Teacher Interview
1. How do you write a typical lesson plan and what types of materials do you need available?
"Normally, we plan in PLCs, which are Professional Learning Communities (this might consist of but not limited to the teachers who teach that specific subject, facilitators, and administration). We look at pacing guides and the Common Core Standards. Everything is pretty much electronic. We use planbook.com to record lesson plans, IPads, and supplement trade resources."
2. In what ways do you plan to accommodate individual differences in the classroom?
"Small group instruction, modified assignments, word banks, and utilizing a variety of learning aids (manipulatives, anchor charts, peer buddies, computer, Promethean board)."
3. Are there activities you would like to include in your lessons but are not able to because of limited materials or resources? If so, please give a brief example.
"Actually, there aren’t really any that I can think of. I have access to a great deal of technological devices for myself as well as my students. In addition, we have several different apps (free and purchased) that I utilize with my students monthly. The staff here is very flexible and shares a wealth of resources throughout the building, so if I don’t have it, chances are there is someone who does and it just requires asking."
4. Do you plan on a yearly, monthly, or weekly period?
"I use long-range plans also known as a pacing guide to drive my monthly and weekly plans. Each week I have at least 2 planning sessions for both subjects and I am provided with sub coverage for quarterly planning (3 months)."
5. What are some of your instructional challenges as a teacher?
"Paperwork, organization and lack of clerical assistance…I feel as though the secretary aspect of it can overwhelm you and I prefer to spend more time teaching."
6. What have been some of your instructional successes as a teacher?
"Exceeding high growth in Science and Math."
7. What do you consider essential characteristics for successful teaching?
"Energy and a desire to be in the classroom; students can tell if you love what you do…it’s contagious actually. Open mind, flexibility and courage …courage to do what you feel your students need, not always what’s on paper."
8. How often so your students receive social studies/science instruction?
"Daily, 50 minutes for each."
9. Are you satisfied with the amount of time that you currently allot for social studies/science instruction?
"Yes, I believe these subjects are just as vital as Math and Reading."
10. What science topics/units will be studied during the second week of my clinical experience? What are possible goals/ objectives I could address for my lessons? Do you have any instructional resources that would support these goals/objectives?
"Living Organisms…Cells, unicellular and multicellular. Students need to be able to identify the difference between unicellular and multicellular organisms. I have this book you can borrow that briefly goes over the material and we can check out the IPad cart if you'd like to include technology into your lesson.
11. What motivation tactics do you use to ensure a desire to learn?
"Participation, BYOT (Bring Your Own Technology) time, STEM BUCKS (to use at the STEM store), praise, and special privileges (end of the month/quarter parties)."
12. Tell me about the classroom community. What are the class rules? How is student behavior monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors prevented? What are the consequences for negative behaviors?
"Students earn infractions for not meeting school expectations. Students are allowed to bring their own technology for lunch on Fridays depending on the week’s performance. Students also earn “STEM Bucks” to spend at the end of the quarter in a teacher –created STORE. Consequences for negative behavior include working lunch (students have to sit apart from their class or friends), parent phone calls, student reflection sheets, and if necessary, a referral to the office."
13. Tell me about the pacing of lessons and interaction in the classroom (use of time).
"Math & Science lessons are often times fast paced with opportunities for students to practice previously taught objectives during a workshop (grouping) period. Students have ample talk time (turn and talk, share and compare, teach, etc.) to engage in conversations that are directly related to the concept at hand. Sometimes teacher talk can be more, especially when a new concept or strategy is being taught (due to modeling and many times having to model and guide the students through several examples). This year my students love their time to talk and share. I am really thrilled that for the most part, their conversations are on topic!"
14. What are the large exercise balls for?
"The use of exercise balls in the classroom as alternative seating has proven to help students focus more in class, improve posture, strengthen the core of their body, as well as improve handwriting over a period of consistent use."
"Normally, we plan in PLCs, which are Professional Learning Communities (this might consist of but not limited to the teachers who teach that specific subject, facilitators, and administration). We look at pacing guides and the Common Core Standards. Everything is pretty much electronic. We use planbook.com to record lesson plans, IPads, and supplement trade resources."
2. In what ways do you plan to accommodate individual differences in the classroom?
"Small group instruction, modified assignments, word banks, and utilizing a variety of learning aids (manipulatives, anchor charts, peer buddies, computer, Promethean board)."
3. Are there activities you would like to include in your lessons but are not able to because of limited materials or resources? If so, please give a brief example.
"Actually, there aren’t really any that I can think of. I have access to a great deal of technological devices for myself as well as my students. In addition, we have several different apps (free and purchased) that I utilize with my students monthly. The staff here is very flexible and shares a wealth of resources throughout the building, so if I don’t have it, chances are there is someone who does and it just requires asking."
4. Do you plan on a yearly, monthly, or weekly period?
"I use long-range plans also known as a pacing guide to drive my monthly and weekly plans. Each week I have at least 2 planning sessions for both subjects and I am provided with sub coverage for quarterly planning (3 months)."
