Resources and Assitances ~ Teaching

Coming from another state has been a huge and significant adjustment, especially with learning the educational system. The standards and regulations are stricter here in Texas than it is in California. The leniency in California allows for a rapid opportunity; whereas, here in Texas, you have to get an act of Congress, pardon from the Governor, or blood from a turnip. Texas has its rules and policies designed for a better accountability and accuracy of teachers in this demanding and challenging school system.

As a new prospect in the Texas education, I have learned that it takes more than just a piece of paper to say that you are able to teach or have the knowledge to back up that document. This has provided me with the inspiration to seek further assistance and resources that will enable me to not only acquire the skills and knowledge, but to also be able to adapt accordingly in the school district(s).

I have been given countless internet resources and databases to search for various and numerous ways to see how my style of teaching or how students can learn much better. As a potential teacher it is already tough to go into the classroom and provide the kids with instruction; moreover, being in the special education field, the teachings are much more difficult than just giving handouts or assignments. I have researched and utilized websites that will be beneficial to me and for the students I have in my class, such as: new teacher expectations, teacher guidelines, TEKS materials, TAKS tests, Special Education law, special education children & their categories, understanding behaviors, language, El Paso children versus the US, action plans, and how to involve and expect from parents. This is but a scratch on the surface of what is out there for what a teacher can evolve as a better educator and person dealing with children and their learning disabilities.

I have also been provided the opportunity to visit and speak with peers and other educators in the community to view and examine the types of students and classes that pertain to a new teacher, special education, and for the differences in each school district. My observations have helped out considerably and would have left me in the dark or even walking the plank if I had just stepped in the classroom first. These people have given me valuable and pertinent information that I can use for teaching, but also for being a true mentor and facilitator for the children.

My instructors and counselors at UTEP, past and present, have shown me a variety of techniques and suggestions to manifest and coordinate my style and plans to teach here in El Paso. I have taught challenging and diverse students before in a vocational school setting, which has helped me out, but the students that I will gain are in a different situation. They have all advised me on being patient and not putting emotion into the teaching, but to observe and use all the resources available versus reacting or acting out on a problematical issue or concern. The information is very vital in me being pro active and will be essential in how and when I do teach, as well as the opposite. My biggest concern was how to teach here in Texas and I have asked so many questions to just about everyone and I have received so much feedback, whether good or bad, at least I have a true understanding as to what is right, wrong, useful, or not

In addition, I have also participated in several instructor workshops through CETaL that are not only informative, but crucial in learning new ideals that will enhance my skills and knowledge for me teaching. It is better to learn now and obtain good data rather than having to learn the hard way or when it has gone awry. These workshops have come at a time when I need it the most because although I have not taught in a classroom setting yet, I have gained new skills and ideas on a personal level, as well as have me be there for another teacher or have me use it to mentor a new teacher when the time comes. Going to these workshops like reading comprehension, writing skills, peer observations, teaching large classes, and how to set up an electronic portfolio will make me a lot stronger in my field and more equipped to handle situations before hand, and may have me ahead of other established teachers with my newly acquired skills and training.

RESEARCH ~ Project and Process

I have never participated in any such process for a research project for any university, especially for UTEP. When I witnessed the presentation of IRB committee, it appeared that the process a tedious and attention-detailed ordeal; furthermore, the information provided made it very effective with the numerous and various checklists from those that present their research to those that review the proposal. I have been part of a smaller type proposal process, and seeing that there is a need to cross all "T's" and dot every "I" means that there is no room for error or slacking of the process.

What I was a part of involved a matter of presenting a new Allied Health program for a vocational school, which had many members have their expertise indicate the purpose and use of this new program, along with the financial and educational factors in their determination. My involvement was not alone in this presentation, but because of my expertise in the medical field, I was able to devise my program much more effectively; however, the process did not end with the paperwork and then a mere quick or haste approval. It incorporated the executive management, corporate office, other educators, attorneys/legal advisers for the school, and those that were part of the actual program. This process took more time than I or others had anticipated. Because it was going to be a huge influence and impact on the school, timing and focusing on ALL details meant more revenue for the school or a financial burden for initiating it.

