Proposition 4: Teachers think systematically about their practice and learn from experience

Part 1: My main topic: 1: You model what it means to be an educated person—you read, question, create and are willing to try new things. 2: You are familiar with learning theories and instructional strategies and stay abreast of current issues in American education3: You critically examine your practice on a regular basis to deepen knowledge, expand your repertoire of skills, and incorporate new findings into your practice

Part 2: My analyze on the three topics: This proposition is mainly talk about teachers think systematically about their practice and learning from experience. These two basic skills are very important if we want to be an accomplished teacher. The three main topics are generally description about proposition 3. Teachers model to students, familiar with theories and instructional strategies and stay abreast of current issues. And know to correct their practice and get new power from others to promote themselves. All these are for to be an accomplished teacher. If we analyze it more detailed, it means that accomplished teachers are models of educated persons. They will exemplify the virtues they seek to inspire in students-curiosity, tolerance, honesty, fairness, respect for diversity and appreciation of cultural differences and the capacities that are prerequisites for intellectual growth. Actually the ability to reason and take multiple perspectives to be creative and take risks and to adopt an experimental and problem-solving orientation is the core ability for our teachers.Accomplished teachers also know how to absorb good information and knowledge through human development, subject matter and instruction. They can make principled judgments according to their understanding of their students and their experience. They engage in lifelong learning. A good teachers will always critically examine their practice seek to expand their knowledge. For example, if teacher would like to learn, no matter how many years she or him have taught, they will always get new ideas from others if they would like to communicate with others. Sometimes the ideas and methods developed by others will fit their aims and their students. One stone for two birds, it can help them to lifelong professional development, at the same time can achieve their teaching and learning goals easily

Part 3: My supporting materials:

In deciding to teach in this way, a teacher risks alienating students, parents and administrators who have their own strong ideas of what math class is supposed to look like and the kind of competence it is supposed to yield.Such circumstances call on teachers to employ their professional knowledge of what makes for sound practice, with the interest of their students given paramount consideration. While more than one satisfactory path may be derived to balance non-complementary objectives, the teacher's decision will be grounded in established theory and reasoned judgment.

Thus, masterful teachers develop specialized ways to listen to their students, colleagues and administrators, and reflect on their teaching in order that they might improve their practice.They take advantage of teacher centers and special conferences and workshops. They might conduct and publish their own research, if so inclined, for testing of new approaches and hypotheses is a commonplace habit among adept teachers, even if a normally overlooked and undocumented one.they model other dispositions and traits as well, such as a commitment to creativity in their work and the disposition to take risks in exploring new intellectual, emotional, physical or artistic territories

Proficient teachers, then, are models of educated persons. Character and competence contribute equally to their educative manner. They exemplify the virtues they seek to impart to students: curiosity and a love of learning; tolerance and open-mindedness; fairness and justice; apprecia- tion for our cultural and intellectual heritages; respect for human diversity and dignity; and such intellectual capacities as careful reasoning, the ability to take multiple perspectives, to question received wisdom, to be creative, to take risks, and to adopt an experimental and problem-solving orientation.

The demands of teaching often present stiff challenges that do not lend themselves to simple solu- tions. Conflicting objectives regularly require teachers to fashion compromises that will satisfy multiple parties.Teachers also face choices that force them to sacrifice one goal for another.Such circumstances call on teachers to employ their professional knowledge of what makes for sound practice, with the interest of their students given paramount consideration. While more than one satisfactory path may be derived to balance non-complementary objectives, the teacher's decision will be grounded in established theory and reasoned judgment.

Accomplished teachers are inventive in their teaching and, recognizing the need to admit new findings and continue learning, stand ready to incorporate ideas and methods devel- oped by others that fit their aims and their students. What exemplifies excellence, then, is a rev- erence for the craft, a recognition of its complexities, and a commitment to lifelong professional development.

<1>: Global Trends in Civic EducationA Speech given at theSeminar for the Needs for New Indonesian Civic EducationCenter

for Indonesian Civic Education (CICED)March 29, 2000Bandung, Indonesia

Charles N. Quigley, Executive DirectorCenter for Civic Education

My short view: This article talked five questions: what is happening in civic education

through out world, what are common strengths and weakness in civic education, does

civic education work, what policies should be used to determine and what is the value of

implementation of civic education programs? I only listed the global trends in civic

education for democracy and how teachers implementation this to students there.

Through this article, we can have a clearly sense that teacher need to be a good model to

students to establish their civic responsibility. The civic virtues are related to our

proposition. Indeed, examples of civic virtues are respect for the worth and dignity of

each person, civility, integrity, self-discipline, tolerance, compassion, and patriotism need

teacher to teach students. Only teacher teaching in classroom is not enough, we need to

relate it to life and a non-authoritarian environment too. Parents and community need

facilitate teacher to be a good model too.

B. Global trends in civic education for democracy.

In addition to noting the emergence of international networks and the cooperation among people working in the field of civic education, I would like to comment upon programmatic trends that appear to be global. In doing so I will rely on the work of John Patrick who is the Executive Director of the Social Studies Development Center at Indiana University at Bloomington which is a part of the Center's Civitas Exchange Program network. He has identified nine trends that "have broad potential for influencing civic education in the constitutional democracies of the world."

Trend 1: Conceptualization of civic education in terms of three interrelated components. Many educators throughout the world focus their programs upon the development of civic knowledge, civic skills, and civic virtues.

