Ms. Citton's Examples
Ms. Citton's Passion
Education and Teaching
Graphic Organizer
Express and Reflect - How I came to be a teacher.
So here is how the story goes.
I'm five years old and my mother, who is also a teacher, brings me to work with her - obviously because I am the cutest five year old ever. Anyway, I'm walking down the longest, quietest, and most enormous hallway I've ever seen. I feel so small. My mom leads the way, while holding my hand. There's a sharp BEEP! sound that I now know means class is over. Suddenly, the halls erupt in noise; there are bodies everywhere; I grip my mom's hand tighter, scared that I'll lose her in the crowd. As we walk, I realize that we are not bumping into anyone, but everyone is looking and pointing at me. "Aww, she's so cute, Ms. Citton!" "Is that your daughter?" "How old is she?" "Is she coming to our class?" I stare at everyone, including my mom who has stopped to address each question and comment. That BEEP! sound strikes again, and the hallway population slowly dissipates. My mom leads me into a classroom. There are five pairs of desks, in five separate rows; the teacher desk sits at the side of the room near the windows; the green chalkboard is dusty and bare. There are thirty pairs of eyes on me. My mom leads me to the teacher desk, pulls out a colouring book and a some crayons from her desk drawer and says, "Mommy needs to teach now, so I need you to sit here and colour quietly. Can you do that for me?" "Yes mommy." I reply. Before I start to colour, I look around the room. Thirty pairs of eyes still staring at me. I'm a celebrity! |
My mom begins her lesson and suddenly, I am star-struck. I follow her every move, hang on to her every word, and watch her engage and teach thirty students. I don't remember the actual lesson or what was taught, but as I look back, I remember this moment as the moment I knew I wanted to be just like my mom - I wanted to be a teacher.
Among other things that have influenced me and my decision to become a teacher, I am happy to report that I love my job. As I look back, I realize that maybe I was destined to become a teacher - all of the chips fell where they were suppose to. All of the experiences I have had up until now, have made me the teacher I am today.
Among other things that have influenced me and my decision to become a teacher, I am happy to report that I love my job. As I look back, I realize that maybe I was destined to become a teacher - all of the chips fell where they were suppose to. All of the experiences I have had up until now, have made me the teacher I am today.
7.5/10
Good expression: clear picture, lots of details.
Reflection is lacking and should be more specific and deep.
Good expression: clear picture, lots of details.
Reflection is lacking and should be more specific and deep.
Inform and Explain - how to become a High school teacher
So you are thinking about becoming a teacher. Well, before you venture down that road, you should know a few things:
For most programs, becoming a high school teacher requires an undergraduate degree. This degree is usually a Bachelor of Arts, Bachelor of Fine Arts, or Bachelor of Science. This degree must be completed before you are accepted to a Post-Degree Professional Program like Education (PDPP).
The undergraduate degree you complete will determine your teachable subjects. Teachable subjects are those students will take - Math, French, English, History, Geography, Drama, Art, PE etc. The more teachable subjects, or experience you have in multiple areas, the more versatile you will be hence, the more likely you will get a job right away. There may be specific courses that need to be included in your undergrad in order to apply to Post-Degree programs. Do your research ahead of time.
Once you have completed your undergraduate degree, you must apply to a PDPP in Education. Some universities, like UVic, conduct panel interviews in order to meet the prospective candidates before admission. Assuming you've been accepted to an Education program, the courses that must be taken will be outlined; in most cases, the university will determine your schedule and course load. Most Education programs run as a cohort system meaning you will be with the same prospective teachers for the duration of your program.
Every program is different; however, courses in assessment, teaching specific subject areas, teaching students with special needs and educational psychology are all required. Electives, or interest courses are optional and may be the difference between completing a teaching certificate, or a Bachelor of Education Degree. Again, do your research ahead of time.
Then there is the practicum - an in school experience where you are the teacher. Each university has different practicum requirements; however, they all require supervising teachers who are willing to relinquish control of their classrooms, as well as a faculty advisory. On these practicums, you are the teacher. You must unit/lesson plan, teach, mark, and be involved in extra-curricular activities. This practicum require is where you will begin to understand the practical aspects of teaching. This is where you will decide if teaching is right for you; this is where you learn the most.