In this class seminar, there are reviewers for the specific research and the return time for this process seemed rather reasonable. With the proper documents and information conveyed, there is more chance of being pro active with the electronic submission rather than awaiting any errors and need for improvement or correction. I truly enjoyed how the cooperation of the IRB presenters made matters very approachable and acceptable to have those seeking funds for their research projects much more feasible. I was also impressed that not only was there a process to follow and a wealth of information, but more importantly, the enthusiasm and encouragement of those seeking to pursue their goals of this outcome.

Class Observations

Although I am not teaching yet, I have observed two faculty instructors here at UTEP from two different departments, in which I gathered lots of information that is vital and essential for my own teaching. In this event, I found it very difficult to not express my personal insight (on paper), but rather train myself to take notes and annotate what I saw from this experience. Both instructors had the students’ attention and were both focused on getting the information to the students; however, the approaches were not the same. This gave me good data to see what works and what does not work when it comes to the various and numerous teaching styles that are needed for the class diversity. One instructor was in the Electrical Engineering field; whereas, the other instructor was involved in the Nursing program. Although they were dissimilar, the intent was to pass on the knowledge, get the point across, and wait for questions & answers.

The Engineering class was not as large as the Nursing class, but the teacher did make an emphasis that each student was incorporated with the information (while taking notes) and reviewed the instruction through examples and illustrations on the board. The (brief) Q & A portion was to prepare for the next exam and as time permitted, the students were assigned to work as groups. As this process went on, the teacher went ahead, left them be, and began writing formula word-problems on the board for the next lesson. The class involvement did not seem enthusiastic, but interested enough that if it were not for the note-taking, then the lack of student interaction would have made it a one-sided affair. The instructor did keep the students aware of the material with his voice, but did not maintain eye-contact or ensure that all students were listening or could hear.

The Nursing class went with precise and detailed instruction that involved everyone from the beginning of class until it was time to go. The instructor performed a greeting for all students and initiated the class with hands-on materials to coincide with the class lecture. Afterwards, the class began with a short review of the homework and any questions pertaining to this matter. The session began with complete outline/handouts that all students followed along with accordingly, as well as demonstrated their understanding with the materials being put together for a complete project. The instructor walked around the entire class and maintained eye-contact at all times. The amazing aspects of this particular class were the order and discipline that kept all students active and wanting to learn.

These two observations made me realize that students are more active with hands-on materials more than just listening to the teacher’s words; however, the necessity of the lecture is to also give each student an opportunity to grasp the concepts needed for exams. Teaching is not an easy task, but it is easier to make note of what is happening from the back of the room or some remote area in the room versus seeing the entire class from the front or podium area.

Professional Development Plan ~ Reflection

As much as I have had many experiences in my life, the actions may not always speak louder than words. I have performed various tasks and held numerous positions/titles, but when it comes to expressing these feats on paper. The difficulties surface on what words are needed to properly illustrate who you are, what you’re about, and what your intentions are; additionally, having the documentation that will support these words makes a huge difference of just hearsay. This professional development plan has been somewhat of a challenge, but due to my previous encounters of military preparations for supervisory or promotional packets, this portfolio process has been on the same guidelines.

Taking my experiences from my military days and working in the educational field from years ago has made it hard to show what I have done versus just saying what I want to do (i.e. philosophy, beliefs, etc.). It is sometimes better that I had the exposure to these preparations because it gives me the advantage of my organizational skills; however, because I have that as a positive asset, my downfall is the time management skills that still need work on. I do find myself procrastinating compared to actually taking advantage of my time and being pro active. This action (or lack of) does not imply that I want to be that way, but has been due to my medical condition preventing me from working at it constantly or consistently.

