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 »
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 »
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 »