Final Reflection for Fall Semester

I started out the semester with two goals.  My first goal was to begin developing lesson plans that engage all levels of student learning abilities.  My second goal was to grow more comfortable with stepping back from a lecturing style and allow more time for private reasoning and group work.  I think I have progressed in both goals, but I do think that I still can learn and change more within both areas.

Through my classes this semester, I have spent a good deal of time focusing on differentiation.  I created differentiated lesson plans in my practicum, special education, teaching young adolescents, and English language methods classes.  I was even able to teach a differentiated lesson plan, based off of my interview with the special educator and my personal learner profiles.  I have learned different methods and ways to learn about students and then reach students at different levels.

However, I am still working on applying differentiation in my own teaching.  I thought that I had implemented it well in my second lesson plan, but then, when I taught it, I realized that I hadn't considered all aspects of the lesson and where students will struggle.  I will continue to grow in this area.  I am excited (and a little nervous!) to work on differentiation throughout next semester, especially during my solo teaching weeks.

I have been able to both learn about and observe implementation of my second goal.  In both Ken's class and ELA method's class, we have been learning about gradual release methods for teaching.  My mentor teacher does a great job for this, allowing for lots of private reasoning and group work time.  

In my second observed lesson, I worked to incorporate gradual release.  I think that I actually did a good job at using this method.  I felt like I was able to apply what I have learned and observed so far.  I will continue to work on this goal this coming semester, hopefully honing in on this skill so that lesson planning using this format becomes second nature.

I think the biggest challenge I have had with these goals is just lack of classroom time.  I am excited about being  in the schools full time next semester and getting to solo teach for two weeks.  I hope that my solo teaching offers me opportunities to continue to work on these goals.

I would also like to continue to work on my classroom management.  This was not one of my semester goals, but has been an area that I have struggled with and grown in throughout my teaching career.  I feel like I am having to relearn classroom management while working in Swift house, because of how different the set up is compared to any other school I have been a part of in the past.

Learner Centered Classroom Component

This chair and a matching one sit in the space between Ms. Skapof and Ms. Donnely's classrooms.  Students are able to sit in these chairs during silent reading and sometimes during core time.  Students are expected to be reading or working on homework while sitting in these chairs.

Students LOVE sitting in these chairs, even though they are still expected to complete work while in them.  Students love these chairs for two main reasons.  The first is that the chairs feel special.  Honestly, are the chairs that different than a desk?  No.  They are older and not that comfortable.  But they are not desks, and that seems to be enough.  It is a treat to get to the chairs first.

Second, students from both of the classrooms end up in the chairs.  You may get to sit over there with a friend from another core.  You are still supposed to be working, but you are working next to a friend.  Sometimes that distracts students, but often it ends up working out well.

I love the idea of having a special seating area within my future classroom.  I might use a couple of arm chairs, bean bags, or even a futon or couch.  I would have to monitor it closely, to make sure students were actually getting work done while sitting in that area.  But I think it would be a good reward to use during reading workshop or silent reading.

I Believe...

In his article, William Ayers shares a series of "I believe" statements which encompass his core beliefs about teaching, learning, and the purpose of schools.  Compose at least three of your own "I believe" statements that reflect your own core beliefs.  Describe how each of those beliefs will inform you as you design your own classroom learning environment for students.  

I believe that in order for teachers to teach students, teachers must also convey to those students their worth as human beings and learners.

I don't want to simply teach.  I really want to, through small and large group interactions, through conferences, and through core periods, connect with my students and let them know that I value them!

I believe that teachers must work to engage and teach all students, from the ones struggling with the material to the ones who have already mastered it.

This belief applies to differentiation.  I cannot, as a teacher, simply focus on the median kids, ignoring the low and high achiever.  I need to be actively seeking out ways to modify lessons and engage students on all levels.

I believe that everyone learns in different and multiple ways.  I believe that it is up to the teacher to present, teach, and assess knowledge in a myriad of ways, in an attempt to reach each student.

I want to be a teacher who doesn't just stand at the front of the class and teach and then pass out a paper test. I want to make sure that I am using many methods to accomplish all of this, so that if a student struggles with one method, there is another method being used as well that they will click more with.

I believe that classrooms should be safe places, that students should be encouraged in their learning rather than shamed.

I want to create a classroom in which students don't "opt out" of answering questions, because they know that, even if they don't get the answer right, I will not shame them.  I want students to fill safe to answer questions!

