Monday, April 28, 2008
Friday, May 2, 2008
In alignment with the Foundations of Education curriculum, we will continue watching "Freedom Riders" so that students may analyze how educators are portrayed in movies and pop culture.
Tuesday, April 29 - Thursday, May 1, 2008
No class is scheduled for these days due the PSSA Science testing. Enjoy your days off!
Monday, April 28, 2008
In alignment with the Foundations of Education curriculum, we will be watching "Freedom Riders" so that students may analyze how educators are portrayed in movies and pop culture.
Friday, April 25, 2008
Friday, April 25, 2008
Objectives:
After this class, students will be able to:
a. differentiate between classes of people.
b. analyze statistics related to education.
c. describe the current state of education in America.
Agenda:
1. Warm-up: Students will answer the following in their notebooks:
For each class of people, describe three features:
a. Lower Class
b. Middle Class
c. Upper Class
As a group, we will fill in this chart on the board with student-contributed answers.
2. Reading/Note-taking Activity: Students will read "Clueless in America" and answer questions based on the article:
a. 1 American kid drops out every 26 seconds; this is over one million kids per year!
b. 33% of all American kids drop out; 33% who graduate aren't prepared for work or college.
c. According to Bill Gates, high schools are obsolete, which means that they cannot teach everything students need to know.
d. Quality of life for Americans is being negatively affected by the perfect storm of reading/math skills, economics and technology, and changing demographics.
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. differentiate between classes of people.
b. analyze statistics related to education.
c. describe the current state of education in America.
Agenda:
1. Warm-up: Students will answer the following in their notebooks:
For each class of people, describe three features:
a. Lower Class
b. Middle Class
c. Upper Class
As a group, we will fill in this chart on the board with student-contributed answers.
2. Reading/Note-taking Activity: Students will read "Clueless in America" and answer questions based on the article:
a. 1 American kid drops out every 26 seconds; this is over one million kids per year!
b. 33% of all American kids drop out; 33% who graduate aren't prepared for work or college.
c. According to Bill Gates, high schools are obsolete, which means that they cannot teach everything students need to know.
d. Quality of life for Americans is being negatively affected by the perfect storm of reading/math skills, economics and technology, and changing demographics.
Homework: There is no homework assigned for this class tonight.
Thursday, April 24, 2008
Objectives:
After this class, students will be able to:
a. analyze professional reading material of teachers.
b. compare and contrast the reasons why teachers leave the profession.
c. discuss the economic impact of education.
Agenda:
1. Warm-up: Students will answer the following question in their notebooks: Teachers often say that the reasons they leave the teaching profession is not because of pay but because of a lack of respect, support, and appreciation. In your opinion, when it comes to a job, would you rather receive a high salary or be appreciated and supported? Why? Give an example.
2. Warm-up part 2: Students will answer the following question in their notebooks: It has been proposed that teachers be paid $100k or more a year in order to attract and retain the best tlaent. Right now, a first year teacher in Philadelphia make $40k a year. Is this high salary a good idea? Why or why not? What is a drawback of a super high salary for teachers?
3. English Journal reading activity: Students will do a scavenger hunt through a REAL TEACHER JOURNAL! This is to expose them to the professional readings used in the education profession.
a. What image is on the front cover? What ideas or feelings does the images invoke?
b. What is the theme of this issue?
c. What kinds of advertisements do you see in the journal?
d. Write down the title of three of the articles in this journal.
e. Turn to page 111. What do you see there? What does it mean to have a section like this in an academic journal?
f. Read the poem on page 114 called surprise. What do you think of it? What images come to mind?
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. analyze professional reading material of teachers.
b. compare and contrast the reasons why teachers leave the profession.
c. discuss the economic impact of education.
Agenda:
1. Warm-up: Students will answer the following question in their notebooks: Teachers often say that the reasons they leave the teaching profession is not because of pay but because of a lack of respect, support, and appreciation. In your opinion, when it comes to a job, would you rather receive a high salary or be appreciated and supported? Why? Give an example.
2. Warm-up part 2: Students will answer the following question in their notebooks: It has been proposed that teachers be paid $100k or more a year in order to attract and retain the best tlaent. Right now, a first year teacher in Philadelphia make $40k a year. Is this high salary a good idea? Why or why not? What is a drawback of a super high salary for teachers?
