Classroom Reflection Paper

The amount and usage of technology around the world is constantly growing. Because of technological advances, more and more schools are opting into technology-based learning, even with students as young as preschoolers. Many teachers (and parents as well) trust that the increasing exposure to and implementation of this technology is helping children’s learning abilities when used responsibly (Sharkins et al., 2016, p. 437).

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.

Even in 2017 social injustice is very real. Many before have taken measures against this issue, but it's still there. Over the past couple of week's, I've taken notice to the events that have been going on in the world. While keeping the question how can I change that in mind. It occurred to me that many of the oppressors committing social injustices were victims themselves. They were not properly educated when they were younger. Growing up thinking something is right your whole life is hard to change. So, I knew that’s where I would start.

During field, I am in a third grade classroom at Primos Elementary School in Upper Darby, PA. To maintain confidentiality as I write about my field experience, I will be using pseudo-names for the teacher and children mentioned. My field teacher is Mrs. Williams, and her classroom is home to about eighteen to twenty diverse third grades in terms of socioeconomic status, race, and ethnicity. When I am in the classroom, I am fortunate to see the children’s unpacking routine as they enter the classroom which consist of removing necessary materials from their backpacks, taking down their chairs from their desks, and for some students, eating breakfast which they paid for through the school. After the students’ finish unpacking, Mrs. Williams tries to implement a form of morning meeting, although she cannot always do so depending on the behaviors of her students. Typically, however, she finds just enough time to go over news and announcements with her class. After morning meeting, the students have math instruction from 9:15 am until 10:25 am. After math, her students go to their specials class, and then off to lunch. In this paper, I will be analyzing one of Mrs. Williams math lessons, to see if her lesson meets the elements of a lesson.

Ms. Gladson’s future classroom will incorporate a healthy mix of fun and organization. While thinking over the seven procedures I would like to implement in my classroom, it was important that I recognized the organized environment of the classroom, but also allowed for positive interaction among the students. From entering the room to leaving at the end of the day, there are important steps that even seventh graders need to remember in their classroom. I will allow one week of training; in which they will learn the procedures but receive a grace period if not completed correctly. Then, at the start of week two, I will expect them to complete it on their own. Each procedure teaches an set of expectation that I hope to see from each student.

The teaching profession is a rewarding career that I enjoy every time I step into the role of an educator. My current employment requires that I wear many hats at a preschool, but I long for day when I have my own classroom. Following a reading lesson, I taught last Tuesday, I was overcome by two emotions, excitement and vulnerable. During the reading lesson, students were asked to read Thunder Cake with their reading partner while I pulled a small group to read of readers. When students finished reading the story, Thunder Cakes they were instructed to write two questions for their reading partner to answer. While reading with a small group of students, I became aware of the need to walk around and monitor all the groups. However, I was not sure how to assess all students’ learning when I was reading to a small group of my own. It was at this moment that I felt vulnerable. My Cooperative teacher and I discussed my dilemma and how she pulls a small group as well as monitors the class. Teaching the reading lessons for Thunder Cake, was an exciting experience. I was awed with the fact that I was responsible for ensuring students understood the standard; how the characters influenced the events in the story. The one-hour lesson left me perplexed and excited to face the challenges ahead as I prepare to become a future teacher. One day, I will trade my role as a preschool teacher and enter my dream of becoming an elementary school teacher.

Once, in fifth grade, my teacher, let's just call her Ms. A, for some reason, chose me as valedictorian of my class. I honestly don't know why though. Sure I was really nice to everyone and I had “pretty good (but not perfect)” grades in most subjects but I was one of the quietest people in the class. At first, I didn't want anything to do with it because being valedictorian meant giving a huge speech in front of the principal, assistant principals, fellow fifth graders, family, and siblings in the school. I had never spoken or given a speech in front of a small class before, let alone a huge crowd! If you had put me on a stage with no rehearsal or anything, I'd either freeze or hide behind the curtains. The most I’d ever done before was some fun dance performances in the yearly concerts, a talent show that I joined that year with my friends, and Dance Club which I was chosen for some random reason. But anyway, Ms. A made me write a page long speech, which I was okay with since I like writing. Afterwards, she made me go out to the hall to read my speech to a small group of classmates. I can't remind who they were exactly but I know that one of them was my good friend, Joy. I didn't really know them all that well so the second I got outside I was super scared and made up some excuse to use the bathroom (which I did do it wasn't a complete excuse). I was taking my time washing my hands so when I finally left the bathroom, Joy was about to come in. She said something

Initially, when I began this project, I applied to a school which I went to called Abington Senior High School. I wanted to observe at this school, so I could see my old teachers and learn from them again. Unfortunately, that did not happen. When I applied, I provided the school with all the necessary clearances and I sent an email to the head of the education department as they instructed. However, the department head did not respond to any of my emails.