Learner Profile Reflection

I recently completed four personal learner profiles for students in my intern classroom.  I chose four seventh grade students.  I did this because my mentor teacher teachers the seventh grade math class.  I am able to interact with and observe these four students for at least one hour every Monday, Wednesday, and Friday.  I will also be able to later plan a differentiated lesson for this math class, taking into account the four learner profiles.

I chose two students with IEP's and two students without any plans (IEP, 504, or EST).  One of the students I chose really struggles with visual learner.  I originally asked him to fill out the survey himself, which proved to be a challenge.  I then worked with him to fill out the survey, asking him the questions and writing down his answers.  This method worked well.  The other three students quickly and easily filled out the surveys.

I was surprised by how many of them claimed to not be distracted by noise around them.  I have seen all four students in multiple classes, and I would disagree with some of those answers!  I don't know if the students are just not aware of how easily distracted they are, or if they felt like their answers would have a direct impact on class time.

I struggled with create a comprehensive look at the students. I have seen all four in classes, and I have their survey answers.  But I haven't seen them in related arts or in any social studies class.  I am curious if all of their teachers would agree with how I categorized their strengths and challenges.

I am excited to create a differentiated lesson plan and then to see how the students do with that plan! 

Learning Piece Reflection

The picture above is of a final project for my literature group.  Over the past couple of weeks, we have been reading Madeleine L'Engle's A Ring of Endless Light.  We have been focusing on characters and themes.  The standards I have been focusing on are:

Reading Standards for Literature Key Ideas and Details #2, Grade 8:  Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Reading Standards for Literature Integration of Knowledge and Ideas #7, Grade 8: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

In class discussions, we have spent time talking about each of the main characters--their physical descriptions, their personalities, how they factor in the story.  We are currently watching the movie, and the students will be writing paragraphs about how the portrayal of the characters in the movie (which differs from the book) changes the overall plot and themes of the story.  Since I knew we were going to be doing this final writing assignment, I wanted students to create their own "cast of characters" before watching the movie.  

Throughout the movie cast project, I reminded students to really focus on how L'Engle describes the characters.  She is very descriptive about both characters personalities and physical appearance.  Students, in groups of 2 and 3, cast different celebrities in each role.  When the students presented their poster of the cast, they explained why they chose each person for each role.

This project relates to the first listed standard, about determining the theme and its relationship to characters.  I wanted the students to understand why understanding the characters is crucial toward understanding the theme of the book as a whole.  I think this piece of assessment was successful.  We worked on our cast during class time, and I was able to model for the students how I chose different people for the roles (I created my own poster as well).  The students were able to express very clearly how they used the text to create their own cast.

My Goals

   My first goal this semester is to begin developing lesson plans that engage all levels of student learning abilities.  In the past, I have struggled with making differentiated lesson plans and goals.  I want to create learning goals and use methods that are challenging to all students, but also attainable by all students.     I have several assignments in classes as well as my responsibilities in my classroom that will require me to create lesson plans.  I will use these opportunities to focus on making plans that don’t use typical assessments and teaching methods.  I will also speak with the special education teacher in Swift House about specific students whom I teach, so that I can make lesson plans that are inclusive of any challenges they might face.

     My second goal focuses on my teaching style.  I feel the need/urge to always be lecturing in the classroom.  I want to grow more comfortable with being quiet, with letting students have private or small group reasoning time.       My mentor teacher is very good at this, and I will use my time under her this semester to learn how to implement this skill in preparation for student teaching next semester.  I will also focus on implementing teaching methods like gradual release and inquiry based learning into my lesson plans. I want to start student teaching in January not just knowledgable in these methods but comfortable.     I think the biggest indicator of my growth in these goals will be through both personal and outside observation of my teaching.  My hope is that when I am observed in the classroom next semester, my teaching will be engaging and differentiated and that I will not be lecturing the whole class period. 

Part 3 Portfolio Standards Tags (Do not Delete)

Part Three: Professional Responsibility - Candidates demonstrate their ability to thoughtfully examine, critically analyze, and insightfully reflect upon their readiness for professional responsibility.

Standard 9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate [their] practice, particularly the effects of [their] choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Performance Criterion 9.1: Candidates are prepared for self-directed, continuous professional learning.

Performance Criterion 9.2:  Candidates are prepared to practice in a legal and ethical manner.  

Standard 10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.

Performance Criterion 10.1: Candidates are prepared to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning.

Performance Criterion 10.2: Candidates are prepared to advance the profession through advocacy, leadership and/or action research.