Teacher ePortfolio 2012 Social Studies
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Introduction Positive Learning Environment Communication Collaboration Planning Assessment Methods Content Knowledge and Presentation Sample of Student Work Sample of Student Work (cont.) Extracurricular Activities Teachers as Scholars and Teachers as People
Joseph Anthony Perna 8 Gilbert Place West Orange, NJ 07052 Cell: (973)-518-1266 Home: (973)-325-3027
Secondary Education – Social Studies (K-12) Resume Philosophy of Education
Classroom Management: It is important to stay proactive by recognizing problems in the classroom before they develop. This may involve taking simple measures like moving closer to students who are prone to behavioral problems or confronting them in private. This reinforces to students that the teacher is aware and in control of the classroom.
Broad Participation and Actively Engaging Learners: Teachers should encourage broad student participation and provide positive feedback for meaningful student contributions. Their enthusiasm and passion for the subject need be contagious. “There “Therewas wasno nobehavioral behavioralissue issueatatall all and andthe theclass classwas wasconducted conductedininaaway way that thatvirtually virtuallyall allthe theproposed proposedlesson lesson plan planwas wascovered coveredwithout withoutrushing.” rushing.” ––Bernard BernardFlashberg, Flashberg,Supervisor Supervisor
“A “Agood goodcross crosssection sectionofofthe the class classwas wascontributing contributingtotothe the discussion…Non-volunteers discussion…Non-volunteers are arecalled calledupon uponoften.” often.” ––Bernard BernardFlashberg, Flashberg, Supervisor Supervisor
Teacher
Students
Teachers become better communicators when they repeat directions, speak clearly and at a good pace, use oral and visual instructions, summarize what is most important, and change vocal tone for emphasis. Students are far more likely to succeed in school when their tasks are clearly communicated with them.
Communication in the 21st century classroom: Technology in the form of email, Power School Gradebook, and EDMODO facilitated my communication with colleagues, students, and parents. At times it proved an excellent supplement to communication in the classroom.
Effective collaboration requires a steadfast commitment of ongoing professional learning. It requires strong communication and interpersonal skills with co-workers. It also requires humility in recognizing that there is a lot to learn from colleagues. An open mind is necessary to create a strong rapport with co-workers that leads to effective collaboration.
“We “Weimmediately immediatelyappreciated appreciated(Joe’s) (Joe’s)straight straight forwardness forwardnessand andthat thatwhen whenhe hehas hasaaquestion questionor or concern concernhe hedoes doesnot nothesitate hesitatetotoapproach approachone oneofof us. us. He Hetruly trulywants wantstotobe bethe thebest bestthat thathe hecan can be.” be.”––Douglass DouglassDrabik Drabikand andTracey TraceyReynolds, Reynolds, Cooperating CooperatingTeachers Teachers
During my student teaching experience, I demonstrated the ability to effectively collaborate with both of my cooperating teachers and numerous teachers in the Social Studies department. We frequently exchanged ideas and one teacher generously provided me with WWII artifacts from the Battle of Stalingrad that helped make WWII “come alive” for students.
Lesson Plan: March 30, 2012 – “Deliberation in Democracy on the atomic bombing of Japan” – This lesson involved much planning since it required providing students with necessary background information, arguments supporting the use of the atomic bombing of Japan, arguments opposing it, and a thorough explanation of the deliberation and formal debate process to students. There was much background reading for students that I personally wrote and compiled for them. “The ‘Deliberation in Democracy’ style compelled the students to give great thought to this issue from three perspectives: support, opposition, and their own.” – Bernard Flashberg, Supervisor
“Each group had Dr. Seuss cartoons that appropriately focused on specific themes, such as racism, isolationism, and the evils of Nazism.” – Bernard Flashberg, Supervisor
Lesson Plan: March 14, 2012 – “Analysis of Dr. Seuss’ WWII Political Cartoons” - The lesson involved much planning since it incorporated sixteen of Dr. Seuss’ political cartoons in the era leading up to, and including, World War II. I had to find over sixteen political cartoons that reflected important themes that students discovered through groupbased inquiry such as isolationism, internationalism, threat of Nazi Germany, threat of Imperial Japan, and racism.
