5 W’s Project

1. 5 W’s Project Leah Goldberg Dr. Kern EDC 415 Fall 2012

2. Who? • 20 year old junior at URI • From Northport, Long Island, New York • Spanish & Secondary Education double major • Fun, loud, works well with others • Energetic and enjoys working with others (especially children of all ages)!

3. Why? Going to Nicaragua 3 times in high school and teaching in underprivileged schools led me to choose Spanish as my subject to teach. • My parents are both educators and have been their entire lives. My father taught history for 40 years and now is a professor at Stonybrook University. My mother was a teacher, a principal for 17 years and is now a superintendent. I grew up being around teaching and they have inspired me to choose it as my career!

4. Why? (continued) • I work at a day care center and teach pre-school over the summer • I have babysat for 10 years • I have always been good at Spanish. I have loved every Spanish teacher I’ve had • I have a ‘knack’ for languages. grew up learning to read and write Hebrew and I take Italian in school, as well • Most students dislike foreign language or haven’t had good Spanish teachers in the past. I want to change that. I want my students to love my class and love Spanish as much as I do! My summer pre-school class in Sea Cliff, New York. Many of them speak Spanish!

5. What? (My teaching philosophy) • Make learning fun! • Make learning Spanish as relevant and useful to students’ daily lives as possible • I use an authoritative approach. Giving students choices and making good classroom rules • A democratic classroom: the students are the ‘community’ and I am the ‘mayor’. Working together to maximize my learning and their learning

6. What? REWARDS: Verbal praise Stickers Added points on quizzes Homework pass Positive call home to parents RULES: • Come to class prepared • The Golden Rule! Treat others the way you would like to be treated • Consistently try your best and you will do well • NO put-downs • TRY! • Respect the teacher, respect yourself, and respect others CONSEQUENCES: • Verbal warning • 2nd verbal warning • Small penalty (withhold privilege, isolate or remove student) • Larger penalty (detention) • Parents contacted • Principal contacted

7. What? (Theories & Principles • When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn. • Students should learn about the values shared by virtually all cultural groups. • Teachers should help students acquire the social skills needed to interact effectively with students from other racial, ethnic, cultural, and language groups. • The need of education arises from the fact that ‘what is’ is not ‘what ought to be’.Education as a whole should make human beings wish each other well. • Teachers have powerful motives to be effective in their classrooms.

8. Works Cited • "Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society." NSRF Harmony 83.3 (2001): 196-98. Web. 27 Nov. 2012. <http://www.nsrfharmony.org/fac_equity/diversity_unity.pdf>. • "Learning Principles - Enhancing Education - Carnegie Mellon University." Learning Principles - Enhancing Education - Carnegie Mellon University. Carnegie Mellon University, n.d. Web. 27 Nov. 2012. <http://www.cmu.edu/teaching/principles/learning.html>. • Sanders, Donald P. "The Development of Practical Theories of Teaching." Journal of Curriculum and Supervision 2.1 (1986): 59-67. Print. • Thorndike, Edward L. The Principles of Teaching: Based on Psychology. New York: A.G. Seiler, 1906. Print. • Trowler, Paul, and Ali Cooper. "Teaching and Learning Regimes : Implicit Theories and Recurrent Practices in the Enhancement of Teaching and Learning through Educational Development Programmes." - Lancaster EPrints. Lancaster University, 14 July 2010. Web. 27 Nov. 2012. <http://eprints.lancs.ac.uk/13477/>.