By kris olds
Read or Download BEING AN ELEMENTARY SCHOOL TEACHER: REAL-WORLD TIPS AND STORIES FROM WORKING TEACHERS PDF
Similar elementary books
Basic Algebra with purposes
This publication contains the lawsuits of a NATO subsidized complicated learn Workshop held from 1st November to sixth November 1992 within the pleasant Chateau de Florans, Bedoin, Vaucluse, France and entitled 'Elementary response Steps in Heterogeneous Catalysis. ' The organisers are thankful to the technology Committee of NATO for his or her help of this assembly.
Additional resources for BEING AN ELEMENTARY SCHOOL TEACHER: REAL-WORLD TIPS AND STORIES FROM WORKING TEACHERS
In addition to the regular 12 classes in my schedule, all students in fourth and fifth grades are required to be in chorus, which meets for 45 minutes (fourth) or one hour (fifth). For chorus classes, I have a paid accompanist who plays the piano for us, and I also have at least one classroom assistant helping with classroom management. The reason for this extra support is that I have 60 or more children at a time in these rehearsals, and it is impossible for me to notice every little issue that might develop between children and get musical work done with the group.
This is accomplished through regular professional development opportunities. The state requires re-licensure based upon successful completion of a certain number of hours of professional development. I carefully prepare daily lessons for the students. All preparation of materials is my responsibility. Formal and informal assessments are administered and scored by me. Daily work is evaluated by me. I am responsible for the creation and maintenance of a safe, attractive, and educationally sound classroom environment.
Some programs will support staff development and learning opportunities, other will not. Make sure you seek employment at those programs where you can learn and grow--even if the salary is slightly lower. Additional Information I love the field of early childhood education. There are many avenues to explore: teaching typical and atypical, advantaged and disadvantaged, gifted and challenged children, working with the parents, child advocacy, state and federal policy, supervision, training, and administration.