Types of Assessment Issued: - Quizzes - Notebook Check -Exit Card, - Observation -Group Work - Projects -Worksheets - Essays - Verbal Questioning Assessments are a necessary tool to gauge student progress and evaluate pedagogical proficiency. Each effective lesson calls for some form of assessment.
“The “The‘Exit ‘ExitCard’ Card’served servedasasaagood good review: review:‘How ‘Howhas hasthe thedistribution distributionofof modern modernpropaganda propagandachanged changedand and stayed stayedthe thesame samesince sinceWWII?’” WWII?’” ––Bernard BernardFlashberg, Flashberg,Supervisor Supervisor
Assessment must challenge students within reason and foster growth and improvement during each unit. In my Teacher Work Sample, I issued a unit pre-assessment that helped me gauge student abilities to more effectively format the goals and objectives of the unit I taught on genocide.
- Cooperative Learning Role Play - In groups students role played as one of the Allied nations just prior to WWII. They worked together to determine rational policy options to curtail Hitler’s aggression. They then compared their decisions to what the country actually did and assessed the policy of appeasement. “Students “Studentswere werenot notjust justinformed informedofofaagroup group ofoffacts. facts.Rather Ratherthey theywere wereasked askedtoto determine determinehow howthese thesefacts factsfitfitwithin withinthe the conceptual conceptualframework. framework.This Thiswas wasaahigher higher order orderthinking thinkingexercise.” exercise.” ––Bernard Bernard Flashberg, Flashberg,Supervisor Supervisor
- Conceptual Continuum - Here students accurately placed events of the Cold War in a conceptual continuum timeline of U.S. – Soviet Diplomatic relations. The conceptual continuum included the diplomatic policies of war, cold war, peaceful coexistence, and alliance. This helped students extract important themes from the content. U.S. – Soviet Diplomatic Relations (ca. 1940-1964) War Cold War Peaceful Coexistence Alliance 19401944
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It is imperative that a teacher’s content knowledge spans beyond the textbook. This additional knowledge allows a teacher to field student questions and supplement their lessons. The appeal of any lesson is raised when a teacher incorporates historical artifacts, primary sources interesting facts, personal stories, and higher level questions. “Joe “Joewas wasvery veryimpressive impressiveininhis his knowledge. knowledge.The Thecomments commentshe hemade madeinin class classand andanswers answersgiven giventotome meafter afterclass class attest attesttotothis thislevel levelofofknowledge.” knowledge.” ––Bernard BernardFlashberg, Flashberg,Supervisor Supervisor
Students were frequently encouraged to conceptualize what they learned through a thematic approach. As often as possible historical artifacts were used in the classroom ranging from stock sheets, WWII helmets, and Korean War uniforms. Primary source analysis came from an array of notable individuals and thinkers like Mahatma Gandhi, Mao Zedong, Friedrich Nietzsche, President Franklin Delano Roosevelt, and more.
Samples of Student Work
Samples of Student Work (Continued)
Coaching My coaching experience for the West Orange Junior Varsity baseball team has been extremely lucrative. I have learned important tips about coaching, developed positive relations with players, and have managed to balance a full-time schedule teaching and coaching. The notable improvement of players over the season alone has made the endeavor very enriching. “Treat “Treatevery everyplayer playerthe theway wayyou youwould wouldyour your son/daughter. son/daughter.Coach Coacheveryone, everyone,not notjust justthe the stars” stars” --Anonymous. Anonymous.
Intergenerational Personal History Project I accompanied students on several trips to the Daughters of Israel nursing facility in West Orange, New Jersey. This was a wonderful program where students met and interviewed seniors and completed a personal history of their lives.
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Teachers TeachersasasPeople People