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Jonathan Vineyard

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Forum Posts
Recent Posts by Jonathan

Sat, Nov 16, 2019 3:50 PM in Summative Assessment

Hi everyone, I really appreciate the comments here. I'm working on my certificate right now and substituting - the work I'm left for subbing is sometimes tedious to some or all the students. I worry about making sure they stay focused on the things I need them to learn, and as a teacher, I want to make the whole process fun, or at least not disheartening in the way that so many STEM teach...

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Sat, Nov 16, 2019 10:26 AM in New teacher, Need some advice!

I love this advice! Everyone's classroom is different and every student is different, so part of teaching is responding to the context you're placed in. I'm getting certified through a grad program while substitute teaching, and just being in a classroom is giving me all sorts of ideas. Just use every resource available to you and find what works for you.

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Sat, Nov 16, 2019 10:09 AM in The Job Search for STEM Teachers

Hi everyone! I'm working on teacher certification and a master's now, and will be looking for employment pretty soon. I was just wondering if anybody had any tips on finding good employment as a STEM teacher specifically or in general. What do you look for in a school? How can you tell if a school has a supportive environment, or encourages new or different teaching methods? How do you kn...

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Reviews
Recent Reviews by Jonathan

Sun, Nov 24, 2019 4:57 PM
Science and Everything Else

This article constitutes a reaction to the No Child Left Behind policy of pressuring elementary teachers at schools which haven’t attained adequate yearly progress to forgo science teaching and focus on math and reading. While the age of No Child Left Behind is behind us, Keeley’s words here resonate in the context of any governmental program trying to limit student access to any particular subject. She recognizes that all school subjects exist connected to and building from each other in a system of thinking about the world, and regards each of them as vital for student understanding. Leaving out science for the sake of competency in other subjects, in her eyes, misses the point of teaching altogether, and leaves students deprived of a scientific understanding of their world. Additionally, she notes that students undergo scientific ideation regardless of whether or not they are being taught science, and when they are not taught science in elementary, it can result in misunderstandings about the world that persist into middle and high school. To counter these, she suggests garnering support from parents and the community as well as seeking professional training. All in all, I think she makes a great case against this No Child Left Behind policy and for elementary science education in general.

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