Through time and experience, I have learned that behind every great school there is a great staff. A staff that consists of teachers, who not only take a hand but who also open a mind and who touch a heart. Teachers who realize that teaching is an experience filled with guiding, enlightening, empowering, inspiring, and leading with a positive outlook. Therefore, as a future teacher, these qualities have inspired me to become a teacher who wants to gain a special place in my students’ hearts for a lifetime. A teacher who will empathize with my students, respect them, and believe that there is something special that can be built upon. Furthermore, as a future teacher, actively engaging my students and meeting their specific needs are goals in
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I connected this specific element and/or standard to my EDCO 201 field experience. During my field experience, I had to do the following: work with an ELL student to understand his strengths/weaknesses, come up with a plan to better asses his needs, use various strategies and/or teaching methods, and determine the effect in which the plan/strategy had upon the student. For instance, my student had trouble with his listening/reading comprehension skills. Therefore, as the teacher candidate, I decided to work with the teacher to design and/or implement a plan in order to better assess this specific need. This plan consisted of splitting the class into groups, reading aloud to them and slowly teaching them how to form a great introductory paragraph. This plan also consisted of them using peer reviewing, which required them to listen and be able to comprehend what the student was writing about in his or her argumentative paper. After the plan was implemented, I allowed a one-on-one meeting with my student to determine the progress in which he made. This allowed me to discover new ways in order to help and/or better assess my student in the future or someone who requires the same attention. Also, this experience influenced my perception of teaching greatly. For example, as a result of student learning progress, …show more content…
I connected this specific element and/or standard to my EDCO 201 field experience. During my field experience, I observed some of my host teachers do the following: give students assessments, grade assessments, and use the results from the assessments to better assess the students. However, throughout my observation and/or assessment, I noticed that very few of the teachers use assessments to determine the impact upon learners. For instance, at the beginning of every math class my host teacher gave each student a diagnostic assessment. Then, she would teach the lesson and following the lesson give students several questions to work on together in a group of two. After they finished working together, she gave the students a summative assessment to complete as an exit slip. Another example, in my science class, the host teacher did not give any diagnostic assessments, she just gave a formative assessment at the end of each week and summative assessments every 2-3 weeks. This experience influenced my perception of teaching as well. This experience showed me that not every teacher teaches the same way nor do they assess their students the same way. As a result, I believe teachers should work towards better assess their students’ needs
I connected this specific element and/or standard to my EDCO 201 field experience. During my field experience, I had to do the following: work with an ELL student to understand his strengths/weaknesses, come up with a plan to better asses his needs, use various strategies and/or teaching methods, and determine the effect in which the plan/strategy had upon the student. For instance, my student had trouble with his listening/reading comprehension skills. Therefore, as the teacher candidate, I decided to work with the teacher to design and/or implement a plan in order to better assess this specific need. This plan consisted of splitting the class into groups, reading aloud to them and slowly teaching them how to form a great introductory paragraph. This plan also consisted of them using peer reviewing, which required them to listen and be able to comprehend what the student was writing about in his or her argumentative paper. After the plan was implemented, I allowed a one-on-one meeting with my student to determine the progress in which he made. This allowed me to discover new ways in order to help and/or better assess my student in the future or someone who requires the same attention. Also, this experience influenced my perception of teaching greatly. For example, as a result of student learning progress, …show more content…
I connected this specific element and/or standard to my EDCO 201 field experience. During my field experience, I observed some of my host teachers do the following: give students assessments, grade assessments, and use the results from the assessments to better assess the students. However, throughout my observation and/or assessment, I noticed that very few of the teachers use assessments to determine the impact upon learners. For instance, at the beginning of every math class my host teacher gave each student a diagnostic assessment. Then, she would teach the lesson and following the lesson give students several questions to work on together in a group of two. After they finished working together, she gave the students a summative assessment to complete as an exit slip. Another example, in my science class, the host teacher did not give any diagnostic assessments, she just gave a formative assessment at the end of each week and summative assessments every 2-3 weeks. This experience influenced my perception of teaching as well. This experience showed me that not every teacher teaches the same way nor do they assess their students the same way. As a result, I believe teachers should work towards better assess their students’ needs