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Señora Contreras se compara con Tiana porque Ella es muy determinada

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Señora Contreras se compara con Tiana porque Ella es muy determinada

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Señorita Contreras es una professora estudiante. Ella trabajo en Roslyn High School, y es un estudiante a Queens College. Ella quiere trabajo a una professora de espanol.

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"Those kids are often really talented in the real world," said Ron Berger, chief academic officer for Expeditionary Learning, a network of schools that has pioneered the deeper learning movement. "In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive."

To that end, educators have to move past the idea that learning is a linear process. "It's crazy to separate basic skills from engaging complex work," Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.

An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. "They all created something beautiful and of quality," Berger said.
CREATING STRUCTURES FOR SUCCESS
Reaching all learners successfully is a tough job and requires carefully thought-out structures. "There's a misperception that deeper learning is unstructured," Berger said. "It's really just a question about what you're going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I'd rather be tight about kids being focused and courteous." Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. "It's an active peer-driven sense of working towards quality," Berger said. "It's not just sitting passively and letting someone tell you what to think."

Careful grouping is important to give all learners the best chance at success. "The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful," said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.

"You want to be able to support students academically and in terms of literacy," said Rosemary Milczewski, a math teacher at Flushing International High School. "They are arguing; they are talking to each other; and I'm walking around as a facilitator." A common way to teach students for whom English isn't their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. "The grouping would differ based on the task you are asking students to do," Sylvan said.
TEACHER GROUPING
In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.

Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. "The first thing that comes to mind for me is changing students' perceptions of themselves so they don't see themselves as unable to learn," said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. "If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves." Students also need to feel permission to express themselves and to know that their input is valued.

Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. "Telling them my story, I feel like it gives them some hope," she said. "They realize they can graduate from high school, go to college and all they've got to do is work hard."
SCHOOL STRUCTURES TO PROMOTE SUCCESS
Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues," said Ben Daley, chief academic officer at High Tech High. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they'll be working on and talk logistics.

Additionally, each week they meet to talk about social and emotional needs of students, and there's always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.

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Strategies to Reach Every Student, Regardless of Language Barrier | KQED

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Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.

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“Toma una limitación y conviértela en una oportunidad. Aprovecha una oportunidad y conviértela en una aventura soñando a lo grande!” ― Jo Franz

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“Toma una limitación y conviértela en una oportunidad. Aprovecha una oportunidad y conviértela en una aventura soñando a lo grande!” ― Jo Franz

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“Cuanto mayor es el obstáculo, mayor es la gloria para superarlo.”― Molière

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“Cuanto mayor es el obstáculo, mayor es la gloria para superarlo.”― Molière

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Are you new to teaching or a veteran? No matter how much experience you have, there are always challenges to face in the classroom and school. Expectations are high-from students, from parents, from department chairs and administrators. Here are some of the things that I find difficult as a teacher and how I overcome those challenges.

1. Balancing the different learning needs of students

Every student who walks through my door is different. Some struggle with math and need extra help. Some learn really well when they read the text, and others when they listen to a lecture or when they work the problems out on their own.

Every student who walks through my door is different.

There is a built-in way to handle this challenge that all teachers use. It's called differentiation-meaning to put as many ways of learning into a lesson as you can. So when I teach ionic compounds, I have the kids take notes, read a few paragraphs, use buttons to simulate how electrons move, use a computer simulation if I can get access to the computers, and practice it in pairs and by themselves. I put four or five different learning styles into one lesson so that the student who learns best by reading isn't left out. Neither is the student who learns best by moving around.

2. Respecting expectations from school admins

Not only do teachers have to ensure that each student in class is learning and engaged, we also have to make sure that we are in line with the goals of the school. Most of the time, that goal is the same: educate students so that when they enter the "real world," they will be capable of making good choices. Sometimes, though, there are more things going on with the school than any one teacher knows about. Testing, pep assemblies, student government, and club activities are all important parts of the school experience.

Not only do teachers have to ensure that each student in class is learning and engaged, we also have to make sure that we are in line with the goals of the school.

As a teacher, it's important to be flexible in rearranging plans and having backups for when school-wide activities might disrupt your normal routine. I usually have my week planned out ahead of time. Good communication and good planning can help to ensure that students are getting the full educational and social experience of school.

3. Helping parents and students meet long-term goals

Schools are comprised of the people in the community. As a teacher, it's important to understand the community your students are a part of. The community I teach in is a more rural community, where many of my students are the first person in their family seeking college. Some of my students are the first person in their family who will graduate high school.

Many of my students don't understand the value of education because they have never seen the benefits education can offer them. I talk to them about their futures and their goals, guiding them through their education route if they want to become a doctor or a lawyer or a teacher. I have guest speakers come into my class so that students can see what kind of careers are available and what type of education they need to be successful in those careers.

Many of my students don't understand the value of education because they have never seen the benefits education can offer them.

I have an open line of communication with all of my students and their parents. I let parents and students know that I'm available every day after school for tutoring and extra help. I call and send emails when students are struggling in my class, and I offer my services to every student and answer questions whenever I can. Part of that is building an online community. I use Edmodo.com as a way to communicate with my students after school hours. I encourage them to start discussions and help each other as they go through the class.

