To whom it may concern:
Kristine has demonstrated teaching strategies that motive all students by her ability to develop a classroom environment that’s pleasant and where students are cooperative with each other. She gives verbal instructions at the beginning of the period and informs students to check the white board for daily work assignments and agenda items. Her students listen when she gives oral instructions and participate as they work together in daily assignment.
She maintains high standards for student behavior when she lectures, students work individually, in groups and when they work on worksheets. Students are informed to listen as she gives instructions and she expects them to respond cooperatively. She commands respect and give them respect. Students are given time to complete the work assigned and once their done she moves around and checks their work. Students that do not complete assignments are issued it as homework. Students are allowed to wander out of their seats when informed to do so as a part of the assignment.
Kristine, knowledge the English language is extensive and she is also involved in extra curricular activities and a club sponsor. I observed her lesson working on the standard addressing writing a research essay and reading comprehension using the book “For Water Like Chocolate.” Her presentation established a controlling impression that conveyed a clear and distinctive perspective on the subject and a focus throughout the classroom discussion related to food. She checked students for their understanding of English usage and comprehension. Students demonstrated their understanding by their ability to use thoughtful concepts of food to explain their moods and ideas. She presents lessons by using power point presentation, questioning, discussions, checks student understanding orally and written work or through the use of a work sheet.
Her instructional methods to assess student work include the use of giving students allotted time to work in class. A variety of instructional strategies focused on objectives. She uses individual work, direct instruction, probing questioning, and classroom control techniques. She incorporates subject, curriculum frameworks, and content standards in organizing subject matter. She moves about the room to monitor student progress, communicates respect for student opinions and interest and at the same time gets them to focus on their work.
Kristine presents her lessons or ideas clearly and meaningfully to all students. Her demeanor toward students is to get them engaged in the lesson both their attention, and interest. She establishes a warm and friendly tone in the classroom. She moves about the room, directly engaging all students throughout the period with a look, or a gesture.
I have observed Kristine experience success with her English III students. She is organized and her students demonstrate that by following her example.
It is pleasure to write this letter in support of Kristine Gibbs for an early completion of the BTSA program.
awesome!!
You’ll have to excuse me for being amused at the grammar mistakes. It’s good to know I’m not the only one who does those things:P
He is barely fucking literate. He sounds like such a schmuck. *shake head*
Ok, yeah, or that.
What would be ethics be of correcting a letter like this? It’s certainly positive, it’s just not overly demanding of respect.
He sent it to me requesting that I proofread it.
…right.
I shit you not. His actual email to me said:
Kristine, sending a copy of the letter, please proof read and let me know of any changes or corrections. Thanks John d.
I’d like to think of it as some kind of testing tool – you get only as good a recommendation as you can correct. But that’s probably not true.
that would be a -great- idea!
well, i read for content, not grammar. His sentiments were nice.
I was trying to read for content but kept tripping over the gaffs :o)
*snark*
So, how was “For Water Like Chocolate”? 😉
But still- it’s always nice to get reflection of your success… even if it’s in imperfect format.
rock! What a great recommendation! Congrats.
I’m glad he likes you. Sorry he can’t write to save his life.
This is why I HATED getting written recommendations (especially when I was looking for editing/PA work). I only WISH I’d had the opportunity to proofread them.
dear lord he or she didn’t actually proof that did they
Nope, that was my job.
Well, it’s nice that he thinks highly of you. Though I wonder if he has any idea what a competent teacher is supposed to do, if he’s impressed by the fact that you tell your students what to do and you tell them to listen. It’s really hard to write a good letter about someone when you don’t know what the hell you’re talking about. Or if you can’t write. *le sigh*
You, my dear, are a fucking awesome teacher. I say that having taught (not nearly the same ages as you, but still), having worked with teachers, currently working with several teachers, and having manymany teacher friends.
It is harder than it sounds to tell kids what to do and have them listen, especially with high schoolers. It’s also fairly known on my campus that the counseling staff aims to put problem kids in my class because I handle them well. This gives me the extra-fun-bonus of having difficult to control kids in general. 🙂
My point was that he shouldn’t be pointing out *that* you tell them what to do, but *how* you get them to do it.
Ah, I missed that distinction. 🙂 The funny part about that is– it would be hard to tell why my students do as they are told from one observation. They react so quickly and eagerly that it looks like I practice mind control. Personally I think it is mostly because I pay attention to what they are doing and I stand over them smiling until they do what I want so they get into the habit of acting. It is *amazing* how much proximity and attention matter to the kids.
I applaud his assessment of your teaching skills, but deplore his manner of expressing it. I’m so glad you get editing rights.
I didn’t know whether to laugh or cry while reading this … this … absolutely horrific example of writing from a principal — because, omg, the man has to have an advanced degree to be in that position, doesn’t he? I think I’m going to cry now.
Congrats to you, though, sweetie. His writing may suck, but he certainly is correct in recognizing the class act he’s employed. (Errrrr … no pun intended.)
Oh. My. God. One can’t possibly proofread that. It needs a total rewrite.
Please tell me this is from one of your students, not the principal. Please?
Why don’t I want my children attending public school? Cause he is our fearless leader. It’s frightning.