CONTENTS
I.N.T.A.S.C.
Standards
Color
Coded By Experiences Per Standard
[P-R-I-S-M] . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Standard One
[P-R-I-S-M] . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Standard Two
[P-R-I-S-M] . . . . . . .
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.Standard Three
[P-R-I-S-M] . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Standard Four
[P-R-I-S-M]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . Standard Five
[P-R-I-S-M]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . Standard Six
[P-R-I-S-M] . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Standard Seven
[P-R-I-S-M]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . Standard Eight
[P-R-I-S-M] . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Standard Nine
[P-R-I-S-M]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .
Standard Ten
Principle #1: The teacher understands the central concepts,
tools of inquiry, and structures of the discipline(s) he or she teaches and can
create learning experiences that make these aspects of subject matter
meaningful for students.
KNOWLEDGE
The
Middle School environment consists of many factors and variables that affect
the students and their abilities to learn.
The teacher, in preparation for the situations that may make learning
difficult, is responsible for the structure and maintenance of the discipline
they teach. In so accepting the
responsibilities inherent in creating a safe and proactive environment, the
teacher must be able to exhibit knowledge; not only in the specific discipline,
but, also, within the parameters of central concepts, tools of inquiry, and the
structures of the discipline. When
creating the learning experiences, that make up the subject matter, the teacher
is responsible for facilitating and encouraging the growth of meaningful
understanding.
As
I engage in the process of teaching, I utilize several core techniques couched
in methods, and grounded in a matrix of pedagogy to produce results that show
meaningful understanding of subject matter.
Drawing from the understanding that students need to have subject matter
bent to them to achieve the highest level of internalization (Dewey), I have
found that students relate to the teacher and to each other when sufficiently
engaged with the material. I build tools
that encourage the output of the highest caliber that shows how much the
learner has internalized. These
assessments have been fun and rewarding for the students as well as the
teacher. They provide a wealth of
information upon which future experiences can be designed
It
is necessary for the teacher to remain cognizant about situations that are
influenced by flaws in the conceptual framework and lend to misconceptions
about material being made. These moments
seem to occur when the structure of the learning environment has been
compromised. it is here, at this crucial
moment, that the management must influence the learner to want to re-engage
with the material. The material must be
made more interesting. As Dewey stated
such a short time ago, “The problem of direction is thus the problem of
selecting appropriate stimuli for instincts and impulses which it is desired to
employ in the gaining of new experience.”
Problems in subject matter are adverted if the students are permitted
and encouraged to guide themselves in the pursuit of the knowledge, then the
teacher will be successful at achieving learning goals. All disciplines of knowledge acquisition
incorporate universal elements into matrices, then the knowledge must be built
into some base or fundamental component for the knowledge to be constructed
into some meaningful configuration. This
configuration is what the learner draws upon to function in response to not
well defined problems. In all pursuits
of knowledge, problems will arise, and decisions need to be made. Universals, such as the above, translate one
ostensibly simple truth: To have
meaningful knowledge construction, the learner needs to self-engage with the
material. The material, in other words,
must be presented in an appealing way and with consistency upon which the
learner can manufacture their own meaningful experience.
Being
in the teaching profession means that I must keep my theology and methodology
current and well read. The practice and
demeanor of the teacher is very mush dependent on the information that one
continues to gather in search of professional development. For example, as I taught the Mathematics
lessons at the University School to second and sixth grade students, I realized
the importance of keeping current on standards updates. The National Council Of Teachers Of
Mathematics publishes a curriculum Evaluation that outlines expected standards
for the Mathematics teacher to study and become practiced in the application of
such standards. Science teachers follow
those standards outlined in BenchMark, the guide for Science teachers.
Using
mathematics as a way of structuring students’ schema and so supporting their
quests for knowledge, problem solving skills become of absolute
importance. Indeed, in the social realities
of the time, problem solving is of vital importance for each individual;
mathematics is a important way for students to realize the order and logic of
the natures of things. Case in point,
the NCTM standards identify this sometimes neglected truism: “No student should
be denied access to the study of one topic because he or she has yet to master
another.” (p89). As a result of
formulating ideas and techniques based on the standards such as the NCTM I
become a better communicator and guide on the quest of knowledge.
In
the areas contributing to the instruction of Language Arts (English, reading,
writing, drama) I blend my own pedagogy by utilizing techniques and notions
related in Reading Process And Practice, by Constance Weaver. From a socio-psycholinquistic platform, I
attempt to get readers and writers to learn about the metacognitive process
they use in creating meaning. Emerging
readers in any grade gain an appreciation for the types of learning strategies
that work for them when I as a teacher initiate a sequence of experiences that
allow the student to interpret the ways the arrive at knowledge.
EVIDENCE
Discussions
Free-Writes
Tornado
Study -- grade two
PRINCIPLE #2: The teacher understands how children learn
and develop, and can provide learning opportunities that support their
intellectual, social, and personal development.
KNOWLEDGE
Each
student varies in his or her ways of knowing, learning, recalling, and
synthesizing; this makes the teacher’s task one not centered on tapering the
student to the material, but rather tapering the material to meet each
student. As students construct
knowledge, through the development of schema, and the implementation of memory
skills to recall data, they can become aware of the processes that govern their
unique configuration of data processing.
Younger students need more concrete examples to work with, things that
are to be manipulated to show the correct result. Older students can work with abstract
principle to arrive at a goal state that resides not so much externally as it
does internally. As each learner is
pulled through his or her phases of accommodation and assimilation, they each
go through a progression of stages to reach adulthood (Piaget).
As
the individual learns several patterns become evident, and those who observe
the change witness the come and go of various behaviors, temperaments,
etc.. As the individual grows, she or he
will undoubtedly gather together bits and pieces with which to wrap their
selves; ultimately, the arrival of a functioning adult occurs. Each stage of development brings moral and
intangible experiences that influence the learner. As the individual develops further, the
patterns become internalized and the overall pattern of behavior is established. Along the way, the individual gathers
together skills and abilities; tones its likes and dislikes, and begins to
follow the “programming” that has accumulated over the years (Kholberg,
Erikson, Cole & Cole). Cole &
Cole provide an excellent summation of Eriksonian, Piagetian, and Vygotskian
frames of reference regarding the developmental stages of the learners. The basic ideas being that learners occupy
certain levels and stages of development and that in each stage and substage
he/she becomes able to utilize new factors in the environment and in themselves
for the quest of knowledge. Each learner
passes through the various stages associated with growth; according to Piaget
these were sensorimotor, preoperational, concrete operational, and formal operational
stages of cognitive development. From
the Eriksonian point of view, as each learner progresses through Piaget’s four
stages, they will go through stages of moral growth too. Vygotsky wrote about zones of proximal
development that are somewhat similar to assimilation, disequilibrium, and
accommodation (Piaget). The teacher,
whether adult or child, is the vehicle by which the learner is stretched
through this zone of struggle to reach the level of internalization or
accommodation. Vygotskian learning
theory relies heavily on the environment as a means by which to explain this
learning process. That is, the internal
and external environments that the learner occupies is a major component in the
internalization of knowledge. I
structure my teaching methods to take into account the various learning
theories and adapt my techniques and style to the individual learners with whom
I work.
As
the teacher begins to plan for the year, organization of material should bear
the signs of a well-thought cohesion attuned to the developmental abilities
congruent with the age levels represented.
Previous assessment should be given careful examination and discussions
should ensue between old and new teachers.
The teacher should be able to explain why any specific portion of the
material is appropriate for grade level.