I am not this way nor have I been brought up or trained in this manner, but because I am highly medicated, the process gets modified, put aside, or haltered until a later time. What I have learned from this is to take the time that I am okay to do the best I can and get as much done as possible. This is my portfolio, so making excuses, procrastinations, or inabilities will be the only difficulties on why it never gets done. I have planned out a schedule and outline on what gets done and how much effort is needed for this to be accomplished. Being positive is one thing, but I believe that my cockiness has gotten the best of me, which has not made this a project, but has actually caused difficulties to rise as well as bring upon obstacles rather than taking the challenge head on and knocking it out accordingly.

This portfolio is one that will reflect me in more ways than one and to not put more emphasis on what it means instead of just another assignment highlights on what I really need to do in order to buckle down and get the job done. Along with the schedule and outline, I have incorporated some assistance from friends, family, and other educators for double-checks and professional input. I have more time in my life now than I have had in so many years, and I believe that this is also a negative factor for me. I am not used to this and it feels so weird and uncomfortable, which is a possible reason why I don’t have the “fierce” attitude anymore. On the upside, I have come to realize that I have this portfolio to represent the “real” me and need to open up to handling and maintaining the involved tasks at-hand (minor and major). The efforts and challenges may be tedious, difficult, or tiresome, but the rewards will make up for that.

STATEMENT OF MY TEACHING PHILOSOPHY

STATEMENT OF MY TEACHING PHILOSOPHY

George Viveros

Nowadays the younger generations have come to realize that failure is an option to give up on their schooling; their personal lives when the adversities or obstacles reach an overbearing point. There are many types of students where the numerous and various aspects of lifestyles have a tremendous impact on what the future holds for them. Inner-city people growing up in the diverse world within Los Angeles have seen every form of hardships, misfortunes and harsh conditions that allow for students to renounce their school status and seek other opportunities to better their lives. As one of those types of children living in a violent world with seemingly little-to-no support from the school system, let alone the family. I found a way to survive and mature myself to better myself, not on the streets, but in the classroom. I was not the greatest student, but seeing that my choices in life were either prison or death, I furthered my education and sought out assistance. I did not exactly make the transition as smooth as I expected or anticipated; however, my pursuit did not end because of an adversity or obstacle.

I have had many travels and experiences in my days, but the most rewarding one has been with my education. I am forty-one and have been out of school for quite some time. After graduating from high school, I went through ordeals that eventually put me into the military. I ended up serving for over fifteen years before being too disabled to continue my duties any further. As a member of the Armed Forces, I took those beliefs and standards and applied them to a more prosperous outcome. I become highly skilled in the medical and supervisory fields that permitted me to gain the expertise to generate those that were in my management to increase their training and abilities to function as a unit. I was an educator, trainer, and administrator for years, in and out of the military, while working for different types of students. I worked with the challenging and difficult students for most schools and took the position to better myself; however, the benefits were not aimed for me entirely, but geared more for the kids who did not see the light at the end of the tunnel or just plain gave up on life and family.

With teaching, especially in the special education field, I seek to gain and retain valuable knowledge that will enhance my skills to give back to students and help those that may not have the skills to do so on their own. I am the oldest of ten and have been brought up and raised at home and in the military to take care of others before myself, and I will not let the fight go undone or not have them unprepared to battle. I am one to make many sacrifices and deviations from my own wants and needs, but it is for a better purpose. I have traveled to almost forty countries and all but five of the United States; through my experiences, I have seen different types of people with culture, languages, customs, religions, traditions, health conditions, etc. I am one that loves to learn and seek more knowledge, not at the expense of anyone, but for the betterment of them all. Special Education is a very serious matter and it takes a very strong-willed and encouraging person to handle and maintain their discipline to encounter this subject and endure the process and outcomes.

