Teacher Reflection

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?

While not every teacher teaches the exact same, there does exist a few, fairly common similarities between those I was able to sit in on. Of these commonalities, there were positives and negatives. Typically, one of the first things I noticed during observations of a “good” class was that from the moment students entered the room they knew what to do. Out of the ten observed classes, eight used some form of bell-ringer that was displayed before and during the ringing of the first bell. Yet, of these eight, only four classes successfully engaged in the bell-ringer. Of these three, there was only one that required the teacher’s full input, which came in the form of reading the question. Even still, the four classes that successfully started off the classroom’s time with learning did so out of routine. The two classes that did not use bell-ringers while I was observing did so voluntarily. One was because the students were to be engaged in a Science project within the class, and the other was because they were expecting to leave to take student yearbook pictures. Excluding the Science outlier, classes that did not start off with a bell-ringer or some form of question/activity at the bell tended not to transition as smoothly into lecture or the next planned activity.

The sixth section was curriculum compacting. This allows students that already understand the material to move on to harder concepts at their own pace. I do this in my classroom using IXL. I think this how is progressive pockets can come in handy, but again, I do not think it should be a file box at the front of the room, but rather assignments from the teacher directly to the student to advance his learning.

This week’s reading continues to give context to what technology integration should be in the classroom. Roblyer equipped me with vocabulary for three types of web-based lessons: Interpersonal exchanges, Information collection and analysis and Problem-solving. While I may not use these phrases with teachers, I will be able to track my coaching in the types of experience I am bringing to the classroom. Currently, I am working with teachers that are collecting information. Teachers are enthusiastically, checking out computer carts for their students to do research on an historical event, a person, or a principal in science. However, reading examples given in the text such as Westward Expansion or Connecting Science Students with NASA Resources, I see that I am going to have the challenge of providing scaffolding from research to web-lessons.

On December 5, 2017, I spent my fifth session with class 3-213. As a prospective student teacher, this day provided me with a plethora of information regarding questioning. For my first few weeks of observation, I focused on the differing forms of instructional planning, assessment, and interdisciplinary instruction. However, this week I listened carefully to the types of questions the teacher asked the students. Mrs. Diaz is truly a remarkable teacher, who carefully plans her questions to execute informal assessments. She uses these questions to measure student performance, while simultaneously stimulating collaborative and encouragement in the classroom. Based on this idea, Mrs. Diaz continuously asks questions throughout the duration

On November 11, 2017 I attended the Victoria Crossroads Council for Math Educators from 8:00 a.m. to 5:00 p.m. This event is hosted twice a year, once during the Fall semester and once during the Spring semester. The conference is hosted by Dr. Barba Patton and Dr. Teresa LeSage Clements. Students in the education program at UHV in Victoria and Katy, come together to present and teach lessons on Science and Math. There is a morning keynote speaker, a lunch speaker, and a closing ceremony speaker the speakers are individuals involved in the field of education that present on topics regarding education.

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.

The role of the teacher is a critical piece when he or she teaches literacy programming because it is evidence of how a teacher view teaching (Izadinia, 2012). If teachers are prepared to address the diverse, and sometimes complex needs, of their students, teachers much understand phonological awareness and embrace it and work toward understanding the application for a diverse classroom (National Early Literacy Panel, 2008). The capacity to understand phonological awareness and its importance in literacy define the role of a reading teacher who produces an environment of learning that is high in quality (Norris, Lucas, & Prudhoe, 2012).

2) Describe a time when you were on a team that was dysfunctional in some regard. How did you address the situation? (Teamwork)

Dr. Karen Lea (2016) stated that aggressive behavior has been shown to grow from overly severe and punitive parenting, association with highly aggressive peers, and heavy viewing of television and film violence. Several of my students have clearly experienced such environmental influences which have led to the development of attention seeking behaviors, violent behaviors, poor attitudes towards school and learning, truancy, and below average academic progress. My students have also faced poverty, close family ties to gang activity, death or incarceration of a parent, lack of parental supervision, abuse, hunger, online bullying, inconsistent friendships, and rape.

My experience was informational. I was able to see how my students are inside the classroom environment with my teacher how they are in art. I was also able to observe another classroom and see how they differ from my class. All of these are completely different spaces where the children act differently. Comparing these different environments provided a unique insight into how these children act differently depending on who is around. Having been with these children a lot now, I have the ability to interact with them and get to know them individually. This helps in my classroom assessments because I am able to differentiate between how children normally behave and what the normal classroom routine is like.

The teacher that I have selected for my interview, is one that I have previously used for an assignment in this class. Mrs. Shore teaches freshman Biology, and is a coworker of mine at the ninth grade academy in which I am employed. Mrs. Shore’s classroom management style is one that is very similar to what I had discussed in my reports over the length of this class. She uses a fun, energetic environment, while at the same time clearly depicting expectations about student behavior. She explained to me that she believes talking with students and gaining an understanding about what type of environment works best for them, and then molding numerous styles together. When discussing discipline issues, she notified me that her most difficult challenge is deciding when to punish a student. Mrs. Shore explained that it is vital to be invested in students and know when grace needs to be given, and when discipline actions need to be taken because students can be adversely affected by their home lives and many other factors. She continued to explain that multiple factors should be taken into account before deciding if a student truly deserves to be punished. Another thing that I enjoy about Mrs. Shore is her classroom environment. When walking into Mrs. Shores classroom students are not greeted with desk, but rather a variety of table styles and around the tables students will find large rolling desk chairs. The setup of Mrs. Shores class is what stood out to me the most. Her tables and chairs provide a sense of comfort while also allowing students to learn in an environment different from the traditional school setting. Mrs. Shore explained that she tries to provide a sense of safety and fun to her students.

Over the course of the semester, this class has uncovered a crucial, behind-the-scenes look of education from the perspective of the teacher. My opinion of teaching from the beginning of the course to end has drastically changed. In my analysis, I discovered at the end of the education 200 course that education can be seen as: frustrating, productive, and rewarding.

All teachers come across and work with students that have different abilities and backgrounds. Due to those circumstances, teachers have to differentiate and adjust their instructions. LaTurner addresses these situations by working with what students bring to the table and meeting them halfway with her knowledge and resources. The curriculum she works with naturally allows flexibility with pacing. She uses books that are leveled and reads books repetitively in order for the students to be successful reading them independently. For students who are advanced can read books with what they need and at the same time love. Laturner also meets with students individually, in pairs, and in groups. She uses guided reading, book introductions, and target skill practice such as letters and sounds when working with her students.

There are many aspects to being a great teacher. Being a great teacher is not only based on academic success of the students, but they make you want to go to school. Teachers help shape the lives of the upcoming generations. How they affect the students affects the world. They play a big role in a student’s lives. One thing about teacher’s everyone should know is that especially on an elementary school level they need to think outside the box. They need to connect with their students and engage them in the activity. As a student, each child is taught by a number of teachers throughout their lives, influencing them in either a positive or negative way.