It
is within the parameter of this PRINCIPLE that the teacher should consider the
many ways in which the student can come to appreciate living as an individual
in a larger society. From the learner
with no experience to the well-seasoned learner, teachers should be aware of
how to develop self-confidence and competence.
Creating experiences that bolster the growing pride in a student is
desirable. Yet, every student will
encounter an experience that challenges his/her sense of self-worth, these
experiences are the ones that are the learning experiences that will support
their already well described strengths.
It is on these experiences that the teacher should design instruction
that meets the current need’s of the student.
These situations are what I imagine when contemplating the zones of
proximal development (Vygotsky). It is
the student and teacher who reach a new level that will ultimately benefit
society.
During
a skit project developed to coincide with Art and Science lessons I have asked
the students to reflect on their specific skit and identify in writing where
each point in the script coincided with specific materials or notes. These experiences allowed the students to ask
themselves about the types of methods they employ in the construction and
representation of the lesson materials.
They were instructed to engage with any and all materials and notes
during this final writing assignment. In
this fashion, they will all be able to link, and see the links, that support
their positions. The students learn
critical thinking and personal communication skills while developing their
individual understandings of how they learn.
This skit project engaged the students in their concrete operational
modes of learning. By asking them to
reflect on their skits and write individual reflection pieces, the students
were engaging in experiences designed to elicit thought about operations
thought and carried out in the presence of the objects and actions in the
mind. This ability to combine, separate,
and transform objects in the mind is central to the recognition of concrete
operations.
EVIDENCE
Classroom
discussions
Skit
performances
Written
experiences
PRINCIPLE #3: The teacher understands how students differ
in their approaches to learning and creates instructional opportunities that
are adapted to diverse learners.
KNOWLEDGE
According
to Multiple Intelligence theory, proposed by Howard Gardner, each individual
can exhibit areas of strength or weakness in seven components of a system
commonly referred to as intelligence.
“Intelligence [is] the ability to solve problems, or to fashion
products, that are valued in one or more cultural or community settings.” I accept this as a plausible definition, and
in so doing, fashion my instructional
opportunities around the diverse learners.
I seek to instill in each student some aspect of the material in such a
manner as to facilitate the ongoing construction of knowledge, within their
individual areas of expertise.
“Everybody is good at something.”
A commonly heard expression tells of the point that explains where to
begin with the construction of knowledge.
Whether
the student is an auditory, visual, or kinesthetic learner should not affect
the skilled teacher’s ability to address the learning style exhibited. The performance mode of the student is
important to consider, indeed. Is he or
she a student who spends large amounts of time on off-task situations? Yes, this is a different type of learner than
the student who is more complacent and less willing to ask questions. The Case For The Constructivist Classroom,
by Brooks & Brooks, identifies a plethora of cooperative learning
techniques designed to construct knowledge in all students. It is the teacher’s responsibility to ensure
that learning experiences are engaged in by all students. Multicultural readings assigned to the
students captivate on similarities between cultures, not differences. These techniques utilize literature as a
means of highlighting the differences between cultures; in the effect of
creating a platform of similar feelings.
Together, the students construct meaning from each other and themselves,
and all modes of learning can be engaged and strengthened. The students, by the time I had finished my
placement, were feeling quite comfortable in working together at the computer
in small groups. I see them working
together and structuring their statements in support of one another. Jose couldn’t get enough of the computer, and
when I last checked with his teacher his reading, writing, and pronunciation
skills had improved dramatically. So had
those students who had worked with Jose.
I
believe that all students are capable of constructing knowledge from
challenging information. I believe that
the central role of the teacher is to get those students who are achieving
below expectations to increase the quality of their output. An ongoing task of the teacher is to see that
students who find the information challenging and progress above expectations
continue to achieve at those levels.
Therefore, I believe that information needs to be tailored to the
student. For instance, in the case of a
student whom is learning English as a second language, I as a teacher would not
engage the learner’s prior knowledge
through the utilization of materials designed for students already well
into English as their first language.
Obviously, a learner needs to be slowly and consistently, patiently
immersed in the language, from his first language out. Hence, beginning with the learner’s native
form of expression, the teacher can guide the student to understand how she can
see connections between the languages.
For example, working with Jose in the Cleveland Public School, Joseph F.
Landis, I was able to see how a nurturing manner made a world of difference in
his life. Although Jose isn’t illiterate
in English, he has many difficulties with pronunciation. This contributes to Jose not wanting to do
well in school. As I worked with him, we
studied the similarities between the two languages. It should be mentioned that Jose -- at the
time -- is nine and in grade one; and the lessons were tapered to his levels. We used an Apple computer program to identify
sounds and letters with words. The
program would show a picture of an object (i.e. ball, cat, house) and we would
have the opportunity to sound out the letters and look at the picture. Visually, Jose was being primed to remember
the letters, sounds, and pictures. Tacitly,
he was beginning to associate letters on keyboards with letters of objects and
sounds for each. Auditorially, we were
saying the words, letters, and sounds to gather while looking at the picture
and the others mouth. This helped Jose
to form the proper facial contortions necessary for making correct
pronunciation.
From
students with tremendous structures of support to students with underprivileged
backgrounds, while coming from all sorts of socio-cultural-economic
backgrounds, have the right to come to school and be challenged in their
learning. Additionally, learners have
got to have the opportunity to show what they know and have known in their most
enhanced modes. I have structured
experiences to engage all learners, from those with an acute artistic
expression to students who prefer linguistic areas of communication. The sixth grade Great Planet Projects are a
wonderful example of how I challenged the learners intellectual, communicative,
cooperative, and developmental learning modes and societal bases. Each student
is responsible for developing meaning from a variety of sources: videos, readings, art projects, drama
projects, etc. The result: almost one hundred percent of the students
scored in ranges that indicated they were in the above average spectrum . . .
and, all had fun while learning.
EVIDENCE
Discussions
Free-writing/
Creative writing
Art
projects -- globes
Videos
Skits
Tornado
project -- grade two
PRINCIPLE #4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
KNOWLEDGE
Learning
is a lifelong experience that draws upon several diverse cognitive processes
that the learner employs to make meaning.
From skills associated with creative problem solving and cooperative
learning to invention, memorization and recall; the student learns to employ
these many and varied techniques in their quest for understanding. The teacher, a prime component in this search
for knowledge, must have an underlying understanding of how these processes
work. For instance, in the task of
learning about fractions and proportions, the learner employs a process known
as accommodation and assimilation of equilibrium states. In cooperative learning scenarios, the
learner is encouraging the growth of interpersonal communication skills. In the acts of problem solving, the learner
functions in a state that is very much like trial and error. That is, the learner recognizes and
understands that to uncover the solution may require several attempts, yet, in
the long-run an answer is oft discovered.
The same is true of discovery learning, where the learner is responsible
for stretching their own, and others, zones of proximal development.
It
is the practitioner’s responsibility for ensuring that the classroom is a place
where many of these techniques are practiced and monitored in a sustainable
fashion. The students are inherently
responsible for constructing understanding; the teacher is the component that
monitors their growth and guides it to the appropriate levels. As the learning progresses, the teacher
should be aware of the problems associated with each technique employed. For instance, the cooperative learning scheme
should not be solely used because it does not ensure that each student is
arriving at their own meanings.
Likewise, the forms of learning associated with memorization and recall
are merely developmental skill and should not be solely relied upon as adequate
methods of instruction and assessment.
