Education | Examining Self as Teacher
F200 | 5999 | Kamatchi Mayilvahanan


„Á	Henniger, M.L. (2004). The Teaching Experience: An
Introduction to Reflective Practice. NJ: Prentice Hall.
„Á	Wright, E. (Ed.) (1999). Why I teach. Roseville, CA: Prima.

This syllabus is subject to change at the discretion of the
instructor, in order to facilitate effective coverage and delivery of
course content. In particular, it is highly likely that several days
may be switched around to accommodate guest speakers. I will inform
you of any changes at the earliest possible, in class and/or through
Oncourse announcements. For your part, please check Oncourse well
before class to verify class readings and assignments. Your
flexibility and cooperation is appreciated.

THE NO WHINING CLAUSE! ¡V Each student in the F200 class is expected
to conduct themselves as evolving professionals, embarking on a
journey of self-exploration and discovery. Whining is strictly
prohibited! Your enthusiastic participation and risk-taking by
engaging productively will help us as a class learn more, enjoy the
class more, and make optimal use of our time together.


Please log onto as soon as possible. Click
on "F200 Section 5599 EXAMINING SELF AS TEACHER" and "list" yourself
in the class. This will provide you access to the syllabus, the class
schedule for the entire semester, all course announcements, your
grades in each assignment (confidential and available only to you),
etc. This will also facilitate online group discussions, which we may
need later in the semester. You can print off a copy of the
syllabus/schedule from here. Please familiarize yourself with this
online module as most instructors at IU are/will be using it.


Students with disabilities: Students with visual, hearing, physical,
and/or learning disabilities, who may require modification of the
curriculum, method of instruction or assessment should contact me.  I
wish to fully include persons with disabilities in this course.
Modifications and accommodations will be made after you have
presented documentation indicating qualification for services from
DSS (Disabled Student Services).  Please refer for eligibility requirements.

Academic Misconduct - Cheating and Plagiarism: Assignments presented
in this class must be your original work and should not be copied
or "borrowed" from others. If you refer to work belonging to others,
please include the proper citation. Please refer to for information on
how to cite resources in different styles (APA, MLA, etc.) Cheating,
plagiarism, or other acts of student misconduct as defined in the
I.U. Code of Student Rights, Responsibilities and Conduct, could
result in an assignment grade of zero and/or an alert to the Dean's

Sexual Harassment, Racial/Ethnic Discrimination and Slurs, or any
other student misconduct that adversely affect 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 please refer


Many of you may 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 towards a better
understanding of whether teaching is what you want to do.

We will explore a wide variety of issues and cover a great deal of
ground, blending self-exploration with concrete analysis of the
teaching profession.  We 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 you 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 learning and decision-making

In an atmosphere of respect and encouragement, each class will employ
a wide variety of teaching methods to allow you to experience
different styles of teaching and 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.




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 proposing
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?


This being a heavily discussion-based class, a significant amount of
learning, processing, and decision-making will take place in class.
Therefore, regular class attendance is expected and will be
beneficial. Nevertheless, all of us being mortal, two unexcused
absences are allowed for the entire semester. Each additional
unexcused absence will cost you 5 points.  An excused absence for
health reasons must be accompanied by a doctor¡¦s note.  Personal loss
or bereavement is also grounds for an excused absence in consultation
with me. If you are scheduled to debate, teach your lesson or perform
the fun time, but are unable to make it to class, you need to let me
know at the earliest possible, so that I can try to make alternate
arrangements.  The schedule is quite tight, and others are depending
on you to keep to the schedule, so please reserve this only for

Tardiness: If you show up late to class and miss roll, then it is
your responsibility to approach me at the end of the class and ensure
that you have not been marked absent.  Failure to do this at the time
will not be rectified later.
Note: If you are late to class three times, it will cost you 5
points. Each additional late appearance will cost you 5 points also.


Time: 5 minutes each.

As part of our community building activities, you will design a
collage, 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, career
goals etc.  You are also welcome to bring in additional items (e.g.,
favorite book or favorite instrument), which will not fit on your
poster.  Remember, this is your first extensive introduction to your
classmates, with whom you will have to spend 36.25 hours; i.e. 2175
minutes this semester!! So, be prepared to make an impression!
Hint: The clearer a picture you paint of yourself, the more points
you will score.

