Final Project

Task 15: Great Teaching

This semester I have learned the many things that go into being a good teacher. This course has helped me continue to grow my craft but also as a person. I have been thinking about how I can make sense of a variety of educational topics and issues in the educational field. How do teachers take on so many tasks on a daily basis? Teachers need to encourage a community in their classrooms, safety and a space for safe discussions. Below I created a few do-confirm checklists that I want to implement in my future classroom.

Creating an inclusive classroom

  • Use first person language
  • Create an environment where everyone feels comfortable
  • Mix up the students when working so they get to know everyone
  • Introduce culturally relevant texts to students
  • Have multiple languages displayed across the classroom

Using Assessments in the classroom:

  • Use more open ended discussions and less multiple choice
  • Shorter lessons that a more relatable
  • Encourage group work
  • Encourage different programs to show presentations in classroom
  • Less focus on mistakes
  • Less grading for error and try and see where they went wrong

Integrating technology in the classroom:

  • Use  latest technology in the classroom
  • Create a class facebook page for the parents and teacher to stay in touch
  • Create a class webpage to show students work
  • Use media that connects to the lesson and leave room for open discussions
  • Use media that is culturally relevant that many students can relate too

What makes a great teacher

  • Become a listening ear
  • Encourage students to be successful
  • Challenge the students to go above and beyond
  • Creating a diverse classroom
  • Creative an environment where everyone is comfortable to share and discuss
  • Be prepared for what you are teaching

Creating an inclusive classroom explained:

Using first person language in the classroom is very important because the way we speak to people greatly influence the attitudes we form about them. Creating an environment where everyone feels comfortable is important because the students need to feel comfortable to fully engage with the material they are learning. If they feel a sense of community that leaves room for more authentic discussions and work being completed. By making the students work with new groups it will give them a chance to learn from how others work while building connections in your classroom. Having multiple language around the classroom gives everyone an opportunity to feel included and will make them be able to compare their own language to the english language. Introducing culturally relevant text also creates an inclusive environment in the classroom because many students will come together and feel empowered and have pride in their culture and ethnicity.

Using Assessments in the classroom:

Shorter lessons that are more relatable will keep the students attention and will leave room for greater and valuable discussions. Encouraging group work will build a sense of community and will give the students a chance to see how others learn and can help each other. When you focus less on the errors and more on miscues you will be able to see what went wrong and be able to make changes in your lessons to help the students succeed. Using open ended discussions and less multiple choice will help you gain feedback on your lessons and see if the students are really gaining anything from them. Multiple choice testing is sometimes used as a guessing game and short answer questions is better for comprehension.

What makes a great teacher:

In my opinion what makes a great teacher is being able to have a listening ear instead of listening to respond sometimes you just need to listen just to give the person a moment of peace. Encouraging and motivating students is priceless, they will feel that anything is possible if they know they have a team behind them. Challenging the students to keep pushing and go above and beyond will not only push them to be the best that they can but it will further their excitement to research things on their own. Being flexible is a major key when being a teacher, nothing ever goes as plan in the classroom nor the real world. So if you are flexible and able to change things a the drop of a pen you won’t be as stressed and will be in a cheerful mood. Making sure your classroom is diverse and accepts everyone, you will have students who are excited to come to school and ready to learn.

Reflection on this semester

“A mentor is someone who sees more talent and ability within you, than you see in yourself, and helps you bring it out of you”

–          Bob Proctor

I have been involved in education in many forms my entire life. My mother owns a home daycare and I participated in the education in training program throughout my high school years. Being around new children still makes me a bit nervous because you never know if they will like you. Unfortunately, I was not able to get a mentor for this semester, so I spent my time volunteering at the science fair and planning the scavenger hunt for the annual mentor day and also helping at a boys and girls club in Dallas. So instead of talking about my time with a mentee I’m going to talk about the many things that have contributed to my growth and motivation to become a teacher.

