Instructions for your INTASC portfolio:

As you read your course text, observe the author's notations in the margins which identify the ten Interstate New Teacher Assessment and Support Consortium (INTASC) principles. When you encounter any of these, refer to the Appendix of your text, read the explanation of the principle noted, and reread the marked paragraphs which illustrate this principle. Then study the paragraphs for evidence of the specified INTASC principle, and compose a one-page reflection containing the following three items: 1: A brief descriptive paragraph in which you paraphrase both the INTASC principle and Provenzo paragraphs that you are reviewing. Be sure to cite the Provenzo text in Modern Language Association (MLA) style. 2: An analysis paragraph which explains how--in your opinion-- the INTASC principle and Provenzo paragraphs are related. 3. A reflective paragraph addressing how--in your view--this principle affects the lives of students, educators, and members of postmodern society. Carefully revise your composition, label it for the applicable INTASC principle, cite the source and the page(s)--according to MLA parenthetical reference and Works Cited style. Finally, save this in a portfolio which you create and organize. Hand these at my office--address noted above--by 7:00 p.m. on Tuesday of week fifteen. Please review the sample portfolio entries and evaluation rubric attached to this web page for additional guidance.

(Sample entry below)

Educ-1101

Education in Modern Society

Portfolio of INTASC Assignments

Principle #5

Motivation and Management

Description:

Principle number five seems like a fairly new principle, or rather, it has new meaning in today’s culture. Simply put, 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 (Provenzo 370). This applies really well to a statement also made in the text, where Provenzo examines the treatment of homosexual students. As a historically persecuted group, they need to be protected; many have to deal with issues of identity conflict, and feeling of isolation and stigmatization (275). Using a persecuted group such as homosexuals is a new topic, and therefore is great for educators to understand, especially teachers who are of a don’t ask, don’t tell nature.

Analysis:

For educators to follow by the guidelines, or at least know them, they need to understand how being different from everyone else isolates kids to the point of no-return. In principle no. 5 it also states this very fact, teachers need to understand how social groups function and influence people, and how people influence groups (371). Since this is a relatively newly debated topic, it puts even more demand on the teacher to make sure and try to break down these social walls and treat every student like a real person. Provenzo also adds that by implementing a few strategies like adding books in the library that portray homosexuality in a positive way, and providing support services to students could help out a lot (275). By doing a few minor things such as these, it will help bring education to everyone including those that are out of the proverbial mainstream.

Reflection:

For all students to get fair and equal treatment in all public schools is way too big of a demand. But for individual teachers to keep an open mind and to make their classroom free and open to all would make a big difference, because sometimes it is the small things that make all of the difference. For parents, especially of homosexual students it would give some comfort to them knowing that at least a few teachers are sensitive to all issues, and are respectful to all pupils. For the society, it would give a chance for all genders to be represented, not resented, and give a voice to people that have often been in the closet so to speak until they declare their sexuality. This would create a more culturally, sexually, and racially sensitive culture, one that nurtures, instead of hates.

Works Cited

Provenzo, Eugene F. Teaching, Learning, and Schooling: a 21^st Century Perspective.
Boston: Allyn & Bacon, 2002.