3. English Journal reading activity: Students will do a scavenger hunt through a REAL TEACHER JOURNAL! This is to expose them to the professional readings used in the education profession.
a. What image is on the front cover? What ideas or feelings does the images invoke?
b. What is the theme of this issue?
c. What kinds of advertisements do you see in the journal?
d. Write down the title of three of the articles in this journal.
e. Turn to page 111. What do you see there? What does it mean to have a section like this in an academic journal?
f. Read the poem on page 114 called surprise. What do you think of it? What images come to mind?
Homework: There is no homework assigned for this class tonight.
Wednesday, April 23, 2008
Objectives:
After this class, students will be able to:
a. consider the economics of education.
b. compare and contrast different types of learning.
Agenda:
1. Warm-up: Students should answer the following questions in their notebooks and share answers for EC: Do you think that students should get paid for coming to school? Why or why not? If so, what is a fair wage? Who will pay you?
2. Warm-up part 2: Students should answer the following questions in their notebooks and share answers for EC: If school is a job for kids, should they be able to be fired if they fail? Why or why not? If so, where would they go?
3. Today’s Vocabulary:
a. teacher-centered learning: the teacher leads the class and what the students learn via lecture, reading, and note-taking
b. student-centered learning: the students lead the class via group discussion and group projects, also called constructivism
4. Questions to answer and discuss (and some notes): Teachers are paid based on how long they have been teaching and NOT on whether they are good teachers or not. This is quantity versus quality. Do you think this is fair? Why or why not? Should teachers be paid based on the performance of their students? Why or why not? Assuming they do, how should that work? How much do you think that the average teacher makes? Should a teacher get paid more depending on the subject that they teach?
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. consider the economics of education.
b. compare and contrast different types of learning.
Agenda:
1. Warm-up: Students should answer the following questions in their notebooks and share answers for EC: Do you think that students should get paid for coming to school? Why or why not? If so, what is a fair wage? Who will pay you?
2. Warm-up part 2: Students should answer the following questions in their notebooks and share answers for EC: If school is a job for kids, should they be able to be fired if they fail? Why or why not? If so, where would they go?
3. Today’s Vocabulary:
a. teacher-centered learning: the teacher leads the class and what the students learn via lecture, reading, and note-taking
b. student-centered learning: the students lead the class via group discussion and group projects, also called constructivism
4. Questions to answer and discuss (and some notes): Teachers are paid based on how long they have been teaching and NOT on whether they are good teachers or not. This is quantity versus quality. Do you think this is fair? Why or why not? Should teachers be paid based on the performance of their students? Why or why not? Assuming they do, how should that work? How much do you think that the average teacher makes? Should a teacher get paid more depending on the subject that they teach?
Homework: There is no homework assigned for this class tonight.
Monday, April 21, 2008
Monday, April 21, 2008
Objectives:
After this class, students will be able to:
a. consider issues related to high stakes testing.
b. analyze their school environment.
c. evaluate school hierarchy.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: Do you think that urban students should be given different questions on state tests than suburban/rural students, or should all kids get the same test? What kind of bias do state tests have? Students will share their answers for EC.
2. Question for answer and discussion: What is the most important and pressing issue at OHS? Describe what it's like now and why this issue is important to you. Write 1 paragraph. Students will share thoughts and discuss the many issues facing students in high school.
3. Analysis of school hierarchy: For each group, students will make a list of three ways that each contributes to the school environment. After that, they should put a star next to the group that has the most control. Why does that group have the most control? Groups to consider: students, teachers, administrators, parents, school board, state/federal government.
Homework: There is no homework for this class tonight.
After this class, students will be able to:
a. consider issues related to high stakes testing.
b. analyze their school environment.
c. evaluate school hierarchy.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: Do you think that urban students should be given different questions on state tests than suburban/rural students, or should all kids get the same test? What kind of bias do state tests have? Students will share their answers for EC.
2. Question for answer and discussion: What is the most important and pressing issue at OHS? Describe what it's like now and why this issue is important to you. Write 1 paragraph. Students will share thoughts and discuss the many issues facing students in high school.
3. Analysis of school hierarchy: For each group, students will make a list of three ways that each contributes to the school environment. After that, they should put a star next to the group that has the most control. Why does that group have the most control? Groups to consider: students, teachers, administrators, parents, school board, state/federal government.