Civic knowledge consists of fundamental ideas and information that learners must know and use to become effective and responsible citizens of a democracy.

Civic skills include the intellectual skills needed to understand, explain, compare, and evaluate principles and practices of government and citizenship. They also include participatory skills that enable citizens to monitor and influence public policies.

Civic virtues include the traits of character, dispositions, and commitments necessary for the preservation and improvement of democratic governance and citizenship. Examples of civic virtues are respect for the worth and dignity of each person, civility, integrity, self-discipline, tolerance, compassion, and patriotism. Commitments include a dedication to human rights, the common good, equality, and a rule of law.

a common objective. Through this cooperative learning activity, students develop various participatory skills and the civic virtues associated with them. Learners involved regularly in cooperative learning situations tend to develop such skills as leadership, conflict resolution, compromise, negotiation, and constructive criticism (Slavin 1991). And they develop such virtues as toleration, civility, and trust (Stahl and VanSickle 1992).

The first publication from the study reports on findings from 24 countries that include developed and developing democracies. It is interesting to note that a dozen themes were identified across countries including the following:

"There is a common core of topics across countries in civic education. There is unanimity among authors of the national case studies that civic education should be

• based on important content that crosses disciplines• participative• interactive• related to life• conducted in a non-authoritarian environment• cognizant of the challenges of social diversity, and• constructed with the parents, the community, and nongovernmental organizations as

well as the school."The authors go on to note that, "Despite extensive efforts, there has not been universal success in any country in achieving these goals for all students." After working in the field of civic education for the past 35 years in the United States I can say with confidence that this statement is unfortunately true of my country as well as most of the others with which I am familiar. In the United States, the recent National Assessment of Educational Progress in Civics revealed that only 25% of our students are proficient in the subject. In this respect, we have much in common with the other countries participating in the IEA study.

<2>: What Is A Quality Teacher?Teachers should think systematically about their practice and learn from experience. They should:• exemplify the virtues they seek to inspire in students;

• make decisions not only based on research, but also on their experience;

• be life-long learners;

• think critically about their own practice and try employing new theories.

<3>: On Buckets and FiresHerbert S . WilfMy short view:

I really appreciate this article, according to the author’s own experience and

observation. He has critically thought about American education issues. He know the

current education problem in US, and they worried that they are not following the model

of China or Korea or some such. Americans used to think that they had better use

calculators in the classrooms. But he thinks they should certainly think carefully about

that subject.

He taught that what students are being taught and by whom they are being taught and

how. I really appreciate that he said that the job of the teacher is to light that fire-never

mind whether the student is learning the multiplication table or studying quadratic

equations. The subject matter is only the fuel. The teacher lights it up. And then he gives

the exact teaching method on mathematics.

His spirit is what we advocated in proposition four. Teacher need familiar with learning

theories and instructional strategies and stay abreast of current issues in American

education. We need critically thinking about our teaching practice and deepen knowledge

and incorporate new findings into our practice. Just like the author used the new way to

teach mathematics in this article.

Our quality of education will improve when we have more teachers who are

knowledgeable in their subject and who enjoy doing it and talking about it. The

inspirational educational system the author advocated is worthy for me to learn.

I appreciate the opportunity to visit my prejudices about mathematics education upon the world.For many years now I have watched while committees, or projects, or individuals have debated their ideas about curricula, for primary education, for secondary education, for colleges and universi- ties, and so forth. I have more than once made a mental analogy of these developments with various diets. Would you like the Atkins curriculum or the South Beach? The low fat or the high protein? The curriculum du jour is a constantly shifting target, but everyone agrees that the situation is getting more and more dire. We say that our students are not learning mathematics. We worry that we are not following the model of China, or Korea, or some such, and we debate whether that’s a good thing or a bad thing. We think we had better use calculators in the classrooms, or perhaps we should forbid calculators in the classrooms, but we should certainly think carefully about that subject.Over the years I have become more and more certain that these curricular discussions are some- where between irrelevant and marginal. Much more important than what students are being taught, at least until the years in which they have chosen a major subject, is by whom they are being taught and how. For education is a supremely human-to- human process. You cannot just lay out the good- ies on the table. That will not stimulate student appetites.It has been said (perhaps first by Plutarch) that “A mind is a fire to be kindled, not a bucket to be filled.” The job of the teacher is to light that fire—never mind whether the student is learning the multiplication table or studying quadratic equations. The subject matter is only the fuel. The teacher lights it up.The earliest years in the education of an individual are those in which the teacher’s human qualities are the most important. As the individual finishes secondary education and enters college, it seems reasonable that the curriculum should become somewhat more important. So my remarks here apply more often to secondary education than to college. However, I have seen in my own office many undergraduates who enter their freshman years propelled like rockets toward particular careers—medicine, the law, computer science, whatever. My advice to them has always been the same: “Cool it. You are a student in one of the great universities of the world. You can study medicine later. For now, try archaeology, Sanskrit, art appreciation, mathematics, etc., all of which are avail- able in abundance here. Make your choices based on who will be teaching the various courses. Sign up for the ones that have stellar teachers. Don’t worry about what they’re teaching. Just listen, think, and enjoy.’’To improve the quality of mathematics education, we need to enhance the abilities of teachers to inspire students. We do not need to rearrange the deck chairs on our curricula, if you’ll excuse a mixed metaphor.How to do that?Primum non noncere ; first, do no harm. A great deal of harm is inflicted upon young

