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 »
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 »
8.1 Participating in a Professional Community – Relationships with colleagues are characterized by mutual support and cooperation.
While I was part of a program cohort during the summer, I had to redefine my role and identity from student to teacher when I became part of the professional learning community at my internship school. The 3rd grade PLC collaborated on procedures, curriculum, and instruction using different techniques but teaching similar content with consistency throughout the entire grade. This coordination and cooperation has been the most effective in how we organize and teach math.Read More »
5.5 Learning Environment – Managing Student Behavior by Monitoring.
Student disruptions during instructional time are normally minor, misplaced behaviors. Whether whispering to a friend or fiddling with supplies, it can be difficult to fully engage a class of 25 plus students for more than 5 or 10 minutes for an activity. This is why it is important for a teacher to be mindful and observant of student attentiveness and to use differing strategies to re-engage off task students. Throughout EDU 6130, Classroom Management, I would take away one or two strategies each week to apply immediately in the classroom the next day and test to see if they worked.Read More »
4.4 Content Knowledge – Designing Coherent Instruction in the area of Lesson and Unit Structure
Throughout the course General Inquiry and Teacher Assessment Methods (EDU 6150) I have been challenged to change how I approach the process and components of lesson planning. In the past, I had been more concerned with creating engaging learning activities than developing assessment tools for my students. Learning the ‘backwards design’ method where educators carefully consider assessment before designing activities along with studying the edTPA requirements has equipped me with a structured approach lesson planning for my future classroomsRead More »
8.1 Professional Practice – Participating in a Professional Community
Developing relationships and open discussion with other educators, emerging and experienced, has been a key part of processing the purpose of public education. The constantly changing landscape of education reform in the US, and Washington State, is filled with polarizing opinions, debates, and methods of improvement. Driven by “the search for a panacea” (Hunt, 2005, p.85) to social problems, legislation at different times in history has altered the purpose, funding, and importance of public education. Whether it is the increased emphasis of STEM subjects from A Nation at Risk (1983) or standards based testing through NCLB (2001) schools and teachers are still feeling the effects of education reform efforts. While I continue to understand and empathize with the academic environment I will enter into, collaborating with other professionals challenges me to question the sources of reform and imagine change coming from communities and not just government.Read More »