EDU101.0002FormativeQuestions

How do I become a teacher?
 * Why is it required to pass the Praxis tests, in other words, what are they exactly for?
 * I am specifically curious whether or not I would have to take the praxis tests again if I taught in another state where the scores had to be higher than the passing score in Maine.
 * How do I stay entertaining to students while still remain focused and on task?
 * Do you have to go through assessments every few years?
 * how often do you need to get fingerprinted? Also, how often do you need to become recertified as a teacher?
 * The job search process (applying, constructing cover letters, getting interviews)
 * After all the paperwork is done and graduation is right around the corner, what must be done to get a teaching position in a school? What does the typical interview look like?
 * Do all states require teachers to be licensed?
 * I am concerned with the amount of time it may take to get my teaching license in Massachusetts after I graduate because I am not completely sure how the whole process works.
 * Do we think ourselves as teachers?
 * I am curious as to what the requirements are to teach classes beyond my concentration.
 * What is the estimated growth or decline in jobs for teachers in the state of Maine?
 * Does Practicum really mean we have no free time for anything accept our classwork?
 * One thing I want to learn about becoming a teacher is how to collaborate effectively with parents and co-workers?

How can knowledge of the student assist me in customizing a student's learning?
 * What if you can not figure out a way to customize learning? Is there a resource to go to?
 * what you do when a new student comes into the classroom, such as a student moved into the school, and what you do when you cannot easily communicate with the student.
 * How do you connect with your students to the point where you know what helps them understand the material you are teaching?
 * how do you observe all of your students while also teaching at the same time? How is there enough time in the school year?
 * what do you do to accommodate the students before you have the chance of knowing them?
 * how far should I be willing to deviate from my lesson plan to meet the need of one student? What if I am the only teacher present? Should I change the method that is working for the rest of the class to meet the needs of one student?
 * What is the quickest way to get to know you student's different personalities?
 * I would like to learn more about mass customized learning since it seems to be the new trend in teaching and I will most likely be working with it in the future
 * What if I cannot educate myself about my students?
 * What if a student can't meet outside of class for further assistance? How can I keep the class moving forward to meet all these deadlines in the curriculum if someone is falling behind?
 * What is the best test to see how a student learns?
 * What is a good way to learn about your students?
 * I really would like to learn about different ways of finding out what kind of learners students are, besides simply outright asking them.

How can diversity in the classroom help me be a better teacher?
 * How can I benefit from diversity the most?
 * different methods that teachers can use diversity in the classroom without getting caught up in teaching for only a few learning styles rather than all of them.
 * How many unique styles are there to perform a test?
 * how do we create diversity in classrooms while also keeping a sense of consistency?
 * what is the best thing to do when a student's learning style can not be attended to because the topic of the lesson does not accommodate it?
 * how frequently should I "change things up"?
 * --I would like to broaden my horizons more on this subject and maybe learn some strategies to build on this knowledge.
 * What region of the country has the most diverse classrooms?
 * How would I handle a situation where a student was not willing to accept diversity?
 * A concern I have would be if my students could break the cultural barrier as well.
 * Could it ever be even remotely possible to have a standard of learning?
 * As a teacher then, when bringing diversity into the room, should I focus on a particular group to show many stories of that group or should I on glance at the surface of many?
 * How can I incorporate everybody's experiences into the learning?
 * I would like to learn how to cater to different cultures without insulting another one.

Which theories and historical influences should most impact the schools we'd like to have? > What historical influences should impact the schools?
 * What are the main theories and historical influences that have made the biggest impact on schools?
 * what are the new theories and more recent history that we should use to impact schools. What strategies have teachers and psychologists recently found that work more successfully than what we have done in the past and how can we incorporate these strategies into the classroom?
 * What theories should impact the schools?
 * what would be our next step in continuing to make progress in the field of education legislation?
 * Does the classroom always stay the same after the changes in society, or do they go back to the normal ways?
 * how to break people away from doing things simply because "that's how they've been done".
 * What recent events have impacted the education world, other than No Child Left Behind?
 * --What schools would “we like to have”?
 * What societal changes are impacting education today?
 * I am concerned that the history of education was so much information in such a short amount of time that I feel I may have missed the majority of the information.
 * I would like to learn more theories I guess, because I feel like I don't really know any.
 * Are there perhaps events in history we did not study in the book which are just as impactful?
 * I'd like to know what words, theories, or historical influences should come to mind when I hear those terms.
 * I would like to learn how to change schools from the inside out, getting away from pushing students through content they don't understand.

How do I start thinking like a teacher (instead of a student)?
 * Is there any hint or tip I should know to think like a teacher?
 * I am unsure whether I see the entire picture or not. I am not sure if I am confident enough to control a classroom on my own, without a co-teacher.
 * Can we ever stop thinking like a student?
 * Will there be a point in our college experience in which the roles will switch from student and teacher to teacher and future teacher?