Developing Teacher Portfolios

A teaching portfolio is an essential item for all educators. Every student teacher has to create one, and continually update it throughout their career. Whether you just finished college or are a seasoned veteran in the education field, learning how to perfect your teaching portfolio will help you advance in your career. What is it? A professional portfolio for educators showcases a collection of the best examples of your work, classroom experiences, skills and achievements. It’s a way to introduce yourself to your prospective employers beyond a resume. While a resume provides information about relevant work experience, a portfolio illustrates these examples of your qualifications. It is a valuable tool to bring to interviews and to track your professional growth. What to Include Creating your portfolio is an ongoing process. As you gain more experience, you add or take away items in your portfolio. Making a professional portfolio takes time and experience. Finding and identifying the perfect items to showcase your experience, skills and qualities are essential. The most effective portfolios contain the following items: Title pageTable of contentsPhilosophyResumeDegrees/Certificates/AwardsPhotosLetters of recommendationStudents’ work/AssessmentPlanningResearch papersCommunicationProfessional Development When searching for these items, collect your most recent examples. Ask yourself, â€Å"Which items really display my talent as a teacher?† Look for pieces that showcase your strong leadership skills, and that demonstrate your experience. If you add photos of students make sure you get signed permission to use them. If you are worried that you don’t have enough elements, remember that quality is more important than quantity. Sample Sections Here are some ideas of the types of artifacts you should be searching for when gathering your elements for your portfolio: Philosophy - Educational philosophy, classroom management plan, guideline of your discipline techniques.Degrees/Certificates/Awards - Copy of your degree(s), teacher license, awards of honor.Photos - Students, you with the students, classroom, bulletin boards, projects.Letters of Recommendation - Supervisor, teachers, parents, students, former employer.Students’ Work /Assessment - Worksheets, projects, assessment rubrics.Planning - Themed units, curriculum, lesson plans, field trips, activities.Research Papers - ThesisCommunication - Welcome letters, progress reports, parent conferences, notes to parents.Professional Development - Conferences, Meetings, publications, memberships. Sorting and Assembling Once you have gathered all of your artifacts, then it is time to sort through them. An easy way to do this is by arranging them into categories. Use the above bullet list as a guide to help you sort your items. This will help you filter out the old and irrelevant pieces. Depending upon the job requirements, use only the pieces that demonstrate the skills needed for the particular job you are applying for. Supplies Needed: Sheet protectorsDividersBinderCard-stock or sturdy paperColored paperResume paperGlue stick Now comes the fun part: Assembling the portfolio. Your portfolio should look clean, organized and professional. Place the contents into sheet protectors and group relevant items together using dividers. Print out your resume on resume paper and use colored paper for dividers or to place photographs on. You can even add borders to photos to make them more visually appealing. If your portfolio looks professional and doesn’t look like a scrapbook, prospective employers will see you put forth a lot of effort. Using Your Portfolio Now that you have gathered, sorted, and assembled your portfolio, it is time to use it. Use the following steps to help you utilize your portfolio while in an interview: Learn what is in it. Familiarize yourself with each page so when you are in an interview and asked a question, you can turn to a page and show them a tangible example.Know how to use it. Don’t go to your portfolio to answer every question, just use it to answer a specific question or explain an artifact.Do not force it. When the interview starts, do not hand the portfolio over to the interviewer, wait until it is a relevant time to use it.Leave artifacts out. Once you have taken items out to showcase your qualifications, leave them out. It would be very distracting to the interviewer if you are rummaging through papers. Take out each item as needed, and leave them visible until the interview is over. Perfecting a professional teaching portfolio can be an overwhelming task. It takes time and hard work, but it is an excellent resource to have. It’s a valuable tool to take to interviews and a great way to document your professional growth.

