Classroom Reflection

Ever since I was a little girl, I’ve known what I wanted to do. I am one of those people who was blessed enough to realize my passion at an early age. As far back as I can remember, I’ve wanted to become a teacher. I can remember as a child sitting in my room, surrounded by my stuffed animals (or students, as I saw them) and forcing my younger brother to sit still and quietly do the work I assigned him. I even had two baskets which I kept on my little wooden desk; one for my “students” to turn in work, and the other for more work which needed to be graded. I spent many afternoons

Cook gave a lecture on Mental and Emotional Health. I really enjoyed his lecture because he used a personal example of him and when his father died. He was using his personal experience to explain to the students how he dealt with his father’s passing and how he got professional help. Before Mr. Cook’s lecture, he showed the students a crash course video on YouTube about emotions, stress, and health that would tie into the lesson. Throughout the lesson, Mr. Cook would ask the students questions and they would also ask him questions. What really caught my attention this week is Mr. Cook’s teaching style. I really feel like he knows the material and that he is well prepared. In my opinion, it is like he knows that book forwards and backwards. I also noticed that the students are not required to take notes like the students at my previous field experience was required to. Overall, I had a great first week and I look forward to learning more about Mr. Cook and his methods of

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 is also a great example of another of Coach Wooden’s favorite lines, “it’s what the teachers are themselves” (as cited in Nater and Gallimore, 2010, loc. 2216). I need to set a better example as a father so that my children learn the correct way to behave and not because I said so but because I showed them how. Throughout this course I have thought about my future as a high school teacher and about how difficult it will be to do it the right way, like Coach Wooden did. Learning about all of the things he did to be successful as a teacher and coach were discouraging at times because I felt that I would not be able to do everything he did and still find time to sleep at night. I now realize that to truly teach like coach wooden, I need to set myself up to be the best me possible and constantly find ways to improve every day. Then I can proudly accept the consequences knowing that I tried and even if I did not reach my goals, I can find satisfaction in my

Cheryl Rhea of Hattieville, AR, a high school teacher, was asked if she liked her current career. She responded with “Yes, I love It!”. When asked if she enjoyed working in the high school, she replied with the same answer, “Yes, even more so!”. I then asked Mrs. Rhea what was her favorite part about her job. She replied with “I enjoy it all.” After I asked Mrs.Rhea about her favorite part of her job I then asked her what her least favorite part of her job. She replied with “Putting up with students that don’t do their work.” After a pause I asked her what made her want to be a teacher, she replied with “Honestly just to be off in the summer.” The next question I asked her was what is her biggest challenge working with students was and she replied with “Trying to get students on task.” I then asked her to explain what she meant by this. Mrs.Rhea then replied with “It could be anything, from a student not doing any work to two students talking.” Out of curiosity I asked if she had ever had to send the whole class to the office. She laughed and replied with “No.” I also asked at this time what kind of technology does it take to run the whole class.

While I was talking and teaching, all the student seemed to be engaged in what I was saying and doing. All students would participate when I asked questions and they all listened when I would talk. While giving them information, I tried to be as creative as possible. I didn’t want to bore them, so I tried to use different tones when talking to them, to keep them engaged in what I was saying. While I was there, the students were never really bad, but the few times they did act up I calmly corrected them. The first few times I was there the students listened right away, but as they got used to me, it became a little harder correcting them. On the last day the teacher had to step in and ask them to quiet down because they were not listening to me. Once the teacher stepped in, they began listening to me again. I believe my strengths were being able to connect with the kids. I think the most of the kids formed a relationship with me. They knew my name, and when I walked in they all got excited to see me. Before each lesson, I would talk to them about their day and tell them a little about my day. After this experience, I am positive I still want to be a teacher. It kind of showed me how a lesson would work in a classroom. I really like having all the kids’ attention. I also like getting to teach the kids some new things. I t was fun being able to see them learn new words. I think this actually made

Mr. Gibson had taught a bunch of different grades in the course of his teaching career. First he taught biology to kids who had autism; he found that it was difficult teaching these kids for the reason that it takes practice. Next, he taught elementary school, special education

So what is it, exactly, that makes one desire to become a high school math teacher? When asked about what pulled him towards the idea of teaching, Mr. Pettit elaborated, “I ended up pursuing teaching because there was nothing else to which I wanted to dedicate my life's work. I love seeing students achieve their own potential and become the best version of themselves as possible: academically, socially, and humanistically.”

When I began teaching I can honestly say I thought teaching was all about the teacher delivering content to the students. I quickly learned, through some amazing peers, that if i was going home tired and the students were not, then I did not do my job that day. My job, I learned, was to give students the tools to succeed no matter who or what gave them a challenge. I agree with Chris Lehmann as he spoke about building a relationship with the students before any inquiry could happen. Mr. Lenhmann remarked that it has to go beyond teachers caring about kids, and they had to care for kids. I believe that when your students know you truly care about them personally and are invested in their life, then it frees them up to be able to learn to their fullest potential. Another remark from Mr. Lenhamm that resonated with me was his mention of technology

There were times were times when I questioned my decision to become a teacher. I began to doubt my abilities; however, reflecting now, I am more dedicated and passionate about teaching. I cannot think of anything that I would like to do more. I have improved greatly throughout the course of this experience in many aspects. I started the experience really nervous; and for the first few weeks after I began to take control of classes, I taught Mr. Brewer’s and Mr. Craig’s lessons verbatim word for word from their lesson plans or created lesson plans that were very similar to them. This gradually changed throughout the course of my clinical experience; and towards the end, I began to teach lessons that were uniquely mine. I started to plan and teach lessons that incorporated a lot more of my style and personality than the lessons that Mr. Brewer and Mr. Craig had; including lessons that Mr. Brewer had decided to steal for future years. At the end of the semester, I had convinced Mr. Craig to use note sheets as opposed to having the students fully write out the notes for each chapter. I have been able to teach my cooperating new things, and give them new ideas. Some of the frustrations that I had experienced were disruptive students, who I struggled to get engaged in my lessons.

    My love for teaching began in 4th grade when my teachers first noticed that recess was not my favorite thing. Instead of making me go outside on cold days they allowed me to stay inside and grade papers. Those days were my favorite because eating lunch and grading with my teachers made me feel responsible, but it wasn’t until many years later when I realize it did make me responsible.

I continue to be passionate about teaching and strive to improve my teaching on a daily basis. I enjoyed seeings student morph into independent learners and require less direct instruction as the year progressed. With this age group, large successes are very rare, so I’m happy to take the small victories as they come. Some of those victories are reflective in some of their writings about how the process has contributed to them become better at time-management, staying organized, or some other metacognitive skill.

Martin Luther King, Jr. once said “We may all have come on different ships, but we’re in the same boat now.” This quote describes how Mrs. Behrens, an experienced english teacher, and Ms. Mileki, another english teacher with only three months under her belt, were influenced by different things in their life that encouraged them to become teachers. For Behrens, it was a love for education and continuing her educational experience. Whereas for Ms. Mileki, it was an eighth grade english teacher who was extremely motivational. As individuals they have been influenced by different things, but as teachers they come to work each day with the same task - to educate. With more time comes more experience in education. Therefore, an experienced teacher is more well-versed when it comes to things within the classroom setting such as behavior, class participation, and overall more advice for someone going into the profession of teaching but that is not to say that the new and experienced teacher do not share similarities in the way that they go about each of those.

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.

Teaching is an enormous responsibility to myself, the students, and all others that I may influence. A teacher is a critical part of a young person’s life since they are in