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5 Ws about you as a Teaching Professional EDC 415 Adolescents and Classroom Management University of Rhode Island Yeping Zhu.

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Presentation on theme: "5 Ws about you as a Teaching Professional EDC 415 Adolescents and Classroom Management University of Rhode Island Yeping Zhu."— Presentation transcript:

1 5 Ws about you as a Teaching Professional EDC 415 Adolescents and Classroom Management University of Rhode Island Yeping Zhu

2 Teaching Chinese is my major, and also is my interest. I am enjoying in teaching. Name: Yeping Zhu My Educational Journal: M.A. In education, University of Rhode Island, June 2012. M.A. In Teaching Chinese as Second language, MinZu University of China, September 2010. B.A. in Elementary education, Capital Normal University, September 2005.

3 Why do I want to be a teacher ? Before I entered to my university, my Mom dreamed that I could become a teacher in the future, so I chose to study in Capital Normal University. The first time I stood in front of the class and teach students, I felt so nervous and I could feel my palms start to swear. Then I felt so exciting when students gave me response. I started liking teaching after that try, and wished I could become a brilliant teacher.

4 I think if I give up teaching one day, the only reason for that should be that I cannot teach well !

5 My teaching Philosophy I finished some courses about teaching Chinese as second language, and had some chances to be a Chinese teacher to teach different students, so I got more systematic understanding about teaching mandarin and form an image of the language teacher whom I would like to be in my mind. Trying to treat every student equally and fairly is the first place of my pedagogical view. I respect the differences of the students. Every student is special and important, no matter whom he or she is, where he or she comes from and what the learning habit they are. In my class, I want them to have same chance to learn, to express, to grow; however, it doesn’t mean that I will treat every student in the same way.

6 “No Child Left Behind.” I keep this word in my deep mind. In my class, I think I should make sure that all students are entitled to learn as much as possible through my teaching no matter what problems a student has in understanding the course materials. As a teacher, I think I am also a lifelong learner at the same time. Just as Chinese old saying goes, “Teaching and learning promote and enhance each other”. I need to learn from my fellow teachers; particular I am a Chinese teacher to teach foreign students, and in turn I can learn a lot of things from my teacher experience and constantly teaching reflection as well. I have to learn to keep the pace of the changes because every year the students are different.

7 Because I am a Chinese teacher, I think the first important thing in my class is trying to make my students to open their mouths and speak out. I prefer ESA (engage, study, activity) teaching mold, because I think this mold is very flexible and focus on language activities, interesting is very important aspect for language learning and I will prepare various activities and games in my class to allow my students learning in a meaningful and interesting environment, which guarantee them really learn well Chinese and even fall in love with this language.

8 Finally, I believe learning is not merely concentrated on memorize the knowledge, therefore, my pedagogy focuses on cultivating students’ internal learning. I believe education is more than a mere dissemination of information but an ongoing journey of engaging students in an internalization of knowledge. I think the teacher should not always wear the face of “authority” and hold the control of the students learning and thinking instead of give some directions and suggestions to let them to create. I value all the knowledge that students constructed by themselves, and I think this process will truly make students learn by their heart.

9 classroom rules 1. Attend the class, and text me or send me the email if you have emergency that makes you cannot come to class. Burke, J.C. (1992). Decreasing classroom behavior problems: Practical guidelines for teachers. San Diego: Singular Publishing Group,Inc. 2. If you have problem in class, rise your hand. 3. Finish the homework on time, or you can choose to write extra homework for delaying. Fraser, B.J., Walberg, H. J., Welch, W. W., & Hattie, J.A. (1987).Synthesis of educational productivity research. Journal of educational research, 11(2), 145-252

10 4. Be respect. If there is one classmate answering the question or raising the question, please pay attention to that. Maslow’s hierarchy of needs Daniels, M. (2001). Maslows's concept of self-actualization. Retrieved February 2004, from http://www.mdani.demon.co.uk/archive/MDMaslow. htm I am trying to built a respectful classroom environment, because I want my students to know that everyone need to be respect. According Maslow’s hierarchy of needs theory, students could learning well after they feel confidence and have self-esteem.

11 5. Use polite speech and body language. 6. Do not cheat. Collins, M.M., & Fontenelle, D.H. (1982). Changing student behaviors: A positive approach. Cambridge, MA: Schenkman Publishing Company, Inc 7. Set the learning objective together, and if the goals reached, we can have one class relax for watching a Chinese movie. Susan, P. & Liu, M.(2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment, Educational Technology Research and Development, 51(2), p57-76. 8. Our class is a big family, and each of you is the host, so you should be responsible and active to our big family.

12 reference page Burke, J.C. (1992). Decreasing classroom behavior problems: Practical guidelines for teachers. San Diego: Singular Publishing Group,Inc. Fraser, B.J., Walberg, H. J., Welch, W. W., & Hattie, J.A. (1987).Synthesis of educational productivity research. Journal of educational research, 11(2), 145-252 Daniels, M. (2001). Maslows's concept of self-actualization. Retrieved February 2004, from http://www.mdani.demon.co.uk/archive/MDMaslow.htm Collins, M.M., & Fontenelle, D.H. (1982). Changing student behaviors: A positive approach. Cambridge, MA: Schenkman Publishing Company, Inc Susan, P. & Liu, M.(2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment, Educational Technology Research and Development, 51(2), p57-76.


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