Strong Women Strong Female Strong Girls - 1641 Words

Introduction Nonprofits hold a very important role in actively helping our society. Although people may recognize the good that comes from nonprofits, they may not necessarily understand where or how that good or service is made. Strong Women Strong Girls is one of the many nonprofit organizations located in Boston, with a goal to benefit the community. We have been working with this organization to improve our understanding of nonprofits and to help the organization benefit the community. Background Strong Women Strong Girls is a nonprofit organization founded in 2000 by Harvard graduate, Lindsay Hyde. The organization started as a small mentoring program with about 30 people, but as time progressed, the organization became more popular and launched in 2004 as an official nonprofit in Boston Massachusetts. The organization also spread to other college campus in Boston, as well as in 2006 expanded to open several additional chapters in Pittsburgh, Pennsylvania. Today the organization serves over 1,400 girls throughout the two locations in about 100 schools and community centers (Strong Women Strong Girls, 2015). The mission of Strong Women Strong Girls is to: â€Å"raise ambition for women and girls by fostering cycles of mutual empowerment through mentoring.† The â€Å"cycles of mutual empowerment† consists of three program groups: pre-adolescent girls, undergraduate women, and professional women. The pre-adolescent girls are in grades 3- 5 and participate in fre e weeklyShow MoreRelatedThe Depiction Of Strong Women On The Film Waiting For Wonder Woman Essay1364 Words   |  6 PagesThe depiction of strong women in leading roles is fairly uncommon because of unrealistic, universal ideas of how women should be. Throughout the years, there have been a few strong female roles, but not enough. In Frank Bruni’s article, â€Å"Waiting for Wonder Woman†, he declares that there aren’t enough movies with strong female characters. 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Human Cognitive Function and Mental Health

Question: Identify the meaning of groups and apply these to workplace settings.Analyse roles adopted within groups and how these contribute to group dynamics . Identify constraints to group working and contribute team working within different settings.Explore different leadership styles and relate to health and social care settings.Identify your personal attributes and relate these to team working/group participation. Answer: The first essential skill needed by the nurse is to have a good listening skill; it is required for building a good and trustworthy relationship with Dylan that is necessary in mental health care (Rogers, 2012). In this case, both verbal and non-verbal listening skills are needed. One example is listening to Dylans problem with emotional and respectful approach, showing facial expression and making direct eye contact. Examples of nonverbal behavior are, mmm yes; really? say more about it (Gendlin, 2012). Another essential skill is reflecting skills; it helps to focus on clients perspectives and thereby encourage person-centered communication. It includes responding against each emotions of the patient showing nurses reflection upon the patients statements. Example includes, touching Dylan, showing sympathy for him, being silent when Dylan is saying (Malan, 2012). Another helpful skill is paraphrasing. It helps to enhance patients trust toward the nurse. Establishing trust is important in this case scenario because Dylan stated that he feels there is no one to trust without his office colleagues. Paraphrasing ensures that the nurse is listening to him and giving value to his words, thereby enhancing trust. One example is: Dylan: I feel that the noises are coming from ceiling! Nurse: Oh really? You really feel sounds are from ceiling! Strange!Mental health assessment is important for Dylan because he is unable to sleep from last few months due to some strange things, which Dylan thinks is happening, but in reality, these things is not happening. The mental health assessment gives the mental health professional the overall picture about how well the patient feel emotionally and know about the patients cognitive functioning. From the case scenario, it has been revealed that Dylans cognitive functioning has been impaired and he is having decreased reasoning or thinking ability (Kaplan Saccuzzo, 2012). Therefore, the major purpose of mental health assessment is to get a detailed and accurate picture of patients needs. The purpose of the mental health assessment for Dylan is to understand his particular health needs, what are the areas needed to be concerned while counseling or planning mental health therapy for Dylan. Additionally, the mental health assessment help health professional to make a good rapport with the patient which is the basis of the mental health therapies. Dylans mental health assessment helped the mental health professional to understand the possible reasons behind his poor mental health status and what are possible risk factors. This examination guided the professional to