VIBE JOURNAL (90 points)

You will maintain a notebook or a 3-ring binder journal for this

„Á	Include the date, time, and title each time. (Refer sample on
„Á	In each chapter you will find blocks of questions. Choose at
least three questions to reflect on.
o	Note:  Look for the ¡§Reflective Journey¡¨ icons in the margins
of each chapter.
„Á	You are also asked to record your vibes (thoughts and
feelings) on the in-class activities, the videos, the guest lectures,
and the assignments; in short anything and everything related to this
class. At least 1 entry per week.

Grading: Will be based on how thoughtful and complete your responses

Note: In addition to the above, you are welcome to doodle, sketch,
paint, include quotes & pictures, etc. in your journal, as long as it
is meaningful and relevant to this class. Be as creative as you like.
Write legibly. If using a binder, you may insert printed sheets.


Length: 2-3 pages

These papers are intended to help organize your thoughts and beliefs
about teaching as a profession. They will also help you do some
introspection and identify reasons for wanting to teach, to support
those reasons with your strengths and beliefs, and also examine areas
for improvement. These papers will form the beginning stages of your
decision-making process of whether or not to be a teacher. Please
take the time, effort and energy to put down your honest and sincere

Critical Reflection #1	What and Why am I interested in teaching?
Hint: What subjects interest me? What draws me to teaching? What are
my priorities in life in terms of a career and lifestyle? How do
these match with what the teaching profession offers?

Critical Reflection #2	What were the characteristics of my favorite
teacher?  What were the characteristics of my least favorite teacher?
Hint: How did these characteristics help or hinder my learning. What
did I learn from both?

Critical Reflection #3	What are some of my strengths that will make
me an efficient teacher? What are some areas for improvement? Hint:
Analyze an equal number of your strengths and areas for improvement.

FUN TIME (30 points)

Duration: 5 minutes (time will be clocked)

„Á	You will ¡§entertain¡¨ the class for 5 full minutes at the end
of the class one day of the semester.
„Á	You will draw lots to know the date of your ¡§performance.¡¨
„Á	The content MUST relate to teaching and/or learning
„Á	You may use props of any kind.
„Á	You are responsible for bringing in all materials you may
need, with the exception of the following*:
„Á	Overhead Projector*
„Á	Laptop* (specify what drive you need, floppy disk or CD-
ROM/DVD drive)
„Á	VCR* 						
*Note: These can be made available, with a week¡¦s notice to me.

Grading: Will be based on originality, creativity, entertainment
value, and use of time.

Hint: Let loose your imagination; be as creative as you can. If you
have doubts about the suitability of something, consult me a week in
advance! Last-minute doubts will be unproductive to you.

SURVEY (30 points)
Survey	You will interview at least 3 teachers of your choosing, in
person, via telephone, via mail in the form of a typed questionnaire
or through email. Questions are available on Oncourse
under ¡§Schedule,¡¨ from which you should choose at least 5 questions
to ask of each teacher. You may repeat questions across teachers if
you wish.

Guidelines: List what type of school the teacher is working at (i.e.,
preschool, elementary, middle or high), number of years of experience
as a teacher, and gender (No other identifying information needed),
then each question and answer. Conclude the paper with a 1-2- page
reflection of the answers you receive.


„Á	You will observe for 8-10 hours* in a classroom as a
requirement of F200. (If you know of a teacher you want to work with,
please let me know ASAP ¡V This will expedite your placement process
„Á	Typically, most students fulfill this requirement in small
time-blocks* spread over several weeks.
„Á	You will each work in a school under the supervision of a
classroom teacher.
„Á	Your supervising teacher will receive an evaluation form and
time sheet from the Office of Early Field Experience.
o	Your performance in the classroom will be evaluated (sample
evaluation form on Oncourse) by the supervising teacher
o	Each time you visit your FE site, you must ask your teacher
for the time sheet and record your exact time in the classroom.
o	At the end of the FE, your supervising teacher will evaluate
you, endorse your time sheet, and mail both documents to the Office
of Early Field Experience.
„Á	Additionally, you will be responsible for keeping a ¡§Log of
Activities¡¨ to record your experiences in the field.
o	A sample LoA is available on Oncourse.
„Á	At the end of your field experience, you will write a 2-3
page reflection on it.
„Á	Suggested guidelines for the paper:
o	What did I find most useful about the field experience?
o	What all did I learn from this field experience?
o	How does this affect my decision about whether or not to
become a teacher?

Grading: LoA ¡V 15 points; FE reflection ¡V 15 points; Evaluation/time
sheet ¡V 30 points

*Please note: This field experience is not in lieu of F200 class
time.  It is to be fitted in outside of this class time.