students whose confidence in their mathematical abilities may be fragile. Teachers who themselves feel mathematically challenged sometimes resort to making students feel worse in order to make themselves feel better. Fixing this problem means, above all, making sure that those who teach mathematics know mathematics. As a rough rule of thumb, the teacher should know enough to be able to field a question from a student, a follow-up question from another student, and a third question that goes still deeper. Depth of knowledge is the best security that the teacher can have, the best insur- ance against his/her trying to put down bright students, and the best route to lighting that fire. So, you want a good mathematics teacher? Make sure he/she knows a whole bunch of mathematics.When people find out what I do for a living, a very frequent response is “oh, my worst subject’’. We discuss this for a while, and it develops that a teacher somewhere back in the lower grades “made me feel stupid’’, perhaps in public, and this flipped his/her mathematics switch permanently to the “Off’’ position. Public humiliation is a very difficult experience to get past.Here are a few examples of answers that teach- ers might give to student questions that have the effect of deflating the self-esteem of a student and discouraging a student from asking more questions: • “You just have to substitute ... into ...’’ [Just?] • “Where were you when I told the class that ...?’’ • “I covered that point last Wednesday. Here is what I said ...’’ • “That fact is a trivial consequence of ...’’ Well, you get the idea.To inspire a student, a teacher must exemplify the kind of person that the student would like to be. Most of us would like to be happy in our work. An inspiring teacher must be happy in her work. In this case, since the subject is mathematics, the teacher must enjoy mathematics. If that’s not the case, the students will see through her in one nanosecond and lose interest in the teacher and the subject. That leaves one small question—how can we get more teachers who enjoy mathematics? That’s a tough one, but please let’s work on it. It’s very important.Perhaps the attribute of being inspiring is itself teachable to some extent and not entirely genetically encoded.Perhaps in the process of training teachers we might require them to study some branch of mathematics that is entirely new to them, just to instill in them a feeling for the difficulty of learning a new subject, so they’ll have more empathy with their own struggling students.Our quality of education will improve when we have more teachers who are

knowledgeable in their subject and who enjoy doing it and talking about it. This has all

been said before. I claim no originality here. But I do claim that these obvious truths have

made a deep impression on me, and I very much hope that we can work together to create

the inspirational educational system that our children deserve.

<4>: Tips on Becoming a Teacher

Dr. Bob Kizlik Updated January 5, 2012

My short view: This article is mainly about some basic teacher-things. For sure, not every person who wants to be a teacher should be a teacher. There is a vast gulf between the ideal of teaching and the reality of the classroom. So I think this tips are useful for me especially for me that I haven’t much experience on teaching. How do I grow as a teacher? I think the first step is learn more from other experienced teacher and follow their tips. It is also a way to be familiar with learning theories and instructional strategies. This article is pretty new and reflected some problems about American’s economic situation and the influence on teaching field. So it is kinds of stay abreast of current issues. So I would like to absorb knowledge from them and incorporate new findings into my practice. For this tips, I think teachers should be good at explaining things. Just like in proposition four, we need to critically examine our practice on a regular basis to deepen knowledge, expand our repertoire of skills. Have a sense of humor is hard for me sometimes because I haven’t humor sense sometimes. I agree that to set high expectations for their students and hold the students to those expectations. That’s a good motivation for me to teaching. Because I want to teach me students and help them know more, I would like to try my best to design activities in my classes to improve my practice

It is absolutely true that some people, from the time they are in first grade, know they want to be teachers. For others, the idea to become a teacher can be a sudden insight, or a feeling that ferments for years in some remote corner of their consciousness. Regardless of where the idea comes from, for many, the images associated with becoming a teacher are compelling. However, as is often the case in life, the differences between images and reality can be stark, unsettling, and disappointing. Current uncertainties in the American, as well as world economies only serve to exacerbate the differences. This reality is the reason for this page.

We all know that as the "Baby Boomers" retire and leave teaching in large numbers over the next ten years, probably more than a million new teachers will be needed to replace them, let alone hundreds of thousands needed to keep pace with the anticipated growth of student populations, the current world-wide recession notwithstanding. Perhaps you will be one of these new teachers Perhaps not.

The current world-wide economic slowdown and concomitant unemployment as of  January 2012 has had some real impact on public school systems hiring new teachers. In some areas there are hiring freezes, layoffs, increased class sizes and cuts in courses

offered, all of which affect hiring. This situation likely won't last more than a few years, and teachers will be hired, but probably at a much slower pace, affected possibly by the decisions of older teachers to stay longer in teaching than they originally planned. My advice is to hang in there, and be patient.

From my own teaching experience and from discussions and teaching many hundreds of teachers and thousands of teacher education students, there emerge common threads of understanding and skill that good teachers weave into an effective personal style of teaching. Assess your own knowledge and values in terms of your thoughts about the following:

Good teachers:

are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers, regardless of the subject or grade level.

keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.

have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.

like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!

are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.

have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.

have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.

set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.

are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.

are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.

can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.

don't take things for granted. This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program. Read the catalog, know the rules, be aware of prerequisites and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher education program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.

have some "hard bark" on them. Take it from me as a teacher in both public schools and at the university level, that you need some hard bark in order to survive, let alone thrive. To illustrate the point, here is an excerpt from an ADPRIMA page that discusses the subject in more detail:

John Russell, the name of the character played by Paul Newman in the 1967 movie "Hombre," was told, in the latter part of the film by a man he had just shot in order to protect a group of innocent, yet cowardly people, "Mister, you've got some hard bark on you." Indeed he did, because he was both physically tough and tough minded. He was also realistic, honest, fair, and understood that sometimes doing the right thing involves risk. There is a lesson in all of this for education students.