take appropriate medical care activities for Dylan (Bratman, Hamilton Daily, 2012). Appearance and behavior The case study revealed that Dylan is suffering from some mental illness for which he is unable to sleep. The GP has been addressed that Dylan rejected the complete Registration form given to him for mental health assessment. It has been revealed that, he showcased an anxious behavior. His euthymic mood is another evidence for his changed behavior. His changed behavior is the indication of his psychological disorder. Affect and Mood The GP addressed that Dylan is having euthymic mood and blunted affect. Dylans emotional response would be assessed for analyzing his affect. A number of cross-questions would be asked to Dylan for assessing his euthymic mood (Marsella White, 2012). Speech By observing Dylan spontaneous speech via structured language function test, Short sentences like where do you live?, what do you do? will be asked. The speech therapy is done through the analysis of production of speech in spite of content of speech. His slow speech indicates depression (Gendlin, 2012). Cognition The cognition assessment covers alertness, attention, memory, orientation and other functions. His blunted affect is indicating lower concentration and alertness which will be assessed by spelling a five-letter word backwards. His executive functioning will be assessed by asking a question, what do you think there is any similarities between the noises comes from ceiling and the noises you hear in day time? Thought form and Content Thought process cannot be directly assessed during the mental health examination process. In addition, the thought content can be described as patients idea, obsessions, phobia. In this context, it has been revealed that Dylan thinks that no one besides him can be trusted in spite of his office colleagues. His thought process is leading to some noises coming from ceiling which are hindering his sleep (MHPOD, 2016). The thought process is indicating that the Dylan was unable thinking about some unrealistic phenomenon. In this scenario, for assessing his thought process, he will be asked when you hear those noises, is there something going on in your mind? what kind of noise do you hear, tell me in detail! (Gendlin, 2012). Perception Perception is a sensory experience. Among the three types of perceptions, in the case of Dylan, his perception can be characterized as the pseudo hallucination; it is because the noises heard by Dylan were mostly running in his mind. Dylan stated that he has heard some noises like scratching and muffled voices which are coming from ceiling. These happen only at night, so it can be said that it is pseudo hallucination (psychologyboard.gov.au, 2016). Judgment Judgment can be defined as the capacity of the patient to make a responsible decision. Standard hypothetical questions can be asked for assessing the judgment capability of Dylan. In this context, Dylan can be asked why do you think that no one is trustworthy besides you except your colleagues?, Why did you rejected to fill up the registration form?. Risk At night, he used to hear some noises coming from ceiling for he is not being able to sleep at night. He works at Coles supermarket and he was sent to GP for mental health assessment. The risk assessment is essential part of mental health examination because it includes examination of risks related to patients mental condition. In Dylans case, the risk assessment can be done through indirect analysis. His GP addressed about his weight loss and blunted affect. These should be considered as risk while planning his medical care program (Gendlin, 2012). Reference List Bratman, G. N., Hamilton, J. P., Daily, G. C. (2012). The impacts of nature experience on human cognitive function and mental health.Annals of the New York Academy of Sciences,1249(1), 118-136. Gendlin, E. T. (2012).Focusing-oriented psychotherapy: A manual of the experiential method. Guilford Press. Kaplan, R., Saccuzzo, D. (2012).Psychological testing: Principles, applications, and issues. Cengage Learning. Malan, D. H. (2012).Toward the validation of dynamic psychotherapy: A replication. Springer Science Business Media. Marsella, A. J., White, G. (2012).Cultural conceptions of mental health and therapy(Vol. 4). Springer Science Business Media. MHPOD. (2016). Mhpod.gov.au. Retrieved 1 April 2016, from https://www.mhpod.gov.au/assets/sample_topics/combined/Mental_health_histories_and_MSE/3MHHM_objective2/index.html Rogers, C. (2012).On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin Harcourt. psychologyboard.gov.au (2016). National Psychology Exam. Retrieved 1 April 2016, from https://www.psychologyboard.gov.au/Registration/National-psychology-exam.aspx

This experiment investigated the effects of different emotional content on emotional arousal Essay Example Essay Example

