Natalia Sepúlveda
English IX
Prof. Crystal Hickerson
Analytical Essay I
25 May, 2009
When Teachers need help, School Administrators are ready to lend a hand
Gary Hopkins, in his article for classroom management, “Principals help teachers Develop Essential Skills” expresses that “almost everybody agrees that strong classroom management skills are essential for successful teaching. But many teacher education programs do not provide courses to help future teachers develop those skills. So what is a principal to do with a new teacher who has great potential but needs help with classroom management?” (Hopkins 1). After analyzing it, I strongly feel that, even though Hopkins’s article can be helpful for other principals and teachers, the foundation of the article focuses too heavily on other principals’ suggestions instead of Hopkins’ own input on this topic.
In developing the problem Hopkins mentions Jon Smith’s case; a teacher who is brilliant in his discipline and has great ideas, but who lacks of efficient classroom management skills. Then he presents this common problem and initial steps to take towards improvement. There is also a sample plan with procedures for master teachers when mentoring these teachers. Hopkins gives additional strategies for progress, for example: reflection on teaching, teacher training, and engaging lessons, among others. Last but not least, the author mentions two opposite ideas about teachers failing and that are directly related to what administrators should do as a last resort.
Since most principals have to deal with brilliant teachers who lack of classroom management skills is that administrators’ input on this topic can be of great benefit for other colleagues in the field. They all agree that the first step for helping Jon is that he realizes his flaws and that he needs help. However, in the education field there are few programs which give focus on classroom management. Responding to this, the article raises the need of mentoring and that provided that mentors support teachers, through sharing their knowledge and experience, these educators will store, adapt and learn from their suggestions putting them into practice; therefore, improving their practices. In addition, Principal Mary L. Russo, one of the principals who participated in this article, offered questions to guide Jon’s reflection on: classroom organization, lesson preparation and classroom routines. Even though Hopkins integrated Russo’s suggestions, he didn’t give his input on it, making it more difficult for us to understand his own feelings about the whole problem. It’s important to underline that by the end of his article Hopkins states that having teachers who are willing to do anything will probably be successful. Nevertheless, if teachers are reluctant to change and don’t improve after careful analysis and evaluation, they should take a year off from that school, otherwise the administrator of the school is forced to terminate his contract.
Finally, it is evident that author failed to reflect on the problematic throughout his article. He basically mentions other principals’ ideas, and although that is not wrong, he seldom mentions his own feelings, experience and reflections. Besides, the organization was fairly organized and the criteria used to select others’ suggestions it is uncertain. While Hopkins approach could be beneficial and answers to his main aim in the article, the lack of his own input makes it impossible to comprehend and discover his own answers to the problem aroused earlier in his article.
Works Cited:
Hopkins, Gary. "Classroom Management: Principals help Teachers Develop Essential Skills." Education World 18 Feb. 2003. 3 May 2009
< http://www.educationworld.com/a_admin/admin/admin299.shtml >.
domingo, 31 de mayo de 2009
CORRECTIONS
Annotation
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. He focuses on factors such as previous performance in the course and grade expectations, as well as constraining impediments such as: self-handicapping practices and anxiety. He intends to determine the extent to which those factors influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides some suggestions for teachers, it lacks the necessary supporting evidence to follow its ideas in the long-term. The reason why he doesn’t break new ground on this topic is that the facts exposed in his research are fairly new and although he studies them carefully, by the end of the research the results do not reflect his beliefs. Considering that Burns limited his scope of inquiry to a 353 student marketing class, it becomes apparent that its foundations are poorly researched. What’s more, his conclusions corroborate that his methods to obtain information fell short. That is why there is a need for deeper examination related to students’ expectations to be conducted so as to give real and more valuable insight on how teachers can improve students’ tests scores.
Book Review
Brown, H. Douglas. Teaching by Principles: An interactive Approach to Language Pedagogy. New York: Pearson Education, 2001. 192-204.