As an educator, I am firm, but fair in my approach in an equal and consistent foundation. In my style I utilize the lecture method in several ways that are applicable to all students; furthermore, I do not limit my lectures to the mere conveying of the vocabulary, concepts, or areas of instruction. I tend to manifest my tactics that can be comprehended and retained for the practical, listener, and verbal styles of students. In such I bring into play handouts with written format and illustrations; go over the process in each technique with students participating in group and individual presentations. I have had experiences that have my proficient and sufficient capabilities apply my teaching to all students while adapting and compensating for any discrepancies or disabilities (i.e. reading, comprehension, didactic, writing, or application skills). The seriousness of the students that I have taught showed how their personal attitudes and lifestyles played an intricate part of how, when, and if they would continue or excel in their schooling. In reaching these students, it took several adopted behavior and habit changes to generate the confidence and self-esteem that they needed to be successful.

In the classroom, the most important aspect is the classroom management, but to ensure that these students took part or contributed to their efforts, the process of walking around double-checking their work and developing problem-solving competence. The work may have been a struggle for them, but when I went over the assignment or instruction, I also had review or tutoring sessions before taking an exam. Those that failed or did not meet the standards were re-trained and then re-tested. In this fashion, the testing did not have to be the written design because those with language barriers or lack of learning styles received an alternative choice, such as verbal expression or hands-on exercise.

Today’s children and students seem to want the glory, but not the story. Spoon-feeding is the more positive manner of learning and getting the grade. As a well respected and commanding instructor, the students must earn their grades. I do not give out grades; the students get the score based on the results of their efforts. I apply the concept of what you put in is what you get out. Students not only need to feel confident about they do, but also have their direction implemented positively from their inner-self. As one who has overcome many trials and tribulations, I do not want these or any students to go through the paths that I have endured; additionally, if that trail has been taken, it is my personal and professional obligation to get them back on the correct track towards a successful and meaningful future. I feel that it is better to be pro active with my methods because these students tend to find out things the hard way. This is why I am truly dedicated and committed to teach in and out of the classroom.

Improving Reading Comprehension

In my experience(s) with teaching and attempting to improve reading comprehension, I have noticed and observed that the main focus is not only the student’s abilities or capabilities, but also the interest in the text/material. Students who have difficulties reading will also have a negative impact of their comprehension skills.As a practice, I have implemented the use of graphic novels or other young adult literature to enhance the readings and grasping the text’s design.

As an example, I used a text that was designed to research interpersonal and social issues with a text that had variations of graphics and short readings. My plan was to have the students research the purpose of the graphic design, describe areas of concern for each character, identify culture/diversity, understanding the roles within a society and family, and to define symbolism/nature in the reading. This was of high interest to the students because they were intrigued to not have to read just the mere words of a similar size text. As the students performed each objective and task, they were guided to work individually and as groups. This process promoted their comprehension of the text with basic knowledge of the topics at-hand (i.e. friendship, personality traits, minorities, artistic style, violence, gender roles, settings, and design work).

Continuing along with the process and activities, the students would conduct written and verbal reflections of certain areas (using the K-W-L format). As part of the class, it seemed that the atmosphere and interest was more positive while learning new skills and learning new ideals/perspectives from their respective classmates. The students enjoyed their time within the school semester doing these readings. Not every student has the same understanding or disabilities, but coordinating students individually and as groups increased the knowledge base and comprehension levels, such as those that were one or two reading levels behind, would be teamed up with those that were on the average level or those that were one grade level ahead. One key point was to incorporate accountability to each student as individuals and for the group projects. Another key point was to establish personal responsibility for the student as well as myself because giving the students too much work will overload their abilities, capacities, and the loss of interest.