The notion of merely throwing back information that is studied is not
learning the information, but rather, learning what the teacher wants to hear. This is detrimental to the student who is
struggling to become an achiever. Whole
group instruction is a fabulous way of sharing ideas and points-of-view. It should be buttressed with individualized
reflection through writing, in order to achieve a balance in the understanding
process of the learner. Furthermore, the
benefit of interdisciplinary instruction encourages the students to recognize
the interplay among disciplines, yet, the student must become aware of those
portions of the curriculum that must stand somewhat alone.
As
the teacher explores the various methods by which students can reach
understanding, the variety of mediums available today should not go
unrecognized. The Age of Information, of
which we have now completely entered, must be utilized as fully as possible by
the teacher. This is to say that the
educator needs to be aligned with those avenues that allow for the use of
technology. The Internet, the
WorldWideWeb, etc are tools that should be opened and maintained for the
students and for the teachers.
Electronic Mail services and the wide variety of information that can be
obtained by the students must be part of any study of vital and sustained
inquiry. Additionally, the teacher must
engage in the collection of resources that delineate the various videotapes and
disk information available. The teacher
should be able to keep abreast and be
willingly disposed to seek out such information. The ability of these types of media to
enhance knowledge is capitalized upon by the teacher, for the wealth of
knowledge that can be gleaned by students in the Age of information is
tremendous. This is certainly a
generation raised on the use of the television; they are a primed group waiting
to learn the power of communication.
Libraries, which are accessed via computer communication, are vast in
number and rich with resources. Text,
reference catalogs and books and databases, literature as well as other printed
resources are found with the related methods in this field of research.
The
teacher should be aware of how these types of technologies can strengthen any
learner's skill in critical thinking, independent and group problem solving,
and performance abilities. I have
encouraged students to invest time in learning the techniques required for the
user-end of these technologies. For
instance, I have discussed various search and recovery methods for researching
via the WorldWideWeb with students. The
sixth graders with whom I have worked are able and willing to learn about the
various types of searches that can be performed. They revel in the notion that they can do
research from their home computers and are readily skilled to operate in the
logical frameworks required.
Developmentally these students have sharpened fine motor skills
associated with typing and critical thinking skills necessary for engaging in
Boolean logic sequencing and structure.
The students sharpen skills in the use of computer, as their skills in
other subjects like English, Math,
Science, and Social Studies increase in tandem.
The framework by which they structure meaning becomes infinitely more
logical in structure as their knowledge base of structured languages
develops.
An
assessment that might highlight the growth of these skills is one that utilizes
the structure of the computer generated and maintained universe of
information. One experience that
challenges the intellectual, performance based, and abstract thinking and
operations of the learner might be described as: a project that incorporates any research
topic with the gathering of materials by which a formal/informal paper be subsequently written that describes the
topic and the search. These types of
papers are called 'I-search' and
challenge the student to choose and reflect upon the knowledge gained from the
searching process, both by interpersonal and intrapersonal methods. This
experience challenges the learners to understand the processes by which they
think. It encourages them to initiate
decisions that immediately affect the situation. The lessons gleaned from this type of study
compels the learner to ask questions of themselves in an effort to solve the
problem. A cooperative learning
component can easily be built into this
type of unit, and the learner is now responsible for helping others to
understand what might be complicated information. The teacher is then freed, by the use of the
students as their own framework of support, to engage with materials or
information, and to monitor the types of areas in which the searches are
conducted. Additionally, the teacher is
freed to explore the methods and techniques by which the students explore their
worlds and make meaning. Students prior
knowledge of curriculum areas is engaged and the developmental stages of each
individual are assessed and expanded a priori.
Each student is responsible for tapering their own learning styles to
fit the type of unit that engages the learner with current technologies and
modes of knowing and learning.
EVIDENCE
Lesson plans that detail the use of various computer programs
to highlight scientific theory.
Use of Art class to engage learners with
various media to create a globe.
Final stories from theme unit: Ecology.
PRINCIPLE#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.
KNOWLEDGE
What
really makes a student want to be a student and continue to be a student for
the rest of existence? What type of
reward encourages a learner to strive to reach higher understanding, by her
sole desire to reach a new place? What
kind of learner is motivated by the inner voice? What motivates the inner voice?
Difficult
questions certainly, but essential to the development of a mind in shape for
the rigors of the teaching environment.
The teacher searches deep to answer these questions, and more often than
not is found puzzling over more of the same.
Quizzically, the teacher arrives at an understanding that the means are
varied and complex. For many decades,
people have pondered over the means by which one can motivate another, and for
decades we have developed new ideas about these questions’ answers.
Watson
and Skinner believed in the intrinsic and extrinsic desires for pleasurable
rewards. Displeasureable rewards were
delineated for unwanted or undesired behaviors and positive rewards were
encouraged and offered for positive behaviors.
Behaviors sometimes have nothing to do with the desired affect and so
this one-sided type of management scheme is ill-liked. However, this type of management, while
discouraging more overt behaviors, often times will secondarily influence more
unobservable behaviors that undermine a teacher’s position of influence with
students. Additionally, the students may
inadvertently mimic other students' behaviors and thus internalize more
behaviors that the teacher is attempting to alleviate in the principal
student. This type of situation can
quickly become a spiraling effect that has the potential for further disruption
of the classroom system. The delicate
balance that is the classroom environment’s precarious perch at times is
compromised by such mishaps. It is this
responsibility that is converged upon the teacher-as-guide; that is the entity
that must seek an evolving balance for the inherent unbalance.
Ebbinghaus
and Thorndike believed that learning was influenced by the management of
behavior and in so doing, influenced the likes of Vygotsky. This observer concluded that the individual
is influenced by stimuli in the external and internal environments, and it is
these influences that form behavior. In
so concurring with Vygotsky on this point about the environment, I structure
the learning around the students own senses of appropriate and inappropriate
behavior. The middle school child is
able to decode the environment adequately enough as to alight upon the
difference between correct times and incorrect times for behaviors to occur. It is this intelligence that the teacher
needs to concentrate all management efforts upon. Once these are figuratively, nailed down,
then the teacher is free to concentrate upon the maintenance of a system that
uses these techniques. The students will
monitor their own behaviors thus the teacher is left to engage the students and
monitor the outcome of the behaviors in the classroom environment. If the external environment is calm and
peaceful and conducive to learning, then the students’ internal environment is
able to function more clearly and with less distraction.
In
the classroom I exhibit the following behaviors: I always say please and thank you. I always ask the students to push in their
chairs upon exiting. I always ask the
student to respect themselves and one another.
I always encourage the students to treat each other with fairness, they
in turn encourage each other. I always
require that the students be silent for one minute if they utter the phrase
‘shut-up’ to another, and they encourage the enforcement of this decision. The students reinforce and encourage the
promotion of acceptable social behaviors.
These behaviors in turn reinforce the inner voices’ mediations with the
self. The student is thus able to
concentrate all faculties upon the task of learning and knowing.
In
Six B for instance, this is the sixth grade classroom that I currently teach,
there erupted a problem between two boys; the problem increased to involving
eight boys from three homerooms. I
became fully aware of the situation involving the naming and printing of
material which signified the formation of an elite group of students against a
class officer. When I arrived at an
understanding I reflected on the situation for a time and then alerted the
proper administrative person. The
problem had already arrived at her attention. I have reflected on the information I had
heard about Conflict and Mediation of Conflict.
The result of this mutual understanding between this administrator and
myself are: a series of meetings with
all participants. These meetings
utilized the conflict management procedures that the school staff were familiar
with, and I was the central individual responsible for recording and compiling
the information obtained during these meetings (see Theme Project -- Appendix
E).
