Education | Exploring Self as a Teacher
F200 | 5496 | Caroline Shin
Many of you come to this course with questions about your career and
your life. What does it take to be a teacher? Is teaching for me?
What do I really want to do with the rest of my life? I think I want
to be a teacher but I am not sure if I have what it takes? Choosing a
career is a process involving self-assessment, career exploration,
planning and follow-through. The purpose of this course is to present
opportunities for you to confront the questions that are important to
you and to help you to move toward a better understanding of whether
teaching is what you want to do.
The class will explore a wide variety of issues and cover a great deal
of ground, blending self-exploration with concrete analysis of the
teaching profession. It will look at teaching from many different
angles and perspectives, integrating key concepts with real life
experiences. This will also include a first-hand experience of a
classroom, with each student spending some time in a school, working
with students, learning with them and working with their teacher.
This experience can be used as a valuable decision-making tool.
In an atmosphere of respect and encouragement, each class will employ
a wide variety of teaching methods to allow you to experience
different methods of learning. You will be invited to explore
yourself, empathize with others, challenge yourself to think, learn,
dream, play, feel deeply, act respectfully, and to take responsibility
for your own and others' learning.
Schedule of classes and topics
Mon 28th Introduction
Wed 30th Self-assessment test
Mon 4th Self-assessment continued & field experience orientation
(Critical reflection paper #2 due)
Wed 6th Univeral teacher
(Critical reflection paper #1 due)
Mon 11th An overview of teaching
Wed 13th Educational Attitudes: Empathy, Respect, and Genuineness
(read before the class chap. 3 and a journal entry done)
Mon 18th Communication skills: Listening and attending
Wed 20th Discipline and control in the classroom
(chap. 7 and journal entry)
Mon 25th Relationships with staff and administrators
(chap. 1 and journal entry)
Wed 27th Relationship with the parents
(chap. 4 and journal entry)
Mon 2nd Diversity in the classroom & field experience orientation
(Topic on class presentation due)
Wed 4th Panel of teachers or a guest speaker (to be announced)
Mon 9th Introduction to developmental psychology
Wed 11th Group dynamics
Mon 16th Labeling theory, self-fulfilling prophecy and teacher
Wed 18th Video and discussions
Mon 23rd Managing your stress and self-care
(chap. 8 and journal entry)
Wed 25th Class presentations and peer critique
Mon 30th Catch-up time
Wed 1st Trends in teaching
Mon 6th Class presentations and peer critique
Wed 8th Creativity in teaching
Mon 13th Class presentations and peer critique
Wed 15th Technology in teaching (guest speaker)
Mon 20th Goals and strategies
(Critical reflection paper #3 due)
*make sure to sign up for your 10 minute slot
Mon 27th Teacher and student conference
(your goals and strategies are due during your conference time)
Wed 29th Teacher and student conference
(your goals and strategies are due during your conference time)
Mon 4th Final reflections
Wed 6th Class evaluation
(Term paper due)
Note: The availability of guest speakers may result in the changes to
the syllabus. The order of classes should be seen as flexible enough
to meet the needs of the sections.
Expectations of Written Work
1. All papers should be double-spaced and in twelve font.
2. Printed on white paper.
3. Use black font only.
4. Use regular (8 1/2 X 11 inch) paper.
5. Paragraphs and margins must be standard (1 inch or 1 1/4 inch).
6. Use spell check so there should not be any spelling errors!
7. Use words correctly. If you are not sure that the word you are
using is correct, check with your dictionary.
8. Avoid slang, conversational speech and colloquialisms. Examples
of this are, "It was real good to find this out" (colloquial), "She
was so cool" (slang) and "I kinda liked that" (conversational). For
more information on this topic, please refer to the writing center at
IU at this web address:
Critical Reflection Papers
These papers are ways to help organize your thinking over the course
of this semester. They are all designed to help you reflect on the
purpose of this class- to help you explore whether teaching is for
you. Since this class is intended to help your self-awareness through
a series of reflective processes, there is not a heavy emphasis on
academic rigor in your papers. That is to say, APA format will not be
expected and no references are necessary unless you choose to do so.
Having said that, these papers must show that a significant amount of
time and attention has been applied to considering the topic. A great
deal can be said in two pages, and it is expected that you put a great
deal of thought, effort and energy into each paper.
Length: More than one page, less than two (not including a title
The topics of the three papers are:
#1 What were the characteristics of my favorite teacher? What were
the characteristics of my least favorite teacher?
#2 Why I am interested in teaching.
#3 What are my strengths and weaknesses as a person.
You must work as a group (no more than 5) for this project. Everyone
must participate in
the speaking part of the presentation and each one of you will be
critiqued by your fellow
classmates and this will be 50% of your presentation grade. The topic
can be anything
that has to do with education/ teaching. However, the topic must be
approved by the
instructor. A written references and sources of your research are
required to be turned in
on the day of your presentation. Refer to the schedule for the
deadline of your topic
This paper should be an essay describing what you have learned about
teaching and about
teaching and about yourself as a teacher. The length of your paper
should not be less
than 10 pages. Make sure to include:
1. Where you are in the process of decision-making (yes, no, still
2. How/if your thinking has changed over the course of the semester.
3. What factors have influenced this change and how (field
experience, a class discussion or paper)- be specific. If your
thoughts have just been reinforced, then what has reinforced them?
4. What are the key factors in your thinking to date about this
subject. Has this changed? (For example, you were focused on long
holidays and are now worried about money or classroom management)
You will each work in a school under the supervision of a classroom
teacher. The field experience will be a major part of the class. You
must work 10-12 hours in the classroom as a requirement of F200. A
portion of class time will be allocated to sharing and receiving
feedback on your experiences in the field. Tysus Jackson will
coordinate this and will come to the class to describe the experience
in more detail. Please note: This field experience is not in lieu of
F200 class time. It is to be fitted in outside of this class time.
Typically, most students fulfill this requirement in two-hour blocks
over five weeks. Transport arrangements are dealt with by Tysus
Jackson and involves car pooling for those working in the same
Tysus Jackson's office is located in Education 1000, on the first
floor of the Ed building. Her email address is:
There will be several components to your overall class grade:
Class participation 15%
Critical reflection papers 15%
Class presentation 15%
Journal entries 15%
Goals and strategies 10%
Term paper 30%
Regular class attendance is expected. More than three absences in a
semester will result in the course grade being lessened by half the
letter grade. Additionally, no late papers will be accepted except
for sickness accompanied with doctor's note or family emergencies such
as death. So, please plan accordingly and give yourself ample amount
of time to finish your assignment.
Although your field experience does not apply directly to your final
grade of this class, you must complete the required times or you will
be given Incomplete as your final grade.