This experiment investigated the effects of different emotional content on emotional arousal Essay Example Paper This experiment investigated the effects of different emotional content on emotional arousal Essay Introduction This experiment investigated the effects of different emotional content on emotional arousal. The design method used was a within subjects design. Emotional arousal was measured by gauging the participants’ heart rate, using Biopac ECG computer software, blood pressure and completion of a Visual Analogue Scale (VAS) by the participant, as shown in appendix A. Results showed that funnier or more dramatic emotional content led to a greater variety in emotional arousal. More humorous content also resulted in a more positive mood. Introduction There are many theories in relation to emotional arousal. The James-Lange theory of emotion argues that an event causes physiological arousal first and then this arousal is interpreted. Only after interpretation of the arousal can emotion be experienced. If the arousal is not noticed or is not given any thought, then an emotion will not be experienced based on this event. The Cannon-Bard theory states that physiological arousal and emotional experience are experienced at the same time. According to the Schachter-Singer theory, an event causes physiological arousal first. The reason for this arousal must then be identified so that the emotion can be experienced. Lazarus Theory claims that a thought must come before any emotion or physiological arousal can be experienced. This experiment investigated the effects of different emotional content on emotional arousal Essay Body Paragraphs This experiment measured how different types of stimuli cause emotional mood change and how these mood changes can be detected physiologically. Participants watched three short video clips: a video clip from ‘Fried Green Tomatoes at the Whistle Stop Cafà ¯Ã‚ ¿Ã‚ ½Ã¢â‚¬â„¢, a video clip of Jasper Carrot from his stand-up comedy routine and television series ‘The Detectives’ and a video clip of cars driving on a motorway. Their mood was measured before and after watching the clip. There were two measures taken: the participant’s blood pressure and a VAS filled out by participant for a subjective measure of their mood. As well as these, the participant’s heart rate was measured whilst they were watching the video clip. The following predictions, and the reasoning behind each, were made: 1. The Jasper Carrot video clip would provide more arousal than the other two video clips. Jasper Carrot is a comedian and when people laugh out loud their heat rate inc reases. 2. The Motorway video clip would have a negative effect on the mood. This was a very boring and repetitive video clip, with not much action. Participants would quickly get bored an after time possibly a bit angry and stressed. 3. The Jasper Carrot video clip would have a positive effect on the mood. When people are laughing their mood improves, even if only temporarily. 4. The Fried Green Tomatoes video clip would provide a greater variation in emotion than the other two video clips. There are a greater variety emotions in this video clip, which leads to a larger range of emotional arousal. Method This experiment used a within subjects design and was carried out in a laboratory setting. The independent variable was the video clip shown to the participant: Fried Green Tomatoes, Jasper Carrot or Motorway. The dependent variables measuring mood change were: the VAS scores before and after watching the video clip, the participants’ blood pressure before and after watching the video clip and heart rate of the participant whilst watching the video clip. A random order was used when deciding the sequence of the video clips. Equipment used was Biopac ECG computer software, VASs, blood pressure monitors and the video clips. The participant was connected to the Biopac ECG computer software by placing three electrodes on the surface of the skin; one on the inside of each wrist and one on the back of one wrist. These electrodes detect electrical signals which relate to the electrical activity of the heart. The blood pressure monitors measured systolic and diastolic blood pressure. These were strapped on the participant’s wrist so that the screen was on the inside of the wrist. Results The following graph looks at the overall mean heart rate for each video clip. As figure 1 shows, the mean heart rate for the Jasper Carrot video clip is much higher than that of the Fried Green Tomatoes video clip. However, it is only slightly higher than the Motorway T raffic video clip. Figure 2 shows the difference in blood pressure before and after watching each video clip. As can be seen by figure 2, both the systolic and diastolic blood pressures increased after watching the Fried Green Tomatoes video clip. After watching the Jasper carrot video clip, both the systolic and diastolic blood pressures decreased. After the motorway traffic video clip participants’ systolic blood pressure rose slightly whilst the diastolic came down. The next graph looks at changes in VAS scores completed by the participants before and after watching each of the video clips. As figure 3 illustrates, the Fried Green Tomatoes and Motorway Traffic video clips had a negative effect on the participants’ mood whilst the Jasper Carrot video clip had a positive effect on their mood. Figure 4 shows the heart