LESSON PLAN (60 points)
Duration: 13 minutes (time will be clocked)

„Á	Each of will you will teach a lesson for a period of 13
„Á	You may choose any topic of interest to you, as long as it is
appropriate for a classroom setting. Doubts? Questions? Ask me!
„Á	You may use lesson plans that already exist, i.e. you do not
have to create one if you do not want to, however you must cite the
source, whether electronic or paper.
„Á	You must include an assessment in the end to determine
whether your students have grasped the subject matter.
„Á	On the day of your lesson, you will give me a paper copy of
your lesson plan. Format available on Oncourse.

Grading: Based on the thoroughness of  your lesson, demeanor/attitude
& appearance, body language, and level to which you engage the entire
class. Rubric available on Oncourse.

Hint: Choose an interesting topic that you are comfortable with
teaching. Use the time allotted wisely and optimally. Come prepared
with all materials necessary. Remember, you are the boss for those 13
minutes. Relax. Smile.

QUIZ (5 rounds x 18 points each = 90 points)

„Á	You will form teams of three (and 1 team of four) at the
beginning of the semester.
„Á	This will be your quiz cohort for the rest of the semester.
You will draw lots to determine whether you are an A, a B or a C (or
a D if you belong to a team of four).
„Á	The order for answering questions:
o	Round 1 ABC, Round 2 BCA, Round 3 CAB, Round 4 ABC, Round 5
„Á	During each quiz, your team will be asked 6 questions
totaling 18 points.
„Á	First, each of you will be asked to answer a question by
yourself. The rest of the questions can be answered jointly.
„Á	One person in the team may pass the question once to a

Grading: The points your team makes in each round, will be added up
to make your final score for this assignment.

Hint: You may want to explore planning and studying in your cohorts
throughout the semester to ensure you have covered the material
thoroughly. Remember, you score or loose points both for yourself and
for your team. So, be prepared!


Length: 1 small paragraph per story

Choose TEN STORIES of interest from the Why I Teach book. Reflect on
the stories, using the following guidelines.

Hint: What is the main idea of the story? How does this apply to you
as a prospective teacher?

DEBATE (60 points)

Two of you will debate on the topic chosen/drawn. This will be the
„Á	First, the ¡§for¡¨ person will make their case.
„Á	Next, the ¡§against¡¨ person will make their case.
„Á	Then, each debater will be allowed one rebuttal.

Grading: You will be graded on the soundness of your argument, i.e.
how well you back up your arguments with scientific research
findings, and the ability to think quickly on your feet. Please
include a bibliography of your references. There is no ¡§right¡¨
or ¡§wrong¡¨ stance or argument.  Professional conduct is expected
throughout. Important note: Any deviations in the form of abuses,
racial slurs, or put-downs will NOT be tolerated. If used, you will
be heavily penalized, and maybe even disqualified, resulting in a
failing grade for the assignment and/or an alert to the Dean¡¦s office
as required by school policy.
*Rubric available on Oncourse

Hint: Begin your preparation early! Research your topic as thoroughly
as you can. Remember, you have to research both sides, if you wish to
build a solid ¡§case¡¨ and come up with effective rebuttals. Back up
your arguments with scientific research findings, making a
professional-sounding case.
*The class may vote on the winning argument, just for fun.

There will be several components to your overall class grade:	
Class participation 	5%	30 Points
Attendance	        5%	30
Identity Collage	5%	30
Quiz	                15%	90
Critical Reflection papers	10%	60  (3 x 20)
Surveys	                5%	30
Vibe Journal	        15%	90
Lesson plan	        10%	60
Fun Time	         5%	30
Field Experience 	10%	60
Debate	                10%	60
Stories Reflection	5%	30 (3x10)
Total	               100%	600 points

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


1.	All papers should be double-spaced and in 12-point font
(Times New Roman).
2.	Printed on white paper (no hand written work will be
3.	Use black font only.
4.	Use regular (8 1/2 inch X 11 inch) paper.
5.	Paragraphs and margins must be standard (1 inch or 1.25
6.	Use of spelling and grammar checks means there should be no
any spelling or grammatical errors!
7.	Have someone read through your work to trap errors that "slip
through the net" for e.g., "form" instead of "from," that may not
show up on the spell/grammar check.
8.	Use words correctly.  If you are not sure that the word you
are using is correct, check the dictionary.
9.	Do not use contractions in any professional writing, such as,
don't, can't, there's, it's, etc.
10.	Please 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
11.	Papers not meeting the above criteria will be heavily
penalized. For example, spelling or grammatical error could cost you
as much as 1 point each. You will be surprised at how quickly these
can add up.
12.	This class is intended to help your self-awareness through a
series of reflective activities/papers. Therefore, there will be no
emphasis on academic rigor in your papers in terms of APA formatting,
unless you choose to follow it.  However, your papers must show that
you have invested a significant amount of time, thought and attention
to the topic.