On the education field, the fact of being proficient in their subject area it is a must, but teachers are well-aware that it is not enough. Educators also need to be able to manage their classrooms, and promote and foster learning in their students. Classroom Management is worthy of consideration since teachers should use every tool they have to empower their classes’ healthy environment and learning space for the benefit of everybody.
Douglas Brown’s “Teaching by Principles” centers its attention in pedagogical practice and provides essential information in lesson planning, assessment and classroom management among others. Considering that teachers will encounter all sorts of challenges throughout their practices, this book is very helpful as leads teachers towards progress and improvement.
“Classroom Management” is one of Brown’s book highlights and as the name enlightens us, it goes through main issues related to classroom management. This chapter is divided into 6 sections: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers as well as valuable suggestions on creating and preserving a positive classroom climate
Future teachers should acknowledge the importance of this, because classroom management can really affect students’ results, motivation, interest, and learning. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this but guides any teacher on a better practice.
In conclusion, Brown offers compelling pedagogical resources that will enable teachers to enhance their teaching skills and also to promote reflective teaching. As a result, teachers will enhance their performances but most importantly, they will empower their students giving them tools for their future too. Overall, this book is a must for every future or current teacher.
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. He focuses on factors such as previous performance in the course and grade expectations, as well as constraining impediments such as: self-handicapping practices and anxiety. He intends to determine the extent to which those factors influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides some suggestions for teachers, it lacks the necessary supporting evidence to follow its ideas in the long-term. The reason why he doesn’t break new ground on this topic is that the facts exposed in his research are fairly new and although he studies them carefully, by the end of the research the results do not reflect his beliefs. Considering that Burns limited his scope of inquiry to a 353 student marketing class, it becomes apparent that its foundations are poorly researched. What’s more, his conclusions corroborate that his methods to obtain information fell short. That is why there is a need for deeper examination related to students’ expectations to be conducted so as to give real and more valuable insight on how teachers can improve students’ tests scores.
Book Review
Brown, H. Douglas. Teaching by Principles: An interactive Approach to Language Pedagogy. New York: Pearson Education, 2001. 192-204.
On the education field, the fact of being proficient in their subject area it is a must, but teachers are well-aware that it is not enough. Educators also need to be able to manage their classrooms, and promote and foster learning in their students. Classroom Management is worthy of consideration since teachers should use every tool they have to empower their classes’ healthy environment and learning space for the benefit of everybody.
Douglas Brown’s “Teaching by Principles” centers its attention in pedagogical practice and provides essential information in lesson planning, assessment and classroom management among others. Considering that teachers will encounter all sorts of challenges throughout their practices, this book is very helpful as leads teachers towards progress and improvement.
“Classroom Management” is one of Brown’s book highlights and as the name enlightens us, it goes through main issues related to classroom management. This chapter is divided into 6 sections: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers as well as valuable suggestions on creating and preserving a positive classroom climate
Future teachers should acknowledge the importance of this, because classroom management can really affect students’ results, motivation, interest, and learning. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this but guides any teacher on a better practice.
In conclusion, Brown offers compelling pedagogical resources that will enable teachers to enhance their teaching skills and also to promote reflective teaching. As a result, teachers will enhance their performances but most importantly, they will empower their students giving them tools for their future too. Overall, this book is a must for every future or current teacher.
jueves, 14 de mayo de 2009
ANNOTATION *CORRECTIONS*
David J. Burns carries out a fairly interesting research on students’ expectations. He focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas therefore; it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its foundations are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why there is a need for deeper examination related to students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.
Book Review Corrections
Brown, H. Douglas. “Classroom Management.” Teaching by Principles: An interactive Approach to Language Pedagogy. New York: Pearson Education Company, 2001. 192-204.
This chapter, extracted from the book “Teaching by Principles: an interactive approach to language pedagogy” goes through main issues related to classroom management. Divided in 6 points: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers on classroom itself, teachers delivery, affective and emotional aspects of being a teacher, unplanned situations as well as dealing with adverse situations, and last but not least, it provides valuable suggestions on creating and preserve a positive classroom climate.