Homework: There is no homework for this class tonight.
Friday, April 18, 2008
Objectives:
After this class, students will be able to:
a. reflect on and analyze their academic and social skills.
b. listen to others.
c. organize and present work for a grade.
Agenda:
1. Warm-Up: Do you consider your academic skills above average, below average, or somewhere in the middle? Why? How about your social skills (the way you get along with other people). Why? Write 2 sentences for each question. Students will share answers for EC.
2. Students will have their notebooks checked today. 200 points
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. reflect on and analyze their academic and social skills.
b. listen to others.
c. organize and present work for a grade.
Agenda:
1. Warm-Up: Do you consider your academic skills above average, below average, or somewhere in the middle? Why? How about your social skills (the way you get along with other people). Why? Write 2 sentences for each question. Students will share answers for EC.
2. Students will have their notebooks checked today. 200 points
Homework: There is no homework assigned for this class tonight.
Thursday, April 17, 2008
Thursday, April 17, 2008
Objectives:
After this class, students will be able to:
a. examine their school environment through a critical lens.
b. understand the main goals of NCLB.
c. compare and contrast exceptional students with "regular" students.
Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks and share for EC: Tomorrow is Dress Up Day. Are you going to participate? Why or why not? What do you think of special days like this? It is good for the school or not? Why? Write 1 paragraph.
2. Reminder - NOTEBOOK CHECK TOMORROW! 200 POINTS
3. Today's Notes on No Child Left Behind:
Main Goals:
a. ALL students proficient in reading and math by 2014.
b. ALL teachers are highly qualified.
c. Failing schools taken over or closed.
4. Today's Vocabulary:
a. Inviduals with Disabilities Education Act - (IDEA) - federal law that protects students with learning exceptionalities (mentally retarded ----> gifted)
5. Questions to answer and discuss: Do you think that all students, regardless of exceptionalities, should be treated equal, or should some students be given special treatment? Why or why not? Give examples; write 1/2 page.
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. examine their school environment through a critical lens.
b. understand the main goals of NCLB.
c. compare and contrast exceptional students with "regular" students.
Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks and share for EC: Tomorrow is Dress Up Day. Are you going to participate? Why or why not? What do you think of special days like this? It is good for the school or not? Why? Write 1 paragraph.
2. Reminder - NOTEBOOK CHECK TOMORROW! 200 POINTS
3. Today's Notes on No Child Left Behind:
Main Goals:
a. ALL students proficient in reading and math by 2014.
b. ALL teachers are highly qualified.
c. Failing schools taken over or closed.
4. Today's Vocabulary:
a. Inviduals with Disabilities Education Act - (IDEA) - federal law that protects students with learning exceptionalities (mentally retarded ----> gifted)
5. Questions to answer and discuss: Do you think that all students, regardless of exceptionalities, should be treated equal, or should some students be given special treatment? Why or why not? Give examples; write 1/2 page.
Homework: There is no homework assigned for this class tonight.
Wednesday, April 16, 2008
Wednesday, April 16, 2008
Objectives:
After this class, students will be able to:
a. analyze the OHS mission statement.
b. analyze the legal reasons for attending school.
c. examine the use and purpose of benchmark tests.
Agenda:
1. Warm-Up: Read the mission statement for OHS which is posted on the window. Are there any words you don't know? If so, write them in your notebook. Which part is the most important and why? Students will share their thoughts for EC.
2. Complete this statement: I come to school because... (3 reasons). Students will share their answers for EC.
3. Reminder: Notebook Check on Friday (200 points). Visit the class website for any work that you missed.
4. Today's Vocabulary:
a. No Child Left Behind - a federal mandate (law) created by George Bush which is meant to close the achievement gap between low-achieving students and high-achieving students; school must make adequate yearly progress (AYP) or be labeled as failing. Progress is mainly measured through testing - PSSA.
5. Questions to answer and discuss: Benchmarks - which classes do you take them in? Do you ever do well? Do you feel prepared? What is the point of these tests? What if they were eliminated?
Homework: There is no homework for this class tonight.
After this class, students will be able to:
a. analyze the OHS mission statement.
b. analyze the legal reasons for attending school.
c. examine the use and purpose of benchmark tests.
