Learning Environment (INTASC Standard #3) Conference: What experiences have you had that are the most

significant to you in your becoming a teacher? I have had several memorable experiences in becoming a teacherI have worked with special education students, students in juvenile facilities with severe behavioral or developmental disabilities, pre-school, as well as elementary, middle, and high school-age students in public and private school settings. Needless to say, I have seen a lot in terms of classroom environments, teaching styles, student scenarios, and learning needs. However, I think the most significant of these experiences was my time as a site coordinator for the Partnering for Youth program. This is an after school program for students, primarily those with established IEPs who need extra tutorage before state math and reading assessments. These students were also from Title I schools and all were free/reduced lunch students. However, this program wasnt mandatory by the school, but was strongly recommended. Ultimately, it was the childs and parents decision to enroll or not. These students stayed Monday through Friday, 3 to 5:30 p .m. each dayand that is not mentioning their 8 a.m. to 3 p.m. regular school day. What was significant to me was the fact that when several students parents came to pick them up for the day, they complained about leaving! They wanted to stay, and several looked to their tutors (including myself) as strong role models in their lives, because unfortunately, not every child has a constant adult figure at home. Most were able to get their homework done after school versus at home, because no one was there to help them. Similarly, the gym activities, technology activities, and art classes that were also offered were things that the students wouldnt normally get to do or have the resources to at home (such as the computer and some computer programs). After seeing just how much these children appreciated these teachers who stayed long hours after school, how excited and motivated they were to enroll in the program, and to see that we (the PFY program) were a supportive, educational part of the childrens lives showed me just how much of an impact I can make in the field of teaching. 2) How might your knowledge bases, skills, abilitiesyour strengthsin your work in areas outside teaching be transferable to your teaching role? What personal strengths have you developed from life experiences that might also be transferable to teaching? I think one of the biggest strengths I have is my experience in schoolI am can empathize with my students, because I once was (and technically still am!) a student as well. I know the rigors of family life, chores, part time jobs, the stress of SATs, college applications, up til midnight homework sessions, sports, etc., all while getting up each morning to get to school by 730 AM every day. I can empathize because I once had to manage my time and stress levels to get everything I needed to accomplished, and I feel that my experiences help me in giving advice to my students for time management. For past projects, I have given not only rubrics, but suggested timelines for completion. I did not have one teacher in high school supply me with a timeline for any project. I feel that

although I am a pretty good time manager and didnt necessarily need these, they would have been extremely beneficial to some of my peers. Although I believe in promoting responsibility to my students, I feel that timelines arent elementary and can help anyone, a student or not, plan their time more accordingly. Similarly, I feel that my personal strengths, such as patience and assertiveness, are naturally transferred into the classroom. I do not change who I am in or out of the classroom, so my personality and strengths do not differ. I think this is very important (not differing personally or as a teacher) as a strength as well, because consistency will help students know who you are as a teacher and what to expect from you at all times. 3) Which of your strengths (personal and professional) do you most identify with and why? How might you carry these into your teaching and classroom environment? I most identify with my strength of assertiveness. When I say this, I do not mean I am assertive in a negative way, a yeller, or a drill sergeant, I mean that I am assertive in the sense that the students understand my expectations in the classroom at all times. I most identify with this strength because I am a younger teacher with a small voice. When I observed a high school classroom during my first couple years of college, I was just 19 and the seniors blended right in with me. They did not see me as a teacher but another kid in the classroom that just happened to not be sitting at a desk. Since then, I have worked on my presence in the classroom as an adult and a teacher, and realize that age does not have to impact my effectiveness or success. The students need to know that I am not there to be their friend, but there to be a mentor and an educator. I feel that having a strong assertive presence (be firm, and keep a level voice-no yelling), keeping eye contact, and staying constant in the classroom are important factors not only within the classroom environment, but in my classroom management as well. 4) Describe yourself as the most adept teacher you can imagine becoming when you have hit your stride in this career. I personally hope I never hit my stride, because I hope to be constantly evolving, learning and adapting. Curriculums change, technology changes, and the students that enter your classroom every semester are constantly changing as well. It is important to me not to fall into a trap of a fixed teaching styleI want to stay informed with the most up to date teaching practices, resources and technologies to keep my classroom effective, engaging and differential. However, in terms of becoming an adept teacher, I hope my experience will also help me gain the ability and knowledge to handle all types of situations in the classroom, give students of all learning levels the ability and knowledge they need to be successful, and to be a positive asset to my school district, my colleagues, and my students. In terms of a positive asset, I feel that people could have different reasons for this (such as my colleagues may not have the same reasons as my students); but the reasons I will strive for are: Students: Engaging curriculum, comfortable class atmosphere, patient, dedicated, and fair. Colleagues: Supportive, motivated and constantly evolving.

In the article referenced below, Shimeall, a former educator, believes that one of the biggest factors that separates teachers is their involvement, effort and dedication. (2011) He mentions that the best teachers are those that are involved and interested in their students beyond the classroommeaning that they facilitate after school programs, coach sports, or host educational clubs or tutoring sessions within the school as well. Networking and making a positive influence to all students, not just those who happen to be in your class, is a great way to be an asset to the school. I hope my dedication in becoming the most adept teacher I can will reflect this as well. The little things, such as attending a schools basketball game, or staying twenty minutes after school to give a tutoring lesson to a student who has been sick and absent, or even moderating an after school club can be a positive way to show students and your colleagues that you are a serious educator that wants to make a difference. Reference: Shimeall, C. (2011). What makes a great teacher? Students First Organization. Retrieved from http://www.studentsfirst.org/blog/entry/what-makes-a-great-teacher/