misti carpenter teaching portfolio

7/30/2019 Misti Carpenter Teaching Portfolio

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Teaching Philosophy


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My Teaching Philosophy

When I ponder the reasons I have chosen to work in the teaching profession, Ineed look no farther than my own children. Through them, I see the great potentialthat all children have. I believe there are no boundaries for our children, as long as theyhave love, nurture and respect. I have spent so much of my teenage and adult life withchildren, being it babysitting, spending time with friends children, or even a short time

working at a daycare, that I feel Middle Childhood Education may be the right placefor me to go. I hope to help children develop a love for reading, a passion for science, athirst for history, a hunger for mathematics, an eye for art and an ear for music that willstay with them for the rest of their lives. In order to achieve this goal, I strive to know

my students, be fair, and make learning enjoyable.

I know how each child is unique. What may work for one may have absolutely noimpact for another. I want to be able to find the right balance for all of the children Iteach, from the most eager to learn to the ones who struggle daily. I understand whatits like to be lost in a subject, so I can bring that empathy to my classroom. I will assistevery child to the best of my ability, and if my ability is not enough, I will do everythingin my power to find the best way to engage my student. I do not believe in lost causes.Everyone is worth so much.

I will be firm, yet fair in my classroom. I will always be there for my students.However, I will not tolerate certain behaviors from my class. I believe each child shouldhave respect for his or her peers and for the school staff. I feel that in order to have the

best impact on students, a balance must be maintained. When arguments do arise, Iwill not be one-sided. I will be fair and appropriate with any judgment I have to make.

I feel that in order for students to succeed, they must first want to succeed. I willencourage my students in the best ways possible. I will point out positives more thannegatives. I will work with anyone who needs extra help.

When I look at children, I see the future. I see the people who will one day be ourdoctors, judges, teachers, politicians I hope that after my students leave my classroom,the thirst for knowledge stays with them.


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My Insurance


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Membership Card:

Print this page and cut out the membership card below.

Professional Association of Georgia Educators

Name: Misti Carpenter

Address: 311 Wyatt Road

Monticello, GA 31064

MemberID: 315094

Renewal / PaidThru Date:

09/18/2013


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My Inspiration


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Madison, Maxwell & Anne


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My Field Experience


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My Field Notes-Day 1

I completed my 15 hours of observation on 2 consecutive Fridays in October atWashington Park Elementary School in Monticello, Georgia. My youngest two childrenattend this school, so it has a special place in my heart. I have to say, that although Ispent little time in the classroom, the experience did give me a great insight into theday to day responsibilities of teachers.

The first morning started with me proctoring the halls, making sure that the chil-dren made it to their classtooms, got their ice cream tickets, notes got turned into theoffice. I was impressed with the familiarity of Mr. Cole, the Teaching Assistant that was

with me, and the way the children responded to him. The time in the atrium when by

very pleasasntly.

After the tardy bell rang, it was time to proctor the halls. Jasper County SchoolSystem has adopted a benchmark system when it comes to testing its students. AAthestudents take 2 tests, one at the beginning of the nine week period, and another at theend of the nine week period, to see how well the students understood the subject mat-ters. Myfirst day of observation fell on the last day of the benchmark testing. I wass as-signed to the 5th grade hall, making sure students who were excused to go to the bath-room were quiet, and responding to whatever the teachers needed.

When testing was done, I spent the rest of the afternoon doing work for Mrs.Pitts. She is a 5th grade teacher with a full classroom. I checked Science workbooks tosee if the assignments had been completed, I wrote childrens names on popcycle sticksto be used for a chore chart, prepared folders for report cards, and started on someflash cards for math.

At the end of myfirst day, I helped proctor a CHAMPS class for 5th graders. Thisclass has a deputy with the Jasper County Sherriffs Department coming in to teach 5thgraders safety. Today, the 5th graders learned about Bullies and what to do if someone

is being bullied. The children were a bit rambunkous, but they did pay attention andresponded to the deputy.

My day ended with bus duty. We made sure the children made it onto the busessafely.


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My Field Notes-Day 2

The second day started much like thefi

rst. I got a schedule from the assistantprincipal, and I again stood in the atrium welcoming the students into class with Mr.Cole. We greeted the children with smiles, and tried to give them a nice start to theirday. We took ice cream money, notes for the office, and answered any questions that

were asked to us.