5. What are some of your instructional challenges as a teacher?
"Paperwork, organization and lack of clerical assistance…I feel as though the secretary aspect of it can overwhelm you and I prefer to spend more time teaching."
6. What have been some of your instructional successes as a teacher?
"Exceeding high growth in Science and Math."
7. What do you consider essential characteristics for successful teaching?
"Energy and a desire to be in the classroom; students can tell if you love what you do…it’s contagious actually. Open mind, flexibility and courage …courage to do what you feel your students need, not always what’s on paper."
8. How often so your students receive social studies/science instruction?
"Daily, 50 minutes for each."
9. Are you satisfied with the amount of time that you currently allot for social studies/science instruction?
"Yes, I believe these subjects are just as vital as Math and Reading."
10. What science topics/units will be studied during the second week of my clinical experience? What are possible goals/ objectives I could address for my lessons? Do you have any instructional resources that would support these goals/objectives?
"Living Organisms…Cells, unicellular and multicellular. Students need to be able to identify the difference between unicellular and multicellular organisms. I have this book you can borrow that briefly goes over the material and we can check out the IPad cart if you'd like to include technology into your lesson.
11. What motivation tactics do you use to ensure a desire to learn?
"Participation, BYOT (Bring Your Own Technology) time, STEM BUCKS (to use at the STEM store), praise, and special privileges (end of the month/quarter parties)."
12. Tell me about the classroom community. What are the class rules? How is student behavior monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors prevented? What are the consequences for negative behaviors?
"Students earn infractions for not meeting school expectations. Students are allowed to bring their own technology for lunch on Fridays depending on the week’s performance. Students also earn “STEM Bucks” to spend at the end of the quarter in a teacher –created STORE. Consequences for negative behavior include working lunch (students have to sit apart from their class or friends), parent phone calls, student reflection sheets, and if necessary, a referral to the office."
13. Tell me about the pacing of lessons and interaction in the classroom (use of time).
"Math & Science lessons are often times fast paced with opportunities for students to practice previously taught objectives during a workshop (grouping) period. Students have ample talk time (turn and talk, share and compare, teach, etc.) to engage in conversations that are directly related to the concept at hand. Sometimes teacher talk can be more, especially when a new concept or strategy is being taught (due to modeling and many times having to model and guide the students through several examples). This year my students love their time to talk and share. I am really thrilled that for the most part, their conversations are on topic!"
14. What are the large exercise balls for?
"The use of exercise balls in the classroom as alternative seating has proven to help students focus more in class, improve posture, strengthen the core of their body, as well as improve handwriting over a period of consistent use."
Reflection:
I met with my teacher for our initial meeting during her planning time, before the two weeks. We didn’t have much time to chat because of her jam-packed schedule, so she asked me to email her the interview questions. I wasn’t sure when she would email me back her responses, so I knew I needed to ask her right then what lessons I would be teaching. She helped by giving me the topics and over the first week guiding me in what activities would be good to do with the students and which ones would not. She only teaches science and math, so I had to ask the teacher next door what I could teach for her reading and social studies lessons.
My teacher sent me her responses to the interview questions towards the end of the first week. I learned a lot during the two weeks from being in the classroom and from the teacher’s responses. A lot of the questions I could have answered for her because I got to see them first hand. For example, she showed me many of the resources available and I was able to see what group planning looked like. I liked her answer to question three. The school has so many resources and really almost everything is available if you just ask. She had to remind me of this during the two weeks because I would be hesitant to ask for something for my lesson and she would notice. She would say to me, “If you need anything just ask.” I also learned that student communication is very important to the students’ growth. She included various activities to allow students to interact throughout her lessons. I agree with her that interaction promotes student engagement and discussion. I feel that I will use this same tactic in my own classroom. My cooperating teacher taught me a lot about teaching and helped me overcome some of the fears I previously had with the fifth grade.
I met with my teacher for our initial meeting during her planning time, before the two weeks. We didn’t have much time to chat because of her jam-packed schedule, so she asked me to email her the interview questions. I wasn’t sure when she would email me back her responses, so I knew I needed to ask her right then what lessons I would be teaching. She helped by giving me the topics and over the first week guiding me in what activities would be good to do with the students and which ones would not. She only teaches science and math, so I had to ask the teacher next door what I could teach for her reading and social studies lessons.
My teacher sent me her responses to the interview questions towards the end of the first week. I learned a lot during the two weeks from being in the classroom and from the teacher’s responses. A lot of the questions I could have answered for her because I got to see them first hand. For example, she showed me many of the resources available and I was able to see what group planning looked like. I liked her answer to question three. The school has so many resources and really almost everything is available if you just ask. She had to remind me of this during the two weeks because I would be hesitant to ask for something for my lesson and she would notice. She would say to me, “If you need anything just ask.” I also learned that student communication is very important to the students’ growth. She included various activities to allow students to interact throughout her lessons. I agree with her that interaction promotes student engagement and discussion. I feel that I will use this same tactic in my own classroom. My cooperating teacher taught me a lot about teaching and helped me overcome some of the fears I previously had with the fifth grade.