Reflection As A Future Teacher

Throughout the lesson, I felt that I was mainly active in the teaching process. As a future teacher, one of my greatest fears is that I would bore my students, so I would always compensate by including activities or “getting out of presenter’s mode.” I feel like this is a strength in terms of attitude and enthusiasm, since it has allowed me to think outside of the box to design and implement activities. For example, the censorship game was actually an original idea that Zach and I came up with based loosely on Taboo. On the other hand, I feel that relying on the same style of teaching can also be a weakness in the sense that I would employ the same attitude towards all students rather than selective students that it would be effective for. …show more content…
Thus, a specific goal that I want to set for myself is that I want to research and study more about motivational types and the transition from extrinsic to intrinsic motivation. Likewise, I know why intrinsic motivation is more effective in the learning process than extrinsic motivation (i.e. inspiring lifelong learners as opposed to bureaucrats), but I feel like I don’t know enough about the gradual process towards intrinsic motivation. Psychologically, I feel like it has to do with achievement in the internal sense by stimulating natural student qualities, like curiosity. On the other hand, I don’t know how to do that, so, for Christmas break, I’m looking to do some research and studies on that …show more content…
In the teaching process, I think that we meld effectively in the sense that we, when improvising, let each another take charge without argument, which would distract the class. However, in the planning process, although everything went smoothly, I felt like it went too smoothly in the sense that there wasn’t room for internal growth or discussion. In other words, we were two teachers that agreed, which did not allow us to experience any moments of clarity or compromise that is often commonplace in co-teaching experiences. Furthermore, it also didn’t allow us to plan as effectively as usual since, being easy, the planning process wasn’t based on multiple perspectives, but rather a single common viewpoint that we shared. For example, when we tested all of the phrases for the activity, we failed to account for the metaphorical perspective that Duce and Britney had in the sense that we assumed all students would simply take each phrase’s literal meaning into mind. One thing that I would change about the activity is that I would make the instructions emphasize the literal meaning over the implied meaning as well as replace “broken heart” (which was too short) with a longer phrase. To improve as a co-teacher, I think that, considering my challenges with this partnership, I should invite my partner or partners to consider an outside perspective on our planning process to ensure that we can reach as