Image result for mentor meme

What I did notice is today’s students are nothing like I was, even though it’s only been three years since I was in high school I feel that it is completely a different vibe. They knew all the latest dance moves and wore the trendy clothes but also had huge ambitions in life. I think growing up in a college town helps motivate them to think bigger than high school and more about their future. Working on the scavenger hunt was a bit more challenging than I thought it would be. I enjoy working in groups so when I found out I was the only student that signed up I was nervous. Working alongside Dr, Krutka I felt like we were a great team and my main goal was putting on a scavenger hunt that not only showcased our wonderful campus but also challenge the mentors to answer tough questions while bonding one last time with their mentees. The time I spent working on the scavenger hunt help me grow as a person by getting in touch with my creative side and also work on my communication skills. I had to go around campus and talk to some stuff in the offices to make sure it was okay that mentees came by and also talk in front of the big group of mentors, mentees, and faculty and staff of the schools that attended. Working on a project for a couple of weeks and finally seeing it come to life was so inspiring. The students and mentees seemed like they enjoyed themselves and I’m glad I could do my part with mentor day.  Volunteering at the science fair was also pretty interesting, I remember growing up all the kids did really easy science projects. Not these kids, some did projects of blood clots and one actually incubated their own chickens. The time and dedication these kids put into their projects inspired me to keep going above and beyond. The new generations have so much potential and I can’t wait to become a teacher and have an impact in their lives.  Seeing the projects made me so excited to continue on this journey.

I was not able to be a mentor but I spent much of this semester volunteering at the boys and girls club in Dallas, I worked the teen night once a month with a couple of friends. While working the teen nights I know understand how having fellow companions affect a student’s daily life. In my time at the boys and girls club I noticed that many of the students avoided talking about school at all cost. They wanted to show me their dance moves and talk about their weekly crushes. The age group was 11-14 so hardly anyone was talking about college they were all too excited about getting closer to high school. Surprisingly this age group seen my more as a peer and some didn’t hold as much as respect for me as they did some of the older workers. I had trouble balancing being a friend and focusing on making sure they weren’t behaving badly. There was one little girl let’s call her Mercedes, her parents forced her to go to “teen night” because they treated it as a parent’s night out. She didn’t have any friends and rode with her neighbors there and back. She found it hard to make friends because none of the kids there went to her middle school and they were pretty cliquey. So, she spent majority of her time following me around and kind of becoming my shadow. If I needed anything I always knew I could count on her. In the short few weeks we spent together I seen her began to open up and break out of her shell. The other children began opening up to me also and started letting my in on the inside jokes. I enjoyed my time working with those kids and I’m grateful to have done my part. Some of the students were less fortunate and couldn’t afford teen night and we let them in anyway. I could imagine having to grow up knowing you can’t do many of the things your friends do because of financial issues. They already have the burden of succeeding in school and having a social life.Image result for mentor meme

Overall the varies ways I spent with different students from all walks of life helped me grow was person. It opened my eyes to just how much a zip code matters. I met with students who all had one thing in common, the desire to just enjoy their youth and that is something I hope they never grow out of. In the beginning I was nervous when I found out I didn’t have a mentee but I pulled my strings and made it work. I think being flexible is something I need to get used to because in the teaching field things don’t always go as planned so we have to be able to make it work. And lastly I think I learned more the children then they learned from me, so who really was the mentor?

Jalisa Dixon

Teaching Reflection:

Why I Teach?

In my past I was blessed to have amazing teachers that always motivated me to be better and feel like anything was possible. My mother also has owned a daycare my entire life so I was constantly around children of all ages.  It has always felt like I was meant to be a teacher because when I was younger I always made my friends participate in my make-believe classroom. While going to high school in Plano my district offered the class education in training, we were allowed to be teacher assistants for the local elementary schools and gain real experience. We would create lesson plans and teach them to our classrooms. During that experience I started to gain confidence and feel like I finally belonged. Growing up I was good at sports and some would say I was smart but I never knew what I wanted to do in life until I started that program. When it comes to the question why teach I could give you thousands of answers but the most important factor when it comes to why I want to teach is I believe teachers make a difference. I believe teachers have a major impact on the world we kind of have a major role in what future generations will become. I believe it is my calling to help students of urban backgrounds excel in what they do and become excited about learning. I also want to make students love to learn again and have a desire to grow and become better. Before coming to college I always thought I wanted to teach second grade, but after being able to experience more grades in the field I actually want to teach fourth or fifth graders now. I am even open to after graduating getting certified in middle school areas. I really enjoy working with older students because I can be sarcastic with them and the students are truly a joy. If I only impact one student’s life I will feel like I have done my job and that is okay. Although I hope I can impact more. What I enjoy most about children are that I am constantly learning from them while they are also learning from me. It is hardly a dull moment when you are surrounded by students and that is what keeps me motivated. Having a bond with students and having them depend on you is another thing I love.

