3. 3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students – As part of the course, Educating Exceptional Students, I researched and wrote a peer review paper on different ways of utilizing and implementing the Response-To-Intervention (RTI) model to support all students in their learning goals. While RTI has traditionally been used as a way to evaluate students with learning disabilities, different districts and schools across the nation have also used it as a similar framework guide for providing extension and challenge to gifted and talented students. In the particular district I student teach in, the RTI model has also become integrated in the the Professional Learning Communities in which teachers collaborate on student benchmark learning across classrooms.Read More »
7.1 Communicating with Families – Throughout this year I have had many opportunities to work with and meet students and their families both in the classroom and outside of it. Teacher-family communication is a crucial part of creating a consistent, engaging, and caring environment that students can flourish and find success in. That communication can take many forms such as e-mail updates, parent volunteering, and also attending PTSA events. From my experience interacting with students and their families is that the most successful communication is both flexible and positive.Read More »
At the heart of ISTE standard 4 is the desire for educators to prepare students with the skills, knowledge and capability to handle technology responsibly and with discretion. For younger elementary age students raised in a digital saturated environment it can be hard for some to distinguish what is appropriate, safe, and beneficial and what is not. As a teacher, my role is to guide my students to best evaluate their resources and choose appropriate responses and solutions to the various situations an online reality may bring.
Reflecting on Teaching – There were elements of feedback that I have known to be practiced skills for an educator. For example teachers should return feedback in a timely manner. They should not write offensive or insulting phrases to the student as judgement for their work. Good teachers allow students to correct their own answers and misconceptions and turn in formative assessments multiple times. The logistics of feedback have usually been clear and simple but the content and method, how to give feedback that a student can accept, internalize and grow from, that is an art. Read More »
Designing Coherent Instruction in the area of Learning Activities – When I think of math, what used to come to mind was boring, solitary, repetitive exercises involving memorizing times tables or algorithms. Throughout this program I have learned that the most effective math instruction is creative, engaging, and social. According to Ernst & Ryan (2014), math discourse, or the ways students talk about math, shapes the way they think about it (p. 196). Having students engage in listening, responding, and expressing their thinking process helps them to develop critical thinking habits while at the same time creating that safe and supportive environment where students can try and use different methods. Math discourse not only fundamentally shapes student learning around mathematics but can positively impact classroom environment.
According to a professional development study done by EdSurge (2014), teachers report getting the most value out of informal learning opportunities such as using twitter chats and online learning communities (p. 9). By learning to engage in social media platforms to extend learning teachers can then take those platforms and introduce them in constructive and creative ways into their classrooms (Tucker, 2016). Read More »
What are ways that I can model digital citizenship to students and invite them to participate in positive, safe and proactive ways with an evolving digital culture?
According to Lindsay & Davis (2010), digital citizenship is about “transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects” (p. 12). Within their statement there is an aspect of strong leadership, willingness to go beyond normal technological comfort zones, and a desire to know a student’s experience with different technologies. As an educator the skills may not be easy to develop at first, but the excitement, innovation and willingness to engage other educators and students around what they see and do through computers, tablets, phones, and the internet are a pre-requisite of a growing learner.