Teacher Reflection

1. What went well today? Provide 3 specific examples of children’s actions/comments that occurred during self-selected activities. What evidence do you have for your conclusion? DO NOT use the words, “loved, liked, enjoyed;” rather describe the evidence of children’s reactions to the learning experience.

I found the parent panel very informative – I loved being able to hear from parents about their opinions on important school related subjects such as new teachers, multicultural education, and homework. Personally, the most interesting aspect of the panel was listening to the parents speak about their thoughts on multicultural education. All four parents expressed that they did not see the importance of multicultural education being included in their child’s school curriculum. One parent explained that her daughter’s school has a culture night where families can come dressed up in clothing specific to their culture and bring ethnic food dishes. However, this parent said that she is fine with that being the only multicultural aspect in her daughter’s school. I found these statements interesting due to another class I am currently taking – ED 525 – whose sole purpose is the implementation of multicultural education into classrooms. In the class, the professor stresses how multicultural education is one the most important aspects of a school’s climate; I was surprised to hear from parents who did not agree.

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.

1. After it was all said and done, the presentation was a success in the fact that a good sample of the technology was out to all. The slides appeared to be in a good order that flowed well with the presentation. It was simple and straight forward, and it was in keeping with the technology that I was presenting. Interesting and not so much boring. I like the video clip of the technology that I was presenting. It was a good length and clear audio that was easily understood at the back of the class.

From the begin of the meeting, I would need to meet in a conference area. Rather than the workplace which many could see as a position of train, I would discover a gathering room or utilize the educator's classroom to have the meeting. When we got settled, I would take a gander at the lesson designs the instructor intended to use for the perception. When I took a gander at the lesson designs, I would pose a few inquiries of the educator. The principal inquiries would spin around why the educator picked the lesson target that he picked. The educator would then clarify why the objectives were picked and how the assisted and upgraded the educational programs being instructed. Promote dialog would talk about who the destinations would be imparted and how much time would be spent educating and acing those targets general. The second inquiry would rotate around how the instructor planned the lesson. Contingent upon where in the year the lesson was. I might want to recognize what kind of foundation data would be required and how the understudies did acing that material. The instructor could likewise clarify if they pondered any challenges that the understudies may have. On the off chance that the instructor has thought of a few, how have they adjusted to represent those battles so that the understudies could comprehend less demanding. I would likewise get some information about how the instructor would make the lesson pertinent to the understudies in their present or future lives

Sitting here, I find myself reflecting on the events that occurred in my second year as a classroom teacher. A year that came and went too quickly. A year where emotionally and mentally I was being pushed to the limit. A year where my patience was tested daily by the students that formed the community that was my classroom. A mix that was new, due to the redistricting that our school had put in place for the upcoming school year. A year in which I found my first student of many that I know will always stay in my heart. A student I will always wonder about: Where is he? How is he doing? Has he continued to succeed like I know he can? Has he stayed out of trouble?

For my practicum, I was placed in a sixth grade English and History classroom. Working with two classes of Fargo middle school students proved to be a great learning experience for me. Prior to my first day with them, I had been questioning whether or not I’d truly like to proceed with earning a degree in education; however, now I am certain I do. One of the most valuable lessons I learned through observation and working one-on-one with students, was that everything in the classroom is subject to change, from the physical learning environment to the timeline of the topics covered.

In my position as a vice president of curriculum programs, I visit many diverse educational settings in public and charter schools, both large urban and small rural districts. Daily, I face issues of race, gender, culture, socioeconomic class, and disability. Because I work with diverse students and a multicultural workforce, my reflection regarding powerful social and cultural influences leads me to two different conclusions. The first is that many children in the schools I visit are disadvantaged. They are born into immigrant and transient families and live in communities that rank in the lowest socio-economic strata in the country.

across all the classrooms was the rapport that has been developed in each classroom between not only the teacher and students but the students with each other. It was evident that students are comfortable working in groups and helping each other learn. Students spoke to each other in respectful ways and offered help to each other. The teachers communicated with students in positive and respectful ways that encouraged students’ participation. Another pattern I noticed was that the students were involved in their own learning. There were not teachers giving lectures at the front of the room and students just sitting in desks taking it in. The teachers of this school understand the value of letting the students explore, create, and discover for themselves. There was evidence in each room that the students were taking an active part in their own learning through small group work, independent work, discussion, creating things and using technology. These walk-throughs gave me a view of the school that this is a positive learning environment where students’ best interest is at the forefront.

Question 1. How do you make work more meaningful to your students? What motivators are you currently using with your students? Examine the climate in your classroom. What would you change to make it better?

On September 25, 2017, I was unable to participate in class due to an infection. However, I was able to observe and evaluate the others in class. This opportunity allowed myself to view the students’ body alignment, challenges, and the ability of picking up phrases. Not only did I observe the students, but I tried to imagine myself in the space and wonder what would have been difficult for me.

Pa Xiong’s classroom is room 118 and a couple others that she shares. Room 118 is the Special Education (SPED) classroom. In this room she works with seniors. It is supposed to be CP (college prep) time, but they treat it more like a Resource period. This happens because these students need more help in keeping their grades up than they do anything else. There is always a teacher and a para in this room incase a student comes down to the classroom seeking assistance or support they will find it. Ms. Xiong also has a ninth grade resource class. This class takes place in an eighth grade science classroom. During this class I sit down with a different student every week and we work on getting caught up on their benchmarks (online quizzes worth about ten points each) in any subject. She also has a co-taught English Language Arts class.

Many aspects within the third observation have been previously covered, due to its relationship with the previous observations. Mr. Clark’s classroom is full of diversity. The diversity within Clark’s room is not just of gender, race, and colour, but also in the fact that he teaches a grade three-four split. Through the use of a social environment, the students are brought together. Working at tables does more than simply bring students together to discuss and work on school work, but it also builds relationships and friendships. The social environment builds a community within the classroom, a community in which students can go to each other for help and not simply rely upon the aid of teachers. Although the students can discuss problems

This lesson took place at Lawton Elementary, which sits in Oviedo, FL. The second grade class is predominately Caucasian with a few minorities. In the class, there are 11 girls and 7 boys. The class gets along with one another fairly well. I chose this lesson because the topic was aligned with the timeline of the school’s math book and framework. Furthermore, I wanted to try to add art into the math curriculum because there’s a misconception that the arts cannot be integrated into the math curriculum. I liked this lesson because it seemed like a fun way for students to become creative and to visualize a math symbol in a different way. I like that students can view something in multiple perspectives and views.

so much more. It is important for teachers to be able to think on their feet, readjust their lesson if