I believe that having the students participate in various forms made them more accountable for what the responsibilities called for. Having them work at home (homework, essays, Internet research) gave them more insight to the projects because they felt it was more hands-on than just a reading assignment. The inclusion of class questions, quizzes, and discussions also provided an increased level of reading more texts and other materials. The students wanted to look up more with their own personal life, ethnic, and culture backgrounds. In seeing what I have done in the past, I would recommend this process because not only does it match the basic concepts of the chapter (19), but visual aids present an interest increase with better involvement; using visual learning will enhance reading comprehension as students are given essential elements to combat reading problems. Utilizing the tactics and practices gives the teacher a higher means of measurement for student strengths and weaknesses in their assessments and their future work for those with learning and reading problems.

Blog #6: Writing & Grading

In the concept of grading, there is a misconception that the importance of a designed or specified letter grade or number (percentage) score is the end result of what the students participate with their assigned work. On the contrary, the main basis for grading that I have performed in the past has involved the writing portion (i.e. reflections or essays) and conduct class summarizations of how each individual did, as well as categorize the finished products with the best on top and the least prolific at the bottom.

As a secondary measure, I tested students (or in this case soldiers) with the didactic learning of the instruction. When there was a weakness of the task at-hand, I would give a negative response (i.e. “no-go”), but would allow them to re-try the event after returning to the end of the line. If the soldier were to fail the attempt on a second or third tries, then I would retrain or re-teach the soldier with remedial peer work. The soldier would then come back and get re-evaluated to see if they conducted a successful performance with either a pass or fail.

Giving these soldiers a score or letter grade would not be sufficient for the battle field when the task would become life-threatening actions. These soldiers would have to act and re-act on certain scenarios and situations, thus the pass or fail grading system. Testing, re-testing, and offering remedial training on a repetitive aspect only ensures that each individual would perform accordingly, as well as work in unified manner with their respective teams.

Blog 5: Learning/Teaching Styles...

Looking at how educators may have their simple plans and actions to teach their students or employers with their staff, it may appear as cut and dry with the efforts. However, not all students and staff members comprehend and learn the same. Seeing that I am not teaching (yet), I am unable to get students to take the exercises, but I did have a few family members participate with it and input their own reflections on it. Each person’s results showed the variances between skills, but did express the ideal concept that each one were to learn from their specific skill. There were those that said that they were only geared to a certain learning style; whereas, others claimed they would have no issue with trying or attempting to learn a new skill, but with much more practice and instruction. This has been the case in my previous teaching experiences because as a well diversified and well-rounded type of teacher, I am able to adapt to all styles. I cannot say, honestly, that I am the perfect instructor, but I have come to learn that being stuck in your ways of teaching to various and numerous types of learning styles will only hinder your students (or staff) or have them with limitations that prevent growth or learning capacities. Being a teacher does not mean to just read and have the students say “ok” or give them the assignment and expect them all to have it done to the standards, or even exceed them. Taking the time to adjust and modify your implemented teaching style will have a greater impact of all of the students. Even when there are students that may have problems or difficulties, the style can be adjusted again to see another approach for success, for you and the student; whereas, if the style may seem pointless or too easy for others, then the style can be augmented to heighten the teaching and learning styles altogether. What makes these ideas much more meaningful is the fact that when the need to learn and the want to teach all match, then the desire to learn becomes second-nature. It is not justifiable to manifest a simplistic or generic agenda for the students; furthermore, it is similarly unfair to ask the students to gather and process this type of information and other activities in the same manner. Teaching is for the students, but identifying how to reach the entire class is much more satisfactory compared to concentrating on those that excel or those that are falling behind and struggling.

