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.

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!

Part 2 Portfolio Standards Tags (Do not Delete)

Part Two: Content Knowledge and Instructional Practice - Candidates demonstrate the ability to thoughtfully examine, critically analyze, and insightfully reflect upon the use of content knowledge and assessment, planning, and instructional strategies to implement creative, rigorous, and engaging learning experiences.

Standard 4: Content Knowledge and Pedagogical Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) [they] teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of content.

Performance Criterion 4.1: Candidates accurately communicate central concepts of the discipline.

Performance Criterion 4.2: Candidates accurately address common misconceptions of the

discipline.

Standard 5: Application of Content for Transferable Skills – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Performance Criterion 5.1: Candidates engage learners in applying perspectives from varied disciplines in authentic contexts (such as local and global issues).

Performance Criterion 5.2: Candidates integrate cross-disciplinary skills (such as critical thinking, creativity, and collaborative problem solving) to help learners demonstrate their learning in unique ways.

Standard 6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learning progress, and to guide the teacher’s and learner’s decision making.

Performance Criterion 6.1: Candidates implement multiple methods of assessment to monitor learner progress to inform instructional practice.

Performance Criterion 6.2: Candidates analyze an individual student’s work over time using multiple methods of assessment to adjust instruction.

Standard 7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Performance Criterion 7.1: Candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals.

Performance Criterion 7.2: Candidates plan instruction by drawing upon knowledge of learners to meet rigorous learning goals.

Standard 8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Performance Criterion 8.1: Candidates use a variety of instructional strategies to make the discipline accessible for diverse learners.

Performance Criterion 8.2: Candidates use a variety of instructional strategies to encourage learners to build skills to apply knowledge in meaningful ways.