Without a doubt, young men and women entering the teaching profession today need to have some "hard bark" on them. If they don't, the small wounds inflicted by dealing with the everyday problems of teaching, disciplining, planning, counseling, dealing with administrators, colleagues, parents, and so on, mount up. If they're easily wounded by

disappointment, rudeness, and even unfairness, they won't last because these things happen, and nothing will change that. Reflecting back on my won experiences, I can say reservation, that the most difficult aspect of teaching was not the students, the subject matter, or the parents. It was the teachers. To be a good teacher, you have to be able to deal with the incessant politics and interpersonal issues of your colleagues. Trust me, if you don't have some "hard bark" on you, the stress of this aspect of teaching can easily wear you down to a nub in short order.

All of these qualities define some of the characteristics of good teachers. If it is not your goal to become a good teacher at the very least, perhaps thinking about the above will help you see other career alternatives. A good idea, when first making such a decision, is to talk to teachers. Find out what they do, and what led them into teaching. Do a personal inventory of your own values, personality, preferences and goals. But, whatever you do, don't go into teaching simply because you love kids!

Part 4: The relationship between my old paper and proposition 4

<1>: Structure and Classroom Management Assignment

My analyzing: This is the first class design I have made this semester and I practiced at the country view elementary school. The result is good. I also collected my own teaching picture and video. I can clearly see my teaching moment through my video after I back to school. I know which part is good during I teaching and which part is not good. For example, I saw that students are so excited when I ask them to give themselves an applauding. How students engaged with my activities when I introduce new words to them and encouragement them.

Through this class, I modeled what it means to be an educated person. I use varies to show my students to learn to write “ good luck” in Chinese, to read it and create a lot of activities to learn it such as circle the Chinese characters and coloring it. Not only for learning the knowledge, I also modeled how to be a social person. For example, I encouraged them to help their partner whenever they can. And I also ask my colleges (actually my classmates and other teacher in their school) to give me help. I always try to exemplify the virtues to inspire my students. I think people can be a good students without a lot of knowledge, but cannot be a good student without good virtues.

According to my class, I made decisions not only according to my research, but also on my experience. Sometimes I even will change my plan. For example, before I went to teach my students at country view elementary school, I did a lot research on internet and organized a lot of staff on my lesson plan. Because I am afraid my teaching contents is not enough. So besides teach my students to write good luck in Chinese, I also prepared a lot of materials on to count one to ten in Chinese. But the reality is 30 minutes is not so sufficient for learning good luck in Chinese. So I just decided didn’t teach them to learn

one to ten in Chinese. And involved that into my other classmates class. So be familiar with learning theories and instructional strategies is good, but I learned more information and techniques in my development activities. That’s flexible and I think it is the soul for us when we are working.

Teaching objects: American elemental school students (3 grade)Teaching subjects: Me (A Chinese Teacher)Teaching object analysis: No Chinese language and culture background)Teaching and learning goal: Teach Student write “ Good luck” in Chinese characters.( 好运)， and count one to five in Chinese ( yi, er, san, si , wu).

Teaching time: 30 minutesTeaching place: Winfield elemental school

My teaching structure and classroom management

<1>Classroom environment: Rational: classroom environment are social environments and the standard model of teaching and learning is an interactive model, so social skills are vital for students to successfully integrate into setting. Establishing a positive classroom environment where students are respectful of themselves and others will help reduce the risk of conflict. So in my classroom, I will arrange it like the following:

*Structuring the physical environment:1: Desk arrangement---all seating arrangements should accommodate an inclusive learning environment. Desks in groups in U-shapesWith students facing each other, it can stimulate student discussion. With the U-shape, all the students can see me and follow my instruction easily.

2: Student PlacementDoorways, windows and areas of high traffic can be distracted students away from each other very easily. An inclusive classroom should place students in an areas of the class best suited to their needs.

So In my classroom, I will close the front door, and place the students to one side of the classroom (not so close to the windows or doorways)

3: Classroom decorationStudents like to see their own work displayed and Class-made posters help students develop a sense of belonging to the classroom, plants and animals can have a positive effects on the classroom.

So I will create an “ Achievement corner” on the wall, ask students to paste their Chinese Characters ( 好运) on the wall after this class. I also will create a poster. The topic is “ I can speak Chinese”! Put a Kung Fu panda on

that poster. And let all students sign their name on the poster. If I am available, I will take more animals and plants picture into classroom. And get some Chinese traditional paper-cut to decorate the windows.

4: Music in the classroomMusic can be a great addition to any classroom. Inclusive classroom music can comfort, clam, and help focus some students.

So in my class, I will prepare some interesting Chinese song to create the positive mood and use it as a reward. For example, when students can speak the good luck in Chinese, and when they can write it or when they can count one to five.