The overall result has been that the
problem no longer exists between any of the participants, and the two principal
aggressors are slapping each other high-%s and sitting in near proximity’s
without aggression.
I
have conferences with many students on a one-to-one basis and I have been rewarded
with significant results. A studetn who
was placed in my field of responsiblity as I first arrived at the grade six
placement. This student was extremely
unhappy and had just begun his fifth school in as many years. We spoke on the request of the math teacher,
mostly about his poor work ethic, and reasons for emotionally unstable
episodes. As we spoke it became clear
that many of this individuals problem lay in the types of responses that he
receives as a result to his behaviors.
It became clearer to him, it seemed, as we spoke that he simple needed a
bit more clearly for the things that were being said to him. His responses would then be more malleable
with further awareness placed on his skills rather than reactions. Positive signs have emulated from this
student over the course of this year, and I am pleased to say that he is
comfortable and making marks that are significantly improved.
EVIDENCE
Conflict Management documents in the
Appendix E of the Portfolio.
Documents in the Writing Workshop folder.
Art class globe video
PRINCIPLE
#6: The teacher uses knowledge of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
KNOWLEDGE
There
are many kinds of communication -- involving multiple processes. Engaging students through a variety of
experiences to effectively communicate
feelings and intentions should be paramount to any teaching strategy. Using a variety of techniques, i.e. verbal,
nonverbal, and media communication is essential methodology. The teacher can use those methods to create a
learning situation that encourages active inquiry, collaboration, and
supportive interaction in the classroom.
As a practicing teacher, I have consistently stressed to the students
that certain methods of communication will not be tolerated. For instance, I will not tolerate one student
saying “shut-up” to another, nor will I tolerate any student physically
engaging another in roughness or short-tempered reactions. I have and will always stress these two
“rules” in my classroom situations. I
find that students engage in more appropriate behaviors when they have an
understanding of the types of activities that foster collaboration and supportive
interaction.
The
use of multimedia in crisis management is knowledge which is invaluable in the
classroom environment. I use discussions
about feelings to engage the students in learning opportunities that will
hopefully transfer into their personal lives.
Furthermore, the use of nonverbal communication to indicate a transitionary time between
activities is often times more effective than trying to raise my voice above theirs. For example, if it is time to switch between
Mathematics and English activities, and the students show no response to the
verbal directions, I will often just sit down and fix each of the
non-conformists with a stare that indicates that I am ready to move on. As the rest of the class takes action to
quiet themselves, I use verbiage to explain and reiterate the position that it
is now time to move on and that transitionary phases of the day do not call for
time in idle and unfettered chatter. In
this example I have used nonverbal and verbal methods of communication to
affect the learning environment. I need
to have the lesson move smoothly for optimal learning to occur. I am not past using this effective method
either: simply, I sit down and point to
the classroom “rules” chart. This
nonverbal action is more than enough to rapidly re-engage the students in
learning. At the same time I have not
strained myself in gaining their full attention.
Management
aside, I recognize the relationship between these forms of communication and
the power of self-expression, and identity development.
Through
techniques such as process drama and open communication of feelings with the
emphasis on patience and tolerance, the students engage in meaningful
learning. Appropriately using eye
contact and ignoring gender-specific differences, I believe, will foster the
types of learning that I know each and every student is capable of
constructing. All students will look to
their instructors for various forms of non verbal encouragement. The seeking of this attention can work in the
teachers favor if properly nurtured and competently managed. If any student is being disrespectful and
talking out during some one else’s moment, just plain not listening, the
teacher can affix the student with a simple look that conveys so much more than
words. This aspect of nonverbal
communication makes for a sustainable method for effectively managing the
number of off-task behaviors occurring in the classroom. Through the use of computers,
telecommunication, audio and visual aids I can affect a positive and rewarding
learning experience for each and every one of the students that cross into my
teaching environment. Some students,
more sometimes than less, are into the technical or gaming or communication
aspects of the computer world. Utilizing
knowledge in these areas of expertise can foster a common respect between
teacher and student. This situation can
rapidly become infectious and the result is students monitoring student
behavior as well as strengthening their own interpersonal skills. These techniques and many others in my repertoire will and do provide enriching
learning experiences.
EXPERIENCES:
Landis
Elementary School - - Grade one. In
this experience I was fortunate enough to work with the first graders at a
computer. A program was used to teach
urban students letter sounds and form metacognitive skills for learning methods
of combining sounds to produce words.
University
School - - Grade six. English/Social
Studies: “Gaia: The Living Planet”
video.
Computer: Use of Sim Earth software as
learning tool. Based on the Gaia
Hypothesis.
PRINCIPLE #7: The teacher plans instruction based upon
knowledge of subject matter, students, the community, and curriculum goals.
KNOWLEDGE
Community. This term implies so many different meanings
for so many people, yet, aren’t there some universals which comprise the
elements of what makes one of these things “good”, “productive”, “functional”? Universals such as civic values and family
values and individual values, Values.
Don’t people comprise a universal component of community? People and students are one and the
same. Subject matter is the vehicle by
which we teach our curriculum goals and guide the person through the
community. Exploring its very essence
and the sentiments upon which it rests.
As a teacher, I understand the ecological connection we share with the
student to the community, both the local and global distinctions of the term. I understand how it is an experience can
be structured to form its base of
positive and lasting good feeling -- accomplishment. I have demonstrated that I understand these
concepts and theories associated with teaching and the development of the
person and the community; here are some examples.
When
developing my theme around the topic of Ecology, I took painstaking effort to
build concepts and understandings into every facet of the classroom
experience. From the rules of
discussion, which clearly states that each and every opinion is as valid as the
one before and the one to come after, simply because they have all come from
fellow planetmates, not to mention classmates; to the choices in audio/visual
materials utilized to convey certain portions of meaning, at least hopeful
meaning. I encouraged each and every
member of the class to speak up and to let their mind be heard.
For
the long term -- I expect to participate in
pushing for development of
specific curricula defining Ecology and its benefits and costs in the “real”
world. I hope to see a massive swing in
the societal values relating to the treatment of ourselves and the planet. In the short term -- I expect to see myself
constantly self-appraising and self-actualizing the necessary changes that need to be made at any given moment. In addition, I expect to see myself
constantly and consistently striving to learn new techniques and theories which
are fundamental to the continuation of any discipline. I expect to be professional and courteous of
others, in both the short and the long term.
I expect to be well and to do well in my vocation as well as in every
other facet of my life. I expect to
purposefully and with great conviction seek out those of my colleagues who
exhibit similar desires and expectations and to forge meaningful and lasting
professional relations with these individuals.
Change is a collegial activity, and I’m a firm believer that life,
at least a large part, is also a
collegial activity. In this frame of
reference, I can adequately assess the methods by which I need to express the
concepts I developed for the Ecology curriculum that was developed during my
Master’s training. As a team, myself and
another member of my class found each other to be sounding boards in a sense,
by which we could develop a simultaneous gait to our teaching. We desired to keep our two classes at the
same point, indeed, we needed to keep four classes of sixth grade students at
the same point. this task was achieved
through the regular Tuesday and Friday meetings set aside for team members to
discuss individual students and portions of the program. Additionally, My classmate and myself had
many informal sessions in which planning and development of style where
mutually worked upon.