Since there was no test today, I went straight to the task offinishing up the mathflashcards for Mrs. Pitts. After I completed those, I went to the library to use the dyecutter, making shapes for her fall and winter bulletin boards. I cut out flowers, snow-

men, footballs, and various other shapes.

On this day, I spent more time talking to some of the faculty and staff about theirexperiences in the education field. From speaking to these wonderful people, I feltmore of a bond with this, my chosen course of study. One of the specialist had spenttime in other systems, so she shared a wealth of information about her many experi-ences in education. The time I spent in the library was also informative. I enjoyed thecamaraderie the faculty had with each other and the feeling of being part of a team.

CHAMPS on myfinal Friday was an interesting experience. Here, the studentslearned about abduction and the horrible consequences that can happen if you everleave with a person you dont know. This program had a positive impact on the chil-dren, because they need to be aware of the fact that not everyone had the childrens

best interest at heart.

I ended my time with bus duty again.

Although I did learn a great deal during my time at Washington Park, I do wishI could have spent more time observing or helping out in the classroom. The work thatI was asked to do struck home with me just how much work teachers have to do in theshort amount of time they are at school, especially with budget cuts. I know that it takesa special person to be a teacher.


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My Newsletter


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Tri-CountyElementary

Welcome back to an exciting new year here at Tri-County Elementary! We areso excited to be sharing this educational journey with you and your children. In futureissues, our newsletter will keep you informed of important dates for the coming months,and to keep you up to date with all of the wonderful things we as teachers and staffhave learn along with your children. As always, your input and involvement is whatmakes your children shine! Have a great 9 weeks!

Classroom RulesBy Shelby Myers

Rules are the foundation of managing aclass. Rules let the students know what to expectfrom the teacher as well as show what is expectedof them as students. Many teachers believe stu-dents should know what to expect, but most ofthe time it is not so. Therefore, teachers have the

responsibility of teaching the rules to the stu-dents.

There are three different types of rules:positive, negative, and vague. Positive rules com-municate how to behave, negative rules com-municate how not to behave, and vague rulescommunicate neither how or how not to behave.The best method we as teachers should use ispositive rules. These rules tell what the studentsneed to do instead of what not to do. When us-ing this method teachers are more likely to notice

appropriate behavior, whereas when using vagueor negative rules in the classroom can sometimesbecome coercive, which means theres less timespent on teaching.

Positive rules communicate how to behave.For example, a rule about completing work canbe positively worded to say Answer each prob-lem until you are done. If you were to word itnegatively it would say something to the effect of,Dont stop unless you are done. Wording has

a lot to do with rules and how teachers want thestudents to behave. The slightest changes in thewords can make the biggest difference in howstudents will respond. By using the positive rule,students know how to behave and teachers canthen provide approval as the student follows the

rule.However, when students dont obey the

teacher will not be able to praise the child. Thismeans the teacher will need to take action andpunish the student. Before doing so, the studentsshould know what the consequences are. Forexample, in my day care class if someone knowsthey do wrong, they automatically know they willhave to sit at recess or sit off to the side during afun activity. Consequences are never fun, but itteaches the students responsibility. Another ex-

ample of a consequence in the classroom is donttalk until called upon or your name will be writ-ten on the board. This example is very clear asto what the teacher wants and it states what willhappen if the students dont follow the rules. Inour class, we will take in all the accounts of posi-tive rules, positive behavior, praising when stu-dents do right, and enforcing the consequenceswhen students disobey.


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The Many Faces of a 4th Grade ClassBy Caci Temple

Tri-County Elementary

Counterculture is a culture, especially of

young people, with values or lifestyles in opposi-tion to those of society. The collective value andmoral aspects of counter culture is somethingthat we long for. Research shows that all schoolsno matter the location share characteristics; theyhave exceptional teachers and appreciate moralclimates. These schools are often small communi-ties that share common values.

It is important that a schools internalmoral climate run counter to its external culture.If it is apparent that the community is being dis-honest, we must always expect honorable behav-ior. We cannot allow our students to continue onwith the dishonesty. We have tofix the things thatare not effective values, and our students right

from wrong. We must instill alternative methods

to the popular culture in them so that they canmake the right decisions in the future. Counterculture is something that benefits schools andmakes schools unite as a whole.