5: Structuring the emotional environmentStudents need extra motivation so they can maintain attention, work consistently, and avoid boredom associated with repetitive tasks. A bond with the teacher can encourage, inspire and greatly assist them.So In my class, I will pay attention and talk more on the following real process of teaching. But I will have a plan in my heart and tell myself what is the right way. I will try to think who am I for them and what am I stand for, what I can ask them to do and will do for them, what I can not ask them to do or will not do for them. Since my class is the first real class for me in U.S and they are the kids who have not any Chinese language background. I will use positive language and acknowledge positive behaviors. For example, I can use the following strategies:

Greet studentsMake frequent eye contact and smile all the timeUse positive languages such as: I am proud of you, you can do this, you are getting better now, I am satisfied with you, you work hard, you can learn this material if you apply yourself and so on.

I need to remember that increasing a student’s self-esteem will result in increased achievement. And increasing a students achievement will result in increased self-esteem. So I won’t shield students from feelings of sadness, frustration, and anxiety when they lose, fail or make mistakes. I know the first class for the kids to learn a new language is not easy, so I need to be patient and positive.

<2> Teaching structure and Classroom management—teaching process 1: standing at the door of classroom to welcome the students. Say hello in Chinese (ni hao) to them. This has two functions. First, it can help students to build the feeling of belonging to this class. Second, it can help them to hear the new word (ni hao) in a different language. Maybe they cannot understand, but it can motivate their curious and help them familiar with Chinese.

2: Ask students to write their name on each sticky and paste it on their breast after they entre in the classroom. I do that to. It can help me to recognize their name and arrange them have activities. Knowing others name is the first step and polite way to make

friends with others. I want to establish a good relationship with my students.

3: Attract attention: Introduce myself to students and ask students to tell me their name one by one. Show them a short video about China. Hello, everyone, I am vivian, I am from china and I am a student in southwestern college now. I like singing, dancing, do sports and dogs. I am happy we can study together and make friends with your guys. And today we are going to study some Chinese.

4: explain the learning goal for this class and draw their attention on the learning outcomes. Our goal is: write good luck in Chinese “好运”! count one to five in Chinese “ yi, er, san, si, wu 一，二，三，四， 五”.The learning outcome is: Each student should finish his or her task to write “ good luck” independent and we will paste it on the wall. Each student can speak one to five in Chinese

5: Explain the classroom rules and my expectations to studentsRaising their hands whenever they have question Follow teacher’s instructionBe nice to others and help your partner if you can I hope every student can achieve the goal to win the prize and I believe they can do a good job.

6: Teaching and learning*0~5 minutes--- I demonstrate how to write “good luck” at blackboard and explain the basic Chinese characters.

Good luck-好运 hao yun The basic component of Chinese characters: semantic 语意, phonetic 语音, structure 结构, stroke 笔画, stroke order 笔顺Write “good luck” according to the basic parts of Chinese characters. Combine the semantic, phonetic and writing together.

Teaching materials:pencil, eraser, paper, watercolor pens, scissors, glue and tape, *6~15 minutes---students practice skills by instruction, excise, cooperative learning. I will walk round observing progress, giving assistance and answering queries.

Assign the learning materials to students: pencil, paper, watercolor pens, flash cards, rubber cement, scissors

Show the flash cards to help students to know the right pronunciation first. The practice including: speaking after me, I point to the Chinese characters and then the whole students read it together, group reading (two students one group and

then one read to another) Use the watercolor pen to color the Chinese characters”好运”. I will give

students the flash card I written already, because they are still not familiar with Chinese characters at that time, so I only want to use this way to be familiar with Chinese characters. Actually there is a lot of Chinese characters are pictograph. So let the students feel they are drawing a picture is a good choice.

Teach the student to write 好运, give them the flash card, ask them to imitating it. I will teach them the stroke order at the blackboard first, then they imitating the flash cards. All the students will be grouped as a team, two students as a group, if one finished, they will give his or her partner help.

Cut the Chinese characters from their paper. When they are cutting, they should pay attention on the shape of Chinese characters. Don’t destroy it.

Addition or subtraction strokes. I give each student a 好运, but I get one or two strokes from each Chinese characters. And then ask student to add it to make it looks correctly.

Cooperative learning. Grouping students as groups, each group has 7 students. Because each characters has 7 strokes. Each group cooperative together to write a Chinese character, one student writes one stroke. Then each group change their achievement with each other, let others find their errors. If there no errors in their eyes, and then turn it in to me. I will grade it and give them prize.

Circle the world game. I give each student a Chinese sentence with many Chinese characters. For example “ 我们参加考试的时候，爸爸妈妈通常会对我们说：“祝你好运！”. Then ask student to circle the good luck they have learned through this class.

Re-write “好运” on their paper again, and paste this on the achievement wall. Sign their name.

Pinch the Chinese characters. Use the rubber cement to pinch 好运. This can help students to remember it better and longer.

*20~26 minutes, learn the simple counting from one to five in Chinese. Explain the basic tone in Chinese first, and then modeling it to students. Practice it with students. There are four tones in Chinese, there will be three different tones through one to five in Chinese. Write the number in blackboard and ask the students to read follow me. Give students the flash card to help them remember it Number and figure game: each number stands for each figure. If I say one, then students show their one figure, the same to the other number. After that, grouping students and one say the number, another student show their figure. I will observe students performance and give them help if they need.

