Teacher Time Management

What does it take to be a teacher?

Skill, education, and expertise, and a whole lot of time management. Teachers regularly juggle schedules that include lectures, classroom activities, one-on-one tutoring, grading, administrative meetings, parent interaction, coaching and extracurricular activities, and professional development. According to the Bill & Melinda Gates Foundation, teachers around the world work up to 11 hours a day. As any teacher knows, every activity that occurs in the classroom can require a good deal of preparation and grading outside of class.

Teachers’ realities are growing increasingly complex. Today they face massive challenges ranging from expanding class sizes, an increased diversity of student needs to consider, and a peer and pop culture that is not always supportive of school. And already, they are charged by society with tremendous responsibilities that range from inculcating democratic values to ensuring global competitiveness and preparing students for 21st century workforce needs.

Teaching is tough, and teachers are crucial to the future of our society. Let’s give them the financial, social, and structural support they need.

*This content provided by Knewton.

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Teacher Time Management Infographic


Created by Knewton

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Upcoming Forum at UTD: Ensuring Children’s Success in School

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The Center for Children and Families’ Annual Fall Forum brings together nationally and internationally renowned psychologists and developmental and educational experts from the community in examination of cross-cutting issues that can make a difference in the lives of children and families. Learn More

This year’s Forum features Robert Pianta, PhD, dean of the Curry School of Education at The University of Virginia, founding director of the Curry School’s Center for Advanced Study of Teaching and Learning (CASTL), and director of the National Center for Research in Early Education. Dr. Pianta’s prolific work focuses on teacher-student interactions and relationships and components of effective teaching and learning. He is the author of the CLASS observational assessment tool used by Head Start programs across the country. Dr. Pianta’s research and policy interests are particularly salient to the national dialogue regarding the achievement gap for low-income children that begins in the earliest years and the strong need and efforts to bridge that gap.

Other presenters include Alan Cohen, MBA, executive director of Early Childhood Education & Community Partnerships for DISD, and Adrianna Cuéllar Rojas, MPA, president/CEO of United Ways of Texas. They will speak to the opportunities and challenges of early childhood education in DISD and moving the needle in early childhood education policy.

 Cost: $15 (includes lunch)

Friday, October 31, 2014

9 am – 1:30 pm

The University of Texas at Dallas

Register Now

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Professor Al Otaiba’s Podcast with Learning Disability Quarterly

Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and IMG_0050adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.

Special Series: Reading Part One of Two | August 2014

Dr. Stephanie Al Otaiba speaks to the promise and ongoing challenges related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. Click here to listen to the interview.

(Text taken from http://ldq.sagepub.com/site/misc/Index/Podcasts.xhtml)

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Summer 2015 Study Abroad Opportunity in Germany

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Escape to Germany next summer!

 

- Impress future employers by adding internship in Germany to your resume – Immerse yourself in any level German at the famous Bauhaus University – Live in the historic university town of Weimar – Learn how to teach English as a 2nd language – Explore Europe on your own after the program ends – Earn 7/8 credits + fulfill several proficiencies – Apply early, internship numbers are limited! – ALL MAJORS WELCOME, NO PREREQUISITES REQUIRED!!!   5 WEEK INTERNSHIP +7/8 CREDITS MAY 18-JUNE 19, 2015 For more information, email eapflum@smu.edu or refer to SMU’s Study Abroad website.

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Teacher of the Year

We are so proud of one of our graduate students, Jorge Rivera. This spring it was announced that Mr. Rivera is being honored Jorge Riveraas Teacher of the Year at Lee A. McShan Elementary School! Mr. Rivera will be graduating next week with a Master of Bilingual Education. He graciously agreed to answer a few questions so that we can learn more about him, his teaching experience, and his learning experience at SMU Simmons.

1. How long have you taught at McShan Elementary?

I have been at Lee A. McShan Elementary School since November 2011. Before McShan, I worked at two other elementary schools in 4 different grade levels (Kinder, first, second, and third grade) in three years. It was a difficult situation that I had to deal with due to a Dallas ISD leveling policy.

2. What challenges do you face as a teacher?

The main challenge that I have to face is unmotivated students. Students are unmotivated because of low self-efficacy (they don’t believe in their own abilities to reach a goal) and self-esteem (they have a negative evaluation of themselves). Another major challenge that I face with my 5th grade students is their lack of sufficient background knowledge because they don’t like to read.

3. What made you decide to pursue study at SMU?

In the fall of 2008, I started working as a bilingual teacher for the Dallas Independent School District (Dallas ISD). I knew very little about English Language learners, as this was the first time I had worked with this population of students. I noticed within a few days that if I wanted my students to receive effective instruction and succeed academically, I needed to identify and cater to their diverse characteristics and needs. During my first two years as a DISD teacher, I attended as many professional development opportunities as were available. However, it became very clear to me that traditional professional staff development was not going to suffice my needs to become an effective teacher. Thus, I decided to apply for the Master of Bilingual Education (MBE) degree program at SMU.

4. How has your SMU education served you in your teaching position?

All the courses I have taken and professors I have met at SMU have made a tremendous impact on my teaching philosophy. I am now an avid consumer of educational research. Consequently, my teaching began to improve since I was accepted into the MBE program and the principal and administrators invited me to participate in the Campus Instructional Leadership Team (CILT) at my school. I have been asked several times to facilitate staff development opportunities for my colleagues and to help tutor struggling learners in other grades.

5. Why do you think you were awarded Teacher of the Year?

I think I was selected to serve as Teacher of the Year at my school because my students have become leaders at our campus. They have experienced a true paradigm shift. For the last two years, my students have achieved the highest scores (96.4% and 97%) in the State of Texas Assessment of Academic Readiness (STAAR) reading test. My “scholars” are also very involved in other programs at our schools, such as our “Safety Patrol”. They are role models and younger students look up to them.

6. What are your future plans?

I would like to pursue a doctorate degree at SMU.

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