Presentation Response, Questions and Interviewing...

WRFA: always keep a spare change of clothes in your workplace or at school
WRFA: take time to build relationships

option A, which seems like it was a practiced delivery and confident projection. It also told a story without it seeming like it was an actual presentation; there was a visual/graphics

WRFA; you need talking points only, not a TelePrompter
WRFA; appropriate size font, color, graphic, visual, ect

WRFA: have a friend click for you, make eye contact every single person every single class
WRFA: closing is key; neat, clean practiced,

WRFA: use a timer, it lets you get into the practice of keeping better time management. showcase it.
WRFA: be very mindful of your dress and attire when presenting. be professional, and have the option to step it up a notch
Look neat, look covered, nothing too formal, but appropriate. Dress does impact how you are received

WRFA; a good analogy is the bridge analogy; bridge your classes together and connect them, so they are clear about the way you teach and how it is interwoven

WRFA; come up with a number of questions you want them to pose

1. What does BED stand for again? Behaviorally and emotionally disabled students
2. is there a special population you would have liked to spend more time on but didn't?
3. Would you ever suggest making a minority experience or cultural clinical public with the school for non education members?

regular EDU is considered within the 2 year scope of the grade level you are teaching
80% of your students is regular edu

WRFA: quickly and efficiently and then walk away

WRFA; always remember your EC chair, you will meet with that person if you feel there is someone in your class who could benefit from that program

WRFA: always involve an administrator,
WRFA: kids will open up more if they think you relate

WRFA; food pantry, a clothes closet, and a supply closet for students who need them
WRFA: you have not because you ask not
WRFA: asses your kids within the first ten days
WRFA: parent information on your children
WRFA: survey your kids anonymously

"tell us about yourself" smooth as silk, smile but not lucid, 2 minutes or less
practiced but not rehearsed
personal and profesional

end with a thank you "and i appreciate this opportunity, etc)

glimpse into your classroom; don't talk about things you aren't secure about
focus on the student role first
show variety
what is the teacher doing
talk in threes (reading, writing or listening)
"does that answer your question?"
don't talk about things that will make yourself cry

two of your greatest strengths (relationships, classroom instruction and student management)
never ever ever say classroom management as your weakness
make your negative into a positive (-you care too much)
-technology

will they ask about parent management in your interview?
WFRA; how do you build relationships with parents, you will have a parent question of some sort
WRFA: email and paper thank you note, and email is immediate

the quote seems very wise. without considering the history of the book i still feel like the quote is somewhat naive, but that it gets to a point all the same.

i feel like even thought the book might not have been true it is still a great story and has an impact all the same

one size does not fit all policy; i have a very low tollerance for violence, and we were required to watch a movie that displayed to a historical extent the violence that went on. Instead of watching the movie, my teachers let me write letters from the soldiers point of view and in that way they fit the lesson to me.

respect the listener will mean that you will be heard
politeness will send you a mile further than not


It is never too late for a child to get help.

why should he be locked in a closet? wouldn't that make him feel more isolated? that doesn't seem like


I would have gotten out of that car right now, and either confronted him right there and then or asked him where he went to school and talk to his teachers or parent

Book Analysis daybook

19 minutes
i would like to have my kids think about ways they could be different. have them think about changing their race, their gender, their sexuality, and then try and see how this change makes them vulnerable; if they can see the vulnerability in others they will be less likely to abuse it. do this by a free write, an anonymous response system and the class responding to those vulnerabilities.

WRFA; kids love getting envelopes, student feedback and response that is supportive, contructive and anonymous

a Haiku
it should not matter
what color our students are
potential all

A Child Called It
i would initially not intitially push it off on someone else but instead colaborate with a guidance councelor or school psychologist, and definitely not deny that there might be something wrong. I don't think abuse would start suddenly but you can't rule it out. Don't just talk to the mom, talk to her, her friends, and others who interact with her. If she is being abused, you need to take action immediately. Listen, be supportive and involve others immediately. It is possible she is not being abused, if she is a tomboy, but she shows three of the 8 signs of abuse; not a dead giveaway but certainly a possible indicator