26~30 minutes: my checking on student’s answers/ achievements and sum up. Checking students writing and pronunciationSum up this class Give students prize and commentsAsk them to organize the study staff

And leave classroom in order and say bye to them. <2>: Lesson Plan form---EDUC 501—Current trends education ( Pecking Opera)

My analyzing: I like this lesson plan I have made and my professor like this too. This is I made for foreign college student to learn Chinese culture—Pecking Opera. Besides introduce the basic knowledge to students, what made me proud is that I will exemplify the virtues to them. First, I introduced the totally new topic to them. It motivates their curiosity to them. But I am not sure whether my students really appreciate it because for the people who enjoy the opera is a good thing. However, for the students who hate opera, it will be a horrible class. So before this class, I will explain it to my student. I understand maybe they don’t like it. But we need to cultivate our ability to respect for diversity and appreciation of cultural differences. This is really good for students. I also ask my students to create the opera by themselves in this class. For those students who haven’t any Chinese culture background, I admitted that I take risks and to adopt an experimental and problem-sloving orientation in this class. But I am happy to improve the core ability as a teacher.

I have taught my students to draw the Pecking Opera mask in China before, but after I study there for one year. I felt that I learned a lot more education ideas and conception. So I tried that again. I found that this time I used more instructional strategies now. I became more professional because I can use more activities to improve my practice this time. And a lot of group working ideas are learned from Kagan’s cooperative learning textbook. I appreciate my creative thoughts on ask students to sing a song, drawing a mask, performing a role play and so on. Through this profess, I really critically examined my practice on a regular basis to deepen knowledge. I like to deepen my knowledge and expand my repertoire of skills and incorporate new findings into my practice. Before I came to USA, I didn’t know that the Americans education way and their personality. But after this year, I got a lot of inspiration on how people study there and what is the effective way to teach students. So I did a better job compared with when I was in Shang Hai

Name: VivianDate: 02/11/2012Grade level and subject/content:*Grade level: foreign students, middle level in HSK (Chinese as a second language test for the foreign students) *Subject/content: Pecking opera

Measurable objective: *The learner will be able to understand the related knowledge of Pecking opera such as the shape, the color. * The learner will be able to analyze the different mean of each different Pecking opera style. * The student will be able to sing the famous Pecking opera song “Pecking opera”.

* The student will be able to know the basic steps to draw the pecking opera and design an opera mask by themselves. * The student will be able to enjoy the experience of modeling and create Pecking opera, know the importance of facial makeup in Peking opera, feel the charm of the art, improve the ability to appreciate Pecking opera, and willing to try to experience more form in drama.

Getting into the lesson: *Teacher: sing the famous song “ Pecking opera”, let students watch and listen the video of “ Pecking opera” to students. Purpose: Arouse students’ interest by teachers sing this song with pecking opera accent. * Show student’s the Pecking opera mask and trinkets. The students observe the characteristics of Pecking opera. Purpose: help students realized that Pecking opera is not a difficult art form, but a common and nice art form in their daily life.

The lesson:

1: Recognize the Pecking operaTeacher: show students Pecking opera video to motivate students interest and ask students the following question:

What did you see in this video? Have you seen this before? The opera mask is the same in the video? Does there has pecking opera in your country?

Conclusion: Peking opera is a unique dramatic art and the quintessence of China Peking opera is kinds of the oil color painting. Different mask is on behalf of

different characters.

2: Pecking opera mask show and quizTeacher: Does every pecking opera actor must wear the mask? And show the pictures of different pecking opera mask to students. Students: appreciate the pictures and answer teachers questionThe purpose: help students generate a direct cognition through to appreciate the opera mask with typical characters.

3: The history of pecking opera mask Teacher: >Ask students to introduce the mean and function to collect the mask of pecking opera> Give students instruction and help them analyze the meaning of pecking opera maskStudent:Discuss the mean of pecking opera mask with teachers:>Represent the personality>Represent the professional

>Represent the relationship>Represent the identityThe purpose:Help students to generate a systematic understanding about the origin and meaning of the mask through display and discuss with teachers. lay a solid foundation for the later practice.

4: Introduce the characters of mask: Teacher: use PPT and real mask to show students Pecking opera mask usually used by the clown and old man roles. The young man and beautiful lady seldom use it. The styles:

The whole face: only one main color in the whole face, no pattern in the face, but draw the texture of the eyebrows, eyes, mouth, nose. This spectral type called “ whole face”.

The three-tile face”: on the basis of the whole face, blacken the eyebrows, eyes, nose and other colors stand out. But the forehead and left cheek show three obvious color. Flat as a three-watt.

The cross face: cross shape from the forehead to your nose and their eyes. White color on the forehead.

The floral face: contrary to the whole face, it has a complex color and composition

The crooked face: the color and composition are asymmetry. It stands for the abnormal and ugly people.

The relationship between color and symbolic: Red: utter devotion, fearless, volunteer Purple: wisdom, courage, justice Black: loyal, upright, noble White: Nature treacherous Blue: be strong and courageous Green: chivalrous and righteous intestinal Yellow: brutal, ferocious

The basic steps to draw the pecking opera mask: >Draw the shapes of their heads and fixed facial features location> Determine the types of characters (red, black, decent….)> Line painting patterns( smooth, harmony……)> Paint color (main color, black and white….)

Students:Design a set of pecking opera mask independently, and they also can cooperate with their partner.

5: Mask characters imitation:

Teacher: ask students to put on a clown mask, imitating a period of acting of pecking operaStudent: appreciate the fragments of “ye zhu lin” and imitate itThe purpose: create a context, experience the relationship between the mask character and significance by imitation.

