Education | Examining Self as Teacher
F200 | 5519 | Caroline Shin

Required and reserved textbooks:
Ryan, K. & Cooper, J. M.  (2000).  Those Who Can, Teach.  Boston, MA:
Houghton Mifflin.
Warner, J. & Bryan, C.  (1995).  The Unauthorized Teacher's Survival
Indianapolis, IN: JIST Works.

Syllabus Disclaimer:
	As the instructor of this course, I reserve the right to make
changes to the syllabus as needed.  I will inform each student of any
changes at the earliest date possible in class or via email.

Important Notes:
	Students with disabilities:  Students with visual, hearing,
physical, and/or learning disabilities, which may require modification
of curriculum, instruction, or assessment should contact the
instructor.  I wish to fully include persons with disabilities in this
course.  Modifications and accommodations will be made after the
student has presented documentation indicating qualification for
services from DSS (Disabled Student Services).  See the Handbook for
Students with Disabilities for eligibility requirements.

Academic Misconduct:  Cheating, plagiarism, sexual harassment,
racial/ethnic discrimination and slurs, or any other student
misconduct that adversely affects the learning or safety of other
students will not be tolerated in this classroom or on this campus.
If any student becomes aware of any of these activities, or feels they
have been the victim of sexual harassment, racial/ethnic
discrimination, or any other act of malicious intent, please contact
me or Pam Freeman at the Student Ethics Division, IU's Racial
Incidents Team, or the Gay, Lesbian, and Bisexual Anti-Harassment
Team.  For more information about this refer to:

Overview of the course

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.

Expectations of Written Work

1. All papers should be double-spaced and in 12-point font (Times New
2. Printed on white paper (no hand written work will be accepted).
3. Use black font only.
4. Use regular (8 1/2 X 11 inch) paper.
5. Paragraphs and margins must be standard (1 inch).
6. Use spell and grammar check so there should not be any spelling or
grammatical 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
these 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:


Class Participation (20 points):
You are strongly encouraged to actively participate in this class.
This means that you come prepared by having read and completed
assigned materials, ask questions, make comments, and reflect aloud.
You will need this from your students one day- SO ENGAGE!
Also, because it is often difficult for me to objectively assess one's
participation, each of you will be responsible for grading your own
participation in this class.  Questions for you to consider when
thinking about this matter are:  Do I come to class prepared by having
read the assigned chapters?  Do I offer my thoughts and feelings
during class discussions?  Have I helped to create an open and safe
learning environment?

Identity Collage (10 points):
As part of our community building activities, you will be responsible
for designing a collage on regular-sized poster board (approximately
24" X 36"), which describes who you are as an individual and as a
future professional.  You may use photographs, magazine pictures,
quotes, etc., to design your collage.  Information that you may want
to include, but are not limited to, in your collage are:  family
history, birthplace, unique characteristics, accomplishments, and
career goals.  You are also welcome to bring in additional items
(e.g., favorite book or favorite instrument), which will not fit on
your poster.  You will present your collage in class on the first day
of the second week of class (either Jan. 16th or 17th, depending on
the section you belong to).

Reading Reflection Papers (RR-#, 5 points each)
Whenever there is an assigned reading for a class, students must write
a brief assignment.  There are to be reactions to the readings, where
you reflect on how the reading is applicable to the teaching you will
soon be doing when you graduate.  It should include your reflective
thoughts about the reading, and should NOT be a summary of the
reading.  Included in the reflection papers are at least three
discussion questions related to the reading topics at the end of the
paper. Only 8 out of 11 are required.

Critical Reflection Papers (CR-#, 15 points each):
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:  2 pages (not including a title page).

The topics of the three papers are:
#1	Why I am interested in teaching.

#2	What were the characteristics of my favorite teacher?  What
were the characteristics of my least favorite teacher?

#3	What are my strengths and weaknesses as a teacher.

Collaborative Inquiry & Class Presentation (30 points):
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.  An annotated bibliography
of 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 selection.  (Examples of annotated bibliography can be
found on page 527 of the Ryan and
Cooper textbook.)

Field Experience (Journal entries- 15 points):
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 12 hours in the classroom as a requirement of F200 and the
hours must be completed before the finals week.  A portion of class
time will be allocated to sharing and receiving feedback on your
experiences in the field.  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 six weeks.  Additionally, you will be responsible
for keeping a journal to record your experiences in the field.  A
total of  three journal entries are due and they should be 1 to 2
pages in length.  Please keep your own personal log of the dates and
the times of your field experiences along with the signature of the
supervisory teacher.