Name: Jalisa Dixon

  1. Do I believe all children can learn?

Yes I believe all children can learn, learning a new skill or concept can alway be taught regardless of the situation every student is in.

  1. Do I have high expectations for myself and others?

Yes I have high expectations because I tend to plan weekly and monthly goals and try to stick to them and complete them. I try to have the people in my life stick to that plan to.

  1.  Am I dedicated to learning the necessary content knowledge and teaching skills?

Yes, when I graduate I want to be able to look back and know I have learned everything I possible could be the best teacher I can be because I know people are depending on me and I don’t want to let them down.

  1. Can I easily see myself as a professional?

Yes, I believe teaching is one of the most respected professionals a person can have. Our job is to make sure they succeed and I intend to do that.

  1. Do I look forward to subscribing to professional journals?

Yes, I think that is the best way you can continue to learn and see other people’s point of view.

  1. Do I look forward to participating in professional organizations for teachers?

Yes, I believe that is a great way to get connected in the community of teachers and will allow you to continue to grow in your craft.

  1. Am I willing to uphold high ethical and professional standards for myself?

Yes every job has its own rules and regulations so that will be a tasks you are already use to taking on.

  1. Am I willing to learn new things and to change?

Yes, teaching is all about learning new things and being open to changes. Everything we do is to benefit the students.

  1. Am I willing to devote myself to ongoing professional development as a teacher?

Yes, as a educator you need to be fully devoted and be open to develop as a good teacher.

  1. Do I see myself as a lifelong learner?

Yes, you should never stop learning there is always something knew to learn no matter how big or small the task is.

  1. Am I willing to continue my teacher education to improve my knowledge and skills?

Yes, that goes along with my last question.

  1. Am I committed to basing my classroom practice on education research?

I think there is no yes or no answer to this question because I have formed my own beliefs based on researched but I won’t know until I am able to implement it in my own classroom and see if it really works for me.

  1. Do I want to spend my days in close contact and interaction with children and young people?

Yes, that is one of the main task of the job forming a sense of community.

  1. Are teachers the kind of people with whom I want to work?

Yes, I love seeing everyone use their own creativity and making things come from nothing.

  1. Am I willing to invest time and energy in professional collaborations?

Yes, I prefer working in a group because it helps being able to bounce ideas back and forth.

  1. Am I willing to do more than what is “required” of me?

Yes, I believe going above and beyond is key to success. You have to be able to put in the long hours in the classroom and also at home for everything to come together.

  1. Am I willing to give more time to students than a teaching contract may specify?

Yes like I answered before you have to be able to put in the extra work.

  1. Am I willing to communicate my teaching philosophy and practices to parents and others?

Yes, parents need to be aware to what is going on with their kid. They tend to know them the best.

  1. Am I willing to work at developing parent-school and community-school partnerships?

Building a relationship with the parent is very important I intend to send how a get to know you worksheet to let the parents know I am interested and want to know their kid and also them.

  1. Am I willing to teach children of all cultures and racial and ethnic backgrounds?

Yes, I believe learning about different culture and racial backgrounds can really help a student out because sometimes we tend to only teach about certain ethnic groups while leaving out others.

  1. Do I have the energy, sense of humor, enthusiasm, and outgoingness teachers need?

Yes, when I am around people I tend to be shy but with students I am very comfortable. I think they motivate me to be the best I can be.

  1. Am I a flexible person and able to deal with situations in highly active environments?

Yes it is important to be flexible because you will face difficulties and have to be flexible to overcome them.

  1. Do I have good organizational, managerial, and leadership skills?

Yes, I have had experience being a leader in different orgs and I am very organized I tend to be a bit ocd when it comes to organization, I like things to be done a certain way.

  1. Do I have a strong sense of self-efficacy as a teacher?

Yes, I enjoy seeing the final project come to an end and won’t stop until it is finished.

  1. Am I willing to undertake periods of apprenticeship as a preservice and novice teacher?

Yes I think all teachers go through periods where it is uncomfortable but have to be able to keep pushing and stay motivated.

  1. Am I willing to undergo periodic formal evaluations of my teaching performance?

Yes I believe that is the only way you can continue to grow as a educator.

  1. Am I willing to explore many alternatives in finding jobs opportunities as a teacher?

Yes, I hope to be able to help out anyway I can with lower economic people and just give back any way I can.

