1. Pat Conole Patriciacconole@aol.com (315) 283-8581
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Pat Conole
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2. Table of Contents About Me Standard 1: Content Pedagogy
Standard 2: Student Development
Standard 3: Diverse Learners
Standard 4: Multiple Instructional Strategies
Standard 5: Motivation and Management
Standard 6: Communication and Technology
Standard 7: Planning
Standard 8: Assessment
Standard 9: Reflective Practice: Professional Growth
Standard 10: School and Community Involvement

3. About Me
Hello my name is Pat Conole. I am in a second career journey to become a French teacher. My first career was writing for the Herald Journal and Post Standard newspapers as a full time and contributing writer. I am still working part time as I finish my graduate education degree specializing in adolescent French I received my bachelor’s degree from Ithaca College and studied in two French cultures, Paris, France and Quebec, City.
About Me

4. Standard 1: Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Reflection: For effective teaching and learning, knowledge of subject matter must be a foundation.
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5. Reflection of Standard 1
This knowledge must be conveyed to students in a way that engages them so they are better able to understand. An important way to build knowledge among students is for the teacher to involve them in new learning experiences, which challenge them to think, question and develop inquiry, rather than just memorizing. Interesting content is key.

6. Standard 2: Student Development
Description: The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development.
Reflection: Understanding the developmental stages of a child, including their intellectual, social and personal growth, fosters learning.
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7. Reflection of Standard 2
When teachers understand the developmental stages of a child, regarding their intellectual, social and personal growth, they are better able to foster a nurturing and secure learning environment. When I took the course, Adolescent Psychology and interviewed a teenager, it helped me to understand better how family and environment can effect motivation to learn. W

8. Standard 3: Diverse Learning
Description of Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Reflection of Standard 3: A cornerstone of teaching today is recognizing all learners are unique and universal.
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9. Reflection of Standard 3
Learning goals are attainable by a wide range of student abilities, when they are provided with multiple flexible methods of presentation. Good teachers must take into account culture, race, language, economics, gender, learning styles and personal interests.

10. Standard 4: Multiple Instructional Strategies
Description of Standard 4: The teacher understands and uses a variety of strategies to encourage student development of critical thinking, problem solving and performance skills.
Reflection of Standard 4: There are different ways to encourage students to think.
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11. Reflection of Standard 4
One way to encourage students to use their critical thinking, problem solving and performance skills is to develop new instructional strategies to encourage them to think outside the box. As John Dewey said, “People only truly think when they are confronted with a problem. Without some kind of dilemma to stimulate thought, behavior becomes habitual rather than thoughtful.”

12. Standard 5: Motivation and Management
Description of Standard 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Reflection: I had a personal experience of observing class management at peak performance.
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13. Reflection of Standard 5
In a third grade class at Gillette Middle School in the North Syracuse District, the class practically ran itself. The students all had individual responsibilities in the class, which positively influenced overall management. The responsible attitude of the learners enhanced their self discipline and encouraged the community to learn.

14. Standard 6: Communication and Technology
Description of Standard 6: The teacher uses knowledge of effective verbal, and non verbal, and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
Reflection of Standard 6: Teachers’ gestures and words communicate an open or closed attitude.
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15. Reflection of Standard 6
In teaching a foreign language, it is critical to articulate well and encourage students to take the risk to speak on their own. Interactive technology can also reach many different learners. Colorful artwork and posters enhances communication visually and invites learners inside.

16. Standard 7: Planning
Description of Standard 7: The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Reflection of Standard 7: One of the most important factors in planning a curriculum is to engage all students at all levels.
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17. Reflection of Standard 7
To engage students at different levels, the teacher must take into account different learning styles and interest levels. If we do not take into account “who” we teach, the planning for the curriculum will fall short.

18. Standard 8
Description of Standard 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Reflection of Standard 8: Assessment reflects on what we know, understand and can do.
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19. Reflection of Standard 8
Assessment also shapes instruction and the direction of the teacher’s lessons. Teachers must use both formative and summative forms of assessment. By using different forms of assessment, teachers can adapt their teaching as they go along or re teach areas where students are having difficulty.

20. Standard 9:Reflective Practice: Professional Growth
Description of Standard 9: The teacher is a reflective practitioner who evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Reflection of Standard 9: We must reflect on our choices.
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21. Reflection of Standard 9
As reflective practitioners, we need to constantly examine the choices we have made that influence students, parents and other professionals. We also need to renew ourselves in our profession by taking courses, belonging to professional organizations and taking workshops. We need to walk the walk, not just talk the talk.

22. Standard 10: School and Community Involvement
Description of Standard 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Reflection of Standard 10:Connecting students to the larger community is key.
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23. Reflection of Standard 10
Teachers especially need to communicate with parents and family. We can also make our rooms feel more like community by creating a more circular design pattern for a flow of ideas.