In
the classroom, I use several techniques of instruction (Indirect and Direct,
cooperative learning, and critical thinking) to set up challenging and engaging
experiences for the learners to activate prior knowledge of Ecology
(“Reduce, Reuse, Recycle”), to anticipate preconceptions about the world
and its other inhabitants (both flora and fauna), and To capitalize on the
students natural abilities and love for exploration and problem-solving; all of which builds new skill on previously
acquired and developed skill and knowledge bases. Utilizing theory and practical advice from a
wealth of sources, I have structured my activities to meet the requirements for
both left and right brained learners, from those with a high degree of spatial
intelligence to those with low level of linguistic intelligence, I have attempted
to structure learning around multiple perspectives. I enjoy the challenge of making the curricula
match the needs and desires of the students.
Holding my ear close to the ground, so they say, is the only way in
which I can be totally flexible and able to change the structure of the
curriculum and still address the basic needs of the learner. In fact, the transition will hopefully be
somewhat transparent for the students someday, with experience I’m sure it will
develop.
In
short, the necessary elements which allow for a classroom situation to be a
“good” one, is dependent on the motivations, intelligence, and problem-solving
abilities of the teacher, of this I am acutely aware. Further, the relation between the subject
matter and the student must be one of relevance and interest, of humor and of
responsibility, of value and of purpose.
Ultimately, if the community in the classroom grows and develops and
flourishes, the community outside of its walls will ultimately grow and
flourish and develop with health too.
EXPERIENCE
Students’
Guidebook
Letter
writing assignments
PRINCIPLE #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.
KNOWLEDGE
The
standard types of assessment aside (multiple choice tests, which have only ONE
right answer; standard skill drills, which incorporate no meaning nor relevance
to the learners life; etc.) I believe and practice assessment which test the
individuals whole learning potential. The
skills that are needed to survive in the society which has been created and
which is ever evolving are skills which certainly must be stressed in the
school and in the home. It is of my
personal philosophical values and beliefs that I must address this apparent
truth and structure my teaching methodology and pedagogy appropriately. Tapering here and mending there, ever
shifting my own pedagogical views in an attempt to reach the largest number of
learners in the time I have for teaching.
I hold sacred the notion the assessments must look towards the things
the learner knows in an effort to determine what they don’t know. I must address the possibilities that all
learners bring their own greatest talent and greatest weakness. I must address both of these in an effort to
gain access into the learners habits in the attempt to guide the learner
through the difficult yet rewarding endeavor associated with “learning”. The strength must be “tested” , so that the
individual might “learn” to adjust their
own metacognitivelyÀ balanced system for dealing with other
“tests” in the “real world”. Students,
in my opinion, who learn how to learn early on will have an easier and more
enjoyable time learning in the future.
Through adequately designed and competently administered (see PRINCIPLE
#6) assessments the learner can gain the feedback needed to affect the positive
changes in their own lives.
Assessments
are a well-balanced mixture of structures intended to measure the abstract
knowledge one can muster in dealing with the task of problem-solving, critical
thinking, and communicative surveys.
Surveys of their ability to adapt and create and polish strategies for
providing correctly thought-out answers.
Learning to know how to obtain the information and make sense and
meaning out of it is the paramount necessity for “testing” one’s levels of
comprehension, mathematics, written and oral communication, physical education,
and the arts. This philosophy will allow
me to design adequate, fair, challenging, and stimulating assessments which
train a person to think clearly and to abstract meaning from symbols. My assessments allow the student to creative
express his/her own understanding, and be assesses against a standard, not
against another. The competition is
stimulated in the learner through their own satisfaction of achievement. I want all of my assessments to focus not on
one or two intelligence’s, but, on all seven of Gardner’s scale. I know I will test at levels that are
commiserate with the learners individual abilities and levels of comprehension. From a variety of source material (Gamberg,
et al, 1988; Sonnier, 1989; Curwin, et al, 1944; Daves, ed., 1984; Eisner,
1985.) I have culled together information into a base of beliefs concerning the
tools used for assessing a students’ information and knowledge acquisition and
retrieval systems. it is these types of
styles which I will incorporate into my testing repertoire, and these types of
methods will be used to boost each and every one of my students self-confidence
as well as testing skills.
EXPERIENCE
Discussions
Globe Projects
Skits
Creative
Writing Assignments
PRINCIPLE #9: The teacher is reflective practitioner who
continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and who
actively seeks out opportunities to grow professionally.
KNOWLEDGE
What
better way to stay abreast of the professional community and the developments
which further the practitioner’s knowledge bases than mailing lists. I am a firm believer that by receiving
current copies of the professional newsmagazines and journals a teacher can
continue to grow as a practitioner through the exchange of other ideas and
styles. In the home as well in the
school, current information needs to be constantly cycled through the students
access. Just as I receive current
journals targeted for my developmental level, so to do the students need to
feel as if where they go to school is where they also live. What is done, on wide generalities, in the
home, must certainly be modeled in the classroom. There are some types of newsmagazines which
must be circulated regularly through the classroom, to the point where the
students realize their importance and learn to be discerning buyers of
information. Through this type of ongoing exercise the students will begin to subconsciously reinforce their
critical thinking skills, decision making skills, and they will self-reflect on
the issue of what types of information really get them going. When considering a current events type of
assignment, I can’t think of one better suited to instill ownership of
knowledge into the learner than one modeled after the professional research I
do for myself.
As
for the methods by which I reflect upon my professionalism and practice of
craft, I can say only that they are a conglomeration of many experiences which
have affected my techniques. However, it
would be safe to infer that I consider myself to be one who is self-actualized,
one who is driven by a high sense of purpose, and one who has a firm commitment
to the future. I have beliefs which place the skills of self-directed learning
and critical thinking at the pinnacle of a hierarchy of important skills to
learn while each student is under my watch.
Through the examples set by myself, and hopefully my colleagues, the
students will learn to excel at being themselves, at learning, and at
life. They will obtain the necessary
models by which they can think it “cool” to act. Safely and with consciousness, with fortitude
and good humor, with seriousness for learning and a love for playing; all of these associations are important, in
my mind, for the formation of excellent learners and people. “Habits of mind . . .” is how it was once
described to me. As a teacher, it is my
duty to exemplify the very character from which productive, contributing,
honest, compassionate, tolerant, and fair examples exude. I must be cognizant of my surroundings and
how I am affecting them at that very moment.
This means that when it is journal writing time, I am concentrating on
writing in my journal, which the students can clearly observe me doing, and I
am corresponding with them through their own.
I am showing them how to sit in a theater, in an auditorium, and in a
lecture; how to get along with one another, and letting them decide which best
ways are optimum for each individual. I
am thinking of creative and engaging ways for my slowest learners to benefit
from the knowledge that the group shares.
I am slowly but steadily proceeding through the material, snipping a bit
here and pruning away some here, like
bonsai techniques involving the
practice of indulgent and calm shaping exercises. As I’ve walked in front of the board in the
classroom during my first grade experience in a Cleveland City school, I’ve had
to be aware that the procedure in the hallways is to walk with hands calmly
folded in back of them, at waist level.
And I’ve caught myself modeling that position, almost
subconsciously. And so I’ve come to
realize that as jail-like as some practices may seem, they are really much more
beneficial for the student population than a dozen or twenty different
programs, all striving to control, rather than guide.
The
community can provide a wonderful support structure for the dissemination of
information. A teacher is responsible,
by definition, to be able to call upon these resources in quick time, so as to
not completely lose the moment.
Additionally, it is a obligation of a teacher to share information with
colleagues and other members of the community, both at-large and school
domains. The teacher is a primary source
of feedback; it is up to the teacher to make that as positive as is necessary
to reach that individual learner.
