Part_2_Week_3_Class_625

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1 Educator as Servant Leader: Living and Modeling a Christian Worldview as a Reflective Practitioner LaTasha Williams Belhaven University EDU 625: Instructional Leadership Skills Dr. Denise Griffith 1/28/2023 Educator as Servant Leader: Living and Modeling a Christian Worldview as a Reflective Practitioner Learning Environment, Content Knowledge Students' learning environment and content knowledge plays a very important role in their success. The better the learning environment the better the learning for the student. Students will put forth their best effort when they feel safe and the environment is positive. The teacher should always find ways to keep the students engaged and learning. Students that are often engaged in their learning will apply the learned knowledge to their everyday lives. Professional Knowledge Base – Learning Environment The students create a positive relationship with peers and teachers to gain knowledge of the context being taught. The educator communicates with the students and helps them to understand daily classroom tasks. According to Brown, the positive relationships that develop

2 between students and teachers which, in turn, influence academic performance, are key to creating an emotionally safe classroom environment (Brown, 2014). The students then feel safe and confide with the teacher about things that could cause failure. When the student feels that the environment is safe, they often do what is asked of them by the teacher. The learning environment has to be organized so that students can be creative. Students should not feel the need to run from a lion and read a book at the same time. Students who do not feel safe truly cannot learn; they simply cannot process and store new information (Brown, 2014). The educator gives students honest feedback and offers another chance to complete the task in the classroom. God wants us to lead the children. According to Jeremiah 29:11, “For I know the plans I have for you, declares the Lord, plans for welfare and not for evil, to give you a future and a hope” ( English Standard Version , 2011). The educator is very open to the learning of the students and believes that all students can learn regardless of their disability. The students use cooperation in the classroom to accomplish a learning task given by the teacher. When students are able to collaborate, they are known to show growth in their learning. Cooperative learning in the classroom involves students working in small groups on different classroom activities. Cooperative learning is an approach that involves a group of learners working together as a team to solve a problem, complete a task, or accomplish an objective goal (Hutauruk & Silalahi, 2020). The educator communicates with the students by walking around and giving immediate feedback to help complete the task. Cooperative skills can be developed by developing communication and division of tasks among group members (Hutauruk & Silalahi, 2020). Cooperative learning is a great way to help students who are lower and upper achievers because they can work together and benefit from each other in the classroom.

3 The students will use purposeful learning in the classroom to expand their capacity to learn. When the teacher allows students to make choices, problem-solve, research, and come to conclusions on their own, the teacher is then able to guide them in learning, but they are limited dependent on my knowledge (Primavera, 2021). The teacher is aware of what needs to be learned, so he/she helps the students actively engage in their own learning. The learning process involves using student-centered cooperative learning models, learning activities more dominantly carried out by students, providing opportunities for the acquisition of knowledge that is built and by learning together with group members until each student understands the learning material and shows their new knowledge by making group and individual reports (Hutauruk & Silalahi, 2020). The teacher understands the needs for all students to gain new knowledge and uses peer engagement to drive the purpose for learning in the classroom. Application to Practice – Learning Environment The teacher establishes a creative classroom that contributes to a positive relationship for students with all learning disabilities. The teacher allows students to use think-pair-share with activities and actively monitor the students sharing responses with peers. Visual aid is used to assist students that have visual impairment and need larger print to see and understand tasks. The teacher also participates in creativity in the classroom by allowing students to become teachers for a class period. The student models what the teacher does daily and understands the life of being a professional teacher. When students are creative, that brings about a world of engagement in the classroom. The teacher allows students to collaborate during the guided and independent practice to help solve problems by building ideas and sharing one to another. The teacher models to the students ways to work together and listen attentively to one another to reach a positive

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4 resolution. This can be done during small group work or open classroom discussions. Small group work receives a better outcome when the teacher creates the groups to match the strengths and weaknesses of the students. Collaboration is a great way to get students to open up and become more independent. The teacher uses small groups to allow the learner to engage with peers on a particular topic. The teacher actively monitors the assignment closely and sees if the purpose of the lesson has been mastered. The teacher uses question and answer sessions to keep the learners engaged. The teacher asks a question in reference to the lesson and waits for students to randomly respond. All students are allowed to respond and positive feedback is given. The teacher also uses hands-on activities to keep the students engaged. The teacher provides students with copy paper, scissors, glue and coloring pencils to complete the activity. They are allowed to have open discussion with peers while completing the assignment. This is another great way to engage the students in learning. Professional Knowledge Base – Content Knowledge The students use prior knowledge to help with understanding of a present task. Using prior knowledge helps to influence student learning and achievement. The teacher must use related content knowledge to help students activate prior knowledge of a particular subject. Teachers are able to activate prior knowledge into every subject when asking students questions with responses. They argue that current views of curriculum that focus on content and skill development are insufficient to meet the complex needs of the twenty-first century (Bovill & Woolmer, 2018). The teacher understands that students learn differently, so what they may know about a particular subject can be different from their peers but still aligned to the curriculum. The context within which a curriculum is developed and experienced is the key to what might be

