The Caring Classroom Reflection

I have discovered that I am gradually becoming a better person whether that academically or personal. I think that a person needs to know in essence what he or

several precepts for teachers by which they must guide their focus. By caring, Noddings writes, a teacher is pursuing, “an education for whole persons,” which, “must address social, emotional, and ethical issues, as well as academic.” (238, Educating Whole People) When teachers present several different viewpoints on controversial issues, teachers do not teach students to be relativistic. Rather, by empowering students to explore and navigate through the issues which are most important to them, teachers will inherently be showing students the importance

Teaching my students to care for not only themselves but also for others occurs through having positive, fair and consistent rules and discipline showcasing love. While listening to each and every student’s needs each of my students feel cared for and loved while teaching them it is ok to express their own feelings and thoughts.

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.

In recalling my favorite teacher, I have questioned many times what it is that I remember about this person the most. In my case, it was that this teacher showed a genuine interest, in my work, in my interests and in my being. As Danielson (2007:28), illustrates, it is only when students remember their teacher’s years later, that ‘students find themselves recalling the warmth and care their favorite teachers demonstrated, their high expectations for achievement, and their commitment to students’. Arguably, the exclusive teacher-student relationship is constructed on the central human need of knowing another person cares, which lay at the heart of student’s development and learning. (QUOTE). While I did not recognize the significance of building relationships with students until, almost two years into my role as a voluntary teaching assistant. I now consider the most essential role that educational practitioners can ensure, is to develop relationships with their students. My understanding is confirmed by Noddings (2005:17) who states ‘caring is a way of being in relation’. Suggesting that perhaps it is not what you teach these students, but rather, whether or not you let them know you care.

I’m always caring and empathetic. I’m caring in that I always try to teach my students with kindness in mind. I’m also kind in the way Geneva Gay describes kindness. I’m kind in that I “care so much” (Rychly and Graves, Pg 45, 2012) that I want my students to succeed. I hold my students to a high expectation (Rychy and Graves, 2012). I don’t believe in good learners or bad learners. I know all my students can learn and succeed. So,I expect all my students to meet the learning objectives and milestones. I don’t except excuses for failure. However, I am empathetic in that I can put myself in my student’s shoes and understand what they are going through (Rychly and Graves, 2012). I understand that my students may expect hardships. I try to work with those hardships and challenges. I know that each student has unique experiences that affect their learning. Thus, I empower my

I think that our current educational system is a false representation of the importance of the nurturing of the potentiality of students. This is brought to light when thinking in terms of the ethics of caring, as the bad practices stemming from the current educational system encourages non-effective teaching methods and unhealthy relationships. However, students play sometimes an unwillingly role in their miseducation as they fail to speak up to explain their needs and wants to their teachers. Therefore, we can conclude that our society remains as prisoners to the past when it comes to our educational system. But we can look towards changing it to follow the ethics of care while reading Carol Gilligan, Michel Foucault, and Nel Noddings. This ethical approach will bring truer methods of education involving nurturing, self-reflection, and a better understanding of the relationships between student and teacher.

Well I’m not sure that I learned a whole lot that's new about myself as of yet, however; what I pretty much already knew about myself has been solidified into even stronger knowledge as to what my strengths and weakness are when it comes to my interpersonal communication ability.

As I reflect over my duration as an educator, I ask myself the question, am I providing the best possible learning environment for every child in my classroom. Through experience, I have learned that through relationship building and everyday experiences which take place in either a classroom, at home, or any other stimulating environment, shape the way children learn. When I think about learning in my class, I think about constant improvement, the importance of professionalism in the classroom, and constant reflection.

After observing in Jihan’s classroom for the Teach phase of this project, my group members and I met to discuss the strengths and weaknesses of the classroom and identify areas that needed support for our selected students. From the articles we have read in class, we know that in order to learn a language a child requires the opportunity to be exposed to the language and hear it used and the opportunity to practice using it. With this in mind, we used the Communication Supporting Classrooms Observation Tool designed by Dockrell and her colleagues to examine the language learning environment, the language learning opportunities, and language learning interactions supported by the classroom and teachers. Overall, we found that Jihan’s

I have been working in Mrs. Bogner’s 5th grade classroom at Columbus Elementary in Edwardsville, IL. The class itself has a mix of different learning abilities, ranging from very low level students to very high level students. Although it is not considered an inclusion class, there are have multiple students in our classroom who spend a majority of the school day in a special resources classroom where they get extra help in subjects such as math, reading, and English, but then come back into our classroom for subjects such as social studies and science. Certain students may go to the special resource class for just one subject, while other students go in for multiple. My CT classifies all of the students in the class into three different level learning groups for each subject: average, which is the normal 5th grade level, above average or high, and below average or low. When picking a student to work with, my CT and I decided it would be a perfect opportunity for me to work with a lower-level math student who struggles with most concepts. By doing this, I would not only be getting my assignment done, but I would also be helping him with the assignment itself and making sure he was answering the problems correctly. After working through the assignment with him, I reported back to my CT about any concepts he struggled with so she could know what he still needs a little extra work on.

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.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.

One of the most difficult things to master while teaching is classroom management. Through my experience I have noticed how easily a classroom of seventeen first graders can get off task, but also how easily a teacher can help guide their focus back on task.