Once all of that is complete, then comes the hard part: finding a job.
And so, that is how you become a teacher. Good luck.
- Teaching is not easy, it's hard work.
- It is not glorified babysitting. It is the job that makes all other jobs possible.
- Teaching requires patience, attention, and passion.
- Teaching is among the lowest paid professions.
- Teaching is among the most rewarding professions.
For most programs, becoming a high school teacher requires an undergraduate degree. This degree is usually a Bachelor of Arts, Bachelor of Fine Arts, or Bachelor of Science. This degree must be completed before you are accepted to a Post-Degree Professional Program like Education (PDPP).
The undergraduate degree you complete will determine your teachable subjects. Teachable subjects are those students will take - Math, French, English, History, Geography, Drama, Art, PE etc. The more teachable subjects, or experience you have in multiple areas, the more versatile you will be hence, the more likely you will get a job right away. There may be specific courses that need to be included in your undergrad in order to apply to Post-Degree programs. Do your research ahead of time.
Once you have completed your undergraduate degree, you must apply to a PDPP in Education. Some universities, like UVic, conduct panel interviews in order to meet the prospective candidates before admission. Assuming you've been accepted to an Education program, the courses that must be taken will be outlined; in most cases, the university will determine your schedule and course load. Most Education programs run as a cohort system meaning you will be with the same prospective teachers for the duration of your program.
Every program is different; however, courses in assessment, teaching specific subject areas, teaching students with special needs and educational psychology are all required. Electives, or interest courses are optional and may be the difference between completing a teaching certificate, or a Bachelor of Education Degree. Again, do your research ahead of time.
Then there is the practicum - an in school experience where you are the teacher. Each university has different practicum requirements; however, they all require supervising teachers who are willing to relinquish control of their classrooms, as well as a faculty advisory. On these practicums, you are the teacher. You must unit/lesson plan, teach, mark, and be involved in extra-curricular activities. This practicum require is where you will begin to understand the practical aspects of teaching. This is where you will decide if teaching is right for you; this is where you learn the most.
Once all of that is complete, then comes the hard part: finding a job.
And so, that is how you become a teacher. Good luck.
8.5/10
Very informative and comprehensive.
Details and steps are vague, but give the reader a good general idea of how to become a high school teacher.
Very informative and comprehensive.
Details and steps are vague, but give the reader a good general idea of how to become a high school teacher.
Evaluate And Judge - The best Lesson I ever Taught
This is a difficult piece for me to write; not because I don't have lessons in mind, but because I've only been teaching for three years.
For me, the best lessons are the ones that are noisy, messy, engaging and on task. They are unconventional, outside the box, and memorable. They are a learning experience for both the teacher and they students.
A few years ago, before I came to Notre Dame, I taught a Summer School course for prospective grade 8's called, "Getting Ready for Grade 8". This course was intended to prepare students for high school life - similar to ND's Jump Start program. The course was designed to help students make the transition from elementary to secondary school. This course focused on paragraph and essay writing strategies, time & course management, media literacy and safety, research and presentation skills, note-taking and test taking. In addition, relevant social issues effecting teens were examined.
This was my first real teaching experience. I developed the course entirely - hand outs, assignments, projects, etc. In the end I was very proud of the course.
During that course, the best lesson I taught was about organization, and the importance of being organized. The class went something like this:
For me, the best lessons are the ones that are noisy, messy, engaging and on task. They are unconventional, outside the box, and memorable. They are a learning experience for both the teacher and they students.
A few years ago, before I came to Notre Dame, I taught a Summer School course for prospective grade 8's called, "Getting Ready for Grade 8". This course was intended to prepare students for high school life - similar to ND's Jump Start program. The course was designed to help students make the transition from elementary to secondary school. This course focused on paragraph and essay writing strategies, time & course management, media literacy and safety, research and presentation skills, note-taking and test taking. In addition, relevant social issues effecting teens were examined.