5 possible (Bovill & Woolmer, 2018). Having knowledge of the content allows the teacher to use what they know to bring out the knowledge that student has. God wants us to have wisdom and understanding because he loves us. According to Proverb 19:8, “He who gets wisdom loves his own soul; he who cherishes understanding prospers” ( New International Version , 2011). Teachers should receive as much certification as possible to enhance the teaching mode. This will help students to gain more knowledge and be successful. The students use learned skills to help build their critical thinking for a particular activity. The teacher uses activities in the classroom like making inferences to get the students to think critically, a strategy that opens up knowledge that has been learned prior to this lesson. The formation of critical thinking, of course, depends on the natural abilities of man, the social environment, but still the main role in the process of formation belongs to teachers (Plotnikova & Strukov, 2019). The teacher is responsible for providing engaging activities in order to get the students to think. As it is shown by the literature analysis, the subject of studying the processes of critical thinking education, finding a way out of difficult situations and applying such skills in practice, is relevant and attracts the attention of a lot of researchers, including researchers foreign to the United States (Plotnikova & Strukov, 2019). The teacher must be creative with the lesson and differentiate so that all students are able to think critically. The teacher uses a method of inquiry from two or more subject areas to gather information and problem solve. Students use the inquiry-based approach to ask questions about real world problems. The inquiry-based learning method is a technique in which teachers present a problem and students try to solve the problem by collecting data for the problem (Divrik, Pilten & Tas, 2020). Students brainstorm ideas from both Math and English to problem solve in the classroom. The teacher shows the student how to read and evaluate the question critically before

6 responding. Portfolios are useful because several curriculum components can be assessed under one cover, such as general and technical knowledge of discipline, computer skills, and communication skills. The types of assignments by which one could evaluate students’ written, collaborative, and presentation skills are unlimited (Jankovich & Powell, 2016). The teacher uses two subjects to show students how the curriculum can be incorporated in more than one subject area. Application to Practice – Content Knowledge The teacher uses evidence-based assessments to promote student learning in the classroom. The teacher explains to the students the expectations for completing quality work. The teacher creates small groups and allows students to give constructive feedback on their peer’s work. This will allow students to discuss the details of the difficulties that they faced completing the assignment. Another strategy that can be used daily is an exit ticket. The exit ticket gives the teacher feedback on what the student learned, had trouble with and what they remember. This helps the teacher close the achievement gap for students. The goal is to ensure that all students are learning and that the instruction is clear for learning. The teacher has a direct relationship with the student candidates in her certification area to meet the needs of the students. The teacher gains additional knowledge on how to teach students who receive an IEP/504 to meet their needs. The teacher participates in online professional development and becomes highly certified to teach students with disabilities in inclusive classrooms along with the general education population. The teacher uses the I READY program for both general and special education students, allowing the teacher to actively monitor each student’s progress according to their levels. The teacher develops a

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7 relationship with students so they can understand the needs of the students based on pre- assessment data and classroom observations. The teacher can engage and excite students about learning by connecting to other discipline areas. The teacher uses a game of Kahoot to get the students engaged in learning about the solar system. The students are allowed to read the questions and discuss with a group partner before answering the question. The teacher uses these strategies to help students stay engaged and to incorporate other subject areas. Kahoot allows the students to incorporate reading and science into the lesson using one activity. When the teacher feels this strategy is effective, he/she can provide other strategies to keep the fun, focus and learning across the curriculum. Conclusion All students deserve a positive learning environment to acquire content knowledge that is taught through learning experiences. The teacher understands that students learn differently and provides the necessary tools students need to be successful. The teachers must provide the students with a safe environment that is conducive to learning. The teacher also has to provide students with engaging activities to promote critical thinking. When students practice thinking critically, they become problem solvers and excel in the educational world. Students are our future, and if they are not advancing in content knowledge, they will not be successful. All students deserve a quality education, and it is up to the educator to make it possible for them.

8 References Bovill, C., & Woolmer, C. (2018). How conceptualisations of curriculum in high education influence student-staff co-creation in and of the curriculum. Higher Education, (78), 407- 422. doi.org/10.1007/s10734-018-0349-8 Brown, T. (2014). Getting to the heart of teaching and learning. Association for Middle Level Education. 10-13. Divrik, R., Pilten, P., & Tas, A. M. (2020). Effect of inquiry-based learning method supported by metacognitive strategies on fourth-grade students’ problem-solving and problem posing skills: a mixed methods research. International Electronic Journal of Elementary Education, 13 (2), 287-308. doi.org/10.26822/iejee.2021.191 English Standard Version Bible. (2011). ESV Online. https://www.biblegateway.com Jankovich, J., & Powell, K. S. (2016). An implementation mode; for a communication across the curriculum program. Business Communication Quarterly, 60 (2), 9-16. New International Version Bible. (2011). NIV Online. https://www.biblegateway.com Plotnikova, N.F., & Strukov, E.N. (2019). Integration of teamwork and critical thinking skills in the process of teaching students. Cypriot Journal of Educational Sciences, 14 (1), 001- 010. Primavera, K., (2021). Making learning purposeful. A Journal of the Texas Council of Teachers of English Language Arts, 51(1), 20-25. Silalahi, T. F., & Hutauruk, A. F. (2020). The application of cooperative learning model during online learning in the pandemic period. Budapest International Research and Critics Institute – Journal, 3 (3), 1683-1691. www.bircu-journal.com/index.php/birci

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