  1. Will I be willing to relocate to take advantage of teaching opportunities?

Unsure of this answer because I’ve always seen myself living in Texas but if the opportunity does arise I would consider moving to another state to teach.

  1. Can I initially meet my needs on a teacher’s starting salary and benefits?

I’m unsure because I have heard many mixed reviews on living on a teacher’s salary and benefits. I know in the beginning it will be easy because I am single with no kids but when I do get married and have kids it may be harder.

  1. Will I be satisfied with a salary based on educational attainment and years of service?

Yes, I have always wanted to be a teacher and it was never about the money for me. The job is more rewarding than that.

Understanding/Skill High

Level of Understanding/Skill


Level of Understanding/Skill


Level of Understanding/Skill

My understanding of:
The importance of equity Before this class I had some understanding but now I fully understand how important equity is in the classroom.
The effects of differential treatments I’m not that familiarized with different treatments.
Student abilities and learning styles I understand this because we learned about different types of learning styles but It’s alway something new to learn.
Student exceptionalities We have talked about this in my classes but I need more information.
Culture, race, and ethnicity I understand this very well and plan to use what I learned in my classes in my own classroom.
Culturally diverse classrooms My courses have covered this.
Multicultural education I’m and familiar with this field but will continue to grow my knowledge.
Language diversity I would like to understand this more.
Gender differences I understand this.
Social class differences I think my classes have touched on this a lot but I still need to grow in this area.
Sexual orientation differences I’m not as familiar with this and would like to learn more.
My ability to:
Treat students fairly I believe I have mastered this skill.
Show respect for all students This is the key to being a good teacher. Respect goes a long way.
Work with students with disabilities I understand this but need to continue to grow in this area.
Work with gifted students I understand this but I do need to have more information to be able to guide the students to be successful as possible.
Work with racially & culturally diverse My dream classroom has students from all backgrounds and I would love to have a racially and culturally diverse classroom.
Work with language-diverse students I need to continue growing in this area but my classes have begun to make me more comfortable.
Work with gender differences I am comfortable in this area.

A PLN is a Personal Learning Network, it is meant to be a guide of other educators with resources to help you continue to grow and guide you in your craft. My professional plan is learning as much as I can about racial and ethnic cultural groups in my area as possible. Every chance I get I want to be involved in the community and get to know the traditions of my students and their families. One of my goals is to travel the world and I would really like to be able to teach english to a country in need. I feel that if I am going to become a teacher I give back to those school districts and families in need. In my student teaching I hope to be placed with a teacher who will be not only an amazing mentor but hopefully a life long  friend. I hope I am able to be hands on and will be able to gain as much knowledge as possible. Once I become a teacher I hope people will begin to learn from me  also and I can be the mentor and life long friend to them as well. Being a teacher has been one of my life long dreams and I can not wait to make that a reality.

Teaching in Pop Culture;


Teaching in pop culture overall was an very interesting module. I think we don’t notice how big of an impact media, documentaries, popular shows and movies have on our lives. Majority of media compares educators as those with some form of superhuman. In the article, “Hollywood Goes to School” the super teacher formula is one teacher often someone who has “different” ideas to someone is a rebel. Given unwilling administration, lack of co workers and students everyone else has given up on. Although the odds the teachers overcomes them and transforms the classroom. In the end that super teacher changed their lives forever. I remember growing up and having to watch many of the movies listed in this module during my English classes. I believe that teachers a constantly portrayed in the media because they are very relatable. While watching a video I found it weird that in America teachers are portrayed differently than in other countries where teaching is considered a highly respectable job. picked the movie Dangerous Minds  because I haven’t seen it in a while and many of the methods from the movie have been integrated in my day to day life. One of my favorite things in the movie is that many of the students were going through their own struggles and still found time to come to class and treat it as their home away from home. The teacher in the movie would be “the on a mission type” against all odds she didn’t let anyone in her way to reach the children. The movie plot is about a newly divorced women who goes to an interview for student teaching in a rough neighborhood and gets offered a full time position. The movie was based around having hope. The student and teacher needed a light in their lives to continue going.

What are the purposes of the filmmaker in the movie? How does the filmmaker achieve those purposes in the story through technical effects/production (e.g., lighting, music, clothing) and the storyline? In the film many of the music was from urban artists, it gave the audience the vibe of being those students in those neighborhoods. Also the clothing was oversized and on trend for the nineties. Many of the girls wore big hoops and bright colored lipstick while the boys had on baggy clothes and gold teeth. The “cool kids” were laid back and hard for her to crack. Both students thought that she was teaching them only because she needed the paycheck but when they saw the amount of effort she put in they came around.