Agenda:
1. Warm-Up: Read the mission statement for OHS which is posted on the window. Are there any words you don't know? If so, write them in your notebook. Which part is the most important and why? Students will share their thoughts for EC.
2. Complete this statement: I come to school because... (3 reasons). Students will share their answers for EC.
3. Reminder: Notebook Check on Friday (200 points). Visit the class website for any work that you missed.
4. Today's Vocabulary:
a. No Child Left Behind - a federal mandate (law) created by George Bush which is meant to close the achievement gap between low-achieving students and high-achieving students; school must make adequate yearly progress (AYP) or be labeled as failing. Progress is mainly measured through testing - PSSA.
5. Questions to answer and discuss: Benchmarks - which classes do you take them in? Do you ever do well? Do you feel prepared? What is the point of these tests? What if they were eliminated?
Homework: There is no homework for this class tonight.
Tuesday, April 15, 2008
Monday, April 14, 2008
Objectives:
After this class, students will be able to:
a. compare and contrast different levels of school.
b. understand PA state education law.
c. analyze an educational issue.
Agenda:
1. Warm-Up: Report cards come out tomorrow. How do you think that you did? What will you do over the next two months to make sure you pass all of your classes?
2. Today' Vocabulary:
a. elementary school = grades K-5
b. secondary school = grades 6-12
c. post-secondary school = any training you receive after high school, including college and trade school
3. Today's Notes:
a. Students are required by law to attend school for 180 days per year.
4. Reading and Issue Analysis: "Baltimore to Open Schools for Grades 6-12"
Questions to answer and for discussion:
a. When you see the title of this article, do you think this is a good idea or bad idea? Why?
b. What is the name of this new type of school with grades 6-12?
c. In what grades do most students drop out?
d. What does the word "retain" mean in this article?
e. What is the main advantage of putting grades 6-12 in one school, according to the article?
f. What does the word "factory-size" mean in relation to school?
g. What do you think of putting grades 6-12 together? Could it work? What are the benefits? Drawbacks?
Homework: There is no homework in this class tonight.
After this class, students will be able to:
a. compare and contrast different levels of school.
b. understand PA state education law.
c. analyze an educational issue.
Agenda:
1. Warm-Up: Report cards come out tomorrow. How do you think that you did? What will you do over the next two months to make sure you pass all of your classes?
2. Today' Vocabulary:
a. elementary school = grades K-5
b. secondary school = grades 6-12
c. post-secondary school = any training you receive after high school, including college and trade school
3. Today's Notes:
a. Students are required by law to attend school for 180 days per year.
4. Reading and Issue Analysis: "Baltimore to Open Schools for Grades 6-12"
Questions to answer and for discussion:
a. When you see the title of this article, do you think this is a good idea or bad idea? Why?
b. What is the name of this new type of school with grades 6-12?
c. In what grades do most students drop out?
d. What does the word "retain" mean in this article?
e. What is the main advantage of putting grades 6-12 in one school, according to the article?
f. What does the word "factory-size" mean in relation to school?
g. What do you think of putting grades 6-12 together? Could it work? What are the benefits? Drawbacks?
Homework: There is no homework in this class tonight.
Friday, April 11, 2008
Friday, April 11, 2008
Objectives:
After this class, students will be able to:
a. describe their understanding of education in history.
b. compare and contrast local and national teachers' unions
c. analyze the cycle of the school year.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following and be prepared to share their answers: Based on what you know about history, what was school like for African-Americans "back in the day?"
2. Today's Vocabulary:
a. Teachers' Union - an organized labor group that nearly all teachers belong to which handles working conditions and pay; it is sometimes political.
3. Today's Notes:
a. American Federation of Teachers - AFT - National
b. Philadelphia Federation of Teachers - PFT - Local
4. Poster Activity: The Cycle of School (50 points):
FALL ----> WINTER ----> SPRING ----> SUMMER ---->
For each season:
a. how you feel about school
b. things you do in school
c. the weather and your clothes
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. describe their understanding of education in history.
b. compare and contrast local and national teachers' unions
c. analyze the cycle of the school year.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following and be prepared to share their answers: Based on what you know about history, what was school like for African-Americans "back in the day?"
2. Today's Vocabulary:
a. Teachers' Union - an organized labor group that nearly all teachers belong to which handles working conditions and pay; it is sometimes political.
