Meta-Reflection EDU 6171

Meta-Reflection using one of the Program Standards

     Through adherence to Program standard 2.2 Engaging Students in Learning it can be observed that ‘Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.’  It is imperative for a teacher to design lessons that engage students and encourage higher order thinking.  For me, the goal is not only to give my students a superficial glance at the content but to push them to relate the material learned to their own life experiences and to increase their internal desire for more details on the subject matter.

     Recently in EDU6171 I completed my edTPA preparation assignment which was a mock Task 2 commentary.   I completed this task in accordance with the Science TPA handbook.  As I worked alongside my mentor teacher I was able to better understand my current utilization of the above program standard and where I would like to go with it as well.

     The edTPA Task 2 commentary allowed me the opportunity to closely analyze my own work as a teacher.  I filmed a group of 8^th graders at my current assignment (a small private school). They had just completed an investigation in which they utilized the scientific inquiry process.  My students were sitting down to complete a final analysis and were being pushed to relate their findings to a similar experiment conducted my some US cosmonauts on their latest mission.   

     The edTPA Task 2 preparatory assignment was invaluable for me as both a student and a teacher.  This was the first time I had stepped back and reflected upon my teaching style in such a critical way.  I took time to question how well I was doing at engaging my students with their learning objectives and whether I was using the right tools to do this or not. 




     The above clip from my Task 2 assignment is an excellent demonstration of how I was able to engage my learners with appropriate material that encouraged them to think deeply about what they were learning.  Through our previous lessons, these 8^th graders had the tools needed to sift through the article presented to them.  They were able to read in a manner that brought the text to life and expanded their thinking on the topic at hand.   

     The techniques that they have been taught this year have important implications for their future as learners.  My intent has been to teach them to read nonfiction material of any form in a manner that makes the content come alive.  I want them to not just memorize facts or accept the authors words as truth but rather, my hope is that my students will read with a critical eye and a thinking heart. 

As I continue to grow as a science instructor, I imagine myself becoming more equipped at relating real-life happenings to the text book science I am teaching.  At this time, I am teaching middle school students.  This age group tends to always ask the questions, “What does this matter to me?”  When I am at my best as a teacher, I will have a pertinent answer to give them.  That is my goal; to engage my students and help them understand that yes, this science is important and does matter.  It is the stuff of life!

Reflection of Program Standard for EDU6134 Professional Issues /Abuse

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

                                                                                   

This program standard is an important one.  As educators, we must be willing to both give and take advice from our colleagues in order to better our practices as teachers.  Teaching is not a profession to be kept within a bubble (or single classroom).  There is always some idea, concept, or understanding that can be implemented for improvement.  By opening our doors and inviting these opportunities for growth into our classrooms, we are giving the gift of what learning truly is to our students.  The acquisition of knowledge or skills through experience, study, or by being taught, that is learning and that is a goal for that we need to carry within ourselves and share with those for whom we teach.

          Although I am currently the teacher of record at a small private school, my mentor teacher recently presented me with a wonderful opportunity for collaboration.  She invited me to co-teach both in her classroom and in mine.   We both teach the same group of students and know them well by this point in the year.  Our goal is to learn from one another the best way of reaching our students.  We have spent time observing one another’s classroom placement ideas.  We have discussed who works best together for group work.  We now are going to do a little bit of team teaching.  This should be a great change for the students and a way to give us both new perspective on teaching.  I am looking forward to this opportunity and I appreciate my mentor teacher going the extra mile to make this happen.

          Per Harry Wong, “Professionals do not work alone; they work in teams.  When teachers meet in teams to focus on a problem, they become part of a unit that will work with students who are in need of help” (p.334, 2006).  This is a valuable paradigm to teach by.  At our recent end of trimester parent teacher conferences, my teacher team and I sat down together with our parents (and in some cases the student as well).  This was such a wonderful balance of ideas.  We could tailor what was appropriate to share without overwhelming our parents and we could collectively decide on the key take aways we wanted to endow upon each family.

          As I have learned firsthand in my teaching experience and conceptually through my SPU courses, “Collaboration is the most effective way for teachers to learn” (p.334, 2006).  For me, growing in the profession of education will not occur unless I surround myself with those who are willing to share and grow alongside me,

References

Green, C. A. (2006). The first days of school: How effective teachers teach classroom management.

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Learning Environment Blog Reflection

For this Blog Portfolio reflection, I was able to observe a middle school religious studies course.  The instructor informed me that she is trying to incorporate moral teachings into her curriculum this year as a means of promoting discipline through self management.  I have used this opportunity to analyze category “5. Learning Environment: The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.” of the Internship Performance Criteria, (IPC), more specifically I have chosen to reflect on 5.1 Component 2a: Creating an Environment of Respect and Rapport.

I appreciated the opportunity to sit in this rowdy class of 35 mixed grade middle school students.  From the start of my observation, it was obvious to me that the instructor had developed a safe zone for her students, one in which they felt comfortable to share their ideas and contribute in a positive manner to the classroom dialogue.  The lesson was entitled Character Building, and the instructor explained to the students that she would like to help them become self-managers with high moral character.  She defined the concepts of morality and character.  Students raised their hands to give personal examples of good character.  I liked how she avoided dwelling on bad character and rather encouraged the discussion toward the good character we are all aiming to attain.  The instructor went on to explain that over the course of the school year students would be analyzing numerous different branches of good character, today the focus was on kindness.

Per Fay & Fink (1995), …to have a class of kids that you know could be left for a time and would honor your request to work… something more powerful than external enforcement must exist.  That something consists of internal controls and values.  They are much more powerful” (p.65).  This thinking is in line with the philosophy of this religious studies teacher.  I saw that she sincerely wanted to help these adolescents mature into young adults with strong internal values.  She passed out a paper that was placed in a plastic protective cover and had all of the students insert it in the front of their binders (please refer to picture below of bulletin board).  The paper was entitled Kindness and it not only defined kindness but also gave examples of how to be kind.  After a lively discussion students lined up and walked down the hall to their new “Kindness Graffiti” wall.  This was such a wonderful idea.  Students were encouraged to stop by this hall whenever they witnessed kindness from others or if they felt they had done a kind deed and post it on the wall.  Paper and pens were provided.   The students loved the idea of including their own thoughts on this wall and were clamoring to get the opportunity.  My photo is of the second day, already there are several “kind notes” posted.

This teacher's strategy seemed to be quite effective in making the students think at a higher level of consciousness.  I am not sure if it will act as an end all be all for curbing poor behavior or even unkind behavior, however, I think it will cause many students to at least reflect on their behavioral choices, the choices of their words, and the way their behavior effects those around them.  This instructor really had a heart of gold and her interactions with students reflected genuine respect and caring for them as individuals. The students openly shared some painful acts of being treated in a not kind manner and some even admitted to having not been kind with regret.

Fay, J., & Funk, D. (1995). Teaching with love & logic: Taking control of the classroom. Golden, CO: Love and Logic Press.