What does the film tell us about class? I think the film was altered to make us believe the those kids from urban backgrounds and schools were the board of education does just the bare minimum just need someone to come in and give them the extra time and motivation to keep pushing.

What does the film tell us about race? Many of the black and latino students were going through a hard time. Majority of them struggled with gang violence of having no place to sleep. It appeared that most of them wanted to get out of those neighborhoods but never had anyone in their corners pushing them and telling them they could be something or somebody.

What does the film tell us about gender? The men in the film were always masculine tough. They all had reputations to maintain and couldn’t be seen as weak.They didn’t want to get emotional or showed that they cared while the females were in touch with their feelings and quickly gravitated towards the teacher.

What does the film tell us about the specific work of teachers, including the ideas and skills (e.g., high-leverage practices) you have learned about in this course? In the movie the teacher went and visited the family of the troubled kids to get to know more about those students. The students felt that she didn’t understand where she came from so she had to tell them more about her background and make the students want to engage. When she let the students know they have a choice to be the victim or continue on, the choice was theirs.

To what degree is teaching portrayed realistically? Why? One thing that was portrayed realistically was the teacher wanted to form a sense of community and she also found work that still abided with the curriculum but also work the students found interesting. Although majority of the movie was unrealistic in the way the teacher was portrayed you could still decipher what was realistic.

To what degree does the film follow the “superteacher formula” that Farhi (1999) outlines in a paragraph on page 157 of his article? The super teacher formula was almost mastered to a T when it came to making the film, Dangerous Minds. She was going against other ideas than what the principal and school district had for the students at the high school. She had an unwilling administrator, and a class full of students everyone else had given up on. It appeared she had no personal life because she spent all her time helping the students no matter what time day or night. Against all odds her classroom overcame and was motivated to succeed in school. The teacher decided she was not going to work at the school next year and the students begged her to stay and she ends up staying to teach the next school year.

Which high-leverage practices (if any) do the teacher characters in your movie exhibit?In the movie Dangerous Minds, High Leverage Practice #3 Eliciting and interpreting individual students’ thinking, the teacher asked questions based on what she knew would get their minds going. High Leverage Practice #5 was also used, implementing norms and routines in the classroom. Everyday she came to class the students would be sitting in their desk before they started. And also she used the poem and history of the poems to show importance of the work they were asked to read. High Leverage Practice #7 was implemented also she rewarded the students not just for getting the correct answer but also for participating. It motivated the students to keep going because someone finally believed in them. One of the most important ones in this movie was High Leverage Practice #10, and 12 she built such a strong the students said they begin to start seeing her as their light. The students turned the poems that she had them read into things that related to their classroom and their relationship with her. She made sure she got familiar with their neighborhoods and backgrounds. She earned their trust.

De/Resegregation in Schools:


In 1954 Brown vs. Board of Education of Topeka launched the modern day civil rights movement. The court decided May 17, 1954 that the separation for black and white students to be unconstitutional. It ended de jure segregation nationally.

White politicians and citizens fought against de jure segregation in a movement called ” Massive Resistance” in which required federal troops to integrate black students in schools.  After almost over 60 years of desegregation of schools you can’t help but wonder are schools really “equal?” While reading the article, “How Segregation Has Persisted in Little Rock“) citizens of Little Rock mentioned obvious complaints of unfair treatment to the lower economic schools which were heavily populated by African American students. The schools with more white students had all of the latest technology and new equipment while the other schools struggled getting books for their classrooms. They are forced to go to court with the school districts to get an fair education for their students. It is 2017, and situations like this are still getting swept under the rug. In the article, ““Why School Busing Didn’t End School Segregation.” A program known as METCO, the Metropolitan Council for Educational Opportunity buses students of color from the city to the more affluent schools in white suburbs. In the article they talked about why desegregation of schools failed and it was because many schools don’t have enough white students to have a meaningful desegregated school. It was found true in major cities like Chicago, Los Angeles, and in New York. They have tried to desegregate schools in those areas by turning some into charter schools and redrawing district lines and they have worked and seemed to be popular with the citizens. 13.1% of Texas Schools are segregated for black students in 2011-2012. I think instead of focusing on “fixing” the lower income students and focusing on giving them the best education we can we will begin to see a difference in schools. In the article,” What happens when two separate and unequal school districts merge” it was the story of two schools in the same district which seemed to be worlds apart. One school which was 97% black failed year after year to offer the students a quality education while the other school down the road received donations from wealthy families that attended the school has extra curricular activities and provided advanced placement course. When the schools were forced to merge those students from the other districts slowly struggled in the beginning but eventually go on track. It’s sad to me that districts can be so close but students can receive bad education because of a lack of funding. Sometime in 1968 in Brooklyn the Black Power party decided that the black students needed black teachers. They received funding from the Ford Foundation where they formed the newly independent school district. Within one year of them taking over the school districts barely improved, the students continued to roam the hallways. Parents were encouraged to take the hands-off approach and were only supposed to get involved in school if only their child permitted it. Located in the art room was the students free space they could work on any project they liked. Many teachers felt this was more disruptive rather than benefitting the students because they felt electives should be taught to the students that they can live in the real world. If a teacher disagreed with the school district they put themselves at risk of getting fired. I personally feel that the school district should be controlled equally between parents and teachers because if the two are equally considered they know what’s best for their students and children.

