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.

On November 6th, 2017 at Fulton County Juvenile Court Center. Upon my arrival at the building, I was immediately asked to see my ID, but I had left all my items in the car so the two officer had to make sure that I did not have a phone and proceeded to let me enter the court house through a metal detector and asked me to place my notebook in a gray box to be sent through a dual-energy X-ray system. As I walked in the courtroom, it took me by surprise of how the set-up was because I was thinking that it would look like the courtrooms that are presented on television. Although, this set-up was very different. In the courtroom they had a total of four benches on the right side and three on the left side. Most of the probation officer, school counselors, and other people that were working on the behalf of the juvenile defendant were sitting on the left side of the room and that is where I decided to sit as well. There were no raised layers except for the judge. There was no defendant box, but there were two stands on each side facing towards the judge for both parties. While observing the people that were coming in for a hearing it took me by surprise that none of the young adults or parents were in business causal clothing. Majority of the cases that were being heard were dealing with the African American ethnicity.

For my practicum, I was placed in a sixth grade English and History classroom. Working with two classes of Fargo middle school students proved to be a great learning experience for me. Prior to my first day with them, I had been questioning whether or not I’d truly like to proceed with earning a degree in education; however, now I am certain I do. One of the most valuable lessons I learned through observation and working one-on-one with students, was that everything in the classroom is subject to change, from the physical learning environment to the timeline of the topics covered.

one. Ms. Cochran starts with having all students stretch and prepare for their activity. For the most part her activities involve working collaboratively in groups. The students are allowed to interact differently with one another compared to the classroom. Students are free to yell at the top of their lungs and run around without being punished. The students seem to interact more with each other in this class. I think overall this class requires and needs student to be interactive in order to be successful.

Being a teacher, I want to ensure that my students know that even though we may have different back grounds and be different from others that we will all love and respect one another. I worked at a school once and they had things labeled throughout the whole school. Like for Bathroom they school had it labeled bathroom and Bano. Taking this Idea, I will use it for my classroom and label everything in both the English language and whatever language the child speaks.

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?

Throughout the semester, I had a chance to be able to work on all of my goals in almost every combination but still feel I can work on them more. Over the semester I have noticed a lot that I have worked on but still end up freaking out every chance when it came to executing the midterm and final.From taking Modern I my third time I wanted to able to gain insight from each time I took the course.This semester I felt like I took a different approach towards being able to grasp the material as well as having a clear focus what I needed and wished to work on. Evaluating over the course of the semester shows my goals that I wanted to As I continue with taking modern classes in the future there is something that I can always make progress on to keep on improving and be more confident.

Working with students with special needs, teachers have the responsibility of protecting students’ right. Special education teachers are required to keep high standards and meet best practices. According to the Preliminary Credential Competency Checklist Historical and Legal Foundation 1.4 (2014), two of the best practices that are enforced in the special education field is to individualize education and evidence-based practice (p.1). Being a teacher in a special education classroom, there is a diverse level of learners and each student has an individual method of learning. The role of the teacher is to verify each student’s learning is being met. Individualizing a lesson by making accommodations or modification for them to learn the curriculum. Implementing evidence-based practice is using an educational method of learning that will support the student’s learning based on previous research. Using evidence-based practice in a special education classroom is a key component when a student or students need an intervention to support them in the academic area they are struggling. Special education teachers are responsible for meeting best practice standards for students’ academic learning.

LP 1, 2, 3, 4, 5, 6, 7, 9 are evident in this teaching session.

How were students welcomed when they entered the classroom? How did the teacher generate atmosphere overall? Would you do it differently?

My experiences with supervision have been limited. When I began my career at Mercy High School in 2006, I was a participant in Creighton University’s Magis Catholic Teaching Corps. This unique experience required principals to conduct formal observations of Magis teachers every semester until they graduated from the program. Although my principal observed my classroom instruction as mandated, she never visited my classroom again. When she retired at the end of my sixth-year teaching, my principal had not formally evaluated in years.

As stated in Everston & Emmer “teachers who have good rapport with their students get better cooperation and have a more positive classroom climate” (2017, pp 12). As in life, building strong relationships allows all parties to interact with meaning and learn from each other. When teaching there are two parties that are very different that you are trying to work along and ensure that each has the knowledge and support they need to feel comfortable with you as a teacher and a mentor to their children. Each teacher has different strengths that allow them to connect with their students and engage in learning. Some of my strengths that would be brought to the classroom, and why I feel I would do best with a younger population are my openness,

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.

The role of the teacher is a critical piece when he or she teaches literacy programming because it is evidence of how a teacher view teaching (Izadinia, 2012). If teachers are prepared to address the diverse, and sometimes complex needs, of their students, teachers much understand phonological awareness and embrace it and work toward understanding the application for a diverse classroom (National Early Literacy Panel, 2008). The capacity to understand phonological awareness and its importance in literacy define the role of a reading teacher who produces an environment of learning that is high in quality (Norris, Lucas, & Prudhoe, 2012).

As I walked into the school the first thing I noticed was the student work on the wall. I could observe the whole writing process on the wall from beginning to end. It was amazing to see their ideas, turn into a rough draft, and then turn into final published pieces (p.143). The school’s focus on integrating literature into every subject was apparent. Students had to write how they found an answer in math and had vocabulary words they learned. Also, in art, they found an opportunity to integrate literature. Every chart, mnemonic device, and procedure had a purpose. I only spent half a day at Ozark North, but I know the teachers set high and ambitious goals for the students, and the students expect an engaging and productive day when they walk into the school.