Elliot Maxwell Sibert-Sweeney's Education Portfolio

Lesson Subject: Respect of genders around the world Learning Target: Be able to comprehend the idea that different cultures carry different values regarding gender Essential Question: Is there a view from another culture that aligns with yours? How do you treat other beliefs? Exit Ticket: What culture do you feel represents gender best? Materials Needed - - - - - -Born Ready by Jodie Patterson -Note cards describing different cultures’ views of gender, specifically focusing on Muxes, Sworn Virgins, Hijras, and Two Spirits as they exist in those cultures. Teacher Resources - - - - - Teaching Alternative and Indigenous Gender Systems in World History: A Queer Approach ( https://www-jstor-org.proxy.bsu.edu/stable/pdf/44507259.pdf?refreqid=fastly-default%3Aebb3a7f1972311308cef2b8c4e6b8c89&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&origin=&initiator=&acceptTC=1 ) Sexualities and Genders in Zapotec Oaxaca ( https://www-jstor-org.proxy.bsu.edu/stable/pdf/3185126.pdf?refreqid...

Backward Design Unit Plan Stage 1: Desired Results Central Focus: Aztec Religion, Culture, and Society Standards: 6.H.1: Summarize the rise, decline, and cultural achievements of ancient civilizations in Europe and Mesoamerica. 6.H.2: Describe and compare the beliefs, the spread, and the influence of religions throughout Europe and Mesoamerica. 6.H.4: Identify and explain the development and organization of political, cultural, social, and economic systems in Europe and the Americas. 6.C.1: Compare and contrast major forms of governments in Europe and the Americas throughout history. Big Ideas and Understandings: The movements of the stars and confusion over how the world functions lead to religions developing. The five directions were of immense importance to the Aztecs in all aspects of their lives. Huitzilopotchli was a representation of the Aztec and a justification for them. Human sacrifice was considered normal in Aztec society and sacrifices were proud and revered for their impo...

This assignment was based around a textbook chapter surrounding the Age of Exploration. Assessment Classification Activity – SS350   Instructions: Let’s look at the textbook chapter on canvas, Chapter 13: The Age of Exploration. We  have already developed learning objectives and essential questions, so now it is time to design our  assessments. Using this template, create 1 summative assessment, and 1 diagnostic and 1 formative  assessment for each of the 3 sections in the textbook. You may work together with a partner on this  assignment.   WHOLE CHAPTER ASSESSMENT Summative Assessment: How will you evaluate students’ post-instruction learning in relation to the  objectives? How will you determine mastery?  Specific Plan: 1. Explain the test’s structure to the students and how they must complete it to get full points. 2. Ask the students for any questions they might have about the test and provide them with 5 minutes to check their note...

Elliot Maxwell Sibert-Sweeney 10/05/2024 CPR Entry #2 My mentor teacher encourages thoughtful discussions through teaching thoughtful reading and eliciting critical thinking from that. Most recently I witnessed this in his going over multiple versions of events from the Boston Massacre with his class before asking them to vote whether the British soldiers were guilty or not guilty of murdering the colonists. By showcasing both sides, providing a clearly structured sheet on which to take notes and explain one’s thinking, and by giving students many chances to share their feelings about what they had read, he was able to develop their ability to thoughtfully discuss sensitive topics. He also regularly asks for students to give their points of view in class and never shames them for what they might say, even if it is built on faulty understandings and misinformation. I was lucky enough to be given a chance by Mr. Earle to lead a part of one of his lessons regarding critical reading skills...

Elliot Maxwell Sibert-Sweeney 09/20/2024 CPR Entry #1 My mentor teacher, Mr. Earle has a pretty strong community built in his classroom. He is a laid back teacher whose class is rather simple and focuses on projects rather than tests, which means he naturally has a decent rapport with his students. Further, he is aware of their personalities and the sorts of things they enjoy, such as one girl’s obsession with Shrek, and he regularly jokes with them during class, of course not doing so when it would be disruptive. He rarely chastises his students and frequently I feel like I would be out of place to do so either even when students are doing things that I believe should be curtailed for the sake of their education. I feel like his students like him and he certainly can communicate well with them and get them engaged, but I also feel like his teaching falls short because of his relationship with them. There is a group of 3 boys in the back left corner of the room who are always talking t...

Classroom management is, in theory, very simple and straightforward, however in practice it proves to be a much more difficult beast to handle. Classroom management theory is supposed to teach future teachers how to manage their classrooms in a clean and simple manner, but classroom management is never clean or simple, making this “education,” in reality, dangerous. Classroom management theory is, by my belief, dangerous and barely useful at all in an actual classroom. At best, it can provide a small bit of guidance, of scaffolding, for putting together solutions that can actually work in the real world. Classroom management is, in theory, about validating the concerns and feelings and identities of your students whilst reinforcing good behavior without explicitly punishing bad behavior, at least not in an overly severe way. In theory, by connecting with your students and making them talk about their feelings openly you can get them to connect with each other rather than fight. In ...