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Support for Student Cultures in the School

Reflection on how the teach-now clinical experiences has prepared me to support students from diverse cultural groups As a child, I have always wanted to be a teacher, my dad saw the potentials in me and had always encouraged me, though my mom had a another career choice in mind for me but my dad had said that I can be whatever I wanted to be. So teaching for my started right from when I was a child, I would gather other children of my age and sometimes children below my age and be teaching them how to count and how to write numbers, I loved math, and I love to represent my school and serve as teacher’s helper. My teachers encouraged me and wished to see me grow in academic excellence and become a teacher one day. As I grew up, some many things happened and some many changes happened too part of which was the choice of Career. By the time I was done with high school and getting ready for College, I wanted to be an engineer at this point, so I applied for an engineering course ...
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Identifying and Developing my Research Question

Identifying and Developing my Research Question Sincerely speaking there is a lot to wonder about, choosing a research question can be a bit challenging because there is a lot of questions one would like ask regarding globalization, and being internationally minded you tend to be stock on what to ask or what you feel is most important. Most questions can be too broad but I want to ask questions that is achievable and answerable. I have two questions in mind. I would want to have my research question on curriculum for international schools. As a Pre-K teacher, I am yet to see what curriculum is available to this grade, if the school from K-5 has a curriculum why is there no specific curriculum for Pre-K? I have also discovered that it’s not just my school but other international schools that have preschoolers. What will be done about this and is it possible to look into a general curriculum for Pre-K? My second research question would be: What differentiations and ac...
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CROSS-CULTURAL TERMINOLOGY: International mindedness (IM), International literacy (IL), and Global competence (GC)

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CROSS-CULTURAL TERMINOLOGY International mindedness (IM), International literacy (IL), and Global competence (GC)   Let’s define these cross-cultural terminology:   International mindedness (IM): is a term that is strongly associated with the IB curriculum, its perceived as a skill which can be acquired through education, study and experience. Some of the its key attributes include, inclusiveness, open-mindedness, tolerance, world views, and a global consciousness. It is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members.  Intercultural literacy (IL): Intercultural  literacy outlines the way in which we ingratiate ourselves with new cultures and ideas. Thus enabling the formation of successful cross-cultural engagements. It works on the understanding that we, as people, have the potential to 'read' and learn new cultures. Global competence(GC) : Glo...
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Action research and final project preparations

               Action research and final project preparations: I understand that the requirements for final project of the teach-now Educatore School of Education, Masters of Education program culminates with a research based final project which is a compulsory element required for the completion of the course. This final Project is the module 11 of the program and it can take different forms. It can be inform of grant proposal, action research problem  or a project to broaden and deepen knowledge, improve teaching practice or solve practical problems for an advancement upon current knowledge Which ever it be, I am required to follow the guidelines and rubric for the final project. You will follow the guideline which is mandatory and includes: Structure of the Final Project Sections of the Project Report: Length of the Project Report: During the process of the final research, the key term is the action research. I will go fu...
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GLOBALIZATION OF EDUCATION: International Schools

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International School I believe that international school is a school that promotes international educational in and international environment where students and educators from different countries see themselves as group of learners and teachers. I work in a school that has her mission statement as “Learning and Leading in a Collaborative culture. This mission state has really save a lot of misconceptions about international schools and what it should be. International schools  adopt a curriculum such as that of the International Baccalaureate, or Cambridge International Examinations, I will like to say that what makes a school international is  based on the criteria of  IASL. IASL Criteria for International Schools  1. Transfer ability of students’ education across international schools  2. A moving population (higher than in national public schools)  3. Multinational and multilingual student body  4. An international curriculum (i.e...
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TEACHER EVALUATION

Teacher Evaluation Teacher Evaluation is usually a classroom observations conducted by principals or other school administrators, sometimes with the help of rubrics or checklists. Samples of students' work, teachers' records and lesson plans, and other relevant factors are also often taken into account. Watching the video: preparing for formal observation from the teaching channel video, for my clinical observations I would want to have a pre-observation, the main observation and post observation. I like the concept cause in the pre-observation, I would be able to discuss my planned lesson and lesson objective with my mentor and my mentor will be able to tell me what she is expecting from me. She probably will be looking for: Class participation Materials  Content How to present the content Approaches to teacher evaluation in schools There are things a supervisor looks out for when evaluating a teacher, some of these are: Lesson plan: The teacher i...
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USING PRE-ASSESSMENT FOR DIFFERENTIATION

                                                                       PRE-ASSESSMENT FOR DIFFERENTIATION Pre-assessment helps to determine students’ prior knowledge and also their strengths and weaknesses. At the beginning of a new unit, pre-assessment can provide useful information about their readiness to start new instruction. Then, the teacher can adapt the difficulty of his subsequent lessons accordingly. Based on a pre-assessment, a teacher can differentiate his instruction. Highlighting some pre-assessment questions derived from the learning objectives and/or target standard seems to make the most sense. teacher use the results of the pre-assessment to help guide, differentiate, and challenge students (depending on how the students do on the pre-assessment).  For this unit, gr...
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