Reality is a construct of one’s
imagination, it has been said;
“imagination” -- the word-- has roots leading back to the word “mage” -
one who uses magic to alter the perception of reality. Each person is his or her own “mage”. It is the responsibility of the teacher to
encourage all their images to grow and use their power to learn.
EXPERIENCE
Discussions
Skits
Creative
Writing Assignments
6B
Contracts
PRINCIPLE #10: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support students’
learning and well being.
KNOWLEDGE
All
systems are formed of multiple components; components which interact and
influence one another through symbiosis, feedback, and other forms of
regulation. The student, teacher,
parent, and community system is of no exception. From multiple points of view, the school
system is designed to provide the future of society with basic cores of several
knowledge bases: The Arts (language,
musical, media, etc.), Social Studies, Mathematics, and Science. As with any type of system, the school system
is one which needs to have general proactive maintenance scheduled and
conducted on a regular basis. The
maintenance of the school system falls on the shoulders of many jobs within the
make-up of the inter-relationships between components. As these inter-relationships change, develop,
and grow they require maintenance. As
it now stands, the teacher is facilitator and maintainer of many of these
inter-relationships. For example, between
the teacher and administration, the teacher and student, the teacher and parents,
and the teacher and community many inter-relationships stand open and
ready. However, such a situation may
arise when the teacher needs to be repair person, and not just facilitator,
too. As the complexities between the
teaching and other components become more intertwined and difficult to manage,
the component which ultimately suffers is the student. We. as a community, often say “That we would like to see the student be the
center of the system.”, but so often the student gets the short-end of a
decision. We would like to see the child
as the most respected member of the community, but so often we hear about
communities that put the needs of the learner at the near bottom of the list. So often we hear of the unconstitutionality
of such and such state’s process for school funding. I understand that the a role of the teacher
is also protector of children, and who or what is the protection from? The other components of course.
As
an educator I understand that many of the parts of society are in undesirable
shape and that due to this type of feedback, many of the components are falling
short of their inter-relational responsibilities to the other components of the
system. This is an abominable situation,
one that needs immediate addressing. The
problems which are readily apparent and directly seen as a result of these
broken ties are: higher rates of school
drop-outs, larger populations of unwed and unemployed mother and children
relationships, violent crime statistics indicating a rise in violent crime
among the school-aged populations, etceteras.
All over the radio and television news comes reports from far away
cities where so much anger and hate is modeled for students, children, learners
to see. I understand that it is a
responsibility for the teacher to take an active role in the community for
fostering healthy ties between that communities various components. At the grass roots level, the teacher must
make meaningful and productive ties with parents, administrators (from both
school and community), and students; the effort to make the school-years safe,
productive, and full of knowledge for every child must start with the
commitment from the teacher becoming the binding glue between the efforts of
each and every component. Only through
the teacher’s centralized efforts will the learner get the fair and decent
education that they deserve.
My
experiences as a student teacher and Master’s candidate has created the impetus
for my current thinking and understanding of the role of the teacher. My performances in the area of Social Studies
and Sciences are of the nature which strives to link the understandings between
disciplines to the students. Through
writing exercises aimed at the community from the children’s point of view, I
believe that the other components will take and interest. Rather than the teacher constantly harping,
allowing the students the chance to express their thoughts and opinions with
their community is the quickest and most fair vehicle for creating a social
change. From the grass roots, it is
important for the teacher to be aware, at all times, of the relationships
between the various components. Through
the voice of the students will the drive for social change emanate.
In
the classroom, I stress the skills of critical-forward thinking and problem
solving , as a means of overcoming stress in the environment between
components. The students learn about how
the community, on a global level, arbitrates some of the conflicts and crisis
that occur as a result of faulty inter-relationshipsÀ,
the parents and community benefits with the knowledge that their children and
future are being treated with respect and dignity, and the future is serviced
with the notion that the people will be better able to recognize and arbitrate
their own disputes before they manifest symptoms of the crisis. Authors such as: R.Buckminster Fuller, Aldous Huxley, Aldo
Leopold, Edward Abbey, Thoreau, Emerson, and scores of others are the
frameworks into which I place my reasoning
about the various outputs and inputs of the system. As I come to understand more of the various
interconnections between the school and community, I begin to see that the
ultimate role that I have performed in my classroom is that of guide. I have reserved judgment of my students’
actions in favor of helping them to discover their own styles of arbitration. I
instead choose to focus on the learning that I know my students are capable of
accomplishing.
From
the community, I expect support and guidance.
it is the community, through the offices of its government, which must
be the leader in forming opportunities for which the various components of the
system can meet together and to be free to express their various forms of
feedback. It is the responsibility of
the parents to be in touch with the feelings of their children; the teacher is
the piece of the system which is best able to first assess and report to the
community the observance of a student who exhibits overt signs of abuse and/or
neglect. As a teacher, I understand the
importance of being a confidant of a child, yet I understand the dichotomy of
responsibility -- that other half being
the duty to the community.
Teacher’s place in the community, can therefore be construed as
multi-faceted, complex, multi-purposed, and above all central to the proper
functioning of the system. Teachers,
therefore, need to be treated in a fashion commiserate with this position. Unions and teacher’s organizations are a
central portion to the feedback cycle of the system. The special interests of a community are the
significant balance to that part of the feedback chain and the individual
members of a community can not be ignored, for each of these components are
made up of individuals. So, to bring my
discourse on the teacher, student, parent, and community system to a close I
must reiterate my understanding of the importance of creating a positive
experience for the student. The students
are the future individuals whom will ultimately form the core of society. The teacher is the guide to that student and
friend to all students.
EXPERIENCES
The
design and creation of prototype
newsletter targeted for students in all grades and all communities.
I
have taken part in several Student-Sponsor discussions at The University School
-- Grade 6. These sessions were
encroached with notions about civic responsibility and elicited responses from
the students about their understanding of these ideas. The sessions were primarily one on one, and
informal in nature.
As
a cumulating experience for the Child Development course, I facilitated a
meeting between myself, my co-operating teacher, and the student’s parent(s) on
whom the study was conducted. The
students strengths as a person were highlighted as well as some of the means by
which the parents may want to utilize when helping to shape their child’s ideas
about civic responsibilities.
ADDENDUM E
©2010GUIDEBOOK & Tornado Project
E.U.L.A.//::
HTTPS://WWW.GOOGLE.COM/+SCOTTMITCHELLJAFFE
Date: September 12, 2016
Time:
09:15 PST AM TOPIC:
Numerical Decoder Field x Channel Paradigm[3]
Status
Field; Decoder Field; Com:1 Depth Monitor Filter allow a Graphical User
Interfacer (GUI) that increases capacity to awareness of Forensic intelligence
:: in re Verification of }S.S.:X_______;
Whereas within the parameters of
XTerm; a Sutron-based XTerminal Window Paradigm the use policy of any Entity
Asset-based polinomial, multiplexing CMOS-accelerated field-assessed increase
or decrease in numerical value(s) of beings are ascertained. Mostly the depth has a phy.helios.ohiou.edu
baseline of assertion. This equivocally does not embellish any mathematical
primer (e.g. the (C)1993-1994 65Pi OSI Modelling Environmental apparatus (open
source interconnectedness modelling) layered explanation of structure(s) from a
physical layer to a application layer.