6: practice activities: Mask characters responderTeacher: ask students to distinguish the characters faithfulness, personality and occupation through the knowledge they have learned.Student: each group send a representative to answer teacher’s question The purpose: test student’s knowledge levels through this part, practice their knowledge and skill in time, and rendering the classroom atmosphere.

7: Singing and sentiment: Teacher: use the video and CD, ask the students follow the “ pecking opera mask”. Student: cooperate with teacher and classmates, singing and performing the whole songThe purpose: feeling the pecking opera and deepen understanding and comprehension of the knowledge.

Ending the lesson: Conclusion: teacher concludes the class and gives the students praise or small giftAchievement corner: each student hanging his or her own pecking opera mask on the achievement cornerSing the song: student singing the song together and decide it as the class song for two weeks.

Differentiate instruction: For the students who do not seem to understand the pecking opera after we finish this class, I will do the following steps to help them:

chat with the students and ask them to write down their feeling about this class and tell me which part they didn’t understand

analyze the reason they cannot understand and find the solution for the difficulties give them more materials such as video, PPT or movie to assist them learn it

when they are free. Welcome the students to my assistant class if they would like, I can teach them

again Cooperative with their parents or other teachers, may be their parents can teacher

them singing and their art teacher can teach them draw pecking opera mask better.

Assessment: Making a grade rubric to assess students

If students understand it and can apply it in daily life such as they can sing the song, design a mask and tell the significance of the color and style. They can get an A

If student can understand it, and can partially apply it in reality, but not very professional, they can get an B

If student can understand what is pecking opera and know the meaning of mask, but cannot apply it in daily life, they can get a C

If student cannot understand it, but know a little bit about pecking opera, they can get a D

If student cannot understand it at all and know nothing about this class, they can get a E/F

What happens next? After this class, I will review it on the next class to check whether they still remember or practice it. I will ask students to singing the song or drawing a mask on some special school’s activities. It can be a wonderful and special performance. I will hold a lecture for the new foreign students someday, and ask my students to tell them something about pecking opera. I will ask students to create a new opera performance combine pecking opera and their own countries opera.

I will introduce some pictures and the song to you next time in class when I see you if you are confused.

<3>: Lesson Plan---Chinese traditional dress Time: 8:08pm—9:01pm

My analyzing: This is the lesson plan I am working recently. Compared with the Pecking Opera, I am sure there are more students interested in this especially for the girls. This is a quick lesson plan, our professor ask us to finish a lesson plan in one hour. But before you start it, you can think many times and do research to prepare it. I made decision according to my experience in USA and my education class. First, a lot of Americans will comment on me when I wear my Chinese traditional dress. Second, it is indeed one of Chinese traditional culture. Why not choose this subject to teach my students? That is my first time to generate this idea. Accomplished teacher can make principled judgments according to their understanding of their students and their experience. I know my students will be interested in this subject because I understand them and have some experience in reality.

After I got the idea, I researched a lot on Internet and textbook and my pre-knowledge on Chinese traditional dress. Them I got a clear conception about the history and characters about Chinese traditional dress. It is a good lesson for me too because I learned a lot of new knowledge. Accomplished teachers need to engage in life-long learning. Teachers need to absorb good information and knowledge through human development, subject matter and instruction. That’s proposition four advocated, so sometimes I can get a lot of inspiration through my research and reading on other excellent papers.

I used a lot of pictures to explain my students, and I am happy I got the idea to ask my students to use the paper to make a Chinese dress. Then they need to design a poster to attract others to buy their own designed paper dress. It will be a fantastic class whenever I got the chance to teach my students learn this.

Name: vivian Date: 23th, March, 2012Grade level and subject/content: Grade level: Foreign college student who is study Chinese in China or US. Subject/content: Chinese traditional dress and culture Measurable objective: 1:The learner will know what is Chinese traditional dress and recognize it2: The students will know the Chinese traditional dress’s style, pattern and design3: The students will know the matirials to make the traditional dress4: The students will know the culture meaning of Chinese traditional dress5: The students will tell the most important three traditional dress characters from each other including “ Han fu, Tang zhuang and Qi Pao”. 6: The students will be able to draw a picture of Chinese dress7: The students will be able to use the paper to make a Chinese dress

8: The students will be able to make a poster or advertisement about Chinese dress

Getting into the lesson:1: quickly review the pre class learning 2: I will wear Qi Pao and Show a picture of APEC meeting in China in 2000, all the president of the various country are wearing the Chinese traditional clothes. Ask students to talk a little bit what the difference between the clothes they are wearing and I am wearing and the president’s clothes in APEC metting

The lesson:1: Dress show: I will show students the Chinese 56 ethnics different dress and introduce that Constumes is one part of culture2: PPT show: I will show my student the main three very important tradition dress in China: Han fu( 2000 years ago); Tang Zhuang( 1000 years ago) and Qi pao( 100 years ago) 3: Introduce the new worlds related to Chinese traditional dress: use pictures and English to explain the new conception :

sleeve, blouse, skirt, Chinsese-style jacket with buttons down the front,Of Chinese traditional Chinese garment with the front part slanted to one sideStraight collarTo coilWomen’s cheongsam long gownOpen slits in gown 4: Introduce the materials to make the traditional clothes: hemp, cotton and silk5: introduce the three styles of traditional dress. And group my students as three groups: one is Han fu, one is Tang zhuang, and one is Qi pao. They need pay attention on their own dress because they need to attend activities soon and it is a competition.