The importance of Classroom Management is because of the needs teachers or future teachers have for developing themselves around the classroom, and generating an improved climate for learning. The chapter provides helpful ideas and suggestions for educators who look for improving their practices.
It is imperative to have knowledge on this, especially for future teachers, because Classroom Management can really affect students’ results, motivation, interest, and learning. Anyone facing a class should know how to organize it in order to make it more efficient. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this but guides any teacher on a better practice.
In conclusion, this chapter enables teachers to increase their levels of awareness regarding Classroom Management. Furthermore, offers priceless and well-organized information which can help improving any class, no matter the circumstances the teacher is living. That is why it is so important to follow the themes in the chapter, in order to help teachers’ performance and make it more efficient. Overall, this book is a must for every future or current teacher.
This chapter, extracted from the book “Teaching by Principles: an interactive approach to language pedagogy” goes through main issues related to classroom management. Divided in 6 points: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers on classroom itself, teachers delivery, affective and emotional aspects of being a teacher, unplanned situations as well as dealing with adverse situations, and last but not least, it provides valuable suggestions on creating and preserve a positive classroom climate.
The importance of Classroom Management is because of the needs teachers or future teachers have for developing themselves around the classroom, and generating an improved climate for learning. The chapter provides helpful ideas and suggestions for educators who look for improving their practices.
It is imperative to have knowledge on this, especially for future teachers, because Classroom Management can really affect students’ results, motivation, interest, and learning. Anyone facing a class should know how to organize it in order to make it more efficient. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this but guides any teacher on a better practice.
In conclusion, this chapter enables teachers to increase their levels of awareness regarding Classroom Management. Furthermore, offers priceless and well-organized information which can help improving any class, no matter the circumstances the teacher is living. That is why it is so important to follow the themes in the chapter, in order to help teachers’ performance and make it more efficient. Overall, this book is a must for every future or current teacher.
jueves, 7 de mayo de 2009
How can Classroom Management be improved?
Brown, H. Douglas. “Classroom Management.” Teaching by Principles: An interactive Approach to Language Pedagogy. New York: Pearson Education Company, 2001. 192-204.
This chapter, extracted from the book “Teaching by Principles: an interactive approach to language pedagogy” goes through main issues related with classroom management. Divided in 6 clarifying points: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles, and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers on classroom itself, teachers delivery, affective and emotional aspects of being a teacher, unplanned situations as well as dealing with adverse situations, and last but not least, it provides valuable suggestions on creating and preserve a positive classroom climate.
The importance of Classroom Management is because of the needs teachers or future teachers have for developing themselves around the classroom, and generating an improved climate for learning. The chapter provides helpful ideas, suggestions for educators who look for improving their practice.
It is imperative to have knowledge on this, especially for future teachers, since Classroom Management can really affect students’ results, motivation, interest, and learning. Anyone facing a class should know how to organize it, in order to make it more efficient. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this, but guides any teacher on a better practice.
In conclusion, this chapter enables teachers to increase their level of awareness regarding Classroom Management. Furthermore, offers priceless and well-organized information which can help improving any class, no matter the circumstances the teacher is living. That is why is so important to follow the themes in the chapter, in order to help teachers` performance and make it more efficient. Overall, this book is a must for every future or current teacher.
This chapter, extracted from the book “Teaching by Principles: an interactive approach to language pedagogy” goes through main issues related with classroom management. Divided in 6 clarifying points: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles, and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers on classroom itself, teachers delivery, affective and emotional aspects of being a teacher, unplanned situations as well as dealing with adverse situations, and last but not least, it provides valuable suggestions on creating and preserve a positive classroom climate.
The importance of Classroom Management is because of the needs teachers or future teachers have for developing themselves around the classroom, and generating an improved climate for learning. The chapter provides helpful ideas, suggestions for educators who look for improving their practice.
It is imperative to have knowledge on this, especially for future teachers, since Classroom Management can really affect students’ results, motivation, interest, and learning. Anyone facing a class should know how to organize it, in order to make it more efficient. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this, but guides any teacher on a better practice.