As a teacher of a fourth grade class, I havenoticed a lot of cliques and students pointing outdifferences in one another. My class will be work-ing on a project where theyfind similarities in-stead of differences. The similarities can be foundin morning routines, morals, and family. Thisproject will bring my students together as oneand make them appreciate one another for whatthey bring to the classroom daily. We will createour own culture in the classroom.


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Why Inclusion Is Vital?By Hilary Koenig

In 1975, Congress passed the Educationfor All Handicapped Children Act. This act guar-antees that for the first time all students withdisabilities will receive a public education. Thecongress made a guideline, in 1994, that statesthat every child is eligible to receive a free andappropriate public education and to learn in theleast restrictive environment possible. There isa law on this topic that ensures that to the maxi-mum extent appropriate, children with disabili-ties, including children in public or private insti-tutions and other care facilities, are educated withchildren who are not disabled. Parents still haveto fight to get their kids into general educationclassrooms and inclusive environments. In 1990and 1997 the name was changed to the Individu-als with Disabilities Education Act.

Between the years of 1977 and 1990, place-ment of students changed little. For exampleby 1990, only 1.2 percent more students withdisabilities were in general classes and resource

room environment: 69.2 percent in 1990 com-pared with 68 percent in 1977. The placementof students with disabilities in separate classesdeclined by only 0.5 percent: 24.8 percent in1990 compared with 25.3 percent in 1977. And,students with disabilities educated in separatepublic schools or other separate facilities declinedonly by 1.3 percent: 5.4 percent in 1990 comparedto 6.7 percent of students with disabilities in 1977(Karagiannis, Stainback, & Stainback, 1996).Even today schools automatically place disabled

students straight into self-contained classrooms.Should schools provide inclusion? You

may ask what inclusion is. Inclusion is the ap-proach of teaching children with special needsas you would any other student without a dis-ability. The standard for denying a student accessto inclusion is high. The law states that studentswith disabilities may be removed from the regulareducation only when the nature of the disabilityis such that education in regular classes with the

use of supplementary aids and services cannot beachieved satisfactorily. If schools can successfullyeducate a student with disabilities in general education settings with peers who do not have dis-abilities, then the students school must providethat experience.

Can someone be too disabled to be edu-cated in a regular classroom? Many families andteachers have the common perception that stu-dents with disabilities cannot receive an inclu-sion education because their skills are not closeenough to those who do not have disabilities.However, students with disabilities do not haveto keep up with the other students to be educatedin an inclusion classroom. They do not have toengage in the curriculum in the same way that thother students do or they do not need to practicethe same skills the others practice. Schools do nohave to provide every support available, but theymust provide those required by the student withdisabilities. Families also do not have to prove to

a school that their child with disabilities can function in the general classroom.

Is offering special programs the same asoffering inclusion? Across the United States,many school districts still operate programs fordiscrete groups of students. Separate programsand classrooms exist for students identified withcertain labels; such as emotional disabilities, andfor students with perceived levels of needs.



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There are many benefi

ts of understanding the law. Reviewing the intent and lan-guage of the Individual with Disabilities Education Act will help administratorsshape district wide or school-based policies and procedures. School district leadersand school principals who understand the federal law can avoid lawsuits, enhanceeducation experiences for students with or without disabilities, and move towardthe development of school communities that are egalitarian, just, and democraticfor all. Administrators should also consider the following questions. Are all students in the least restrictive environment? Are we providing students with disabilities with the necessary supplementalsupports, aids, and services? Do teachers and administrators understand their responsibilities under the

Individuals with Disabilities Education Act? Do teachers and administrators talk about inclusive education as if it were achoice that can be made by a school or by a teacher? Do school personnel require additional training?

More on Inclusion...


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What is Core Knowledge?By Tammy Eddleman

In the United States the traditional curriculum maystate simple, 1st grade student will learn geog-raphy. However, with the Core Knowledge cur-riculum the outline is very specific and may read asfollows: students in the first grade will learn to lo-cate north, east, south and west. Pupils will be ableto identify the equator, the seven continents, theUnited States, Canada, Mexico, and South America.(92)

Core Knowledge is not a new invention

many other countries have used this style of teach-ing for decades, including France and Japan. Theyare high preforming, but could this system be usedin the United States in our rural, urban and subur-ban schools that are poor performers? (92) Simplethe answer is yes and with great success.