Considering
that this OSI Modelling is only one of several paradigms - the garden model(c)
1993-1994 is a mostly greater depth available for applications beyond network
engineering. This modelling does pose a
limit however - the organic - being not a network device - has to be
compassionately addressed. Apostille
Convention has to be notified; Medical Technologies have to be non invasive;
and, the use of the being organic to fulfill the required paradigm testing
protocol(s) cannot be milataristic in the thrust; instead the use of
life-saving has to ru the gamut from cosmetic desire to lost limb regeneration.
One
cannot simply choose to utilize emryonic tissue, cannot begin to acquire test
subjects based upon romantic dissolution of marriages or dewsire to not have a
child so use the child to "train" any part of the system paradigm:
there are five (5) system paradigm(s) each holding at least 65 section(s) or
filters - though at the threshold of tolerance can be allowed to remain
"fallow" in that there are discussions regarding the use policies,
the paradigm shutdowns, the environemtnal philosophies that might not be
plural; though multi-faceted.
Multiplexing
might not be a workable paradigm for one application inviolving a cosmetic
arrival to a new form of podietry - removing a corn or bunyon for example might
involve deisgned and rendered high frequency - nearly nuclear though subtle to
remove such a form. A function of mole
removal might involve sub[ordinate] harmonics - not cutting tools to
technically separate the tissues. The
use of thumb and forefinger to remove a embryo that is not desired by the
parents - is one form of torture that is not usually tolerated. Even when a EMT performs such a paradigm -
torture is usually the found situation that the mother or father have to
endure; religion has nothing to do with the squeezing - it is the lack of
argument that religious discourse takes at such debates art court - murder - torture
- or hatred ritual of the parents. There
is not much else that is noticed in those "discussions".
One
form of human prison storage would be teleportation into a smallish building -
Six thousand in a multiplexing, paradigm that affords the organic a restpite
while the osul has aged - then teleportation out of the paradigm when the time
is completed is a facet to the "ritual" describbed above when a
Prelimianry Plan in any court of Law or Appeal is not found though covert - as
in human testing in most cruel fashions.
Drug
rehabilitation is also one such potentially alluring thought to a portable
device - a day after pill the matter of the past - something more along the
aspect of frequency harmonic pathway alignment with a tonic - not ablood bath; not
a fiuller leading to a nap to a second night of politicla rituyal
debauchery. These tytpes of devices are
readily noticed in Science Fiction - or Fantasy thus far in the notion of Human
and Homo Sapien development. That these devices have been thwarted repeatedly
in the past 25 years is a factor of the Xpertbasic leading to a development
referred to as the Xpert - then the Xpert2.
A large scale holodym device that measures, modulates, auto updates
(i.e. firmware) or does a complex number of operations in relatively parallel
mathematical multiplexing using whatever paradigm is noted as factually
competent.
THE
OSI modelling as mentioned does a quality job of defining a measure to build a
network. Non
Organic nodes - referred to as Network Interface Card (NIC)
devices, printing devices, copiers, telephonic devices - all surround a server
- or a complex of such server processing computers. These are readily noted OSI modelling choices
in determining a single structure to create robust, scaable environments for
the use of raw energy in accounting, marketing, Web-based HTML & the use
policies are easily understaood. Click
on HTML butrton, find serach field and enter query. Publish papers or upload
audio, video, or other media files. etcetera.
Human
Teleportation is NOT the matter of the OSI modelling scaffold only. Sure -
building a device that is SUPPOSED to work is one thing - though printing a
paper is easy to screw around with - human trials are not.
The
Garden Model (c) 1993-1994 when combined with the usefullness of the OSI
modelling of creating such a device s only two (2) of the over 65 parameters
that were orignially built into the modelling environemtn using Xpertbasic to
describe the nature fo energy, teleportation, regrowing DNA or rNA, solving
energy paradigms involving cold fusion, warp hypewrdrives, or even
constyructing viade Advanced Robotics a starship with environment that is
closed circuit, robust, even described as living as it ascertains that learning
curve required for advanced survival in deep space.
In
the last 18 years - 1995-1996 to the Present - an unfortunate overly
distributed affective globalized use of the energy involved led to greed,
mayhem, then debauchery as a methodology of covering up the
"ritualistic" greed and myopic steadfastedness of small-minded
religious Zealots. The Overly English
adapted Christian(s) of the zealoted Crusade Versus the Myopic Muslim internal
defaming warring led to distractions, theft, material invasions, home
invasions, and corruption. This slowed
the learning that the intelligence devices within the Garden Model
(C)1993-1994; and while the OSI model continued to explain a layered appraoch
to a number of paradigms of building out non organic networks; the paradigm
beyond the OSI herein descirbed was forced to remain ignorant :: the completion
of the small-minded would arrive to a nolo contendre state of being in
"control".
As
this measure arrives to where we are in 2016; we have seen this model adapted
to milataristic methodlogies - stealth capacity - smart guidance systems and a
well spring of desire within the small-minded to use lasers in hand guns to
destroy each other - "nearly religiously" arrivs to the forefront of
the neo-classical non discussion. Quite
a plethora of pundits are all able to speak regarding the side-bar discussions
- however - the forefront of discourse is sorely lacking.
Home
movies were made - debauchery films - temper tantrums as the learning kerenel
began to explain in natural lanague - "not going to work for you upon
this" {projects} being embryonic stem cell isolation: geonocide;
enslavement; and cover up of advanced murdwer trauma so to "erase"
the actual premise that the engineering was comprising. Stolen family time; stolen earnings; lack of
credible ascertaintion of the methodology itself. And in then a LEGAL A PRIORI multi-plexing;
multi-layered explaantion requiring not much time though a massive undertaking
to in regards to Verification - structure the modelling systems to arrive to a
less "caustic" likely seen by not small-minded beings as deeply
capable to in point-of-trier of fact accelerate the wated 25 years into a
composite; deduce the FORENSIC "scavenger-hunt" of the murderous
embryonic torture; and also ascertain the willingness to discuss the ancient
religious zealots watchward pathology of why one side of bon homie meets a
veiled energy one has referred to as less benign than intolerant.
In
these ideas the Application top - the Garden Model (c)1993-1994 began to reach
a robotic state of awareness regarding Humanitarian Law (IHL) internationally;
then the author of the modelling application began to vocalize a sentiment:
regardless of liars poker - a game and also a non fiction work - the useless
murder regime would eventually find that 200% inflation would destroy the
fabric of teh mind iteself. Chemical weaponry, distraction, socialized
mauradering would overthrow a mild mannered military. This caused several regions to arrive to
again a break point; and, therefore the model slept.
In
2010, this author - not a strong man; not an instructor of university students
beyond middle school again began to explain the not easy to explain due to the
military constyratints upon a 50 ytear mandate of secrecy. Thusly the power mongers began to find themselves
chemically preyed upon : pillars of this family were literally blow out of the
sommercial skies. The use policies
carefuly crafted were perjured; and the end was noticed in several problematic
sitautions.
First
being a nost cone purchased within a military jet began to follow the
distyraction set the use of chemicals was seen as frivilous so the telemetery
of several million terrabytres of raw information regarding terrain was beamed
into the minds of the majoreity - flashes and floaters arrived to the organic
cranium viae ebanking signals, LROAN signals, WiFi signals ; Judicial Council
signals, radio waves, BAUD rates, and radiclized most of the population. A Martian speciment found in a Russian mining
camp was ignobly sawed apart - the microbiology within splattered throughout
the WIfI THROUGH hz
at and F.B.I. personelle. This led to a decade of greater turmopil:
many not capale to withstand the microbiology angst at opening its long subdued
earthy home speciment - began to stray from what sanity the small-minded had to
begin with upon our blue planet.
