I thought that was the point of a teacher moving throughout the room? If they are being disruptive, wouldn't you want to move closer to the student so the behavior stops or does this mean that when a student has the floor and is speaking in front of the class or giving their input? Not necessarily being disruptive.

I guess layout would also depend on the size of the classroom that you have as well as how many kids you have in all of your classes. In my Pre-I, the only option that would have worked was the one option she had. I feel like the amount of students played heavily into her decision to have more of a traditional layout. Also, it allowed her to move up and down the aisle's. Which she did when the students were being a little rambunctious. It seemed to calm them down once she moved closer to the more talkative students. So an important factor that I need to keep in mind would be that I need to be able to move freely throughout the classroom. Does flexible seating work well in the high school?

I've been telling my husband that I need to save money for my future classroom decorations. He just keeps reassuring me that the school has most of the stuff I would need. I am curious as to what options the schools really have. Will I have to provide storage options, my desk, my chair etc? I have bought some things for the walls, but not sure if I should be on the lookout for other supplies.

Since I will be teaching history of some sort, I have been contemplating a split classroom where half of the students are facing the other half. Has anyone had experience with their classroom being laid out in this manner? It felt like a suitable option for debates and such. I have only had traditional classroom layouts with the teachers desk in the back and the students face the front.

The links aren't working on my end.

It seems like this grading would be aligned well with standards, but I wonder how well this grading would be interpreted. It also seems a little confusing for the teacher to keep up with different skill levels.

I don't think I would be confident about my grades if I didn't experience a little bit of anxiety about it. If the worry aspect was taken away from grading, I don't think I'd care much about my grades. Granted, I care a lot about my grades and I take great pride in my accomplishments. It hasn't been easy for me, in fact, I dropped out of college when I was 18. So the fact that I am doing well has been a driving factor in my success this time. However, I strive hard to make good grades and I push myself to go above and beyond on assignments.

But then the work the students who did the assignment would be in vain right? Am I understanding this correctly? Because surely teachers aren't just overlooking missed assignments on purpose and not assigning a zero.

I know that we aren't necessarily here to argue policies, but I feel that teaching students to turn assignments in on time is a life skill. Neglecting this aspect could hurt them when they are unable to meet deadlines for a job and get fired because of it.

Something that I seen in my Pre-Internship I is that parent's seem to not really care that their students are getting bad grades. I seen several instances where this was the case and it seems like there is a lack of engagment from some students to even complete simple assignments. Is that a phenomenon everywhere?

I would use multiple assessment strategies throughout my lesson. You don't want to get too far into your lesson and leave several students in the dark without checking for understanding and asking questions throughout the lesson. Honestly, asking questions before you even start your lesson plan will dictate how much depth you should go. For instance, if I was teaching Oklahoma History, and all of the students knew about the Trail of Tears because their previous teacher went into great detail, I might briefly cover some areas, so I could go over Reconstruction in greater detail. Assessment is probably one of the best tools that teachers have at their disposal and can come in many different forms.

This seems odd to the way that I would go about the lesson planning process. As a history teacher, my instruction will be pretty lecture-heavy and follow a timeline. However, some lessons I will want to implement different elements (group work, debate, technology, presentations, etc.). I would probably ensure that I am going over the Oklahoma Social Studies standards and covering all of the topics in that era. Then check for understanding and assess (throughout and at the end). I guess what I'm trying to say is that I usually plan the assessment at the end of the lesson planning process. Does anyone else plan the assessment towards the end of the lesson planning process?

I think it's also important to note that a few simple steps at a time are best and then grow in complexity, correct? It's difficult, even as an adult, to remember several small steps to complete. So it might help, to keep students on task, to break things up frequently.

I have never had a teacher who greated us at the door in this way. Has anyone else? I do find it refreshing because it lets the students know she cares about them by greeting them by name. I feel as if it also teaches students how to maintain eye contact in social situations and how to properly greet people. Therefore, it's helping students learn social aspects that are beneficial to them.

I was in 4H all throughout my years in school and this is something that they taught me when giving speeches. I think that practicing it does help, so you don't have to think too much about it, and it begins to come naturally. My best advice would be to practice in front of family/friends and in front of the mirror. I have practiced my teacher voice because I wanted to envision myself as a teacher and consider whether I thought it was something that I could do.

I feel like this is something that I will have to work on. It's easy to get distracted, and I want to encourage students to think critically about history. Is there a way to assure students that you will look into topics during discussions without engaging? Would you just acknowledge their statement, make a note, and keep lecturing?

I always ask my children "do you understand why you are in trouble" and I make sure that they can repeat back to me the reason. I feel like it really helps gauge their understanding and whether I'm wasting my time and energy.

I want to have my class make their classroom rules and sign it like a contract. I loved when my cooperating teacher had her 8th grade class do that.

One thing that my husband and I do with our kids: we give them two or three options and sometimes one of the options would be something clearly negative. It has helped because my daughter knows that she doesn't want that option. Therefore, she usually gravitates towards other options. Meanwhile, I feel like it's helping her critical thinking. Does anyone have any experience with this type of reinforcement for behaviors? Do you think it would work in a classroom setting?

I have noticed when managing my own children that they thrive in an environment where I am consistent. I do notice that they start to act up more and more whenever my husband and I aren't on the same page about the expectations we have regarding their behavior.