Classroom Reflection

Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

Collaboration within groups allows individuals to use their own specific ideas and own talents to succeed when they needed it the most. When succeeding in a collaborative environment an individual gains the ability of communication that is growing in the world today. The school system used to be completely individual based with little to no feel of a collaborative environment. However, schools are now beginning to understand the benefits of losing the standard approach to school and is now leading the world to a collaborative environment. While working in a collaborative environment the members of these groups usually gain insight on what they are effective at and what they are no effective at.

“Educators have known for quite some time that building a collaborative culture in which people work together interdependently to fulfill their shared purpose and achieve their common goals is an essential strategy for sustained school improvement,” (DuFour & DuFour, 2008, p. 173). ISLLC Standard 1, working toward a shared vision is an exemplified in this process; and Sorenson & Goldsmith note that encouraging people to collaborate is a one of the ten most wanted strategies for school a positive school culture (p.

During the course of my field experience at Laster High School, I had the opportunity to discuss in great lengths about how to successfully collaborate with fellow teachers, respond to student issues, and gather data to effectively conduct assessment and teach within the classroom environment. At Laster High School, each teacher is given a planning and lunch period that allows them the opportunity to connect with others within their workspace and seek feedback over programs and requirements taking place in the school. In order to foster this collaborating environment that history department had one planning period as whole where they had the ability to meet and as a team discuses relevant issues and challenges they were facing throughout the

I had the opportunity to observe in a collaborative classroom during field observations for my EDUC 1301 class two years ago. In that school teachers usually worked collaborate to do lesson planning and instruction. For example, in the second grade that observed in, one teacher taught science and math and the other teacher taught language arts and social studies. I feel that collaborating with others can help teachers come up with more creative lessons for student and new strategies to teach the material. Also, dividing up the work, allows teachers to focus more on the subjects they are teaching and actually have more time to plan the lesson. On the other hand, I personally will dislike being in a collaboratively taught class if my partner

Working collaboratively also fosters a culture of community in the classroom” (Equity for English Language Learners). When teaching in an elementary school, like Glencairn, it is critical to understand that not everything you say will be understood and you have to be flexible with your lesson plans.

In the world of education, many educators work together, not only for the benefit of student achievement, but to develop and spread new ideas to each other. When one speaks of collaboration in education, it simply means being in agreement. Collaboration is important and must be taken seriously by both cooperating parties because they are working together to create a new shared vision. While collaborating communication plays a major role because both parties must share in agreement of certain classroom issues, behavioral strategies, and instructional methods that will be going forth.

Sarah Conner, a general education teacher, and Jesica Edwards, a special education teacher met with me after school to discuss some of the key topics of collaboration. One of the first topics of the discussion was on issues of effective collaboration among colleagues, parents, and administration. The first thought brought up by both participants about issues in collaboration was lack of time. Both teachers expressed how their daily schedules were already packed, and sometimes it was difficult to schedule a time to collaborate. The participants also went on to discuss how this lack of time also hinders collaboration with parents and administration as well. The discussion then lead to the reality that often misunderstandings of teacher expectations and roles were experienced because of a lack of collaboration time and communication. This issue is not uncommon, as stated “The most common concern among co-teachers is lack of common planning time”, (Marilyn Friend, 2013, p. 182). The educators expressed that collaboration with families of special needs students was difficult because of time constraints experienced from all participants involved. It was also expressed that some parents just did not seem to want to participate in any educational collaboration or decisions for

Teacher collaboration is a must to help grow teachers in content and best practice strategies. No longer can teachers be isolated, but need to work with other teachers to focus on what material and instruction needs

One aspect of classroom that is important for student’s motivation is collaboration with other learners. Smith noted that children naturally involve others as collaborators in their learning and that ’’collaboration is at the heart of

For this group, I added more handouts and individual work than I normally would due to the learning constraints in the room. After several attempts to have students work in groups, I learned that they simply cannot work in a group setting well. Several times, I had to improvise for students who were gone a lot due to sports, sickness, etc. However,

Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.