Term Paper (30 points):
This paper should be an essay describing what you have learned 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)


There will be several components to your overall class grade:

	Class participation			20 points (pts)
	Identity collage				10 pts
	Reading reflection papers			40 pts (5 pts
Critical reflection papers			45 pts (15 pts each)
	Collaborative presentation			30 pts
	Field experience journal entries		15 pts (5 pts
	Goals and strategies			10 pts
	Term paper				30 pts
					 Total:  200 pts

Regular class attendance is expected.  Additionally, no late papers
will be accepted except for sickness excused by accompanying doctor's
note or family emergencies such as death.  So, please plan accordingly
and give yourself ample amount of time to finish your assignment.

Grading Scale:

A+		98-100%
A		94-97%
A-		90-93%
B+		88-89%
B		84-87%
B-		80-83%
C+		78-79%
C		74-77%
C-		70-73%
D+		68-69%
D		64-67%
D-		60-63%
F		59% and below

Schedule of classes and topics

Date		Topic

8-28 Tues.	Introduction

8-30 Thur.	Community building
	(Bring written days and times available for field experience &
a Xerox copy of your school ID)

9-4 Tues.	Community building (continued)
		(Assignment Due: Identity Collage)

9-6 Thur.	Finish sharing
		The process of community building
		[Assignment due: Critical reflection paper #1 (CR-1)]

9-11 Tues.	Why Teach?
	[Assignments Due: Reading reflection paper-1 (RR-1) for Chap.
1 from Ryan & Cooper) and

9-13 Thur.	Universal teacher
	[Assignments Due: RR-2 (Chap. 6 of Ryan and Cooper) and
Critical reflection paper #2]

9-18 Tues.	Communication skills: Listening and attending
		[Assignment due: RR-3 (readings in the Educ. library

9-20 Thur.	Discipline and management in the classroom
	[Assignment due: RR-4 (chap. 7 of Warner & Bryan) and Ryan &
Cooper pg. 43-51, 201-205]

9-25 Tues.	Relationships with staff and administrators
	[Assignment due: RR-5 (pg. 30-41 of Ryan and Cooper) and chap.
1 of Warner & Bryan]

9-27 Thur.	Relationship with the parents
[Assignment due: RR-6 (chap. 4 of Warner and Bryan) and Ryan and
Cooper pg. 51-54]
10-2 Tues.	Diversity in the classroom
		[Assignment due: RR-7 (chap. 4 of Ryan and Cooper)]

10-4 Thur.	Diversity in the classroom continued
		(*Topic on class presentation due)

10-9 Tues.	Learning styles

10-11 Thur.	Technology in teaching
		[Assignment due:  RR-8 (chap. 7 of Ryan and Cooper)]

10-16 Tues.	Creativity in teaching							

10-18 Thur.	Ethical and Legal Issues
		[Assignment due: RR-9 (chap. 12 of Ryan and Cooper)]

10-23 Tues.	Managing your stress and self-care
		[Assignment due: RR-10 (chap. 8 of Warner and Bryan)]

10-25 Thur.	Education Program at IU (guest speaker)
		(Assignment: 10 questions- counted as RR-11)

10-30 Tues.	Trends in teaching and other career options		

11-1Thur.	Goals and Strategies		

11-6 Tues.	Class presentations and peer critique
		[Written sources for the presentation due]

11-8 Thur.	Class presentations and peer critique
		[Written sources for the presentation due]

11-13 Tues.	Class presentations and peer critique  (& presentation
		[Written sources for the presentation due]
*make sure to sign up for your 15 minute slot
11-15 Thur.	Myers-Briggs Personality Inventory (guest speaker)
		[Assignment due: Critical reflection paper #3]

11-20 Tues.	Teacher and student conference		
		(your goals and strategies are due during your
conference time)

11-22 Thur.	Teacher and student conference
		(your goals and strategies are due during your
conference time)

11-27 Tues.	Teacher and student conference
		(your goals and strategies are due during your
conference time)

11-29 Thur.	Teacher and student conference
		(your goals and strategies are due during your
conference time)

12-4 Tues.	Teacher and student conference
		(your goals and strategies are due during your
conference time)

12-6 Thur.	Final reflections and class evaluation
		(Assignment due: Term paper)