The intention of this system is to provideonly of the material for learning the remainder issupplied by the school board, teachers, and stu-dents. While all students will have the common coreknowledge to build upon the following year the class

may choose to study the agricultural production ofvarious countries or what are the cultures of othernations on the map. Possible the school board maywant student to understand their home state andthe topographical lay out such as mountains, riversor historical areas. These could lead the student towant to study the local folk art or possible plot outthe voyage of famous explorers such as Magellan orChristopher Columbus.

The reason for Core Knowledge is simpleto create a shared common knowledge betweenthe students so that in the following years thereis a solid base from which to build on new learn-ing too. All humans naturally seek out the easypath but without a strong foundation there is nobase to build upon. In todays classroom the aver-age United States class spends their learningtime quietly isolated and working alone. This isbecause the standard says each child should betaught on an individual basis at his or her own paceor style of learning. With the average class ratio of

25-35 students per teacher it is not reasonable toprovide individual attention to each student. In aCore Knowledge setting the student and teacherinteract and work in group setting where studentsare encouraged to interact. When this system wasimplemented in inner city schools such as theSouth Bronx where the student are surrounded bya communityfilled with drug dealers, trash, andabandoned cars the result were astounding and in1992 CBS Evening News took an interest and went

tofi

nd out why anyone would choose to send theirstudents to the Mohegan school in the South Bronx.(91) What they found outside the school was a poordilapidated community, but in the school learningwas taking place: the Industrial Revolution , Brownv. Board of Education , Greece, haiku ,and Mozartjust to name a few. It is this learning that had par-ents taking their children out of private schools andplacing them in this inner city school. Mohegan wasone of several test school that provided proof posi-tive that Core Knowledge works. High academic

skill is based on broad general knowledge. (93)There are those who argue that in the in-

formation age facts become obsolete to quickly forschools to keep up and that there should be a pushto show and provide students with the skills to ob-tain knowledge via the internet or library. (94)How-ever, without a large vocabulary the ability to readis hindered and the usefulness of these tools cannotbe accessed properly. So once again the studentfinds the need to build up their basic knowledge inorder to move forward. Also many studentsfindthemselves lost at a new school where the informa-tion may be completely foreign because the previ-ous school was teaching another line of study. WithCore Knowledge the underlying information wouldbe standard and the student could acclimate muchfaster with little loss of time. To be fair to all studentthere must be a set of standards to enforce the skillsneeded to be successful than they can build ontothat knowledge in many directions knowing theyhave a solid base to build upon.



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School UniformsBy Misti Carpenter

In the last 20 years, it seems that schooldress codes have been at odds with that of clothingmanufacturers and designers. High school studentsare bombarded with different styles of dress that aremuch too mature for a cohesive learning environ-ment. These days, the style of dressing for childreneven as young as toddlers have progressively movedtoward fashions that are more appropriate foradults.

Dress codes alone are nearly impossible toenforce. Where do you draw the line between whatis acceptable and what is not? In order for us tocombat the seemingly unavailability of age-appro-priate clothing, we at Tri-County Elementary havedecided to introduce a school uniform policy. Asparents, we ask for your input as well.

With all of the energy placed on clothing, ex-perts feel that uniforms help alleviate the stresses of

being worried about what peers will think of cloth-ing options. Without that stress, children have lessstress and better performance in their schoolwork.We have two choices for a uniform policy: a) StrictDress Code which consists of either dark blueor khaki pants or shorts (skirts are available forgirls),collar shirts in either black, purple or lightblue, and dress shoes or) a Uniform policy with a school uniform that will

be purchased through the school containing blackdress pants for boys and plaid skirts for girls, whitebutton-down shirts and a black vest with a schoolcrest. Dress shoes would also be worn.

Please let us know which option you prefer.Together we are committed to bringing your chil-dren the best options for their education.



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Did you know...The platypus is a mammal that lays eggs.

The ancient Romans wore socks with their sandals.

Canada has a strategic Maple Syrup Reserve.

If you could drive a car straight upwards at 60 miles perhour you would enter space in about one hour and youwould reach the moon in about 6 months.

Healthy After school Snack

Sesame Potato Chips Preheat 2 baking sheets in a 420degrees F oven. Toss thinly sliced russet potatoes witholive oil and salt. Spread on the hot baking sheets,sprinkle with sesame seeds and bake 10 minutes.

misti carpenter teaching portfolio

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