3. Today's Notes:
a. American Federation of Teachers - AFT - National
b. Philadelphia Federation of Teachers - PFT - Local
4. Poster Activity: The Cycle of School (50 points):
FALL ----> WINTER ----> SPRING ----> SUMMER ---->
For each season:
a. how you feel about school
b. things you do in school
c. the weather and your clothes
Homework: There is no homework assigned for this class tonight.
Thursday, April 10, 2008
Objectives:
After this class, students will be able to:
1. describe the knowledge and experience required to become a teacher.
2. assess and reflect on personal learning skills.
3. describe how a teacher communicates class content.
Agenda:
1. Warm-up: If a person thinks that they want to pursue a career in teaching, what kind of work or volunteer experience should they have? Write three things.
2. Today’s Vocabulary:
a. Instruction: the methods that a teacher uses to cover the content o f the class; can be reading, lecturing, projects, hands-on, or experiments
3. Today’s Notes:
If a person wants to become a teacher, they should have:
a. knowledge of self (their personal strengths)
b. knowledge of students (how kids behave)
c. know the subject they teach
d. know educational theory (how kids learn)
4. Question for discussion: If you had to be a teacher, what subject would you choose to teach and why?
5. On-line Learning Styles Quizzes:
http://homeworktips.about.com/library/quizzes/bl_lstylequiz1.htm
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Students will take these quizzes and reflect on the results.
Homework: There is no homework for this class tonight.
After this class, students will be able to:
1. describe the knowledge and experience required to become a teacher.
2. assess and reflect on personal learning skills.
3. describe how a teacher communicates class content.
Agenda:
1. Warm-up: If a person thinks that they want to pursue a career in teaching, what kind of work or volunteer experience should they have? Write three things.
2. Today’s Vocabulary:
a. Instruction: the methods that a teacher uses to cover the content o f the class; can be reading, lecturing, projects, hands-on, or experiments
3. Today’s Notes:
If a person wants to become a teacher, they should have:
a. knowledge of self (their personal strengths)
b. knowledge of students (how kids behave)
c. know the subject they teach
d. know educational theory (how kids learn)
4. Question for discussion: If you had to be a teacher, what subject would you choose to teach and why?
5. On-line Learning Styles Quizzes:
http://homeworktips.about.com/library/quizzes/bl_lstylequiz1.htm
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Students will take these quizzes and reflect on the results.
Homework: There is no homework for this class tonight.
Wednesday, April 9, 2008
Wednesday, April 9, 2008
Objectives:
After this class, students will be able to:
a. determine priorities in teaching.
b. define content and give examples in a variety of subjects.
c. compare and contrast different groups in education.
Agenda:
1. Warm-Up: In their notebooks, students will answer the following question: Is it more important that a teacher have a knowledge of how to handle students or to have a knowledge of the subject that they teach? Why? Write 3 sentences.
2. Today's Vocabulary:
a. Content - the actual facts and concepts that a teacher teaches
Example: In English class the content involves reading poetry and learning about commas.
3. Question: In their notebooks, students will answer the following:
What is an example of the content that you learn about in:
a. Algebra (exponents, roots, slopes)
b. American History (Civil War, MLK, Harriet Tubman)
c. Health (sex, drug addiction, Nutrition)
d. Biology (DNA, cells, diseases)
4. Activity: Compare and Contrast: Students will create Venn Diagrams that compare and contrast...
a. elementary teachers versus high school teachers
b. high school students versus college students
Students will share their answers on the board as a group.
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. determine priorities in teaching.
b. define content and give examples in a variety of subjects.
c. compare and contrast different groups in education.
Agenda:
1. Warm-Up: In their notebooks, students will answer the following question: Is it more important that a teacher have a knowledge of how to handle students or to have a knowledge of the subject that they teach? Why? Write 3 sentences.
2. Today's Vocabulary:
a. Content - the actual facts and concepts that a teacher teaches
Example: In English class the content involves reading poetry and learning about commas.
3. Question: In their notebooks, students will answer the following:
What is an example of the content that you learn about in:
a. Algebra (exponents, roots, slopes)
b. American History (Civil War, MLK, Harriet Tubman)
c. Health (sex, drug addiction, Nutrition)
d. Biology (DNA, cells, diseases)
4. Activity: Compare and Contrast: Students will create Venn Diagrams that compare and contrast...
a. elementary teachers versus high school teachers
b. high school students versus college students
Students will share their answers on the board as a group.