6: introduce the culture meaning of Chinese traditional dress: it reflected people’s graceful, elegant and involved with nature thoughts. 7: each student will choose one of three the main traditional dress they like best to draw a picture. 8: group my student to make a paper Chinese traditional dress. like I mentioned on step five, the three groups will make their own dress. step 7 and 8 are using projects to help students master content

Ending the lesson:1: short summary what we have learned today 2: providing a homework assignment: every student need to make a poster after they back to home. They can make a paper dress and we will have a selling activity next time. Who make it better, who can have a high price.

Differentiate Instruction (How will you help kids who do not seem to understand the concept?)1: talk with the students who is not understand, find out where is my students confused 2: sent all my PPT and pictures to them and explain to them again where they are still not understand3: take them to go to a China town or the traditional dress market to observe it and teach them in reality 4: introduce a famous TV serious “ hong lou meng” , there are a lot of traditional dress on actor, so they can learn more

Assessment1: teacher made test: I will prepare some multiple choices question and match question to test their understanding of the characters and styles of different dress2: Teachers observing during the class: if they can draw a vivid pictures and it included all the Chinese dress elements, it means they know what is a traditional dress looks like

3: project task: if the students can make a paper dress and it looks like it, I can consider it as a very successful try and learning. 4: Student work show: I ask each student to make a poster to try to attract others to buy it. So they need to make a dress and explain the materials they made, and the pattern’s mean? And why it is worth for people to buy it? If they can explain it and attracted others, it means they really mastered all the staff and can make it influential

What happens next?I am sorry I cannot understand this very well. You mean what happens after this class or what I will teach my students on after this topic? I will ask my students talk a little bit their feeling on making dress next class. Or if the dress is not expensive, I probably will apply some fee to buy a traditional clothes to each student. It can be the symbol of our class.

Part 5: My reflective thinking

For this proposition, teachers think systematically about their practice and learn from

experience. Be honestly, it is not easy for me because I still haven’t a lot of experience

and haven’t practice a lot. So I only can try my best to collect information from my

several internships. However, I think it is important for our teacher to think

systematically about our practice and learn from experience. That’s how we grow up

from an innocent student, to a in-experienced teacher and be an accomplished and

excellent teacher with a lot of experience finally. So I am not afraid it, conversely, I am

interested in knowing it.

First, teaching is not a simple job. A good teacher requires an open-ended capacity and is

not acquired once and for all. I appreciate the ideas advocated in this proposition. Teacher

model what it means to be an educated person—teacher read, question, create and are

willing to try new things. I do agree that as a teacher, the first important thing is let

students know the virtues. According to my own experience as a student, I knew that

curiosity and a love of learning is the best motivation for learning. For the Chinese as a

second language learning, students will take my class easily and more joyful with the

curiosity and love about Chinese and Chinese culture. I also will inspire my students

respect for human diversity and dignity, they should appreciate and respect the Chinese

culture and of course I will set a good example to them. I need respect my student’s

country and other countries culture and language. The challenge for me so far is I am not

so good at inspire my students to cultivate the ability to take multiple perspectives, to

question received wisdom and to be creative or take risks. May be I can encourage my

students to challenge themselves in some activities. But I think if I really want to

cultivate the spirit in my students heart, it will take me for a long time to know them,

communicate with them and motivate with them.

I am familiar with some learning theories and instructional strategies so far. I really

learned a lot from the education knowledge. I am happy that I can design a class by

myself when professor or other teacher given me some basic requirement. For example,

the first time we went to teach the students at elementary school. I can design a thirty

minutes class according to their principle’s requirement to write good luck in Chinese. I

can design the lesson plan in certain time in Michelle’s class. My lesson plan topic can be

any Chinese culture topic or language topic. For example, the pecking opera and

traditional dress culture, I can use variety activities to help my students to learn such as

paper dress, make a poster, group working on a play to practice opera. All these are based

on my learning and experience. But the problem I met now is that I cannot stay abreast of

current issues in American education. Before I came to USA, I thought that America’s

education is perfect and it is the number one in the world. But after I came to here, I

learned that there are some problems in American’s education system. But because I am

still a students, so I really not familiar with the problems and I hope I have the chance to

know more about this. I also hope I can make a comparison between US and China. Then

I can combine both good sides together to make my teaching more effectively.

I appreciate that teacher critically examine their practice on a regular basis to deepen

knowledge, and incorporate new findings into their practice. As a teacher, we need to

communicate with others. Wise teachers understand the legitimacy and limitations of the

diverse sources that inform teaching and they continuously draw upon them to enrich

their teaching. That’s true. For example, when I went to the intermediate elementary

school to teach, I will ask my professor if I met any problems. I can get a lot of

suggestions from my professor and classmates. But I am worried what should I do if one

day I cannot ask anybody. So I need learn how to deal with problems by myself. Because

I know that the thinking, reasoning and learning that characterize are very important. If I

can be a good example of critical, analytic thinking, I believe my students will be

influenced on me. Just like I learned a lot from my different professors. Some of them are

very nice and just like a sister. Some of them are very critical, so I learned a lot of critical

thinking from them. The most important thing is that I learned how to be a critical

thinking people especially on the academic field. So be a life-long learner will be one of

my goals forever.