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 is an essential part of creating lessons and activities that are engaging and meaningful. Teachers are a resource for students who wish to inquire about the subject area or topic being discussed, and should have a deep knowledge of the content so that they can answer questions and stimulate discussion. Content knowledge should also be broad enough so that connections can be made across curricular areas, making the topic applicable to students, and therefore concrete.
A depth of content knowledge is something which has not been an issue for me in the primary classroom. I find that the subject areas are basic enough to allow me to focus my effort on making connections across curricular areas. However, when creating enrichment activities for a fifth grade class on the topics of the Revolutionary War and weather, my abilities and knowledge were stretched and challenged. I found it necessary to put a greater amount of time into research and developing my own knowledge of the topics before presenting it to the students. This caused me to be prepared to create a meaningful lesson, answer questions and lead discussions. I was able to confidently present the material give the students a memorable experience. Through this, I learned the importance of content knowledge to implementing engaging, meaningful lessons. I had previously taken it for granted in the primary grades, but after seeing the positive results of research and preparation, I have begun preparing more carefully for lessons in all grade levels.
Click here to view an enrichment activity I created and implemented with a fifth grade social studies class..
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Human Development and Learning
Educators have the important task of providing their students with innovative and engaging learning opportunities on a daily basis. These opportunities are the heart of the school day and should not merely be opportunities, but should lead to the acquisition of skills, knowledge and abilities. It is the teacher’s responsibility to ensure that the learning opportunities they provide do, indeed, have a positive impact on learning. The students should show continuous growth in their knowledge and skills, and this can be monitored through careful assessment of each student.
I have had the opportunity to spend a great deal of time in the kindergarten classroom where I am completing my student teaching, since the beginning of the school year. I started my experience before school began and have seen the tremendous growth the students have achieved throughout the year. With the help of the classroom teacher, I have conducted student assessments in the areas of mathematics and language arts periodically over the course of the school year. I was pleased to find that all students showed growth in several, if not all, areas that were assessed. The initial assessments helped drive instruction by highlighting the areas where most students were struggling and provided information about the needs of individual students. This information allowed us to create goals for the class and to make individualized accommodations for the students who needed more guidance in certain areas. This approach not only made me aware of the diversity in the classroom, but also helped me to be purposeful in my interactions with students.
Below is a student work sample which portrays the typical writing level of the students in the kindergarten classroom where I student taught
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Diversity
It is important to provide students with opportunities for success and challenges every day. I have enjoyed using the Guided Reading model in my Kindergarten student teaching experience. This approach allows me to tailor my instruction for different groups of readers, while providing the rest of the class with meaningful and engaging learning opportunities. I have found that this approach works well in other subject areas, where the students are able to practice and explore concepts independently, and also receive adapted small group instruction within that block of time.
The classroom in which I completed my student teaching experience used the Guided Reading approach for literacy instruction. When planning these “work stations” I made an effort to collaborate with the classroom teacher and resource teacher to create goals and activities that met the needs of all students and reinforced the skills being taught in the Guided Reading groups. I often planned activities that could be modified according to the group or individual. I also learned very early on that kindergarten students cannot always be expected to remember complicated directions. I have trained myself to “think like a six-year-old” in that I must create activities that have no more than three steps and that the steps can be easily modeled or illustrated for the students who have difficulty remembering their task.
Below is an example of a worksheet I created to help reinforce the vocabulary of our Spring Unit.
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Planning for Instruction
Well-planned lessons result in activities that are engaging and memorable for students. Instructional goals are best met when students are interested in the topic being taught. Creative and innovative lessons will capture students’ attention and propel them toward the lesson objective.
