Teaching Goals

There are 5 main goals that I would like to work towards while completing my pre-internship field experience:

1. Time Management and Planning.

Why? This is a huge goal that I have problems with and need to work on.  In my ECS 300 field experience, my partner and I reviewed a section of math with our students.  We had planned to review for half an hour and then allow the rest of the time to play online games that covered this material.  However, by the time we got through our review (which there were two topics, one for each of us, and to review this for 15 minutes each), there was only 10 minutes to get out all the laptops/iPads, explain a few of the games and allow the students to have time to try these games.  So, this is the main reason why I would like to work on my time management skills.

How will my observer know that I have achieved this goal?  Everything that I have planned for that day is completed in that time period.  This includes if students require extra examples.  If this takes a lot of time and causes one part of the lesson plan to not happen that day, then my planning and timing was not achieved.

2. Questioning.

Why? While completing an assignment for my EMTH 350 class this semester, part of the assignment was to teach an inquiry math lesson to my fellow classmates.  Part of my groups lesson was to hand out a worksheet and allow students time to work on it.  While students (classmates) were working on the sheet, my partners and I would walk around.  One thing that I noticed when I was walking around is that I was only asking the same, basic questions that, after a while, began to annoy the students and their thinking wasn’t being challenged.

How will my observer know that I have achieved this goal?

Answer the following questions: What types of questions am I asking students?  Do they engage students and encourage their thinking?  Am I asking a variety of questions? Or, are the questions repetitive and seem to bother the students rather than support them?

My questions should not bother students, they should spark curiosity and/or deepen their understanding of the material.  If the questions are to check how students are doing, where they are at, and if they need any help, they should be only when appropriate and not a nuisance.

3. Assessment.

Why? For my ECS 410 assessment package assignment, I wonder whether or not my questions are too repetitive, too hard, too easy, not enough, too many, not the appropriate kind of assignment, etc.

How will my observer know that I have achieved this goal?  Was my assessment (homework, test, etc) appropriate? Were students given an appropriate amount of time to complete the assignment?  Were the questions appropriate for their grade level?

4. Teach Effectively With Little Use of Technology.

Why? The classroom that I have been placed in has very little technology compared to the classroom that I was placed at for my ECS 300 class.  My previous classroom had iPads, tablets, laptops, and a SMART Board easily at their access.  With this classroom, I was able to go beyond paper and pencil teaching and found many different ways to teach.  In my new classroom, however, there is only a t.v. and projector.  This will be difficult since I am used to having readily available technology for every single student.

How will my observer know that I have achieved this goal? I will not use the same method of teaching throughout my three week block.  I try different methods and get the students actively involved in the classroom.

5. Clear Explanations and Directions.

Why? I have a tendency to not clearly explain something or miss important instructions/directions.  This is not only a skill I want to work on for my teaching, but also for my self in general.

How will my observer know that I have achieved this goal? Students should not ask simple questions like re-explaining instructions or of material because they don’t understand it.

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1 Comment

One thought on “Teaching Goals

  1. Ashley – well-reasoned and thoughtful goals. For time management, I don’t think it’s a problem if you overplay, as long as you’re not missing the bulk of the activities. Sometimes it’s nice to have some flexibility to be able to drop one activity and use another based on the mood in the class.
    Perhaps if you’re looking at questioning, you should have your observer check how many times you hit different levels of Bloom’s – if you are asking different levels of questions, you will probably not “annoy” students as much (on the other hand, sometimes the high levels of questions bother students a lot because they have had so much experience with schooling where they are not required to actually think, so they resent teachers who force them to think critically).
    For assessment, take a look at how students do to determine if your assessment was the appropriate difficulty. You don’t want everyone to fail, but you also don’t want everyone to get a perfect score.
    Perhaps for technology you can try different techniques, such as having students use their own devices. Also, using manipulatives might be a good substitute.
    In terms of directions, one suggestion is to get students to repeat your directions back to you – that way you’ll know if they didn’t get it.
    Good luck!

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