My cubicle/office is at the back, on the left-hand side.


* Note: Articles may be assigned in addition to the following
readings. Please check Oncourse regularly.

Mon., Jan. 12
Community Building: Introductions; Syllabus; Early Field Experience
(FE) Introduction
Wed., Jan. 14	Do you know any teachers you may like to work with
for the Field Experience?
In Class	Community Building Continues: Identity Collage
Sharing; FE Discussion
Syllabus Quiz! Be prepared! :)
Due:	Identity Collage
Mon., Jan. 19	Martin Luther King Jr. Day ¡V no class
Wed., Jan. 21	
In Class	Community Building Continues: Identity Collage
Sharing; FE Discussion/Finalization
Due 1:
Due 2:	Identity Collage
Critical Reflection Question #1
Mon., Jan. 26	Read Henniger Chapter 1
In Class	
Due:	Vibe Journal
Wed., Jan. 28	Henniger Ch.1 continued;
In Class	Debate 1,  Fun Time 1
Due:	Critical Reflection Question #2
Mon., Feb. 2	Read Henniger Ch.2
In Class	Debate 2, Fun Time 2
Wed., Feb. 4	Read Henniger Chs. 1& 2
In Class	Quiz Round 1!
Mon., Feb. 9	
In Class	Starting Small (video), Fun Time 3
Due:	Vibe Journal
Wed., Feb. 11	Read Henniger Ch.3
In Class	Debate 3,  Fun Time 4
Due:	Critical Reflection Question #3
Mon., Feb. 16	Read Henniger Ch.4
In Class	Debate 4,  Fun Time 5
Wed., Feb 18	Read Henniger Ch.5
In Class	Debate 5, Fun Time 6
Mon., Feb. 23	Read Henniger Ch.3,4 &5
In Class	Quiz Round 2!
Due: 	Vibe Journal
Wed., Feb. 25	Read Henniger Ch.6
In Class	Debate 6, Fun Time 7
Mon., Mar. 1	Read Henniger Ch.7
In Class	Debate 7, Fun Time 8
Due:	Survey #1
Wed., Mar. 3	Read Henniger Ch.8
In Class	Fun Time 9
Mon., Mar. 8	Ch.6,7 & 8
In Class	Quiz Round 3!
Due:	Vibe Journal
Wed., Mar. 10	
In Class	Teacher Panel; Midterm Evaluations
Mon., Mar. 15	Spring Break
Wed., Mar. 17	Spring Break
Mon., Mar. 22	Read Henniger Chapter 10 & 11
In Class	Debate 8, Fun Time 10
Due:	Vibe Journal
Wed., Mar. 24	Read Henniger Chapter 12
In Class	 Fun Time 11
Mon.,  Mar. 29	Read Henniger Chapter 13
In Class	 Fun Time 12
Wed., Mar. 31	Henniger Ch. 10,11,12 & 13
In Class	Quiz Round 4! Lesson Plan (1 teacher * 13 minutes)
Mon., Apr. 5	
In Class	Lesson Plan (5 Teachers * 13 minutes)
Due:	Vibe Journal
Wed., Apr. 7	
In Class	Lesson Plan (5 Teachers * 13 minutes), Fun Time 13
Mon., Apr. 12	
In Class	Lesson Plan (5 Teachers * 13 minutes), Fun Time 14
Wed., Apr. 14	
In Class	Guest Speakers from the Office of Teacher Education,
Student Teaching, & Cultural Immersion
Due	Stories Reflection
Mon., Apr. 19	Read Henniger Ch. 9 & 14
In Class	 Fun Time 15
Due:	Vibe Journal
Wed., Apr. 21	Read Henniger Chapter 15
In Class	 Fun Time 16
Mon., Apr. 26	Read Henniger Ch.9,14 & 15
In Class	Grand Final Quiz!
Wed., Apr. 28	Last Class!
In Class	Final Reflections, Course evaluations
Due:	Vibe Journal (final submission)
***************   No final exam! ***********   Happy Summer!