As My Third Year Comes To A Close, It’S Time To Evaluate

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

Students use basic skills every day from looking at the clock to tell the time to handling money when paying and making change. Students who have jobs need to

Teaching is not merely about methods used and material presented in the classroom, but about shaping students’ lives to help them construct a firm foundation for a successful future. I desire to teach my students basic life skills as well as challenge them to set and reach their highest goals.

Providing opportunities for learners to practice the skills they need often means hiding them on normal learning activities as many students are resistant to Maths, Literacy and information Communication Technology (ICT) classes. The idea of functional skills was developed by Government to “provide essential knowledge, skills and understanding that will enable people to function confidently, effectively and independently in life and at work” (Gravells, 2012).

Some of the methods which I can be seamlessly incorporate into my classroom include: (A) provide intentional reflection time for the process of learning to discover the growth which comes from effort, (B) offer specific and purposeful feedback along with constructive criticism , (C) praise students wisely and purposely, (D) teach for the future of yet by demystifying talent and providing tools to bridge gaps, and (E) always celebrate effort and progress. Through intentional incorporation and daily delivery of these practices, I plan to create a classroom blooming with effort and expansion and thus transform the character of all my

students develop skills that will last a lifetime. One way we can do this is to help students

Although students are not learning these everyday life skills, it is not because they are unavailable. Teachers are not being encouraged to teach these skills to their students.

I hope to build a relationship with every student I teach and let them know that their individual talents and personalities are appreciated. I believe that every student can learn when they are accepted for whom and where they are in their educational journey. Every student has potential to learn and should not be discouraged by personal setbacks. I hope to inspire Dweck’s philosophy of a growth mindset in my students where they believe that they can learn through dedication and hard work. Effective learning requires collaboration between teacher, students, and parents grounded in mutual trust and respect. Therefore I believe that the teacher should also have a “growth mindset” and take feedback from students, peers, and parents in order become a better

As a teacher, I have seen students who are gifted; students who can hear information once and it sticks. I have also seen students who become frustrated or apathetic; students who think they can’t do something or choose not to do something because it poses a challenge to them. Having just completed my second year of teaching middle school and high school English, I reflect on this past school year and am reminded that I have chosen a challenging career, but those challenges are miniscule when compared to how fulfilling it is to see a student truly excel. As a teacher, nothing is more gratifying than coming across a student who is motivated; a student who isn’t afraid to put in the work to reach his goals; and a student who not only shows academic excellence, but pushes himself to be the best he can be as a son, an older brother, a member of his community, a volunteer, and a captain of the soccer team. That student is Trevor Fancher.

“Do we want our children to start the year refreshed and ready to learn? Or burned out and resentful? It’s something every teacher should carefully

Results of Mentor Teacher Discussions: We again touch on the topic of never stopping with a child, even though a child might be greatly above the grade they are in or the grade you are teaching it’s highly important to go find more challenging work for them to be successful.

I structure my teaching practice around the practical application of skills. Rather than teaching in abstract terms, I encourage students to apply the concepts we explore in the classroom to their everyday lives; building connections between the academic and

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

Third time is the charm in regards to self-assessments on this scholastic journey. The results are aligned with my growth in the EdD program. I have acquired action research skills, methodologies to solve challenges. I have created opportunities to improve my organization through my learning’s here at Capella.

Skills likes these are often not taught in a classroom, but have an impact on student’s education and can affect them later on in life.