Classroom Reflection

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.

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.

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.

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.

“During our last lesson we learned about how the built environment affects health. Today we will continue to learn about health disparities and what you can do to advocate for a solution to a health issue in Washington, DC.”

In my position as a vice president of curriculum programs, I visit many diverse educational settings in public and charter schools, both large urban and small rural districts. Daily, I face issues of race, gender, culture, socioeconomic class, and disability. Because I work with diverse students and a multicultural workforce, my reflection regarding powerful social and cultural influences leads me to two different conclusions. The first is that many children in the schools I visit are disadvantaged. They are born into immigrant and transient families and live in communities that rank in the lowest socio-economic strata in the country.

Starting from last year, the chemistry teaching lab at Tech has been my second home at Northwestern University. Soon, it became a place where I worked, researched, and studied. On some days, I would spend more time in the lab than in my own dorm room. This place was familiar to me, but while observing this familiar place, I found different interactions that I had not noticed before. Prior to this observational exercise, I thought that the lab was just a place where classes were held and experiments were conducted. Although I had recognized that there was an academic hierarchy, where the importance of professors, TAs, and undergraduate students were clearly divided, I had never truly noticed how socially complex this lab was. From my observations, there were three main interactions in the lab: equal interactions, unequal interactions, and resonance interactions.

When I arrived to my classroom today, Mrs. Beach’s students were still at their special. This gave us about ten minutes to talk about my upcoming less. Mrs. Beach would like me to teach my lesson on October 24. I am not certain which standard I will be teaching, but I do know that I will be teaching students how to solve story problems using the standard subtraction algorithm. I am excited to teach this lesson, but I am also very nervous because I don’t know exactly how to introduce this topic to the students. At 10:10 A.M., the students returned to the classroom, grabbed their math baskets and sat down at their desks. I am constantly amazed at how well behaved these students are. I cannot to learn more about the management strategies that Mrs. Beach implements in her class.

The changes that I would have made during this unit would include not always assessing with worksheets and varying my instruction. I would have still used some of the worksheets that came with the book, but not after each lesson like I did. I would have liked to use various instructional strategies that would have got the students up and moving during the lesson and not just having to sit there for a majority of them. My student’s performance told me that I taught the material very well and in a way that they could understand. I say this because all of the students improved by at least 15 percent from their pre-test. Yes, my students achieved the level of growth that I expected them to after looking at the pre-test and then looking at their post-test after the unit. The explanation for this is take the students knew what was expected on them each day in class regardless of how the lesson was being taught. When I began teaching and the students were sitting up front on the floor I set expectations for them. If they didn’t follow these expectations I would ask them to move a magnet. In the beginning I would remind the students of the expectations and then after a while I would just say remember the expectations. By setting these right away it showed the student what I expected and left no room to say that they didn’t know what I expected of them. My strengths were presenting the material at a level that the students could understand and being able to be flexible with my

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?

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?

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.

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.

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).

When I evaluate my school year, many things come to mind. I think about friends. I think about the highs and lows.I also think about how I have grown.My 7th grade year at CMS was full of concepts learned, memorable experiences, and personal growth.