Reflection 4b

What went well? How do you know?

Throughout student teaching, I gained a confidence in myself that is

immeasurable. At the beginning of the semester, I was nervous in front of
students and unsure about lessons, feedback, and grading. Now that I have
had more practice, I know that having good relationships with students help
everyone feel more comfortable. I am also unafraid to draw hard lines for the
sake of reducing behavior problems (no working in the hall, loss of partner
privileges, hall conferences, etc.). These elements have helped daily classes run
much more smoothly. Less time is wasted during studio time and students are
more willing to participate. I have additionally noticed that one-on-one
coaching during studio time is one of the most valuable tools. Without this
feedback, some students will stare at a blank screen all class. However, with
help from me, they begin to take risks and grow as writers. I have seen the
most reluctant writers produce excellent work this way.

What would you do differently? Why?

If I were to do anything differently, I would try out more teaching strategies.

Student teaching is a safe place for me to take risks as an educator, so I wish I
had more tools that I had already put into practice for the next steps in my
journey. For instance, I never tried a Socratic style discussion or a chalk talk.
Oftentimes it is difficult to anticipate all of the roadblocks associated with
different activities ahead of time, so practice would have been useful here.

What were some of your favorite moments in time?

One of my favorite moments was when a student who claimed not to be

writer became so excited about poetry that she wrote a poem at home and
emailed it to me for feedback. Seeing that passion grow in her was
heartwarming!

Another moment I loved was when I helped a student after school with work
from another class. The student was so grateful for the support, and our
relationship became significantly stronger that day.

Finally, I love to watch students discuss peer feedback with one another.
They give one another genuine, kind, helpful, and specific feedback to
strengthen written work. Listening to these conversations excites me because I
know how useful these kind of communication skills will be their futures.

What were some of your biggest challenges/surprises?

My biggest challenge was attempting to motivate apathetic students. Seeing

bright, capable scholars waste their time instead of get work done was
unbelievably frustrating. Even having discussions with these students about
their ideas and how I could support them were ineffective. I am still left
stumped about how to handle these situations.

I was surprised by how many things a teacher has to juggle at once. I knew it
was a job for multi-taskers before, but now I think it is a job for multi-multi-
multi-taskers! Managing students who have various accommodations,
answering questions, keeping track of time, assessing, and monitoring behavior
all at once is challenging. Additionally, teachers have endless paperwork to
completesigning students planners, giving behavior points, completing I.E.P.
surveys, etc. This is on top of keeping track of testing dates, meetings, alternate
schedules, and special events. WHEW!

How has your student teaching experience influenced your evolving

philosophy and personal/professional goals moving forward?

Before my student teaching experience, I was unaware of just how

capable middle school students could be. When I assess their work, I am
often blown away by the quality of writing and thinking I see. My standard
for what is excellent has definitely evolved since this experience. Now that I
have seen amazing things, I will continue to push for this high quality of
work from students wherever I go.

Moving forward, I want to practice more concrete classroom management

skills, and I want to incorporate more formal data analysis into my teaching.
I have some classroom management tools in my pocket; however, I feel like
having a cooperating teaching in the building was always a safety net. I
know that when I meet a whole new group of students and am on my own, I
am going to need to be more direct and firm with my expectations from the
start. This will be a challenge for me, but I am eager to overcome it. I think
that using formal data analysis more often will help me refine my practice
as a teacher and create more targeted forms of differentiation. For instance,
reading assessments might help me create reading groups for students at
their level. I would love to dive deeper into the use of data to help me adjust
instruct and evaluate my own success as a teacher.

In what area of your teaching will you seek additional professional

development? Elaborate.

I am looking to move into the Denver area, so I want to seek more

professional development in Culturally and Linguistically Diverse Education.
Understanding how to support English Language Learners will be essential
to successful urban teaching. If I am not providing enough scaffolding or
helpers for those students, they will surely fall far behind in Language Arts
and consequentially other areas. As a white, middle class woman, I also
might not relate to the unique experiences of many of my students in
Denver. I would love support navigating this difference so that I can form
genuine relationships with students that stem from a place of caring and
understanding, despite our possible differences.

How have you supported struggling and advanced students?

I have supported struggling students through one-on-one coaching during

work time and even outside of class. This individualized, personal feedback
in the moment helped students understand difficult skills and improve upon
work. The regular use of graphic organizer also supported struggling
students. Providing such formulas simplified the organizational process for
these students so that they could focus on expressing ideas.

I have supported advanced students by providing them opportunities to lead

small groups or coach peers. I also gave advanced students feedback on
progress checks that pushes their work beyond the target. Instead of
expecting a formulaic thesis from them, I would ask them to think on a
deeper level and include something insightful as a thread throughout their
essay. Just like with struggling students, one-on-one coaching can help
advanced students grow as well.