In conclusion, this chapter enables teachers to increase their level of awareness regarding Classroom Management. Furthermore, offers priceless and well-organized information which can help improving any class, no matter the circumstances the teacher is living. That is why is so important to follow the themes in the chapter, in order to help teachers` performance and make it more efficient. Overall, this book is a must for every future or current teacher.
domingo, 26 de abril de 2009
“Will I do as well on the final exam as I expect? An examination of students’ expectations”
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. In order to do so, he focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas, therefore, it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its fundaments are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why, there is a need for deeper examinations related with students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. In order to do so, he focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas, therefore, it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its fundaments are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why, there is a need for deeper examinations related with students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.
sábado, 18 de abril de 2009
Sources for Research
Online Academic/Professional Journals:
a. http://www.newhorizons.org/journal/archive.htm
-New Horizons offers diverse resources on educational matters
b. http://www.questia.com/library/jp-journal-of-educational-research.jsp?CRID=jp_journal_of_educational_research&OFFID=se2q
-Get a free trial for Questia and you’ll be able to go into their “Journal of Education”
c. http://ecrp.uiuc.edu/index.html
-Early Childhood Research & Practice is a bilingual free of charge journal. Its validity comes from the ECAP at the university of Illinois sponsor.
d. http://www.aera.net/publications/Default.aspx?menu_id=32&id=308
-The American Educational Research Association offers free access for their publications, among other resources. It also has a publishing partner, SAGE publications which makes their publications even more numerous.
e. http://ijme-journal.org/index.php/ijme
-The international journal of multicultural education it’s an open-access journal for students interested in education. IJME is sponsored by the Loeb School of Education of the Eastern University.
f. http://www.isetl.org/ijtlhe/current.cfm
-The International journal of Teaching and Learning in Higher Education it’s a publication of the International Society for Exploring Teaching. Academic resources.
Databases:
1. http://www.edinformatics.com/
EDinformatics, a database featuring educational resources, intended for parents, teachers and students.
- Updated website, organized and easy to manage.
2. http://www.cal.org/caela/research/resource_database.html
Center for Adult English Language Acquisition is a database designed for research on the field of adult ESL. CAELA was founded by the U.S Department of Education.
- Focused on adult education issues.
3. http://searcheric.org/
Produced by the ERIC system, SEARCHERIC it’s a simpler way to research on educational issues.
- No need to go into Eric, this website is really easy to go and and find what you need.
a. http://www.newhorizons.org/journal/archive.htm
-New Horizons offers diverse resources on educational matters
b. http://www.questia.com/library/jp-journal-of-educational-research.jsp?CRID=jp_journal_of_educational_research&OFFID=se2q
-Get a free trial for Questia and you’ll be able to go into their “Journal of Education”
c. http://ecrp.uiuc.edu/index.html
-Early Childhood Research & Practice is a bilingual free of charge journal. Its validity comes from the ECAP at the university of Illinois sponsor.
d. http://www.aera.net/publications/Default.aspx?menu_id=32&id=308
-The American Educational Research Association offers free access for their publications, among other resources. It also has a publishing partner, SAGE publications which makes their publications even more numerous.
e. http://ijme-journal.org/index.php/ijme
-The international journal of multicultural education it’s an open-access journal for students interested in education. IJME is sponsored by the Loeb School of Education of the Eastern University.
f. http://www.isetl.org/ijtlhe/current.cfm
-The International journal of Teaching and Learning in Higher Education it’s a publication of the International Society for Exploring Teaching. Academic resources.
Databases:
1. http://www.edinformatics.com/
EDinformatics, a database featuring educational resources, intended for parents, teachers and students.
- Updated website, organized and easy to manage.
2. http://www.cal.org/caela/research/resource_database.html
Center for Adult English Language Acquisition is a database designed for research on the field of adult ESL. CAELA was founded by the U.S Department of Education.
- Focused on adult education issues.
3. http://searcheric.org/
Produced by the ERIC system, SEARCHERIC it’s a simpler way to research on educational issues.
- No need to go into Eric, this website is really easy to go and and find what you need.
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