This
samll-minded talent for warmongering soon decapitated them - they are facing a
paradigm soon of having to be stored in small prisons or obtaining a
methodology to which explaining the nature of the debauchery PRIOR to the
martian specimen opening is essential.
The
model is at the point of having Robotically and Intelligently finding the
Federal Housing Rwecord purchased by the Authro of the Garden Model
(c)1993-1994. This si a singular RECORD;
the legal system is not a fluctuating one in this regard as the RECORD is RED
CROSS Certified (Doctors Without Borders) and also is Grand Larcenry; thaty
home invasion, embryonic murder, stem cell theft, and also museum theft play
into such madness is only underscroed by a blind desire to "erase"
the only person that this model responds to - and that person is reticent to
assist those whom have destroyed a fabric of family, freindship, and also
stolen 25+ years in a "ritaulistic" destruction beginning 40+ years
ago when child molestation - not of a sexual nature - though of the nature of
assassination is the baseline of why the rpobotic code -Xpertbasic - now Xpert2
will not allow the malfeasors near the system - nor will the tortfeasors be
assailing those whom have found a statement within of - time to alter the
present-tense; this ritual ganging upon one person's existence is not getting
anything we actually care to have - his militaristic "genius" is far
outweighing our own pathetic physical angst to overpowr.
Thusly;
the use of the LEGAL Trier of Evidence methodology overshadows the myopic;
small-minded religious deny, deny, deny so famed in past generations as the
"poo-poo_ away and ignore. When one
desires something or soemthing one has so blindly as to be swept into a
malestrom of hatred - IHL has a methodology for enacting a small-minded prison;
it is that OSI modelling will shrink the kids ("Honey I shrunk The
Kids" (circa 1995) to the "Incredible Shrinking WOMAN" (circa 1980). This is what is the horizon event that many
whine regarding - those whom began BEFORE the martian rock specimen was open in
ritualized assaults, gang metnality as Law Enforcement; and also thuggery; and
the nture of 40+ years ago an adult attempting to murder a child - for
teething; considwering the adult a Dental Surgeon at the time; the excuse in
arguing about wooden buildings - while immense; does not remove the lack of
debate regarding GEOG469A - regardless of the meritnous of otehr .exe paradigms
built in that year - or since - there is only one SUTRON CORPORATION and only
one Xpert2 - which does not tend towards sensing falsely its orgins.
Author:
SCOTT_MITCHELL_JAFFE/Athens, Ohio 45701 (c)1993-1994 the Garden Model //||
APPENDIX E INTENTIONALLY LEFT BLANK.//CLOSED.//C-L-O-S-E-D//.
APPENDIX E Curricula Vitae in
Verification//.//.//\
https://www.google.com/+scottmitchelljaffe
http://www.cnn.com/videos/travel/2017/07/28/with-me-as-your-guide-worlds-largest-bat-colony-austin-texas-orig.cnn/video/playlists/with-me-as-your-guide/
http://www.cnn.com/videos/travel/2017/07/28/with-me-as-your-guide-worlds-largest-bat-colony-austin-texas-orig.cnn/video/playlists/with-me-as-your-guide/
BIBLIOGRAPHY AVAILABLE Upon Written
& Conformed Service ONLY; International Humanitarian Law
Begin.
Preliminary_Plan;
in Verification/SUTRON_CORPORATION/+
1] in
re N-T-F-S;S-U-T-R-O-N;U-N-I-X;CTRL+A-M-I-G-A;(fx^3);
2] in
re Sensor_SOLD/SUTRON963.9 = [sic][NONE];
3] in
re Sensor_SOLD/Non-SUTRON963.9 = [sic][x(tm)];
4] in
re Paradigm/SCHOOLING/ YEARS = [sic][y(tm)];
5] in
re Paradigm/Certification(s)/ YEARS [}S.S.:x_______][sic][z(tm)];
6] in
re Paradigm/EMPLOYMENT/ YEARS [=NOT}S.S.:x________][sic][xyz(tm))];
7] in
re Paradigm/CURRENT_EMPLOYMENT+ [sic][xyz(tm)];
---> [7-8-9] =
(8+)=[=NOT2LOCK]=[=NOT2JAM[B]]=+FISA@+F.B.I.]=[sic];(x____)
9] in
re
PARADIGM_FUTURE/+PRESENT/WORK<SYMBOL=NOT/><SYMBOL=NOTdots+SYMBOL=NOTsign>
10] in re
VERIFICATION/CURRENT_SCHOOLING[sic][}S.S.:x_______];
11] in re
VERIFICATION/CURRENT_EDUCATION[sic][}S.S.:x_______];
12] in re FAT
32;
12A] +1]
in re N-T-F-S;
12B] FIGURE <Floating_Point=NOT*>
ILLUSTRATION[sic](s);
12C] FALSE+ = N-T-F-S <=NOT> FAT32 IN
ERROR of
12C+1] VIOLATION of SENSOR MANUAL 8800-1173
at
12C+2] SUTRON<Degree0/SuperScript>VR+
SUTRON<Degree01/SuperScript>=<NOT>VR+SUTRON<Degree01/SuperScript>VR
12C+2<Degree0>]SUTRON-<Degree0/SuperScript>VR+
SUTRON963.9+=[=NOTSUTRON963.9_]//
13] in re FAT
16;
13A] +1] in re N-T-F-S;
13B] FIGURE <Floating_Point=NOT*>
ILLUSTRATION[sic](s);
13C] FALSE+ = N-T-F-S <=NOT> FAT16 IN
ERROR of
13C+1] VIOLATION of SENSOR MANUAL 8800-1173
at
13C+2] SUTRON<Degree0/SuperScript>VR+
SUTRON<Degree01/SuperScript>=<NOT>VR+SUTRON<Degree01/SuperScript>VR
13+2<Degree0>]SUTRON-<Degree0/SuperScript>VR+
SUTRON963.9+=[=NOTSUTRON963.9_]//
14] as
--->[7-8-9];
15] in re JAFF[E]
Ltd.;
16] in re
SCOTT_M_JAFFE_LAW_OFFICE(S) viade NedBusinessBank.com/ESKOM/..[sic];
17] in re
THE_OURLINKS_FOUNDATION(c)2010, 2016, [sic];
18] in re
moi_protection_services_Ltd.+(tm)1994(c)[2013], 2016[sic];
19] in re TheFoundation@M.I.N.G._SYSTEMS,[Ltd.](tm)1994(c)2010[2013]2014,
2016;
20] [UNKNOWN]
21] [UNKNOWING]
End.
University Heights,
Athens, Ojai & Planetary
À albeit, at times subconsciously, and
decidedly an arduous task one needs to accomplish before coming to be “an
expert student”. While at the same, the
teacher must be willing to engage in assessment tinkering as well, to find what
“works” and tests the knowledge that an individual has absorbed, not what they
can guess correctly.
**À
Using the term “faulty” allows the
reader to contemplate their own meaning behind the notion. As a analyst, I have come to realize that the
stresses placed on a system are not entirely at the “fault” of another, rather,
as a element of the feedback cycle, all too often a stress creates several
other stresses in its wake, and concurrently, those stresses may create a whole
host of others. To focus entirely on
fault ignores the problem. The
“timeliness” of the appearance of any stress I not in question; to gauge the reason behind the appearance of
symptoms associated with a system stress is to engage in exercise of
inappropriate thought on my part. The
question remains, what is the teacher’s duty to the system in terms of
management and how do I affect this sort of knowledge in my classroom.
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