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Professional Exhibition

 

PEX Presentation Plan

April 26th, 2019

I.  Stages of Pedagogical Development

II.  My voice

III.  Feelings you are hoping to evoke in your audience. Joy, sadness, anger, whatever…. I cannot dictate what emotions are evoked, I don’t have that kind of Jedi power.

IV.  My artifact is a lesson plan in guiding others in how to ascertain their understanding of their own stages pedagogical development. They will have it as a template and structure for their own guided practice.

V.  Steps:  

  1. Everyone must introduce themselves to someone they do not know and must learn one piece of information about that person that they really want to know.

  2. I give a speech/read a reading on my formational stage of development. Everybody listens quietly.

  3. I ask to audience to take one minute (cue egg-timer) to think of one question that they want to ask another audience member (could be anybody) that has to do with that mystery persons formational years.

  4. 2-3 minutes (cue egg-timer) of guests asking and responding to their questioned prompts.

  5. I do not believe that a group of adults should be begging for affirmations as to their own feelings so I will not be giving time for sharing to the larger group.

  6. I give another speech/read a reading on the stormy years of my development (past/present…future?)

  7. I ask the audience to take one minute to reflect on an experience in their life that left them questioning (intended ambiguity) and their process for working towards finding answers and solutions to that question.

  8. 2-3 minutes of guests speaking with one-another, explaining their process for mentally and emotionally making sense of difficult scenarios.

  9. I give another speech/read a reading on the normative years of my existence.

  10. I ask the audience to take one minute to think of a single simple word (1-2 syllables) that they believe cuts between two significant stages of their lives. The word could be a name, a place, an object, an emotion; truly it could be whatever they want it to be.

  11. I give a final speech/read a final reading on performance.

  12. Using the small paper that I will supply, I will give my guests five minutes to create a haiku. My only stipulation is that they write it genuinely, and that they use their 1-2 syllable word as the “cutting” word between the two juxtaposing ideas. The poems will be presented anonymously. I will not prewrite mine, rather I intend on writing one in the moment from my emotions.

  13. As people finish writing they will hang them up on a wall or space (TBD pending physical location).

  14. Guests will walk around reading everybody’s haiku, enjoying refreshments, and proceeding to mingle about with folks. I will make some announcements about taking a lesson plan, signing up to receive an electronic copy of my plan and/or readings, and to keep eyes posted to my website to find posts of all haikus.


x. Feedback/Evaluation/Closure stage: What's going to happen at the end? Well I hope that there is lots of thoughtful discussion about life-span development and educational philosophy.


VI.  Uses of your statement:  "What is my work?"  And/or:  "Who Am I as a Teacher?"

I hope that this will all be obvious throughout my speaking as to how what I am talking about is pointing towards my work and meaning as a teacher.

PEX Process Paper

April 26th, 2019

I. Who am I as a teacher?

As a teacher, I am all the incredible, dedicated, caring, compassionate, and passionate teachers that I had the pleasure of being a student of throughout my education. I am every single one of my mistakes, struggles, challenges, difficulties, and failures that I have experienced throughout my education and life.


II. What were your preconceptions about the PEX as the beginning of the semester?

I don’t think I really had any preconceptions about PEX. If anything, having seen some presentations by undergrads in the fall, I thought PEX was a more formal academic process, and less philosophical and introspective than I now understand it as. There were a lot of PowerPoints and “here is an assignment I did with my students,” rather than looking deeply and back over their years of development into becoming a teacher.


III. How did you scale this work?

I went through a lot of ideas for what to do for PEX. At times I wanted to have a very formal, planned out talk or presentation. Other times I wanted it to be as simple and basic as possible. I finally settled on the idea of running my PEX like a lesson. I think this serves multiple purposes in that it can demonstrate to my audience my grasp of teaching methods and strategies, as well as having a very concrete structure and being able to guide my audience through my process and development.


IV. What did you realize and learn “down the stretch” that you might not have expected? What, in a few words, were the surprises that were positive, or less so?

Down the stretch, I learned that it gets easier. For at least the first six weeks of student teaching, I thought that it was unbearably difficult. I spent most days after school genuinely questioning whether I could make it through the semester, let alone actually teaching next school year. Slowly as I gained more and more control of the class did I finally begin to accept that being a teacher was a realistic possibility for me. I think that I now can visualize myself teaching and it does not seem to be such an outlandish dream, but something rather attainable.

PEX Outline

April 26th, 2019

My speaking outline during the presentation.

PEX Haiku

April 26th, 2019

The Haiku that myself and audience members crafted during my PEX.