Blog # 4: The First Day of Class

Unfortunately I have yet to experience any first day of class since our last session; however, I have been an instructor in the Allied Health field, as well as the military, for many years before moving here to El Paso. Even though I had many years of strong and intense instructor training in the Army, teaching in the civilian sector has been totally different. Having students (troops) in the military is not as nerve-wracking, no matter what day it is because there is no misinterpretation of what was told and what was expected to be accomplished. No questions or quarrels. When I did teach classes for vocational colleges, I had various and numerous tactics to open the first day of class. I did have a generalized outline of my expected coursework and agenda of objectives, but the initial approach was not as easy as "Hello, let's get started". In similar fashion to chapter 7, I have used different icebreakers to avoid compromising the monotonous in classes. These students would rotate through their sections and if the word got around of the basic expectations or routine, then I would be as bland as the instruction. As if it were a meal without any condiments, no spice to life! The chapter goes on to point out a variety of information that is essential in getting to know your students and the course information. When I first started out, I was very nervous and my stomach was turning over because I was afraid of going overboard with my military attitude and demeanor. These kids could also tell, right away, if the teacher is nervous, not having any confidence, or lacking in knowledge, so I had to adjust my approach in order to accommodate the feelings and the business of the day. The first class was seemingly longer than any other class I have taught, but I did survive. As always, I had prepared the class with all the pertinent information on the board and proper documents to hand out, but I also included a quote of the day. When the students began to enter the classroom, I greeted them with the appropriate salutations, but never mentioned my name. I did however, validate the class name and room number as well as asked them to take a seat wherever they liked. The school had assigned class schedules and classes, so as the class was to start, I finally closed the door and immediately asked that if everyone would please stand up. I asked for them to count off from one through six; furthermore, as they performed this task, they were then requested to organize themselves into numbered groups/circles and that one member from each circle pick up one roll of yarn. As they gathered around, the first person with the yarn was to ask a question (what is your name, why are you in this program, and what do you plan to get out of this) and then toss it to that person they asked. The yarn made its rotation throughout the group as the circle began to have a web of yarn from lots of questions of "getting to know you", just like chapter 7 indicates as an icebreaker option. This got the class much more interested in wanting to know more from others in the class. It was a positive event, and definitely cleared the air a bit, especially for me. As the icebreaker was completed, they sat down and was asked to reflect on this. Afterwards, I began to introduce myself and start off with a brief and personal story of myself. These were inner-city students with various and troublesome backgrounds, such as gang members, single mothers, homeless, battered woman, and others with family/school issues. I gave them some insight of my history and how it related/correlated to them and their lifestyles, which enlightened them on how success can come from all types of sources and avenues of choice. They were really intrigued and according to their reactions, they felt that this environment was different compared to their normal classes of boredom or 'blah-blah-blah' from other classes/instructors. The next portion of the class was designed to have a few students stand up and read/interpret the quote of the day's meaning. As each student said their piece, I wanted them to express how this may have any relation to them or life experience(s). This was the down slide of nervousness and anxiety because I was more at ease and much more relaxed in my voice and posture. The chapter tries to incorporate the aspects of how to obtain information and the relaying of class instruction, but it does not seem to fit with all types of classes. The variances make it more feasible and plausible to reach the students and accomplish more for the day, and throughout the entire course. After all the logistical, instructional, and other activities for the day were coming to an end, I required that the students would reach out to a classmate at their table and exchange personal information. This designed task served the purpose of being "study-buddies" for the course, and it held each partnership accountable for all assignments, performances, missed work, and to handle/maintain attendance. Once this happened, I then gave them their assigned homework of certain readings, vocabulary/terminology,and concepts, but I also wanted them to have the chance of reflecting on the day's happenings and how they looked upon it as a positive or negative outcome (and why). These works were to be accomplished by the next class, but more importantly, each student was to present this reflection paper in front of the class. I noticed that the majority of the class liked this and by the looks of their interactions and responses, it appeared that this was reaching the students very well. When the seriousness and intensity wore off, the students seemed more relaxed (as did I also) and their involvement proved that the information and class instruction was well worth the effort, on both sides. I have to say that my experience matched the chapter's outline, but I did not have any idea of other options to utilize for the first day approach, such as the common sense inventory, scavenger hunt, or problem-posting. This is a very informative chapter and it goes to show that not everyone has the same ideas, but it does show that others can learn from this chapter as well as their leaders and peers.