Final Reflective Essay on Teaching and Learning
Upon completion of my four months
of student teaching I have grown both as an educator and an individual. Student
teaching has fanned the fire of my passion for being a teacher and been a light
onto the path of how to become the best I can be. Reflecting on each experience,
the successful and the not so successful, has encouraged me to continue to
persevere and grow from these challenges. Not only did I discover a great deal
about teaching but I also learned a great deal about myself.
In spite of the many daily challenges,
I am ecstatic to say that I was able to attain all of my student teaching goals.
First, I gained a great deal of confidence in my skills and abilities in the
classroom. I discovered that I have an innate knack for providing an
environment of comfort and safety for students to explore ideas and share
insights without fear or condemnation. Every student is ensured an opportunity
to participate and become engaged. The students flourish in confidence and character
as their comments and thoughts are affirmed and encouraged – even when they aren’t
right. Over the course of time, it
was amazing to see the students thrive and change before my very eyes. On the
other hand, when they aren’t as willing or are inappropriate, I need to be more
direct and deliberate about my expectations by using verbs that are clear cut/black
and white so that students are held accountable. I was given several
opportunities to exercise this newly forming muscle by issuing detentions, calling
parents, and writing up students for infractions.
Another goal I had for this time
was increasing student engagement and learning styles. Because the students are
very open with me about where they are at and their level of understanding, I am
able to meet them there with innovative instructional strategies to encourage
creative and critical thinking. I explain the “why” I use a strategy or “when”
the information will be used in life, which is very positive, especially in the
middle school grades. By using varied materials and resources the students become
easily engaged.
An additional goal that has been
met is assessing pacing and time-management. While as teachers we are training
students in content, I have come to understand that we are more importantly
teaching skills, which require a delicate balance of time and attention. While
doing a book study in reading, I found that we had to allow for extra time to
explore the concept of context clues to understand vocabulary, which had not been
a planned part of the lesson. Within the constraints of curriculum and the
classroom, I will continue to work on developing this balance in my own
classroom by continuing to set goals while maintaining flexibility.
In reflecting on other areas of
performance during the past 16 weeks, I have come to realize that I would not “get
it all” in this short period of time. This has taught me to be more gracious and
accepting of myself, and I believe it will have a positive impact on my
teaching. Having wrestled through these challenging moments will help me be
more supportive and accepting of the students when they struggle for understanding.
Additionally, it has taught me that I will recurrently be learning and growing
as an educator. I have learned the value of setting goals and objectives that
will push me to continually raise the bar for my level of teaching and
hopefully, to be setting an example for my students.
Although I had many more learning
experiences during this time, I cannot lose sight of my intrinsic motivation
for becoming a teacher – to make a difference in the lives of young people. I
want my students to know they are important and valued. Every student in my
class is encouraged to speak and be heard; to have a voice and listen to
others. I enjoy challenging students to share their thoughts and then
encouraging them to find evidence and reasoning behind their perspective - to
take a stand for what they believe. This allows for their growth and maturity
as responsible people. As they listen to their classmates and their positions,
they experience compassion and respect for the differences and opinions of
others. This fosters deep analytical thinking and a love for learning that is
critical to becoming active, participating members of a community-and that is my
over arching goal of becoming a professional educator.
Classroom Management
My overarching philosophy toward
managing student behavior is developing and maintaining student relationships.
Any child who knows that you are concerned about them, care for them, and make
time to connect with them throughout the day will be more responsive and
receptive.
However, that does not mean there
will not be a need for behavior modification strategies. My first response is
always looking for a positive behavior to spotlight and bring attention to for
modeling such as “I like how I see some students putting away their reading and
getting out their science books quietly and quickly. We will have more time for
PE later if we keep up the good work!” I take care to not make it sound as
though I am a personal cheerleader for another student but definitely a
supporter of the positive behavior they are displaying and the benefits to the
group if they all participate. I try to look for ways to keep everyone moving
along between activities, busy hands are happy hands (that don’t get into
mischief along the way).
