Classroom Reflection

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.

This chapter discusses the many ways that one’s own education can affect their teaching style and method. It is really hard to truly eliminate bias in any work, but it can be especially difficult when teaching and trying to relate to students. There are many examples of white teachers teaching in a more urban setting that struggle to relate to their students. They struggle to relate because of their difference in culture and experience. I think that even though teachers have good intentions they need to do more to relate and reach out to their students.

Question 1. How do you make work more meaningful to your students? What motivators are you currently using with your students? Examine the climate in your classroom. What would you change to make it better?

During May 2016, School of Visual Art and Design Professors Amanda Wangwright and Mary Robinson led a group of Honors students on a ten day Global Classroom Program to Japan. Professors and students travelled to the historic city of Kyoto and the modern metropolis of Osaka in addition to day trips to the smaller cities of Nara and Uji. While in Japan, the class visited World Heritage Sites and studied firsthand Japanese cultural and religious practices and architecture. Furthermore, the class produced their own art while abroad at a washi papermaking workshop at the Kyoto University of Art and Design and at modern artist Haruka Furusaka's printmaking studio.

There were many ways to monitor students' understanding and achievement of the mastery objectives during my lesson. Students were continuously informed me about their learning and interpreting information through discussions, explanations, ans written work. These informal observations provided me with opportunities for instruction to be adjusted according to students' needs.

Education is the key to many doors. The way one uses that education allows for many different doors to be unlocked. The student I am today and will be in the future is a direct result of my journey through different doors into who I am no. Whether it was procrastinating throughout high school, studying hard in college, or planning courses for a new semester, each choice is a door leading to the next room.

As I step into the classroom on August 21, 2017, I have one thought: “What’s going to be the difference between my nine and 10 a.m. classes?” When I signed up for the Fall semester, I was aware I would stay in the same classroom, instructed by the same professor (or in this case, doctor) and I would likely mix the two classes up. Although the first class revolved around research and theory and this course focused on emerging media, I couldn’t help but feel similarities between the classes. Each week, three students would present on a topic in the nine and 10 a.m. class. There would be a lecture or video we would take notes over in each class, or discuss an article from Pew Research. For a time, I was worried I would be sitting in class for two hours gaining only the information from my peers. I signed up for Emerging Media to compute how technology is changing society. I was motivated in discussions, but regretted to remember following class our discussion. I was worried this class would be redundant, until I focused in on “The Shallows.” This was the text the class would be based around. I was not impressed at the author’s ideas during lecture at first. Then, on September 13, 2017, I woke up from the redundancy I felt when we discussed technology determinism and the intellectual ethic.

Sitting here, I find myself reflecting on the events that occurred in my second year as a classroom teacher. A year that came and went too quickly. A year where emotionally and mentally I was being pushed to the limit. A year where my patience was tested daily by the students that formed the community that was my classroom. A mix that was new, due to the redistricting that our school had put in place for the upcoming school year. A year in which I found my first student of many that I know will always stay in my heart. A student I will always wonder about: Where is he? How is he doing? Has he continued to succeed like I know he can? Has he stayed out of trouble?

This paper will describe on why a certain lesson should be adapted before it is delivered to different audience at the same level. This lesson was taught to university students in the USA where the majority of the students were English native speakers. At some points in this lesson, the depth of discussion is not really appropriate to be taught to foreign/second language learners because the nature of English proficiency between English native speakers and foreign/second language learners is absolutely different. The finding in this paper will be based on observation of the writer and elaborated with the reference from library research.

The sixth section was curriculum compacting. This allows students that already understand the material to move on to harder concepts at their own pace. I do this in my classroom using IXL. I think this how is progressive pockets can come in handy, but again, I do not think it should be a file box at the front of the room, but rather assignments from the teacher directly to the student to advance his learning.

across all the classrooms was the rapport that has been developed in each classroom between not only the teacher and students but the students with each other. It was evident that students are comfortable working in groups and helping each other learn. Students spoke to each other in respectful ways and offered help to each other. The teachers communicated with students in positive and respectful ways that encouraged students’ participation. Another pattern I noticed was that the students were involved in their own learning. There were not teachers giving lectures at the front of the room and students just sitting in desks taking it in. The teachers of this school understand the value of letting the students explore, create, and discover for themselves. There was evidence in each room that the students were taking an active part in their own learning through small group work, independent work, discussion, creating things and using technology. These walk-throughs gave me a view of the school that this is a positive learning environment where students’ best interest is at the forefront.

My fourth period’s classroom resembled a computer lab. The five students (who sat on the back row) kept me tip-toeing on pins and needles.

The purpose of this analytical review was to observe two different classroom environments and examine the setting in relation to promoting collaboration as well as promoting high expectations for learning success. As I observed an inclusive classroom and a self-contained classroom for an entire school day, I witnessed many teaching approaches that worked well for students and benefitted their learning experience and success, such as station teaching. I also noticed approaches that did not work well and realized how important it is for co-teachers to plan effectively. Based on research based evidence and practices both classrooms will be compared and suggestions for improvement will be highlighted.

On November 11, 2017 I attended the Victoria Crossroads Council for Math Educators from 8:00 a.m. to 5:00 p.m. This event is hosted twice a year, once during the Fall semester and once during the Spring semester. The conference is hosted by Dr. Barba Patton and Dr. Teresa LeSage Clements. Students in the education program at UHV in Victoria and Katy, come together to present and teach lessons on Science and Math. There is a morning keynote speaker, a lunch speaker, and a closing ceremony speaker the speakers are individuals involved in the field of education that present on topics regarding education.

Dr. Karen Lea (2016) stated that aggressive behavior has been shown to grow from overly severe and punitive parenting, association with highly aggressive peers, and heavy viewing of television and film violence. Several of my students have clearly experienced such environmental influences which have led to the development of attention seeking behaviors, violent behaviors, poor attitudes towards school and learning, truancy, and below average academic progress. My students have also faced poverty, close family ties to gang activity, death or incarceration of a parent, lack of parental supervision, abuse, hunger, online bullying, inconsistent friendships, and rape.