This was my first real teaching experience. I developed the course entirely - hand outs, assignments, projects, etc. In the end I was very proud of the course.
During that course, the best lesson I taught was about organization, and the importance of being organized. The class went something like this:
1. Story Time
2. How to Survive High School Tip #8 3. Organization Stations (1&2) Break 5. Organization Stations (3&4) 6. Reflection, comments, questions, concerns. |
I started every day with an opportunity for them to tell their own stories - the happening of the weekend, the night before, anything that came to mind. This was generally well accepted and liked among the students.
The overarching, on going project of the course was the creation of a high school survival guide. Every day, I would provide them with a new tip or trick to help them get through grade 8. While I can't remember the specific tip for that specific day, I'm sure it had something to do with organization. |
The next phase of the class was the best. Earlier that morning, I had set up six different organization stations. Each station would require the students to organize time, materials, and/or homework. I put the students into groups and had them rotate to each station after 8-10 minutes.
The stations were:
The stations were:
- A work space with pens, pencils, stapler, eraser, hole punch, sticky notes, rulers, markers, binders, paper (lined/blank) shelving organizers, paper clips, binder clips, tape, push pins, magnets, a calendar and anything else that might be associated with a common desk space.
All materials would be scattered on an empty desk. Students would be required to organize the work space.
The lesson: a tidy work space promote productivity, creativity and a tidy mind. - A locker with two locker shelves, magnets, mirror, gym strip, backpack, binders, lunch box, coat, umbrella, paper, emergency kit, pens, markers, and anything else that might be associated with a common locker.
All materials would be on the outside of the locker. Students would be required to put all the materials in the locker.
The lesson: an organized locker will lead to an organized school experience. A lost lunch means a smelly experience and no friends. - A three-subject binder taken from my university days.
Choose a binder with three+subjects in it; open the binder and allow the papers to fall on the floor. Students would be required to organize the binder by subject and date in an attempt to study for exams.
The lesson: an organized binder helps you study for exams, prepare for tests and finish homework on time. - A calendar with a list of extra-curricular activities, homework, test dates, and other commitments,
Create a blank calendar on the board. Create a list of extra-curricular activities, homework assignments, tests, and typical teenage commitments.
The lesson: Using a calendar or agenda to keep track of commitments and homework helps with time management and completing homework on time and study for tests in advance. It also helps to make sure nothing falls through the cracks.
This lesson had it all - group work, chatter, collaboration, and mess. The students were on task, and engaged in the activities. At the end of the lesson when we came back together, we had a large group discussion about the activities and which stations were more difficult than others. The consensus was that the three subject binder was the most difficult to organize followed by the calendar, the desk, and the locker.
A few months later, one of the students sent me a Thank You email. She was very grateful for all of the tips and mentioned the organization station lesson. Clearly the lesson had stuck with her and influenced her high school organization. While I'm unsure how the rest of the class received the lesson, the fact that one student emailed me made of the mess worth it.
A few months later, one of the students sent me a Thank You email. She was very grateful for all of the tips and mentioned the organization station lesson. Clearly the lesson had stuck with her and influenced her high school organization. While I'm unsure how the rest of the class received the lesson, the fact that one student emailed me made of the mess worth it.
8/10
Thorough and complete. Opinions are supported. Verb tense and voice are inconsistent.
Thorough and complete. Opinions are supported. Verb tense and voice are inconsistent.
Inquire and Explore - What is Gamification? Why Gamification?
In secondary education, Gamification is a relatively new buzz word. To gamify the classroom means to use and implement game-like mechanics into non-gaming environments. Not to be confused with game-based learning which is using games to learn, gamification encourages engagement and positive behaviours in class. In Geoff Goehle’s study Gamification and Web-based Homework, he implements video game elements into online homework assignments. Students level up by completing homework and answering questions correctly. They are rewarded and acknowledged for their efforts using a points and level system. A vast majority (93%) of the students reported “that they did keep track of their level and achievements and a slightly smaller majority (89%) said that they actively tried to earn achievements” (Goehle, 2013). If his system increased engagement with homework completion online, it stands to reason that using gamification would increase engagement in the classroom; which would subsequently impact student behavior.
