Unless the schedule has been changed, Mark Murph ey should be talking to you today about leading good discussions. Please comment here on what you did in class, and note what you think is the most important thing you learned from the class.Before the semester ends, add to the blog here a lesson plan for a good discussion.
Instead of talking to us about leading good discussions, Mr Murphy told us about the career side to teaching. Personally, I've been wanting to hear this kind of stuff for a while now.
ReplyDeleteA couple of points that spoke to me where when he recommended not getting a Masters degree right away (This isn't what NSU admissions/graduate office tells you) and not to sign the contract at the interview(unless you want the job).
This sort of real world advice was good to hear.
I also enjoyed hearing about all the problems that come from extracurricular activities. I'll be endorsed as an assistant coach, and this summer I might pick up some head coaching endorsements as well. But as Mr Murphy showed, people(parents) take that stuff way too seriously. I won't say so in an interview, but I really hope that I don't have to coach.
Like last week, my lesson plan will come later.
P.S. Good luck to everyone taking the Praxis this weekend.
We got some great insight into what to expect from the application and interview process. I thought this was very helpful in getting our first and second jobs. I really enjoy the chance to see some things from the prespective of a principal, because those are the people we have to impress to get our foot in the door. His advice about teaching and coaching was very helpful, and gives us as hopeful coaches some important advice as well.
ReplyDeleteZach Anderson
Mr. Murphy's experience will come in handy in the future as I will be student teaching in the spring. He mentioned volunteering for an extracurricular activity to gain experience in that field. Teachers and administrators like it as well, as it's free assistance in whatever they are looking for.
ReplyDeleteHis opinion on setting high expectations at the beginning and being merciful later on by lowering them is also a good idea. He cautioned us on 'blurring the line' with our students as they do not need a friend, but someone to respect and teach them. Many of his points were very interesting, although none of them spoke on good discussions.
--Amber Eich
This is what I have been waiting for too. I really like to get information that will help me to land and keep a job. I thought that this was a very beneficial lecture and as far as good lecturing, I think he showed us how to lecture effectively as well. He showed us material that applied to us. He was prepared. He related the experience to his past experiences. He included the class and modeled some of his information. I thought he gave an effective lecture. I felt everyone was attentive for the whole session.
ReplyDeleteSome of the advice that he gave to us will be very beneficial when we are out trying to find jobs. Some of the material related to coaching, but I think that teaching and coaching can go hand in hand. All the material can be applicable to a Social Studies teacher.
I think that now that I have heard this, I will go out and rub a few more elbows.
Kirsten Saunders
ReplyDeleteThis was a great "reality check" for the class. Judging from the blog entries, everyone enjoyed this discussion. Mr. Murphy gave us some very useful tips in terms of networking etiquette and what to expect throughout our teaching careers. It was also encouraging to hear from a coach and teacher as well. He emphasized turning tension with students into "coachable" moments, which is something that I find truly valuable. Most of the information I had already heard in previous classes or from my soccer coach. I liked what Josh said about effective lecturing techniques in terms of what content should be addressed and the presentation (transparencies); however bland it was, it was still effective and well organized. One thing that Mr. Murphy repeated was to set expectations high and then lower them; one thing I heard from my junior field cooperation teacher was "Don't smile until Christmas". He was implying that it is easier to build a comprehensive and positive relationship with students if expectations and standards are high and then they are adjusted accordingly after time.
As everyone kind of mentioned, instead of talking about effective lectures, Mr. Murphy covered important things for first year teachers to know. This is probably one of the most helpful classes I have had so far in this class. I think everything he covered is really important for first year teachers to know. I think a lot of the times, the things he talked about are kind of overlooked, and people just expect for first year teachers to be aware of some of his points. It was good to get advice from a person who has been in the field of teaching for so long. I will definitely use Mr. Murphy's advice with all of my education experiences in the future.
ReplyDeleteDiscussion of the Declaration of Independence.
ReplyDeleteObjectives: TSWBT Explain how the United States Declared its Independence from Great Britain. TSWBT Explain the influence of the Renaisssance on the Declartion.
Standards:9-12.W.1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical
periods from the Renaissance to the present.
9-12.C.1.2. Students are able to determine the influence of major historical documents and ideals on the formation of the
United States government.
Anticipatory Set: We are lucky to live in a society that is free, but it was not always this way. We were under the control of a foreign king and had no say in government affairs.
Discussion: We will focus our discussion on what types of freedoms we enjoy in this country. I will ask the students to list any freedoms that they enjoy. I will have materials prepared to enhance the discussion by adding where these ideas come from in western society primarily out of the Renaissance. We will continue our discussion by looking at the Declaration itself, and we will discuss some of the most important lines.
Check for Understanding: To check their understanding I will ask them to put some of the lines from the Declaration in their own words.
Closing statement: I will explain that the Declaration changed the world, took so many ideas from the Renaissance, and led to more Revolutions around the world for years to come.
Independent Practice: The students will be asked to put the declaration into their own words, line by line, this will make sure they understand it. This will reinforce my objective.
Zach Anderson
"Rebuilding After a War"
ReplyDeleteObjectives:
Students will be able to explain why or why not America would help rebuild the country it just got done fighting in a war.
Standards:
9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.
9-12.US.1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from Reconstruction to the present.
Hook:
Show a video clip of a football player getting tackled and then the opposing player helps them up. I'll then ask, "Why did that happen?" & "Would you do the same?"
Discussion:
I'll break up the class into three groups, "Yes", "No", and "Undecided", then lead them in a discussion where we talk about the pro's and cons of aiding an enemy after war. The discussion will cover, but not be limited too:
-Civil War reconstruction
-The Versailles Treaty
-The Marshall Plan
-Colin Powell's, Pottery Barn rule ("You break it, You buy it")
Near the end of class, the "yes" and "no" groups will make case to the "undecided" group. The "undecided" will then pick a side to belong too.
Independent Practice / Homework:
I'll assign the students to write a one page journal entry on whether or not they believe in aiding an enemy after a war.