Teaching can be challenging at times, but as long as you really care about your students and really want help them, both with the materials in your class and their struggles outside your class, it can also be very rewarding.
Share your ideas: What do you think are the biggest challenges for today's teachers? Photo credit: JoHo / Shutterstock

Dayna Doskocil is a high school chemistry teacher in Buckeye, Arizona, who received a BS in biology from San Diego State and a Masters in Secondary Education from Arizona State University. When she's not teaching, she enjoys swimming, walking her dog, and visiting local areas of interest.

@classcraftgame

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The 3 main challenges teachers face in today's classroom - Classcraft Blog

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Are you new to teaching or a veteran? No matter how much experience you have, there are always challenges to face in the classroom and school. Expectations are high-from students, from parents, from department chairs and administrators. Here are some of the things that I find difficult as a teacher and how I overcome those challenges.

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Teaching Conditions

Ellen Moir
New Teacher Center Founder and CEO

We all have a story of an amazing teacher who made a difference, or at least know of one. For me, it was my high school Spanish teacher, Miss Hayward. Miss Hayward was deeply committed to her students. She helped me to be the first in my family to attend college. Yet, I never thought of the challenges that Miss Hayward faced herself as a new teacher.

As a new teacher, Miss Hayward had to put into practice the many lessons learned in her preparation courses and experiences to reach a group of students she had never met, each with their own skills and needs. Imagine the stress of making sure 20-30 individual learners absorb your lesson of the day, let alone inspiring them to reach new heights.

Sure, Ms. Hayward was able to make a profound impression on me and address my needs as her student, but I wonder if every student felt the same impact. Did Ms. Hayward struggle in meeting my needs, let alone the needs of the 20 other children in my class?

As teachers across the country recently headed back to school, some for the first time, they faced entirely new classroom dynamics. With new students come new challenges, new opportunities, and new teaching methods that must be employed or even learned. Classrooms change from year to year-sometimes consisting of students facing extreme poverty, other times not-and teachers must also be able to shift. They must not only understand their own social and emotional competencies, but also their students' and how it impacts classroom instruction. New teachers are unprepared for many of the challenges they will face in the classroom, but these challenges can be overcome with the proper supports.

From my nearly 20 years of working at New Teacher Center (NTC), in addition to my time teaching pre-service educators at the university level, I have seen these challenges first hand. I saw brilliant teachers leaving the classroom early in their careers at an alarming rate. They were overwhelmed and discouraged, and even worse, students were losing the best and brightest teachers.

I became convinced, through my own work and research, that new teachers everywhere lacked the support they needed to survive in the classroom and, subsequently, were failing and leaving the profession. Traditionally, feedback on how a teacher's performance comes from sporadic classroom visitations, high-level insights into instruction, and little focus on how students are performing aside from standardized test scores. So, what do teachers actually need? Strong supports from teacher, school, and district leaders to feel confident in the classroom and better help students succeed. We need to build teacher and school leaders, instructional coaches, and teacher mentors who can provide evidence-based, consistent feedback on classroom instruction and a system that allows for such support.

We know that these supports work. The U.S. Department of Education's Investing in Innovation (i3) Validation analysis shows that the New Teacher Center's teacher induction model increases student achievement by up to 5 months of additional learning. This model promotes:

1. High-quality, trained instructional mentors

2. Frequent job-embedded feedback focused on instruction and delivered face-to-face

3. Small mentor caseloads (no more than 15 teachers per mentor)

4. NTC's formative assessment system to guide instruction and student supports

5. Consistent data for program improvement

Miss Hayward was not offered such supports and, sadly, wound up leaving the profession early in her career. These supports that are proven to work, proven to increase student achievement and teacher retention, are critical to helping teachers feel confident in the classroom, stay in the profession, and better reach their students. At NTC, we partner with states, consortia, districts, and schools, particularly low-income districts, to build such a system that prepares PreK-12 teachers to fulfill this role and prepare all students, everywhere.

To read more about what new teacher experience during their first year in the classroom, download NTC's free resource, "From Surviving to Thriving: The Phases of First-Year Teaching."

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Why is the first year so difficult for new teachers? It doesn't have to be. - New Teacher Center

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Ellen Moir New Teacher Center Founder and CEO We all have a story of an amazing teacher who made a difference, or at least know of one. For me, it was my high school Spanish teacher, Miss Hayward. Miss Hayward was deeply committed to her students.

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¿Que punto en tu vida te diste cuento que quiere un profesora?

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¿Porque elegiste espanol de los otros sujetos de idiomas?

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¿Recibiste mucho apoyo  en tu decision para ser una profesora?

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¿Puedes explicar el proceso para convertirse en una profesora?

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¿Como superaste el reto de convertirte en un profesora?

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¿Te arrepientes de seguir una carrera en un profesora?

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¿Que te más como maestra?

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¿Cuál es la parte más dificil del proceso de ser profesora?

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¿Cuál es la parte más dificil de trabajar con niños?

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¿Tu carrera en educacíon es gratificante hasta este?