Content Knowledge
Human Development and Learning
Diversity
Planning for Instruction
Learning Environment
Instructional Delivery
Communication
Assessment
Collaborative Relationships
Reflection and Professional Growth
Professional Conduct

Content Knowledge

It is imperative for educators to know their content in order to teach it.  Information is best conveyed when it captures the interest and relates to the lives of students.  By tailoring activities to student interest and lives, lessons become more intellectually and emotionally engaging. 

 

As a student teacher, I have tried to assign work that relates to their interests or previous knowledge, and I have tried to share my enthusiasm with my students.  One thing I am passionate about is plate tectonics.  When I shared my information with students, they were captivated because they understood how the concept affects the way the earth they live on is formed.  They were amazed at how plates shifted to form mountains and rift valleys, and they were even more amazed at how passionate I was… and they loved it! 

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Human Development and Learning

As an educator it is my responsibility to reach the needs of every student in my classroom.  This means that I need to challenge everyone from gifted students to resource students and everyone in between.  The main key to providing meaningful instruction to each student is differentiated instruction. 

I often try to do this by reaching my students' multiple intelligences and altering activities.  This may include doing hands-on activities in small groups or in partners.  These different experiences allow for intellectual and social growth. 

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Diversity

Through my student teaching experience, I have truly learned much about the various ways children learn and feel successful.  I have challenged myself to reach each learner: for auditory learners I have had students listen to books on tape, for linguistic/verbal learners students have performed reader’s theatre, and for kinesthetic learners students have practiced writing spelling words in shaving cream.  I have realized that these various activities not only interest students, but provide them with chances to learn their own strengths while learning the material.

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Planning for Instruction

When I began to plan lessons at the start of student teaching, I quickly learned the importance of correlating my plans with not only curriculum goals but the needs of my students as well.  I used a lesson plan format which accounts for opening and closing procedures as well as assessment and differentiated instruction.  This format allowed me to explore what I can do as an educator to reach the needs of my students and provide them with an engaging lesson.

I also learned that in order to be an effective educator, one must be flexible!  I have changed my lessons in a single day’s notice upon realizing my students did not comprehend the information.  Instead, I have used my week’s lessons as a general guideline, adjusting and adapting my plans and instruction as needed. 

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Learning Environment

My personal goal is to create a classroom that is a positive and safe environment for every learner.  I believe that in order to achieve this type of environment in where learning and productivity may prevail, it is important for teachers to exhibit the four “C”s: consistency, clarity, consequences, and compassion. 

 

In order to create this type of environment in my classroom, we use a token reward system.  Students know that they have five sticks for every week.  Students may lose a stick during the course of the week for inappropriate behavior, incomplete homework, or not following the class rules.  If students still have three sticks by Friday, they may participate in Friday fun.  We also provide positive reinforcement such as candy, lunch with the teacher, score cards (following our school wide behavior system), and praise. 

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Instructional Delivery

Through the course of my internship I have learned many instructional strategies.  I often plan lessons in which I begin with whole class instruction and then proceed to small group work or one-on-one instruction.  This allows me to track the progress and comprehension of my students more clearly.  It is my goal to provide instruction that challenges each individual student and helps them reach their full potential. 

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Communication

Home life and family greatly affects students.  It is my belief that contact with parents needs to be made early and often.  Contact should be made not only in negative instances, but in positive instances as well.  Just as a relationship needs to be developed between colleagues, between student and teacher, one is needed between teacher and parent.  When there is support inside and outside of school, students are generally more successful. 

 

I have made contacts with the parents of my students during this past year.  My first contacts began at parent teacher orientation at the beginning of the school year.  Since then, I have communicated with parents via the phone, notes, conferences, and through newsletters. 

To see a newsletter sent home please click here.

 

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Assessment

 

I have used many different forms of assessment during the course of my student teaching.  I have given tests, quizzes, writing prompts, reflections, checklists, rubrics, observed students, and assigned authentic assessments.  One authentic assessment that students completed was a photo album book report.  In this book report, students picked four main events from the story, illustrated them for pictures, and wrote captions containing information of what was happening and why it was important.  Students worked to mount the pictures and present an appealing album.  Students later turned in this album in their novel folder along with other worksheets and projects.  The final folder was collected and graded on a checklist. 

Please click here for a copy of the checklist that students used and were assessed on. 

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Collaborative Relationships

As an educator, I have responsibility towards not only my students and the community, but towards my colleagues as well.  It is my firm belief that having a supportive, positive staff and administration makes a difference in the environment of the school for employees and students alike.  Professional responsibility encompasses working well and collaborating with other teachers and support personnel as well as participating in professional development meetings. 

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Reflection and Professional Growth

Reflection is a vital part of teaching.  Without the ability and willingness to assess one’s own strengths and weaknesses in teaching, along with student comprehension, the teacher does a disservice to the goal of teaching.  Reflection allows teacher and student alike to prevail and learn from past experiences. 

 

I have made reflection a part of my routine.  I find that if I am not reflecting on what I can do to make a lesson more interesting, more motivating, or containing more information and exciting facts, that I am not working to my full potential.  Often after teaching a lesson I ask my mentor teacher for any suggestions she may have to improve my teaching and/or my lesson.  I realize that reflection is needed by me and others to truly learn how to improve.

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Professional Conduct

Professional conduct encompasses dress, communication, language, and in general being a positive role model to students.  I feel that during the course of the school year I have been able to act in a professional manor with students, staff, and parents alike. 

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