Evaluating Reflection

I am concern about Krista Cain’s ability to complete the COS 121 5H01 class successfully. I reported she did not have a workbook, which was required for the course; however, she stated that she had purchased an electronic copy of the workbook. I gave all the students a copy of the first chapter, including her with the understanding that they had to have all their supplies by the September 11 to continue in the program. I made Krista a copy of the next chapter workbook; however, she did not turn in the assignment. There has been three tests given and her grades are as following: 84, 79, 76. I give the students time during class to complete all their assignments; therefore, I do not assign them any homework. They receive

As I was rereading my latter to me I wasn’t very clear about my stories and didn’t give enough detail for you to understand. How I wrote my latter to me was mess because I didn’t have someone else or I didn’t spend much time reread. In this class I learn the main ideal and have detail it’s how we know what the stories is about and the main point of tell the stories. I have learn to think outside the box like having connections things and when you have connection with what your read or write then you would have more understands what your talk about.

‘During the winter term, my children were expected to complete yet another set of exams to assess their progress so far. Commonly referred to as assessment week amongst staff, regular subject lessons were abandoned to cater for the conduction of the exams. During the first day, it came to my attention that one of my students was absent and would consequently miss their exams. I approached my key stage leader on the issue and they instructed me to complete the papers with the student when they returned. The week progressed

In beginning my student teaching experience, I was nervous to be teaching LBD Resource at the high school level. My previous high school placement was in a moderate classroom, so I had no idea what I was walking into. I was also nervous because my teacher and I had discussed at my orientation, me beginning to teach on my second day. However, this ended up being a positive experience because I was able to get to know the kids and begin to understand their learning styles within the first few days.

My experience in administering pre-test 2 were very different from the first one because I did not tell them what we were going to do during the lesson, instead I ask them to set quietly in their desk as I passed out the pre-test, once every

“One Chicago teacher told me her principal instructed their staff at the beginning of the year not to spend any class time on social studies or science - until testing was completed in march.... Teachers feel handcuffed and disempowered, and are often forced into acts of creative insubordination in order to maintain their sanity. They spend their days trying to piece together a meaningful educations for their kids despite - not because of - the flood of testing related mandates that come their way.” (2009, XXIV)

Public school districts are being met with increasing mandates regarding assessments. Educators are required to administer a plethora of end of year assessments and formative assessment. For every assessment there is a Code of Ethics we must sign and we must hold all testing materials utilizing security procedures. This means, that while we are held accountable for the content of the test and student performance, we cannot read the test, review the test or take possession of the test outside of the test setting.

The article suggests that the reason this study reached conclusions that differ from previous studies was that “this was the first time students were followed up on their formal test results a year later”.

1. What experience are you reflecting on (class session, project group meeting, particular piece of reading, other)? Give a brief account of this experience.

//I am a privileged person. I am white. I am upper-middle class. I am university educated. I am thin. I have parents who are still married to each other. I have always had some form of part time work since starting high school. I have no student debt. I am straight. I am Christian. I am an extrovert. I have a strong voice and an even stronger opinion. This made a class on inequality difficult to relate to but, if anything, its shown that I lack even a basic understanding of what some of my less privileged peers undergo everyday. Because of my privilege and powerful voice, I found it extremely difficult to express my opinions in this class; I either felt like a hypocrite or I felt domineering thus I took a silent position, attempting to not only understand how some of my peers feel but also, I had never understood how it felt to be unable to share my individual opinions and stories. Although the silence was unintentional, as I went through reading my classmates' posts I found myself frustrated on account of differing opinions or feeling misrepresented without the capability to respond. //Before taking this class I had some exposure to issues of social justice. I took a six-week trip to Toronto in 2014 which focused on the intersections between art, social justice, and Christian culture. While there, I could experience a walk-in lunch at Sanctuary, which feeds over 500 home-insecure people a week and an art class at the Dale which is an organization providing support for

My English 1301 class is coming to an end this semester. This class benefited me in a variety of ways that helped me improve my English as a second language. This course taught me how to be a more responsible student, work as a team, write effectively, edit and proofread essays, create a solid thesis, and, most importantly, how to write a rhetoric essay that will help a person change his way of thinking.

During the pre-test assessment, I clearly noticed that I had not done my job as an educator when trying to find the appropriate pre-test assessment. I noticed right away that there were way too many questions on the page for my student to concentrate. After watching my student fidget and lose focus on what she was working on, it became clear to me that she was becoming overwhelmed by the number of problems on the page. It was when I realized that I decided to reduce the number of problems that she had to complete from nine to five. Nevertheless, despite reducing the number of pre-test assessment problems and the fact that this student is extremely smart for her grade and age along with already having worked on counting money in her classroom, she still missed three of the five pre-test assessment questions.

When I was 10, my family moved back to China (I had attended school in the states from kindergarten through 4th grade) and I started public school. At first, I missed my old friends who all cried when they learned I was moving. However, when I saw my Chinese classmates waving at me and trying to squeeze through the door to greet me, I felt excited to make new ones.

Within the segment, the group member I was able to identify with the most was Casey. I sensed some connection with Jackie, however Casey was more in line with me being able to reflect. In the group she was able to express similar feelings that I have myself. The one word that she said during her dialogue that hit home was vulnerable. Before sharing Casey, expressed that she is unable to express her feeling opening, therefore she keeps her emotions bottled up until they basically eat her up inside. She also mentions the fact, people tend to see her one way and think they know about her. Nevertheless, she must put on facade because she doesn’t think she can truly articulate what she is feeling in an intelligent manner enough for those who judge her. Casey wants to be accepted by her mother for who she is and not for what her mother wants to be. She fears that if she tells her mother about her sexuality, her mother will not love and receive her with open arms. I too have those same feelings of wanting to be accepted by my mother.

The inspiration for Chantal and I’s praxis paper was from Carl Leggo’s article, “Pedagogy of the heart”. As I read Leggo’s ruminations between his prose story and his poetic expression I realized his article read like a praxis paper. When thinking about how to conceptualize this paper Chantal and I were bogged down by ‘in the box’ thinking until we were lamenting on Leggo’s method of narration and expression. I could not help but feel happy when I read Leggo’s article, it was free, honest, and creative, I could literally read the passion of his pedagogy in every word. Leggo would write a portion of his story and what he learned in his prose portion but expressed and connected his next prose with a