EDUC 4102 Primary/Junior

NANCY MAYNESEmail: nancym@nipissingu.ca

Telephone X4388

Please make a name tag to “tent” in front of you.

These will be used to identify you for the first few classes. I will collect at the end of the class

Please write your first name in bold letters followed by initial of last name

Please use thicker markers.

Icebreaker activity

Using BINGO grid, walk around the room to find a person who matches and write their name inside the grid

Once you have completed the Bingo, please partner with the person who matched the last question........get to know more about each other

You will have 1 minute to find out more about each other-- where you will do your placement –grade and city (do not identify school).

You will be asked to introduce that person to the group

Overview of the course

Learning Expectations

Assessment and Evaluation

Academic regulations

1. Course Description2. Overall Learning Expectations3. Required texts4. Outline and Timelines5. Units 1,2,3,4,5 and their expectations6. Assessment and Evaluation7. Criteria for each assignment8. Academic Requirements

ASSIGNMENT DUE DATES MARKS

Required Attendance and Participation

20

Assignment #1: Life Map January 23, 2008 10

Assignment #2: Reflective Journal Based on February 18-22 Practicum

February 18,2008 ( submitted electronically to nancym@nipissingu.ca in a word document attachment)

20

Assignment #3: One page summary of your Personal Philosophy Of Education

March 17, 2008 20

Assignment #4: Group Seminar

(TBA: during March 10-April 7, 2008; timing of group presentations drawn by lot)

20

Assignment #5: Observation Log Based on the May 5th to 9th Practicum

May 12, 2008 10

TOTAL 100%

“Why did you decide to become a teacher?”

On the sticky notes provided please write the reasons or factors that influenced you into becoming a teacher

In groups of 5, compare your sticky notes and see if you can sort and group them together i.e. Family member, love of teaching

One person will record the list for the group in order of “most to least”

Source: Based on a survey by Environics for the Canadian Teachers’ Federation June 2001 Workplace survey

Love of working with children Make a difference in students’ lives Appreciate their unique qualities Enjoy liveliness, curiosity, freshness,

openness trust of young children, idealism.....

Significant rewards of meeting the needs of children

Student variability Student diversity

Source: “Becoming a Teacher” Parkay, Stanford, Vaillancourt, Stephens

Love of teaching Love of the subject Love of the teaching life Love of the teaching-learning process“I enjoy what I do...I’ve been teaching long

enough to know that when the fun stops...I’ll get out. But it hasn’t yet after 34 years. Every day is different. Every day is interesting” Godar 1990,244

Influence of teachers A Metropolitan Life Survey of 1002 graduates

who began teaching in 1990-91 reported that 52% decided to become teachers before college (Louis Harris and Associates 1990)

Teacher’s influence during the formative years is often a catalyst. In most cases, the adults who have the greatest influence on children beyond their parents or guardians—are their teachers.

....influenced by their teachers as people than as subject experts

Source: “Becoming a Teacher” Parkay, Stanford, Vaillancourt, Stephens

Desire to serve “Being involved in a service profession is their

draw to the field. Twenty-nine percent of Canadian teachers surveyed reported the major factors for remaining in education to be the love of the profession and job satisfaction, followed by the desire to make a difference (15 percent) “ (CTF 2001)

Decision to serve through teaching was influenced by experiences as volunteers...Boy Scouts, summer camps, Girl Guides, church activities, .......

Take this time to think of the factors that have influenced your decision.

Brainstorm as to how you can visually depict this on your “Life Map “