Reflection Of My Teaching: Critique, And Individual Needs

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

Gifted students should be provided advanced opportunities to be challenged, to experience both success and growth, to develop higher level study, creativity, and productivity. To develop their interests and talents their individual characteristics, needs, learning rates, motivations for learning, cognitive abilities, and interests must be taken into account. Differentiation can be included in the curriculum by incorporating acceleration, complexity, depth, challenge, and creativity. Students can also be given fewer tasks to master a standard, use multiple resources and higher-level skills, conduct research, develop products, make cross-disciplinary

Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

In my work place, I work with culturally diverse families. Most of children speak another language at home, and first experience at preschool setting. My families often same culture as mine, but it is not always have the same beliefs and values. My job responsibility is to learn how to develop positive relationships with diverse families. That means I work together with families, teachers to help children learn the best. Working with families sometimes is difficult to build a relationship with them. I establish a partnership and relationship with all the families.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

Being apart of the teaching field is often overlooked. Teachers don’t get the recognition they deserve. It takes time and effort to even be handed the degree. Working for that degree you have to go through numerous of classes which ends up with hours of studying outside of class. Leaving out the ACT, you have to have a 22 or higher score to be accepted into the teacher school. In my highschool experience, it was a big change for myself. I had an I.E.P at the time and my caseworker was Linda Rich. Not only did she impact my life but she impacted a lot of other teenagers look on schooling. She was a Teacher assistant for two years at Lake Forest High School also, a special ed and mainstream teacher since 1981.

Please think about and answer the following questions about your lead teaching experiences. The answers should be thoughtful and reflect the ability to evaluate your instruction. Instructions to clarify some questions are written in italics.

In topic 4 I learned about students with intellectual disabilities, autism spectrum disorder, and severe or multiple disabilities. Intellectual disabilities are disabilities that are characterized by limitations in both intellectual functioning and adaptive behavior. These students may have difficulty with learning and memory and also regulating their behavior. The have a deficit in adaptive skills such as developing relationships and language skills, and taking care of their personal needs. Students with intellectual disabilities often have trouble in areas of reading and mathematics. These students often have trouble with motivation, and often reflect learn helplessness behaviors. Early intervention is key for students with intellectual disabilities.

Over the past 10 years, there has been a dramatic increase in the number of students who have been diagnosed with learning disabilities. I need to be aware of how to help those students who have learning disabilities and teach to the best of my ability. I also need to be supportive and understand not every student learns in the same way which is why it is important for me to be flexible in my own style of instruction. I need to be knowledgeable and patient, caring and kind, as I work with all of my students, regardless of ability. Some students are aware of other students who have special accommodations or extra time on tests. One way I will make it easier for students to understand why

Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my passion and I feel extremely satisfied with every successful lesson. I like to help the society, and teaching gives me a great opportunity to do so. I am passionate about educating my students, so I work with them and motivate them to lead them to find inspiration in learning. I use different strategies to engage them and share with them the knowledge.

Every teacher has their own personal approach towards teaching and learning. It does not matter what your personal approach is to teaching; as long as you are still meeting the requirements of a teacher. Society has differing perceptions and understandings about the teaching profession. In order to develop a personal approach to teaching, we must reflect on our previous educational experiences and highlight how these experiences will shape the teacher. When capturing the beliefs, the concepts of technology use, equality, reflection and pedagogy further highlight the personal beliefs on teaching and learning. To replicate a reflective practitioner, a personal growth plan will expand the knowledge of the pre-service teacher with guidance from the Australian Teaching Standards. As the pre-service teacher, I must start to act as a reflective practitioner by reflecting on the actions taken in the classroom. Learning through reflection allows teachers to engage in continuous learning that can be implemented in the classroom. Primary school learning had the most positive schooling experience; which with the assistance of the Australian Teaching Standards, students of the future can have similar positive experiences.

Below I have listed a little about our class set up, but I wanted to address your specific concerns first. Quincy and I spoke a couple of times over the week in regards to his grade, tests, and the difference in explaining his work versus showing his work. He took the test online and had a scratch paper to show his work. I require students to show their work for all problems so after he finished the test he went back and began the process of explaining his work. We talked about how showing his work as he goes might allow him to recheck his work prior to submitting it. His explanations were great they helped him identify errors after the fact. Your email spoke directly about a question where he missed a negative sign, the question was about understanding integers and using integers to represent situations. The question did have two parts and I believe he earned partial credit.

I believe a successful learning experience is engaging and valued by the students. I believe students’ will value what they are learning if they believe what they’re learning is relevant. Relevance is important to teaching and learning because it is directly related to student engagement and motivation (Frymier & Schulman, 1995; Martin & Dowson, 2009). Marsh (2008), states a positive classroom environment provides a sense of security, community, belonging and identity (Marsh, 2008). Based on my experience as a practicing teacher, I have found establishing clear expectations within the classroom assist in maintaining control and discipline, to create a safe learning environment (Fatt Hee, 1996). I believe within all classrooms, students’ diversity should be valued. This creates a discrimination free environment and ensures students feel safe and included (Philips, 2010). According to Stanford & Parkay (2007) students are more engaged in class when learning experiences are satisfying, challenging and friendly.

“A great pleasure in life is doing what people say you can’t do” These exact words come from my own perspective. These words mean something by stating that people have pleasure in doing something. This quote was burned into my mind so deep that I'll never forget the thought of this arrogant teacher. Devotion and talent had made a significant impact on overcoming this challenge.

While going through the education department, I have spent many hours in the classroom that will never show up on my resume. My mom is a teacher, and because of that, I have spent countless hours helping in her classroom and on field trips. Furthermore, through my connection with my former middle school and high school teachers, I have gone back to shadow the many times. I have spent a lot of time in their classrooms simply watching them teach. In the spring of 2016, I took a semester abroad to the Philippines. While I was there, I was able to help out in different English classes throughout the middle school as well as, teach a night class for older students and young adults; this class met three times a week. Through my Teaching in Secondary School class, I went to on of the local middle schools here in Kalamazoo. At that school, I spent time with a student and help her develop her writing skills. These are the kinds of experiences that you will never see on my resume.