As educators in the 21st century we are facing an entirely new crisis. In Zoe Stokes study, “Integration of Gamification into the Classroom and the Reception by Students,” she states that “the world is facing a very unique crisis. That is a crisis of engagement.” (2014). Students today are bombarded with technology, media, images, videos, and games that take them away from their studies and academic learning. How can a teacher standing at the front of the classroom possibly compete with the newest iPhone, and hottest app? Students would much rather learn how to play the newest game and spend countless hours figuring out the rules and the best way to win than pick up a book, read, or complete homework.
Stokes was right: we are in an engagement crisis. Students are so consumed by their technology that they can’t separate themselves from their cell phones and gadgets; and when they are not engaged in class, and not allowed to have technology, their behavior can escalate and classroom management becomes an issue.
In June 2013, I was assigned an all-boys English 9 class. While I consider myself an engaging teacher, I don’t speak boy. In a desperate attempt to figure out a way to engage 34 young men, the ND English League was born. Together with my mother, we transformed the regular classroom into a hockey league. The boys were put on teams with captains, competition, and stats. This was my first attempt at gamification. Of course, there were bugs and kinks to work out, but I found the boys were more engaged in my class – especially at the beginning. As the year went on, engagement dwindled in the final term of school, I also found an increase in behavior issues.
This year, I have another all-boys class; but instead of using the NHL as my inspiration, I have implemented a program called Classcraft. While this program is more complex in its system, points, and tiers, it’s completely digital and I can input points and stats instantly. The boys have access to powers (or privileges) that they must earn in order to advance. There’s even an app they can download and use outside of the classroom. In my first lesson, I had complete engagement: for every question I asked, every hand up went up. They wanted to participate.
As educators in the 21st century we are facing an entirely new crisis. In Zoe Stokes study, “Integration of Gamification into the Classroom and the Reception by Students,” she states that “the world is facing a very unique crisis. That is a crisis of engagement.” (2014). Students today are bombarded with technology, media, images, videos, and games that take them away from their studies and academic learning. How can a teacher standing at the front of the classroom possibly compete with the newest iPhone, and hottest app? Students would much rather learn how to play the newest game and spend countless hours figuring out the rules and the best way to win than pick up a book, read, or complete homework.
Stokes was right: we are in an engagement crisis. Students are so consumed by their technology that they can’t separate themselves from their cell phones and gadgets; and when they are not engaged in class, and not allowed to have technology, their behavior can escalate and classroom management becomes an issue.
In June 2013, I was assigned an all-boys English 9 class. While I consider myself an engaging teacher, I don’t speak boy. In a desperate attempt to figure out a way to engage 34 young men, the ND English League was born. Together with my mother, we transformed the regular classroom into a hockey league. The boys were put on teams with captains, competition, and stats. This was my first attempt at gamification. Of course, there were bugs and kinks to work out, but I found the boys were more engaged in my class – especially at the beginning. As the year went on, engagement dwindled in the final term of school, I also found an increase in behavior issues.
This year, I have another all-boys class; but instead of using the NHL as my inspiration, I have implemented a program called Classcraft. While this program is more complex in its system, points, and tiers, it’s completely digital and I can input points and stats instantly. The boys have access to powers (or privileges) that they must earn in order to advance. There’s even an app they can download and use outside of the classroom. In my first lesson, I had complete engagement: for every question I asked, every hand up went up. They wanted to participate.
Analyze and Interpret - Why is Education Changing?
There is no hope
For the education system Because we cannot say that We are doing the right thing Inquiry, collaboration, life-long learning Why? We fail. Of course it cannot be said that Everything is important It is important for success To engage – sure, but It is difficult Not to give up now. To question, research and think. We have to teach them For what? Failure, disgrace, and slacking off are important – Leave our learners with the lesson that We can not It is never enough. So I will let my students know that It is not worth it. Some say Education is important but I see things differently. Now read the poem down-up for a different outlook ;) |
Take a Stand/Propose a Solution
Teachers should be required to log a certain amount of Professional Development Hours