In my experience, I have found that creating innovative lessons takes additional time and effort, but the results are well worth it. Creative lessons are engaging and lead students to naturally move toward the lesson objective. One instance in which I made a conscious effort to make my lesson especially creative was in the implementation of my multicultural lesson. In this lesson, my objective was to give students a better understanding of French culture. I achieved this by introducing basic vocabulary, showing pictures of different aspects of the culture, sharing my experiences in France and giving them the opportunity to to try some typical French food. I formatted my lesson in such a way that the students were able to gain a broad understanding of French culture in a short amount of time. The students were engaged throughout the lesson and were truly interested in what they were learning. This experience made me feel as though the time and effort I put into making an innovative lesson led to a rewarding and memorable experience for the students. It taught me to put creative energy into every lesson, not only the special ones, so that every day can be filled with authentic learning experiences.
Below is a photo of a group of students learning more about French culture in the multicultural lesson I presented.
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Learning Environment
I believe that a classroom that supports learning is one that has clear and established routines and procedures as well as an age-appropriate management plan. Routines and procedures give a classroom a sense of structure that nurtures learning. A well-structured classroom in one in which each student knows what is expected of him or her and how they are to accomplish that task. Routines and procedures reduce behavior issues, but when discipline is needed, a clear management plan should be In place. Every student should be aware of the consequences of their actions and those consequences must be enforced.
A classroom environment that embraces respect, rapport, routines and procedures will produce a community of learners that will succeed in their educational, personal, and social endeavors. The classroom climate is an essential tool in fostering student achievement. My Phase I mentor is a wonderful example of a teacher who values a positive classroom environment and puts forth the time and energy necessary to create a supportive and respectful classroom. After having the privilege of seeing her model language, demeanor and actions that sustain this type of classroom environment, I was able to bring those same values into my Phase II placement. I have continued to build relationships with the second grade class that are based in mutual respect. These relationships form the basis of a supportive learning environment.
Click here to view the management plan used in the classroom
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Instructional Delivery
Because technology is becoming more and more a part of our daily lives, it is important to technological resources when creating and implementing lessons. Young learners respond well to technology as a learning tool and are often very engaged in any task involving computers, therefore, educational computer games are a great way for students to practice skills. It is also imperative to give students the opportunity to learn basic computer skills at an early age, since it will play a major role in their future education.
I use technology in the classroom on a daily basis. I write my lesson plans using a template I created in a word processor each week. It helps me to stay organized and focused not only during planning, but also as I refer back to my plans during the implementation of the lesson. The students are also using technology every day. I incorporate educational computer games that allow them to practice new skills into both math and literacy work stations. This type of activity is engaging and motivating to the students. I also had the kindergarteners write their Young Authors book on laptops we brought into the classroom. I was thrilled to have the opportunity to teach the students practical computer and word processing skills that they will use for years to come. Knowing that technology will be a huge part of their lives, causes me to make teaching those skills a priority in the classroom.
Below is a lesson plan that includes the computer workstaions for math and literacy centers.
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Communication
Effective communication is a key characteristic of a successful teacher. A teacher should be able to communicate with students, parents and colleagues both verbally and nonverbally. Each type of communication is unique and should be approached with different mindsets. For example, verbal communication with parents should be warm and empathetic. Written communication to parents should be equally warm, but direct and concise as parents are often very busy.
I have found that one of the most valuable resources a pre-service teacher has is his or her mentor teacher. Both verbal and written communication with these successful, experienced teachers provides encouragement and insight. I reflect daily with my mentor and have found it to be a wonderful experience that is well worth the time and effort. It is a great way to build professional relationships as well as seek advice. I also keep a journal in the morning to prepare for the day ahead and in the evening as I look back on the areas of success and those that may need improvement in the future. As I found in both my Phase I and II placements, it is relatively easy to keep a journal in the beginning when the workload is light and there is plenty of time for observation, but as time progresses, it becomes more and more difficult to reflect on a regular basis. I plan to look back on my journal as I set up my future classroom so that I can implement the valuable lessons and suggestions I have learned this year
Click here to view a parent communication letter I wrote at the beginning of my student teaching experience
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Assessment
Assessments are an important part of the education process because they give insight into what students have mastered, and what areas are more challenging. The information gained from these assessments showcases the diversity in any classroom. This diversity should not only be respected in the way a teacher presents lessons, but also in how the assessment itself is administered. Students should be allowed several different methods of showing their skills, ability and knowledge. The differences in learning modalities also apply to assessments and those differences should be honored.
In the kindergarten classroom in which I completed my students teaching experience, I found that I had to be very creative in how I assessed the students. Although it may have been easier to administer written assessments, it was not developmentally appropriate in most cases. I often relied on informal assessments to gauge how well the students understood a concept. I would often use whole group discussion or one-on-one conferencing to assess their understanding of a text we had read aloud or individually. In math, I used items that were developmentally appropriate to allow students to express their abilities, such as manipulatives, picture graphs and number stamps. These methods allowed me determine a student’s level of understanding without being intimidating or lacking authenticity.
Below is a photo of a bulletin board I created that displayed student writing.
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Collaborative Relationships
I have found that other teachers and support staff are an invaluable resource to me. Their experience and insight is often an encouragement, as well as a source of advice and support. For this reason, I strive to develop and maintain positive working relationships with each of them. I engage in daily, reflective conversations with my mentor and gain important information and feedback from an experienced and successful teacher. I am also involved in weekly grade level meetings and monthly staff meetings. With those staff members whom I am not often in contact with, I strive to be friendly and approachable so that any professional encounters will be positive and comfortable.
I think that taking on a variety of professional responsibilities shows my colleagues that I am passionate about my chosen profession and take this opportunity seriously and gratefully. I have found that my enthusiasm for teaching and professional growth has caused me to be treated as an equal among the teachers and staff. I feel that their acceptance has given me the confidence to take on even more responsibilities. I was able to assert myself in a School Improvement Planning meeting and attempt to clarify the Charlotte Danielson Framework and the difference between activities and performance objectives. My explanation was well-received by the teachers and I was happy to be able to share my knowledge as we collaborated to complete a task.
Below is a photo of me collaborating with other interns.
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Reflection and Professional Growth
Reflection is an essential part of effective teaching. While it does require additional time outside of the school day, the results are well worth the effort. Personal reflection allows teachers to examine the methods and outcomes of specific lessons with the intention of modifying and improving the lesson in the future.
I have found reflection to be an important tool as a pre-service teacher, and can see the benefits it would hold for me in the future as I become more experienced. By reflecting on specific lessons, I feel that it brings a sense of closure to the lesson. So many times, we plan for activities that bring closure to the lesson for our students, but reflection is a way for teachers to achieve that same feeling. While at the same time, it creates an opportunity for dynamic ideas and creative thinking for the future. It allows me to analyze the effectiveness of my techniques and set goals for my future instruction.
Click here to view an example of a reflection I completed after implementing a lesson on the Revolutionary War
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Professional Conduct
As a PDS intern, I realize the importance of being professional at all times. I am constantly meeting new people and networking with other District 108 staff and making a good first impression is essential to my future success. I strive to dress in a manner that is appropriate and professional, avoid the use of slang in my speech and convey a confident and competent demeanor at all times. I feel that it is my professional and personal responsibility to maintain ethical standards and comply with both school and district regulations.One of the unique things about Dirksen is that since there is such a small student population, there are also very few staff members. This makes it fairly easy to build relationships with nearly all of them. I intentionally greet the staff members I see in the building, but I have gotten to know the teachers and support staff that eat lunch in the Teacher’s Lounge a little better than those who have a different lunch time or other responsibilities during lunch. In the Teacher’s Lounge there will occasionally be some negative discussion about students, parents, other staff members or the school. When I find myself in this situation, it is difficult to know what to do. I don’t participate in the discussion, but I do feel pressured to give my opinion or agree with the other teachers in order to “fit in” or be accepted by them. In regards to other PDS interns, I think that if there is a choice of where to sit or who to be in a group with, I tend to stay with people I know I work well with. When in assigned groups, I tend to be intimidated by strong personalities, but once the tasks are assigned, I feel confident to complete my task well and collaborate with other interns.
Click here to see a reflection I completed that focuses on four main areas of professionalosm.
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