rate of the participants whilst they were watching each of the videos. Discussion The first prediction stated that the Jasper Carrot video clip would pro vide more arousal than the other two video clips. Looking at the overall mean heart rate for each of the video clips in figure 1 shows that the mean heart rate for the Jasper Carrot video clip was visibly higher than that of the Fried Green Tomatoes video clip. Whilst it was also higher than the mean heart rate for the Motorway Traffic video clip, this difference was only small; 73.23056 for the Jasper Carrot video clip and 73.155 for the Motorway Traffic video clip. An independent samples t-test, as shown in appendix B, was carried out to see if this difference was statistically significant. Results of this test show that the difference was not significant at the 95% level (t=0.042, df=122, p;0.05). Therefore, the null hypothesis can be accepted and the prediction made rejected: the Jasper Carrot video clip does not provide more arousal than the other two video clips. It is perhaps surprising that the Motorway Traffic video clip produced such a high overall mean heart rate. This ma y have occurred due to the fact that the video clip was extremely repetitive and not very interesting. As a result of this the participants became bored quite quickly and maybe became slightly stressed and angry after some time. This would cause an increase in arousal, as shown in the heart rates. Another possible explanation could have been the anticipation by the participant of something bad happening, for example an accident. This would have lead to increased tension and worry, which would have increased the heart rate. The second prediction stated that the Motorway video clip would have a negative effect on the mood. Looking at the differences in VAS scores between before and after watching the video clip in figure 3 shows that there was a movement towards the more negative mood in each of the three scales: sad-happy, tense-calm and stressed-relaxed. This supports the prediction made. This may have been caused again by he reasons as stated above; the participants became bored of the video clip quite easily which led to a less positive mood. The third prediction stated the Jasper Carrot video clip would have a positive effect on the mood. Looking at the differences in VAS scores between before and after watching the video clip in figure 3 shows that there was a movement towards the more positive mood in each of the three scales: sad-happy, tense-calm and stressed-relaxed. This supports the prediction made. This was most probably because the majority of people find Jasper Carrot funny, as can be reflected in his success as a comedian over the years. They will laugh and smile whilst they watch him, and possibly temporarily forget about any worries. This leads to a more relaxed state and an improvement in mood. The fourth prediction stated that the Fried Green Tomatoes video clip would provide a greater variation in emotion than the other two video clips. Figure 4 shows the heart rates of participants whilst they were watching the three video clips. The Motorw ay Traffic clip remains fairly constant between 72 and 74 beats per minute. Both the Jasper Carrot and Fried Green Tomatoes video clips show a large range; the minimum value on the graph being 67.09545 for the Jasper Carrot video clip and 67.78162 for Fried Green Tomatoes and peaks of 75.55909 for Jasper Carrot and 76.81019 for the Fried Green Tomatoes video clip. Looking at the graph in figure 4 it is difficult to say that either the Fried Green Tomatoes or Jasper Carrot video clip shows a greater variance in the heart rate then the other one. Therefore, the prediction made should be rejected: the Fried Green Tomatoes video clip does not provide a greater variation in emotion than the other two video clips. This variety in heart rates in both the Fried Green Tomatoes and Jasper Carrot video clips is understandable when looked at closely. Whilst overall one would expect the Jasper Carrot video clip to give a higher overall heart rate, as shown in figure 1, it is unlikely that a high level would be maintained throughout. The heart rate would increase at a particularly funny part and then go down again until the next joke. In the Fried Green Tomatoes clip there are a variety of emotions occurring within a short space of time. Firstly, there is the calmness then a sudden excitement and increase in arousal as the participant sees Buddy stuck on the train track, before returning back to the calmness of the hospital. All of these different emotions produce different levels of arousal, as shown in the heart rates. We will write a custom essay sample on This experiment investigated the effects of different emotional content on emotional arousal Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on This experiment investigated the effects of different emotional content on emotional arousal Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on This experiment investigated the effects of different emotional content on emotional arousal Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer