The fall semester at Pittsburg State University is getting closer. This semester, I will supervise six student teachers in their schools. Subsequently, I will meet principals and cooperating teachers along the way. We'll have conversations about how to assist the students in their efforts to teach elementary students to the best of their abilities.
Kickstart is only a couple of days away, but I've been ready for weeks. Last semester, I wasn't aware that I could take as much as an hour in a room by myself with my students, but I was really happy with the way I approached it. Even in an impromptu state, I wanted to emphasize my abilities and wisdom - not to brag or intimidate the new crop, but to assure them that I could help them...and that I am willing to help them. I want them to listen to me, but I also want to hear what they have to say in self-evaluation. It is very important to me that teachers of all experiences be up front and vulnerable with each other. If one has a need, s/he should be able to express the need (i.e., a deficiency) to a confidante who is willing to listen and assist.
This year, I'm bringing with me my tried-and-true Believe It or Not! list of my own experiences. Through the years, this list has become pretty long, and I am constantly consolidating and adding to it. In fact, I've reduce it to a 6.5 points; I may have to start passing out magnifying glasses to read it. On this list are educational achievements and milestones, but also things that might sound unbelievable. However, everything on the list is true.
Kickstart is only a couple of days away, but I've been ready for weeks. Last semester, I wasn't aware that I could take as much as an hour in a room by myself with my students, but I was really happy with the way I approached it. Even in an impromptu state, I wanted to emphasize my abilities and wisdom - not to brag or intimidate the new crop, but to assure them that I could help them...and that I am willing to help them. I want them to listen to me, but I also want to hear what they have to say in self-evaluation. It is very important to me that teachers of all experiences be up front and vulnerable with each other. If one has a need, s/he should be able to express the need (i.e., a deficiency) to a confidante who is willing to listen and assist.
This year, I'm bringing with me my tried-and-true Believe It or Not! list of my own experiences. Through the years, this list has become pretty long, and I am constantly consolidating and adding to it. In fact, I've reduce it to a 6.5 points; I may have to start passing out magnifying glasses to read it. On this list are educational achievements and milestones, but also things that might sound unbelievable. However, everything on the list is true.
Students are always welcome to question me about anything that's on this list. It's a great way for them to get to know my personality on day one. Then, when I visit them in their assigned classrooms, perhaps they can be more at ease. At the same time, I hope to gain their respect for my experience and achievements and make them comfortable enough to let me know their own strengths and weaknesses during their professional semester at PSU.
On the back, I have briefly explained these things (which will accompany my in-person presentation at Kickstart). I've also included my phone number, email address, and instructions to get to this website, which I plan to utilize and refer to in our conversations.
On the back, I have briefly explained these things (which will accompany my in-person presentation at Kickstart). I've also included my phone number, email address, and instructions to get to this website, which I plan to utilize and refer to in our conversations.
