MANAGEMENT: ACTION PLANS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 6
• Setting solid expectations
of a class team.
• Roles within a team and
appropriate interaction.
• Supporting each other to
overcome learning
challenges to increase
overall achievement
COOPERATIVE LEARNING: TEAM ENVIRONMENT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 7
• Sportsmanship
helps support class
expectations.
• Competition drives
motivation.
• Share responsibility
for learning.
COOPERATIVE LEARNING: COMPETITION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 8
• Sportsmanship
helps support class
expectations.
• Competition drives
motivation.
• Share responsibility
for learning.
COOPERATIVE LEARNING: SELECTIVE GROUPING
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 9
• Students are eager
to fulfill their
responsibilities
within the group.
• Individuals are held
accountable.
• Provides students
with a sense of self-
importance.
COOPERATIVE LEARNING: ROLE RESPONSIBILITY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 10
• Literacy is important
for accessing
information in every
subject.
• As Social Studies
department chair, I
implemented a
successful literacy-
driven social studies
curriculum.
EMPHASIS ON LITERACY: INTERDISCIPLINARY CONTENT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 11
• BATS strategy
strengthens written
responses.
• Students use
evidence from text to
support their
answer.
• Promotes higher
level thinking as
rigor increases.
EMPHASIS ON LITERACY: SCAFFOLD WRITING
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 12
• Selective grouping
according to
achievement level.
• Rigorous text is
broken down by
paragraph.
• Flexible reading
strategies.
• Easy to modify.
EMPHASIS ON LITERACY: ABBA PARTNER READING STRATEGY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 13
• Literacy includes digital,
text, and visual
communications.
• Student must know how
to access information to
support their responses.
• Modeling using
technology.
MULTIDIMENSIONAL LITERACY: MODELING
HOW TO ACCESS INFORMATION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 14
• Lesson starter.
• Allows students to
use their creativity.
• Demonstrates their
comprehension of
word meanings.
• Interdisciplinary.
BUILDING VOCABULARY: CONCEPT BUNDLES
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 15
• Weekly assignment.
• Choice Activity.
• Increase rigor as
year progresses.
BUILDING VOCABULARY: VOCABULARY BOOKMARKS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 16
• Provides students
with a suggested
vocabulary list to
use with vocabulary
bookmarks.
• Unit vocabulary list
is separated by
color.
• Promotes self-
efficacy.
BUILDING VOCABULARY: WORD WALL
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 17
• Students can use
words from previous
units.
• Prior to midterms or
finals, students are
allowed to re-use
words.
• Students can
reference words
during activities or
assignments.
BUILDING VOCABULARY: USING COVERED WORDS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 18
• SIOP strategies.
• Gradual increase of
exposure.
• Bilingual
dictionaries.
• Overcoming
challenges with
Google Translate.
ENGAGING ALL STUDENTS: ELL STUDENTS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 19
• Overcoming expectancy
to fail.
• Scaffold assignments
and tasks.
• Differentiating
instruction without
changing content.
• Maintaining high
expectations.
ENGAGING ALL STUDENTS: SWD
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 20
• Data is used to plan instruction, grouping, and re-looping.
• Identifies strengths and areas of improvement by standards.
• Acknowledges external factors that might affect student performance.
DATA-DRIVEN INSTRUCTION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 21
• Being proactive in
engaging students.
• Every interaction
counts, even a
simple 'fist bump' or
good morning.
• Weekend news to
share what activities
students had
participated in.
BUILDING RAPPORT: SIMPLE INTERACTIONS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 22
• Students are aware of
teachers who are
involved.
• Provides a greater
common ground to
interact with
students.
• Students feel cared
for outside of the
classroom.
BUILDING RAPPORT: COACHING/ACTIVE PARTICIPATION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 23
• Student input is a
highly valuable tool.
• Useful data for
modifying lessons
and determining
learning styles of
individual students.
• Relationships grow
as students see that
their opinions are
being heard.
BUILDING RAPPORT: STUDENT INPUT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 24
• Students on any
achievement level
can be disengaged.
• Motivation is
increased when
content relates to
their interests.
• Increases students
comprehension of
content.
INTRINSIC MOTIVATION: CREATING RELEVANCY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 25
• Student work must
meet all criteria set
by the rubric.
• Display resembles a
trophy case to
strengthen team
environment.
• Students enjoy
seeing spectators
admire their work.
INTRINSIC MOTIVATION: STUDENT SHOWCASE
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 26
• Work is shown from
student who have shown
an improvement or
significant effort.
• Promotes student’s work
based on relative
growth.
INTRINSIC MOTIVATION: CREATION STATION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 27
• Student who
performed well
behaviorally/
academically is
chosen to rearrange
my face using a dry
eraser marker.
• Entertains students
and provides a non-
traditional reward.
EXTRINSIC MOTIVATION: STUDENT OF THE DAY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 28
CONCLUSION
The teacher portfolio you have just viewed is a brief
glimpse into the different strategies that I have
found effective in my teaching experiences.
As I progress in my career, I strive to improve my
pedagogy to support students to grow socially
and academically. This is my lifelong
commitment.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 29