If a student were talking with a peer when
another student is speaking, my first response would be a non-verbal cue such
as a “shush” sign. Perhaps I would walk over near to where the student is
seated and stand closer for awhile. I have found that often times; just my
nearby presence will help them maintain their self-control, whether it keeps
them from being swept away with foolishness or if I just provide them with a
sense of calm. Sometimes students just need reassurance that you are being attentive.
Another tactic that works well is to
redirect student focus with a quiet reminder of the task at hand such as “I
need to see you writing your answers down right now.” If several students are
distracted and murmuring, then speaking to the group may be necessary such as “I
need to see everyone writing their
reflections in their journals right now.”
If a student is blatantly refusing to respond
to a direct request, I will direct them to go out in the hall (or somewhere
else away from the whole group) where I can address the student privately.
There I would give them an opportunity to explain why they chose to respond in
this inappropriate manner. Sometimes, it is simply a communication breakdown.
During these times, I feel it is very important to actively listen, and restate
or rephrase what they have said. Finally, evaluate if there is any personal
responsibility I need to take ownership for, and then hold them accountable for
their personal choices. It is critical not to allow the student to shift blame
for their behavior and choices onto someone else.
On
occasion I have found that the student feels that they have been treated
unfairly. Children have a strong sense of justice and if they feel at all
violated, you can quickly become the target for their anger. The simple act of
active listening and a kind, understanding word can go a long way at diffusing a
temper. This is when having trusted relationships with students is invaluable.
Resume
Kellee Young
54 Toews Road ~ Wolf Point, MT 59201 ~ (406) 392-5509 cell: (406) 942-0375 ~ kellee_young@yahoo.com
QUALIFICATIONS:
· Passionate about learning and teaching, and approach circumstances with drive and enthusiasm
· Exemplary communication skills and maintain excellent rapport with students, parents, and peers
· Perform well under pressure and adapt/adjust to new situations quickly and creatively
· Ability to prioritize and remain focused on the nature of an issue
SCHOOL OF EDUCATION FIELD EXPERIENCE:
Middle School Student Teacher 4th Grade Pre-Service Teacher Grades K-8 Pre-Service Teacher
Frontier Elementary School Bonner Elementary School Lolo Elementary School
Wolf Point, MT East Missoula, MT Lolo, MT
Wolf Point, MT East Missoula, MT Lolo, MT
RELATED EXPERIENCE:
Paraprofessional and Substitute Teacher 11/2006–5/2010
Lustre Grade School and Lustre High School, Lustre, MT
- · Developed and implemented daily lesson plans – HS
- · Administered tests and evaluations, and assessed student performance - HS
- · Participated in faculty meetings and parent conferences -HS
- · Developed and maintained classroom management and kept students motivated- HS
- · Scheduled, directed, and supervised outreaches, performances, and district and state music festival-HS
- · Assisted teachers with group/individual reading, math and science lessons/activities - GS
- · Supervised recess activities - GS
- · Worked one-on-one with special needs students in all subjects - GS
- · Implemented and supervised pre-planned lesson plans - GS
- · Supervised/taught lessons in classroom while teacher worked with other students – GS
Physical Education Director/Instructor – grades K-12 8/1998 – 11/2006
Lewistown Home School Academy, Lewistown, MT
Christian Fellowship Academy, Madrid, NY
- · Developed and implemented physical education program for home school network
- · Organized, directed, and taught weekly lessons and activities
- · Utilized behavior modification strategies to improve conduct and encourage participation
Business Owner/Daycare Provider 11/1988 – 4/1992
Kellee’s Kids, Windsor, CT
· Facilitated and managed, childcare for ages infant to six years old
· Organized and implemented daily exercise and activities
· Planned and prepared daily nutritious meals
· Prepared state required reports for developmental goals and objectives
EDUCATION:
Bachelor of Arts in Elementary Education with Library/Media Endorsement 12/2011
with a concentration in Computer Information Science
University Of Montana, Missoula, MT
Nominated to Alpha Chi National Honors Society
Associates of Science in Business Management 4/1983
with a concentration in Computer Information Science
Asnuntuck Community College, Enfield, CT
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