Homework: There is no homework assigned for this class tonight.
Monday, April 7, 2008
Tuesday, April 8, 2008
Objectives:
After this class, students will be able to:
a. consider the media's portrayal of teachers and education.
b. define terms related to education.
c. read and analyze an education study.
Agenda:
1. Warm-up: Students will answer the following question in their notebooks: How are teachers portrayed in the movies and on TV? What kinds of things do they do? How do they interact with their students?
2. Today's Vocabulary:
a. Private School - an alternative to public education, tuition-based, requires the student to apply for admission, selective, not open to all.
b. Parochial School - one type of private school, usually religious-based
c. Homeschooling - students are schooled at home, usually by their parents, based on the choice to opt-out of public education, occasional oversight by the government but mostly unregulated
3. Article for reading and discussion:
"Gifted Black Pupils Found Pressured to Underperform"
Pre-Reading Questions:
a. What does it mean to "act black"?
b. What does it mean to "act white"?
c. Is there a middle ground - can a person act both black and white or are they mutually exclusive (one or the other)?
Post-Reading Questions:
a. What does it mean to underperform?
b. Do you agree with the article's definition of acting black? Why or why not?
c. If 60% of the students in the survey felt that acting black was negative, how many students is that?
d. Of the suggestions made in the final paragraph, which one do you think will help students most and why?
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
a. consider the media's portrayal of teachers and education.
b. define terms related to education.
c. read and analyze an education study.
Agenda:
1. Warm-up: Students will answer the following question in their notebooks: How are teachers portrayed in the movies and on TV? What kinds of things do they do? How do they interact with their students?
2. Today's Vocabulary:
a. Private School - an alternative to public education, tuition-based, requires the student to apply for admission, selective, not open to all.
b. Parochial School - one type of private school, usually religious-based
c. Homeschooling - students are schooled at home, usually by their parents, based on the choice to opt-out of public education, occasional oversight by the government but mostly unregulated
3. Article for reading and discussion:
"Gifted Black Pupils Found Pressured to Underperform"
Pre-Reading Questions:
a. What does it mean to "act black"?
b. What does it mean to "act white"?
c. Is there a middle ground - can a person act both black and white or are they mutually exclusive (one or the other)?
Post-Reading Questions:
a. What does it mean to underperform?
b. Do you agree with the article's definition of acting black? Why or why not?
c. If 60% of the students in the survey felt that acting black was negative, how many students is that?
d. Of the suggestions made in the final paragraph, which one do you think will help students most and why?
Homework: There is no homework assigned for this class tonight.
Monday, April 7, 2008
Objectives:
After this class, students will be able to:
1. Define the main features of public education.
2. Reflect on personal education experiences.
3. Consider why teachers choose their profession.
Agenda:
1. Warm-Up: In their notebooks, students should complete the following statement: When I think of the word school, the first word that comes to my mind is _______, because.... Students will share their answers with the class.
2. Introduction and overview of FoE:
a. Class Rules
b. What is this class about?
c. Attendance and Participation
d. Grading
3. Today's Vocabulary:
Public Education - guaranteed by the government, free to anyone who wants it, funded by taxpayers, overseen by officials at the local and state levels, mandatory for all children up to age 16
4. Questions for discussion: Students will write three sentences for each question and share answers with the class.
a. What makes a great teacher?
b. What makes a person choose a teaching career?
c. Describe a positive learning experience.
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
1. Define the main features of public education.
2. Reflect on personal education experiences.
3. Consider why teachers choose their profession.
Agenda:
1. Warm-Up: In their notebooks, students should complete the following statement: When I think of the word school, the first word that comes to my mind is _______, because.... Students will share their answers with the class.
2. Introduction and overview of FoE:
a. Class Rules
b. What is this class about?
c. Attendance and Participation
d. Grading
3. Today's Vocabulary:
Public Education - guaranteed by the government, free to anyone who wants it, funded by taxpayers, overseen by officials at the local and state levels, mandatory for all children up to age 16
4. Questions for discussion: Students will write three sentences for each question and share answers with the class.
a. What makes a great teacher?
b. What makes a person choose a teaching career?
c. Describe a positive learning experience.
Homework: There is no homework assigned for this class tonight.
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