Personal Reflection Of My Teaching In Middle School

Aside from volunteering and working with young students in a school setting, I have also worked at the Robinson Center as a teacher’s assistant and a volunteer mentor. I have had the fortune of getting hired three consecutive summers as a TA for the Young Scholars Summer Challenge Program. During one of the summers, I worked closely with the class instructor in helping her

I've had the opportunity of working in the Davis County School District as a substitute teacher and as the swim coach at Bountiful High School. I have also spent many years coaching adolescents on a competitive swim team. My experiences have been very rewarding thus far and have inspired me to want to become a special education teacher through the ATP Program. I can't even begin to describe the joyous feeling of knowing that I've touched the lives of the kids-- it is truly priceless. When kids excel or simply say, "I get it," when kids come in and say, "Thanks” or even “You're the best coach I ever had," or "will we have you again" that means a lot. They make me laugh, they give me hugs, they are observant, and most of them just need a little push. They miss me when I'm gone, they try so hard to do what I ask so much of the time. The most amazing feeling of all though is when the kids tell me “they want to be just like me and become a teacher or coach when they grow up”.

As a future middle school teacher, I know I have much to learn. I have to learn how to effectively make engaging lesson plans that meet the academic standards of my content, I have to educate myself on how to efficiently and promptly determine all of my student’s different learning styles and motivation, and I have to learn how to professionally build classroom management and a safe classroom environment, while still developing a sincere relationship with my students. However, of all the things I still need to learn, there is just as much that I have already learned which has helped build and strengthen my beliefs on what I believe a middle school teacher is and my responsibility as such.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

When I was in my first year of high school, I had plenty of space for electives, so I had decided to take keyboard since I had taken it before in middle school and enjoyed it. I enjoyed being in the music wing and being around talented and creative people, so my second year of high school I decided to join the marching band.

I started playing Freshman year, against the odds and the social norm; I am still doing both football and marching band my senior year. I have grown into a more confident, social, and open minded person since I started high school. Accomplishing this time and energy consuming ordeal is what lead me to branching out and doing many more types of activities. Doing marching band and football is an achievement that was worth the hard work and dedication that I have had to put into

My first job in the education field was a teacher's aide through Eastern Temporaries. At this job I worked for the Binghamton school district, and went to whichever class they needed me for at the time. One of my

Though my academic career started later than most, I feel the life experiences I gained prior to becoming a teacher were extremely beneficial to understanding how the business world works outside of education. This has given me an ability to see things in a different light than most teachers who go directly into teaching at a young age. I graduated high school in 2000 and enrolled at Rock Valley Community College in Rockford, Illinois. During this time, I was a manager for a major electronics store. I learned a tough lesson about the ever-changing need for staff in retail and set my sights on becoming a teacher. I graduated with an Associates

I started playing the flute and loved it. I have been in the marching band all four years of high school. I have always been the cheerleader out on the field marching. It is a lot of work to balance both band and cheer. A lot of practices after school between the two, but I didn’t want to give up either. As a freshman I learned to play the saxophone and joined jazz band at school. Sophomore year I learned the piccolo. This year I was awarded Most Outstanding Leadership and also, Most Outstanding Musician for band. I was very

The majority of my work with children and families has been in the school environment. In my field placement within the school system I gained experience in being a part of the schools programs, as well as getting to know administrators, counselors and teachers. I enjoyed being able to work with different schools in one county. I worked with 8 elementary schools, two middle schools, and two high schools. This provided me with the experience to see how schools can operate in many different ways and how there can be a different culture in each school even within the same school system. I took part in IEP meetings and intervention meetings throughout the year. Being a part of attendance meetings was also an important part of being within the school system. As a school social worker I was able to look at a

I've done a lot of volunteering work at my school working with the teachers’ kids . Looking after them

In school, I play the saxophone in the band. I'm thinking about doing band for 4 more years to get an advanced diploma in high school. Many colleges like seeing student doing sports every year, So I want to join the Centreville high basketball team. It's good to show off your talent to stand out, I also competed in many art competitions to test my skills. Showing my interests and talents in many activities other than academics will make me unique and special, and this will allow a higher chance of getting into the top colleges.

I have always loved working with children. I taught hip hop classes in high school and mentored and tutored underclassmen my junior and senior year of high school. When I went to college after my freshman year, I continued to teach underclassmen, in sciences (biology: botany, zoology, human physiology, algebra, statistics, TMI tests). This past spring semster, I did some tutoring with a 3rd and 5th graders both for math.

Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my passion and I feel extremely satisfied with every successful lesson. I like to help the society, and teaching gives me a great opportunity to do so. I am passionate about educating my students, so I work with them and motivate them to lead them to find inspiration in learning. I use different strategies to engage them and share with them the knowledge.

I believe a successful learning experience is engaging and valued by the students. I believe students’ will value what they are learning if they believe what they’re learning is relevant. Relevance is important to teaching and learning because it is directly related to student engagement and motivation (Frymier & Schulman, 1995; Martin & Dowson, 2009). Marsh (2008), states a positive classroom environment provides a sense of security, community, belonging and identity (Marsh, 2008). Based on my experience as a practicing teacher, I have found establishing clear expectations within the classroom assist in maintaining control and discipline, to create a safe learning environment (Fatt Hee, 1996). I believe within all classrooms, students’ diversity should be valued. This creates a discrimination free environment and ensures students feel safe and included (Philips, 2010). According to Stanford & Parkay (2007) students are more engaged in class when learning experiences are satisfying, challenging and friendly.