5 Ws of Teaching

1. 5 Ws of Teaching Matthew Ducker Duffy

2. Who am I? • I am a graduate student at URI working towards a masters in Special Education. • When I’m not at school I work at Target in the Electronics department and as a Behavioral Specialist for children with Autism.

3. Who am I? • I enjoy gaming-video games, card games, board games. • I enjoy photography and the sports as well.

4. Why Do I Want to be a Teacher? • I also feel that the world around is simply amazing and I want to instill that in my students. I want them to become lifelong learners that appreciate the little things around us. • I had a number of teachers that inspired me through the years, that made me into who I am today. I valued that experience and want to do the same for students.

5. Strengths as a Teacher • I am relatable and a good listener. • I am respectful and knowledgeable. • I’m very hands-on and not afraid to get dirty. • I put other’s needs before my own. • I love science!

6. My Teaching Philosophy • I believe that all students are capable of succeeding. • I believe that it is my job as a teacher to give my students to succeed in the classroom as well as in the world. • I want to encourage students to wonder, ask, and find out WHY?

7. My Teaching Philosophy • I believe in respecting my students and teaching them to respect each other. • My management style encompasses all the management styles, but with a focus on managerial, authoritative, and humanistic.

8. Classroom Rules • Classroom • Respect each other, other’s belongings, themselves, and the classroom. • Come prepared to class. • i.e. notebook, pen, homework, etc. • Follow classroom instructions and safety rules/policies. • Will listen to others and not interrupt.

9. My PBIS Policy • Universal: • I will consistently be utilizing classroom management techniques to avoid and reduce misbehaviors. • I will communicate classroom expectations with regularity. • Have classroom rules posted. • Provide consistent rewards and punishments based on behavior. • Secondary Intervention: • Students will work in small groups to discuss misbehaviors, how it hurts the classroom and how to avoid them in the future. • For specific students, behavioral contracts may be created along with contacting of parents. • Tertiary Intervention: • Individual confrencing/counseling after school or outside of class time. • Contact of parents. • Contact of guidance or assistant principal depending on severity.