"All About Me" Pamphlet
Hello, my name is Adrienne Davis. I
am currently in my fourth year at the
University of Maine in the College of
Education. I have spent this Spring
semester student teaching in both a
high school and middle school social
studies setting. Throughout my
experience I have learned excellent
teaching strategies, classroom
management strategies, the importance
of professional collaboration and my
own potential and skill. I have grown
into a confident and motivated teacher
who is ready to experience my first
year of teaching.
Technology should play a role in teaching and
learning as often as possible. Our world is
quickly moving toward a time where
technology is the center of everything. In order
to best prepare our students for their future
careers and successes, familiarity and abundant
experience with technology usage is essential.
Not only in preparation for the future, but
technology should also be used to supplement
learning and engage students in the learning
There are always concerns for students using
the internet in a safe and responsible way. For
parents and teachers, it is critical to speak with
students about using the internet safely and
I grew up in Smithfield, Maine
spending my days running and playing
outside with my four older siblings.
Since then, I have always felt that the
outdoors was like a second home to
me. During the warmer months in
Maine I enjoy hiking, camping,
kayaking, rafting and playing various
land sports outside. Then in the Winter
I spend my outdoor time snowboarding
or making snowmen with my young
nephew and niece. Being active has
always, and will continue to be a
passion of mine.
- Students should not be using social media at
any point during the school day.
- Stay away from cyber-bullying of any form.
- Do not post pictures of anyone and only of
yourself with your parents' permission.
- Never talk to someone you do not know
while online and DO NOT make plans to meet
up with anyone you have met online.
- Downloads can be dangerous to you and your
device, only download parent or school
Helpful links for parents and students:
“It is the supreme art of
the teacher to awaken joy
in creative expression
Philosophy of Education
Philosophy of Assessment
All learners are individuals with
unique wants and needs within the
classroom. A teacher should always
instruct as if they are working with a
single individual, but still teaching the
entire class. Students should feel
comfortable within the classroom and a
teacher should promote a safe and
secure environment. Within the
classroom, both students and teachers
should be experiencing growth and
learning every day.
Assessment in the classroom is
crucial for students to understand where
they are and where they need to go
academically. For a teacher, student
assessment should effectively
demonstrate students' knowledge and
skills but also tell the teacher what needs
to be reviewed and what should be next
for students. Regular and accurate
assessments should occur throughout
every instructional unit. Assessment
should always occur in a variety of
modes and should alternate between
self-assessment, teacher assessment and
peer assessment. This way, students will
develop the skills necessary to give and
receive constructive feedback in a
variety of circumstances.
Clear expectations and regularly
demonstrated procedures will allow for
students to meet and exceed a teacher's
expectations and for specific procedures
to be followed for all specific scenarios.
A classroom that runs smoothly will
provide an environment that promotes
effective and long-term learning. A
teacher should always be consistent in
enforcing and reinforcing classroom
rules and expectations.
Goal #1: To work on my level of
content knowledge in my subject area.
Goal #2: To work on creating a standard
writing rubric for my future classes.
Goal #3: To continue to work on and
develop a bank of activities to be used in
Service to School/Inquiry
A Unit Plan and Lesson Activities for
the Bigger Picture/Project Based
Within the World & American Studies II class
sections, students have had trouble being prepared
for the unit assessment due at the end of each unit.
Typically, students in these classes begin the unit
assessment at the last minute and end up passing it
in weeks later. (Usually the students pass in the
final draft close to the end of a grading period.)
Throughout units in the past, students may not have
always seen the “bigger picture” or the point to all
the lesson and activities they were completing.
Students would complete classwork, learning
activities, and homework with no knowledge as to
what they were working towards.
How can instruction and the organization of a unit
be altered to most effectively benefit students as
they work on and complete the final summative
grade for the unit?
The targeted outcome for this inquiry project is for
students to work towards completing and
understanding the unit assessment as they progress
through the unit and lessons. Every lesson,
formative and summative assessment will represent
a piece of the unit assessment. By completing inclass tasks and assessments, students will be
working toward completing their unit assessment.
This allows students to clarify misunderstandings
about the unit assessment as the unit progresses. By
making students very aware of the unit assessment
and its rubric early on, the instructor can reemphasize the due date, the rubric, and other
aspects of the assessment daily.