Complete The Teacher Interview For 7th And 12th Grade Teache

Complete The Teacher Interview 2 7th 12th Grade Teacher Assignment

Complete the Teacher Interview #2 (7th -12th-grade teacher) assignment: Interview questions are located in the Course Documents link. Select a teacher of your choice at any school (be sure to call and get prior permission before going to the school). After you have completed the interview, you will compile the teacher’s responses that you gathered from the interview and use those to complete a written report, which should include: Cover Sheet with Title of Assignment, Student Name, Course Name, Instructor’s Name, and Date. The list of questions you utilized during the interview. An overview of the teacher's background – education, years of experience, locations of schools where the teacher has taught, and what grades/subject areas.

You are to write the teacher’s responses in a concise, narrative form. Your report needs to include your reaction to the teacher's responses and why you believe the teacher gave the answers that he/she did. To receive full credit for this assignment you are also to include a diagram of the teacher's classroom showing the room arrangement, (ex: student desks, teacher's desk, bookshelves, etc.).

Paper For Above instruction

The assignment involves conducting an interview with a 7th to 12th-grade teacher of your choice, with prior permission, to gather insights about their teaching experience, classroom environment, and pedagogical approaches. The goal is to compile a comprehensive report that includes both factual information about the teacher and your personal reflections based on their responses.

First, you must select a teacher from any school, ensuring you obtain their consent beforehand. The interview questions should be derived from the Course Documents link provided, and you are required to ask these questions during your interview. The questions likely cover topics such as teaching philosophy, classroom management strategies, favorite or challenging aspects of teaching, and methods of engaging students.

Once the interview is completed, you will organize and write up the teacher's responses in a concise narrative format. This means paraphrasing or summarizing their answers to maintain clarity and brevity while preserving the core message of their responses. You should aim to reflect understanding and provide insight into the teacher's perspectives and practices.

In addition to the narrative report, your assignment must contain a few key components. Firstly, a cover sheet that includes the title of the assignment, your name, course name, instructor’s name, and date to ensure proper documentation. Secondly, a list of all the questions you asked during the interview. Thirdly, an overview of the teacher's background, including their educational qualifications, years of teaching experience, school locations where they have worked, and specific grades or subject areas they teach.

Furthermore, your report should critically analyze the responses, offering your reactions to the answers provided. Consider why the teacher might have responded in certain ways, reflecting on their teaching philosophy, experience, or classroom circumstances. This showcases your deeper engagement with the material and understanding of the teaching profession.

Finally, as a visual component, include a diagram of the teacher's classroom layout. This diagram should depict the arrangement of desks, the teacher’s desk, bookshelves, and other relevant classroom furniture or materials. It helps to illustrate the physical learning environment and aids in visualizing the classroom management and instructional strategies discussed.

Overall, this report combines qualitative data from an interview with reflective insights and visual documentation to present a holistic view of a practicing teacher’s professional and instructional environment.

References

• Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and Instructional Leadership: A Developmental Approach. Pearson.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. ASCD.
• Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
• Wang, H., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625.
• Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. ASCD.
• Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a "Sense of Success": New Teachers Explain Their Career Decisions. American Educational Research Journal, 40(3), 581–617.
• Freeman, D. (2014). Classroom Management: A Guide for Urban Educators. Teachers College Press.
• Lortie, D. C. (1975). Schoolteacher: A Sociological Study. University of Chicago Press.
• Emmer, E. T., & Evertson, C. M. (2016). Classroom Management for Middle and High School Teachers. Pearson.
• Pianta, R. C., & Stuhlman, M. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444–458.