Reading about the funds of the knowledge, the knowledge students gain from their family and cultural backgrounds to make their classrooms more inclusive. I agree for a teacher to fully understand his or her students it is important for a teacher to fully emerge themselves in the community. If you see where the students come from and how they live you can see what ways you can teach so they have a better understanding. I love how the teacher writes a letter to the parents in the beginning of the year and in return the parents send a detailed letter about their family and the student. I think that is a easy way to let the parents and students know you care. You are extending an open arm in the beginning of the year and I think the parents and students will respond well to that. As a teacher we might find it hard to address segregation in schools and I think it is best to address it lightly and try not to trigger any negative emotions because it is a touchy subject. Overall I believe that schools are better when they are integrated because I believe that students do better when crossing paths with people from different walks of life. When everyone is integrated you can get a different perspective on life and learn and grow with one another.


Educational Philosophies:

Teachers plant the seeds of knowledge that last a lifetime.

The video, If students designed their own schools it starts out with a gentlemen saying, “It’s crazy that in a system that is meant to teach and help the youth there is no voice from the youth at all.” I have never agreed with a statement more than I have with this one. I find it true that the education system is built to help students succeed but rarely do they are for feedback or opinions on if the students enjoy what they are being taught. I found that in the video there was a program called the Independent project and it ran for one semester  divided into three parts. It was composed of nine students who design their own learning based off of the four components taught is all schools. Math, Social Sciences, Natural Sciences and English. Once a week they would come up with questions they wanted answers to and would spend the week researching there topics and on Friday give a formal presentation to their peers. While watching the students talk about their school you could see the excitement in his voice. I think the program makes the classroom feel like a community because they are all sharing their own interest while receiving support from peers. Although i really like idea of the students picking what they learn I wouldn’t let them pick everything, I think it a good idea for the students to pick every now and then but not for a entire school year because there are somethings every student needs to learn to use in the real world and have a full understanding of certain topics.

I would say I stand for more of a progressive philosophy of education because I want my students to learn but also while having fun. Also I really like how the students would work side by side with me to help determine curriculum and learn through hands on activities. As a teacher if you make learning boring and have students read from books or do worksheets every day they will not want to pick up a book or research stuff on there own because they will see it as a burden. Also while watching the video from Ferris Bueller’s Day Off, I remember having history and social study teachers who would lecture like he would. And I always found myself zoning out and not learning anything. When it came to taking the test or final in the class I would find myself trying to cram a semester worth of work into a overnight study session. And I would have found it more helpful if the teacher asked the students what is the best way we learn and then he or she could have figured out the best way to deliver information to the class. John Dewey created a democratic environment for the classroom and I really like that. The students would be offered authentic and enjoyable learning topics. We would negotiate and set rules the everyone feels comfortable with.

In the higher leverage practice #4 diagnosing particular common patterns of student thinking and development in a subject-matter domain. It is best for the students when a teacher considers the students first and makes all the lessons entertaining. I like how in the example instead of just giving the students the speech to read the assignment requires critical thinking because the students were to think outside of the box and think in the shoes of the president and compare it to other sources. The lesson would be more memorable because the students had to engage and actually look up information rather than just feeling in the blanks on a worksheet or reading from a textbook.