On the morning of September 29th, 2017, uncertainty, anxiety, and excitement were three of the best words to portray my emotions. I was uncertain of what my role within the classroom would be and how the students would receive my presence; I was anxious to commence this new experience and put my classroom knowledge to the test to further my education; But, most of all, I was excited to meet the students that would ultimately begin my long career in making a difference in kids’ lives through education.

Everyday teachers make decisions that influences student’s opportunities to enhance their learning through different content areas. Thus, it is essential as a teacher to draw upon the content knowledge you want your students to take away from your class but it is also equally important to equip your students with skills that will help them outside of the academic realm as well.

The instructional setting I work within is set in a rural community, northeast of Indianapolis, IN. This community is made up of mostly farmers and factory workers, so the majority of the students are in the “free and reduced” system for tuition and lunches.

In the classroom that I am observing my teacher teaches government and econ. On Friday September, 22nd I observed an econ class where the teacher said he was going to use his brother as an example for a credit card debt work sheet that he put up on the projector screen. The sheet used the highest possible interest rate (23%). The teacher than gave the students the formula to calculate how much interest would be paid on a sum of money. In this example the teacher said his brother was fifty five thousand dollars in debt. The teacher then asked the students to find how much interest his brother would have to pay. At this point in the class a few of the students moved quickly to remove their calculator from their backpacks and worked to figure the equation and give the teacher a correct answer. One student who we will name Jane gave the teacher an answer. The teacher then asked the class if they thought Jane had given the correct answer they all nodded their heads in agreement. The teacher then told Jane good job and moved to the next question. Before the teacher could explain the next question a student we will name Rick asked why the interest rate was so high. To which the teacher replied “well Rick in your case when you get you first credit card your interest rate will be close to this amount” to which Rick replied why is that. The teacher then explained how credit worked and that interest rates were based off of your credit and how likely you are to pay back a loan. The

This reflection focuses on ELCC Standard 4.1, due to the fact that I had to collaborate with administration, teachers (regular and special education), board members, facilities, parents, and students in order to develop a topic, plan, and carry out a Parent University. After discussing topics with my mentor, we decided that the topic for this Parent University should be the new PowerSchool Unified Classroom Program. The purpose of getting this new PowerSchool program was to improving the overall educational experience for students and parents by having one program that parents, students, and teachers can use to access grades, attendance, discipline, and teacher websites/homework information. The district transitioned to PowerSchool Unified Classroom as a result of parents and students complaining about having to go to five different sites just to get homework (Moodle, Schoology, etc.). Parents and students can not only view all of these components, but this program also streamlines communication between the school and home. In order for the use of Unified Classroom to actually improve the educational experience, parents need to know how to use the program.

As an aspiring educator, my motivation for entering the classroom and the ideas will shape my role in the school centered around culturally relevant teaching. I was always aware of how vital it is to student achievement to be responsive to them as people and their experiences both inside and outside of school. However, my view on what it meant to be culturally relevant was limited. I knew that it was important to foster a caring environment, to be aware of sociopolitical factors affecting the lives of students’ and their families, and to do everything in my power to relate classroom discussions and curriculum materials back to issues that affected their lives. Before enrolling in ED 7438, I figured that this was the general scope of what it meant to be a culturally relevant teacher. However, through our examination of Universal Design for Learning (UDL), Differentiated Instruction (DI), and culturally relevant critical teacher care, I began to make connections between all three concepts as integral components of a culturally relevant classroom. While UDL and DI were not originally a part of the equation for me, ED 7438 has pushed me to recognize that you cannot have an environment centered around care without UDL and DI informing your teaching practices. I now understand that by incorporating UDL and DI into my concept of culturally relevant teaching, I will be meeting the needs of all students on both an academic and social-emotional level. In this reflection I will discuss the connections between UDL, DI, and culturally relevant critical teacher care. I will then discuss how I intend to incorporate the practice of UDL and DI into my instruction to inform my classroom culture of care and culturally relevant teaching.

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate