Teacher Reflection Essay

When I first got accepted into Stuyvesant High School, I heard countless of rumors stating: “Oh the workload is terrible”, “The competition is so fierce” or “Out of schoolwork, extracurriculars, or sleep: you can only pick two.” I found it hard to let it faze me, since I graduated from one of the most prestigious middle schools. However, the rumors transformed into reality when I stepped into Mr. Nieves’ Freshman Composition Class. The workload at the beginning of the year was brutal, coupled with assignments from other core classes that seem unaware of the workload of other teachers. Reading assignments were a regular, and there were journal entries and occasional quizzes to keep us in line. What made it bearable was the friends I made in that class; everyone had their own opinion about the topic we were talking about, and listening to other perspectives really broadened my horizon and enriched my learning experience in Stuy. Another thing that this class has taught me is the importance of time management, a skill that I will carry on for the rest of my high school career and life. When I choose to sign up for Mr. Nieves’ AP American Literature class in my Junior Year, I was hoping to relive the discussion-based lesson plans and meet more outstanding peers. I was not disappointed, to say the least, reflecting through all the experiences at the end of the course. The lesson plans he laid out for us were an interesting mix between small lectures and class output, and what I

As a practicing teaching, it is responsibility to create and maintain a safe and supportive learning environment for students. Whilst on professional experience at a local school in Cairns, I taught a series of lessons (artefact 4) for a year 8 Health and Physical Education class. In order to effectively teach each lesson, I had to manage the classroom activities and challenging behaviours. I used the ten micro-skills for classroom management to not only manage students’ behaviour but also ensure inclusive student participation and engagement.

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

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

In the beginning of our country school building consisted of one-room schools. All of the students met in a single room. There, a single teacher taught academic basics to several grade levels of elementary-age boys and girls. There was no heating or cooling systems, water or sanitation, or electricity. Now school buildings have over hundreds of classrooms with an individual teacher, heating in the winter, AC in the summer, clean water running through the whole school, electricity, and endless technology.

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

The student obsequiously did what the teacher instructed to do in hopes for a better grade in return.

For this lesson they sat on the carpet in a circle. Mrs. Barger gave them the directions of hands in lap and crisscross. The students followed along right away. Mrs. Barger had the class sing a song called Vowel Bat which helped them work on the vowel sounds. As they were singing the song the students were supposed tap in their office on the vowel whose sound they were hearing. Next, they played a game prior to them playing the game Mrs. Barger had them all stand up and wiggle high, middle, and low a few times and then it was time to begin. The game that they played was simple but the students really enjoyed it. The students were supposed to hide the pom-pom under one of the cups with a vowel written on it. Another student covered their eyes and then had to guess which one it was under and they have to say the correct vowel sound. The rules were discussed as a class such as no cheating, not laughing if someone gets it wrong, and that only Mrs. Barger will be the teacher. As the class was playing the game one girl said the wrong sounds and knew immediately after she said it that it wasn’t the right sound. She then corrected

In December of 2013, I was told that I was not considered for the full-time temporary faculty position in political science on South Campus by Dr. Sonia Nieves because I was not able to teach international relations even though I have graduate level coursework in international relations and Political Science degrees do not specify a focus. I later found out that, this requirement was false and inconsistent with Broward College’s Faculty Credentialing Manual and that Dr. Nieves hired an adjunct faculty member from another campus who had the same degree as me. This left me in the middle of December with no classes for the upcoming spring term despite my ability and record to fill my classes and outstanding reviews by students and supervisors. Dr. Neves also mentioned to me, on several occasions, that it was always a major scheduling “hassle” to be forced to find a downstairs classroom in order to accommodate my ADA needs.

Language Arts: Use the vocabulary workbook (Advanced Vocabulary) to go over and define this week’s words with the whole class. Have students complete Exercises: 1, 3, and 4 independently. When students finish they can work on reading their Accelerated Reading (AR) book. They should all have brought it to class. If they didn’t pleas make a note of their name and have them pick a book off of the bookshelf at the back of the room to read for the class period.

The teacher begins her math lesson with all her students sitting orderly before her. She then explains their lesson plans for the day and reads them a story book that was associated with their lesson. The begining of her lesson was quite effective because she had all her students sit quietly before her with no distraction. Throughout her lesson she had her students participate individually, so they could understand it on their own. Using this method,

Most of my time was spent with two students named Keegan and Bellamy. They both were having trouble learning the alphabet. Because she needed glasses, Bellamy could not see the board or read clearly, and her parents did not realize this until Christmas break; moreover, Keegan is suspected to have a small learning disability and will be tested within the next year. During the first few tutoring sessions, the students matched letters to a worksheet that with the listed letter and a picture (see p. 8 for artifact). They were required to say the letter, make the sound, say the name of the picture, and place it at the correct place on the worksheet. The teacher provided me with the materials, and this activity allowed the students to experience hands on

“Be a reflective teacher. Honestly look at what you do from time to time. Evaluate the purpose of your role as a teacher.” (Robert John Meenham, 2011)

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