Reflection on the Practicum:
Knowledge
As an educator, it is his/her responsibility to engage is knowledge, disposition, and performance on daily bases. Through the duration of this semester in a third-grade classroom, I have acquired new knowledge on teaching. Going into this semester, I thought classroom management was only managing the student’s behavior. Now, I know classroom management is much more than student behavior. The classroom layout is also a huge part of the classroom management. This semester, I had the opportunity to create a seating chart, twice, for the class and see how the chart worked with the students. When placing the students around the classroom the teacher has to account for the position of the desks and if it will …show more content…
I learned it is important to know each of the students based on their learning styles. The teacher must be flexible enough in their teaching styles to meet the needs of each student. Not all students can learn from reading and writing or from a lecture. The learners are individual students who need adequate time with their learning style to thrive in a classroom. I learned the importance of identifying students with learning disabilities early on versus waiting too late. In the beginning of the semester, one student was just starting to get diagnosed with a learning disability. His grades were constantly below failing and during instruction, he interrupted and would run throughout the classroom. Now, the student is on a behavior plan and receives extra time from teachers and the student thrives. I have personally worked with this student through his work and he does better now that he has the one-on-one time with teachers. I have also learned the importance of motivating students to know they can complete the work they think they cannot. Positive reinforcement and motivation to complete the task at hand have helped students in the classroom to understand how much they actually …show more content…
Most of the instructional strategies I have seen used are students reading aloud or popcorn reading and then in a group answering questions on what they have read. Through the observations I have seen this strategy does not work with all of the students. For the higher students this method of instruction works, but for the lower students, they stop following along and cannot answer the questions. Most of the students leave the room when they have to read or read quietly so the teacher calls on someone else sooner. These strategies I have seen do no work because the students miss all of the important information. When the students have the opportunity to turn and talk in guided reading they seem to understand more and do better with the
Knowledge
As an educator, it is his/her responsibility to engage is knowledge, disposition, and performance on daily bases. Through the duration of this semester in a third-grade classroom, I have acquired new knowledge on teaching. Going into this semester, I thought classroom management was only managing the student’s behavior. Now, I know classroom management is much more than student behavior. The classroom layout is also a huge part of the classroom management. This semester, I had the opportunity to create a seating chart, twice, for the class and see how the chart worked with the students. When placing the students around the classroom the teacher has to account for the position of the desks and if it will …show more content…
I learned it is important to know each of the students based on their learning styles. The teacher must be flexible enough in their teaching styles to meet the needs of each student. Not all students can learn from reading and writing or from a lecture. The learners are individual students who need adequate time with their learning style to thrive in a classroom. I learned the importance of identifying students with learning disabilities early on versus waiting too late. In the beginning of the semester, one student was just starting to get diagnosed with a learning disability. His grades were constantly below failing and during instruction, he interrupted and would run throughout the classroom. Now, the student is on a behavior plan and receives extra time from teachers and the student thrives. I have personally worked with this student through his work and he does better now that he has the one-on-one time with teachers. I have also learned the importance of motivating students to know they can complete the work they think they cannot. Positive reinforcement and motivation to complete the task at hand have helped students in the classroom to understand how much they actually …show more content…
Most of the instructional strategies I have seen used are students reading aloud or popcorn reading and then in a group answering questions on what they have read. Through the observations I have seen this strategy does not work with all of the students. For the higher students this method of instruction works, but for the lower students, they stop following along and cannot answer the questions. Most of the students leave the room when they have to read or read quietly so the teacher calls on someone else sooner. These strategies I have seen do no work because the students miss all of the important information. When the students have the opportunity to turn and talk in guided reading they seem to understand more and do better with the