The Teaching Journal is meant to be a reflective, personal space where you come at the end of each week, after having completed all your work. Here you will record your thoughts, concerns, questions to self, ideas, etc. How were you challenged this week? What do you think was the most important thing you learned? How has this week contributed to your growth as a future faculty? We do not want to mandate the format, content, or length too much. But we do want to see thought, processing, and growth in each Journal entry. Estimate a minimum of half a page, approximately 250 words, and no maximum.
Initial Reflection on Teaching Identity
Reflect on who you are as an instructor, how you came to that conclusion, and how this will impact your work as an instructor. If you completed a Teaching Philosophy (TP) for the Teaching of Psychology course—and still have it—please use it as the basis for your work this term. If appropriate, make changes to it based on your learning over these past 2 weeks. Share in the Journal the changes you’ve made. If you have not completed one, you will complete one now. The readings specific to teaching philosophies, this week and in future weeks, will guide your work whether you are revising an existing TP or starting one now.
Complete your Journal entry by Day 7.
So for this class it is the teaching practcum class I have done an intrduction video to act as instructor and inrduced myself to my undergraduat students.recording the video I had some technical problems on the Kaltura which is a website for my school that we needed to use for recording the video.it was a good experinc .you just need to explan and cover what the assignment asked for.
here are the requierd reading:
Required Readings
American Association of University Professors (AAUP). (2018a). Statement on professional ethics, 2018–18. Retrieved from https://www.aaup.org/report/statement-professional-ethics
Buskist, W., & Saville, B. K. (2001). Creating rapport in the classroom. (Reprinted by permission from APS Observer, pp. 12-13, 19) Retrieved from https://www.socialpsychology.org/rapport.htm
Busler, J., Kirk, C., Keeley, J., & Buskist, W. (2017). What constitutes poor teaching? A preliminary inquiry into the misbehaviors of not-so-good instructors. Teaching of Psychology, 44(4), 330–334. doi:10.1177/0098628317727907
Cavanagh, S. R. (2019, March 11). How to make your teaching more engaging: Advice guide. Retrieved from https://www.chronicle.com/article/how-to-make-your-teaching-more-engaging/
Chory, R. M., & Offstein, E. H. (2018). Too close for comfort? Faculty-student multiple relationships and their impact on student classroom conduct. Ethics and Behavior, 28(1), 23–44. doi:10.1080/10508422.2016.1206475
Dolev, N., & Leshem, S. (2016). Teachers’ emotional intelligence: The impact of training. International Journal of Emotional Education, 8(1), 75–94
Frazer, C., Sullivan, D. H., Weatherspoon, D., & Hussey, L. (2017). Faculty perceptions of online teaching effectiveness and indicators of quality. Nursing research and practice, 2017, 1–6. doi:10.1155/2017/9374189
Keeley, J. W., Ismail, E., & Buskist, W. (2016). Excellent teachers’ perspectives on excellent teaching. Teaching of Psychology, 43(3), 175–179.
Thanks