I was looking up different ways schools are being taught and disciplined around the United States. And one school in particular really stood out to me and it is called, Robert W. Coleman Elementary School. For an entire school year they replaced detention with mediation they were teaching the students different ways to calm down and reflect instead of disciplining the students. The program was called the Holistic Me, and it taught the students breathing exercises and yoga. The result were the school didn’t issue a single suspension the entire school year. The school’s test scores also improved during the time of teaching meditation into the students because students knew how to remain calm during test. I really believe that schools all over the country could benefit from this practice and it could help the students and teaches out by giving them a new way to deal with stress that wouldn’t necessarily be offered to everyone. What are some practices you could see being used in schools districts? What is your teaching philosophies? What are ways you plan to implement them in your classrooms?




Ethical Dilemma Project;

A man without ethics is a wild beast loosed upon this world. – Albert Camus

The case study I was assigned was case number three, the concept was negligence. A P.E. teacher is teaching a unit on rope climbing.  A rope is hung from a very high point from the ceiling of the gym to the gym floor.  During lunch, the P.E. teacher places a sign on the gym door not to enter if she isn’t there.  She doesn’t lock the door, because she plans on returning to her office in the gym within a few minutes.  A student decides to enter anyway and is seriously injured while trying to climb the rope unsupervised.  Is the P.E. teacher responsible for this accident?  Why or why not?

In the case study I was assigned number three and the topic of the case is neglect. The ethical dilemma the teacher must resolve is, Neglect–The placing or leaving of a student or minor in a situation where the student or minor   would be exposed to a substantial risk of physical or mental harm(TEA). The jury had to decide wither or not the physical education teacher was at fault when the unsupervised student injured himself. According to the Texas Code of Ethics the teacher would be at fault because she failed to properly supervise the students who were under her care. While at work the teacher has a duty to serve and protect students. In the Texas Code of Ethics it states that the following should be followed by teachers, Principle 1:4 shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety and Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. In the sense of the case student rights, teacher rights, and the teacher code of ethics were violated. This could happen to many other teachers and it puts educators at fear. Some popular court cases that deal with neglect are JOHNSON JOHNSON v. SCHOOL DISTRICT OF MILLARD, ROLLINS v. CONCORDIA PARISH SCHOOL BOARD, Stevens v. Chesteen (1990), Simonetti v. School District of Philadelphia (1982), It has also been recognized that a physical education teacher has a duty to use “reasonable care” to prevent injuries and to adequately and properly supervise his students’ activities. Luce v. Board of Education of Village of Johnson City.

I had a difficult time deciding if the teacher should be held accountable for the student being injured because their were some things left out, for example were their any other available coaches or staff to be in the gym while the coach briefly left? And also what were the rules and regulations of leaving the gym unlocked or locked while unattended. I believe that the left out information cause have a major role in what decision the jury makes. I had the task of developing possible courses of action or alternatives and if the teacher is held accountable she could potentially charged and have to pay a fee the student and his family. Which could then cause her psychological and economic suffering. Also while the trial is going on the teacher could possibly lose friendships and suffer lose of relationships with her fellow collages puts extra stress. A short term consequence would be that the ethics committee or who is in control of the consequences would be the teacher could potentially lose her job and something long term that would effect her whole career is that it could pop up on her personal record. The only psychological cost could be depending on how severely injured the student was could have a role in how psychologically.The teacher also will suffer psychological impairments because she will potentially have a bad reputation and could some what lose trust between parents and staff. And some social cost could be the teacher and students will both deal with a change in their social life because if the case is a big deal and everyone knows about it things may become awkward for the student at school if the coach is well liked and something happens to her. Some students may feel like the student is at fault. And the teacher will go through social changes because there will possibly talk behind her back and she may have to rebuild her reputation. The only economic costs I could think of are the school district and teacher if held accountable will be potentially charged a fee if they are found guilty. During the process the teacher could be put on paid leave, since majority of teachers have to have liability insurance the money should be covered.

After the trial ends she may have to go teach in a new district which could be hard to start over in the middle of the year because she would have to get to know new kids and get used to the school quickly. I would honestly hold the teacher accountable because even though she left the gym for a quick moment it is her responsibility to keep students safe and lock up any equipment that could potentially cause harm to students or others. Although the teacher is not completely at fault because she was not supervising students it was her off period and when she left the gym it was empty. The decision I made correlates with Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. The teacher should have followed school regulations by making sure all students were safe and that all potentially harmful equipment would be locked up and not able for use if the students were not supervised.