Reflection For Teachers

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

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.

Carl A. Grant and Kenneth M.Zeichner wrote On Becoming a Reflective Teacher to ultimately question how to become an effective teacher. They reflect on the different principles of teaching, as well as explain how to break these conventions to always give students the best opportunities to learn. They do this while providing examples and suggestions on how to prepare for the unexpected and provide an adequate learning environment. Grant and Zeichner introduce the concept of a reflective teacher as somebody who can use their open mindedness, responsibility, and wholeheartedness to truly implore the children to want to learn.

Over the last couple of weeks, I have noticed a variety of pedagogical decisions my teacher uses. She teaches a lot of her lessons in a whole group setting. Furthermore, within the whole groups settings she teaches a lot of rules and content. For example, the students were reading “The Eye of the Storm”, which is about a storm chaser travelling to Florida to capture and document Hurricane Andrew. She questioned the students about what he does for a living. The students answered a storm chaser; however, the teacher then asked why he would choose a career that is potentially dangerous. One student said, “I think he chose this career because his job could tell us how dangerous the storm is, and he could compare this storm to future storms and

During my internship experience in my school, I had the opportunity of seating in a pre-conference and a post-conference with a new educator who was being formally evaluated. The steps that I took for the observation, reflection, and the sharing of the findings with the teacher are almost identical to what I experienced in my school. However, the evaluation process differs from teachers who are new to the system from those who have been teaching there for years. There is no feedback or expectation for growth for veteran teachers.

During my time in this class I’ve learned a few more interested things about myself education and profession wise. Far as my goals in going for my MBA after this semester was a tough choice, because I didn’t know what career I wanted to go into. However; I realize building my resume, and getting an MBA will not only make me more marketable as an employee but will not close me in a box when seeking employment or having an opportunity to possibly work for myself. This class gave great insight on giving us a chance to share our thoughts on subjects like “Leadership or what is the meaning of GRIT?” it gave a person like me a voice to express my thoughts along with my fellow classmates.

This unit was created with my class from the 16-17 school year in mind. My class last year, as a whole performed above average on almost every indicator. I found myself running across a problem I know that many teachers don’t often come across. I found that for about half of my class the curriculum was not challenging enough, for about one-fourth of the class, it was just right, and for the other fourth it was a little more challenging. I know typically this is the other way around, but I designed this unit specifically to meet the needs of all of my learners.

After reviewing my selected article, taking notes and reviewing my old notes, the author's goal has remained consistent. I noticed that although the author gives brief accounts of what his peers experienced, the main focus is to emphasize how his experience is a big part of the reading. The author's use of words like "I", "I'm", and "I've", place further emphasis on his main goal of getting the reader to recognize his main ideas. Throughout the article, the author also provides the reader with distinct dialogue between the teacher, his classmates, and himself. While reading, I noticed that the author points out how the teacher seemingly spares no expense of being strict on any students, with the author stating that she "belittled" anyone, regardless of their background. However, the author personalized the article by explaining how the teacher would use his work as examples in the classroom.

I came into this class having lived in a developing country for most of my life. In India, I had worked with organizations that that were both for-profit and non-profit. Some stated their social impact focus, while others did not. Even fewer could actually substantiate their claims, and in the the midst of it all, impact measurement was almost an afterthought.

Below I have listed a little about our class set up, but I wanted to address your specific concerns first. Quincy and I spoke a couple of times over the week in regards to his grade, tests, and the difference in explaining his work versus showing his work. He took the test online and had a scratch paper to show his work. I require students to show their work for all problems so after he finished the test he went back and began the process of explaining his work. We talked about how showing his work as he goes might allow him to recheck his work prior to submitting it. His explanations were great they helped him identify errors after the fact. Your email spoke directly about a question where he missed a negative sign, the question was about understanding integers and using integers to represent situations. The question did have two parts and I believe he earned partial credit.

When a teacher starts preparing for a unit the teacher should utilize the Kansas State Department of Education standards. The teacher should also be aware of the schools standards regarding a particular unit. When utilizing the Kansas State Department of Education standards the teacher should focus on the central concepts surrounding the various topic of the different unit plans. Each unit will address different essential concepts that the teacher should address in various ways. Nonetheless, this essay will focus on the content knowledge required to teach a freshman world history class,in particular the age of exploration. The reason I want to focus on this area of the unit is because I was given the opportunity to create a lesson that fit within this unit.

In the opening chapters of my dissertation, I acknowledge the invaluable contribution of my mentors: my committee chair Jelena Subotic and committee members Charles Hankla and Andrew Wedeman. What made my mentors exemplary teachers was their devotion to their students and to their profession. In and outside the classroom my mentors helped me develop my ability to assess, create, and articulate ideas and think independently, which propelled my academic growth. They also developed strong curriculums with the knowledge to support it, set high academic standards, and built trust among their students. My mentors set an exceptional model for me to follow and thus shaped my pedagogical philosophy, which involves teaching my students to think independently, to respect intellectual diversity, and always be open to learn, while I uphold high academic standards in the classroom, never stop learning, and lead students by example.

“The most distinctive characteristic of these very good teachers is that their practice is the result of careful reflection... They themselves also learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time.” (Why Colleges Succeed, Ofsted, Paragraph 19). This excerpt from a paper published by Ofsted resonates with me and I feel it explains the concept of and outlines the importance of reflective teaching well.

Coe writes that spiritual formation involves “[joining] in following my example, and [observing] those who walk according to the pattern you have in us” (Phil. 3:17). In other words, through relationships with their parents, children learn spirituality first from their parents, observing and copying how they deal with issues, walk in a spiritual journey, and more. The parent’s role is to awaken the God-given capacities and desires as they interact with their children so that they can form healthy attachments to God as well.

Session five offered insight to feedback and goalsetting as well as the steps of authentic assessment. In addition, we gained a better understanding of what steps should be taken to respond to FELE promps. We also reviewed and discussed several articles pertaining to classroom inclusion.