Rebecca J White
4a Reflecting on Teaching
“[Reflection] is an integral step to improving our practice. Through reflection, we as educators can look clearly at our successes and struggles and consider options for change” (Sanders, United Federation of Teachers).
Journaling is an important tool for reflection and growth in my teaching. Through writing quick, informal notes to myself before and after lessons, I build a record of my thinking that enables later reference, evaluation, and expansion of ideas. This routine and thorough approach to lesson reflection supports continual growth in my abilities as an educator.
When assessments are derived from standards, student results will specify which aspects of the lesson were effective and which need further scaffolding, or differentiated teaching. Beginning with standards, I work backward to create assessments for which the criteria is students’ demonstration of the skill and knowledge of the standard. In this lesson, students demonstrated proficiency of the Virginia Standards in Reading:
11.4.g. Explain how imagery and figures of speech appeal to the reader’s senses and experience.
11.4.i. Read and analyze a variety of American dramatic selections.
11.4.j. Analyze the use of literary elements and dramatic conventions used in American literature.
through steps in a project-based assessment after reading "The Glass Menagerie" by Tennessee Williams.
Students worked in small groups to create products that visually and verbally demonstrated criteria for accomplishment in these standards.
“[Reflection] is an integral step to improving our practice. Through reflection, we as educators can look clearly at our successes and struggles and consider options for change” (Sanders, United Federation of Teachers).
Journaling is an important tool for reflection and growth in my teaching. Through writing quick, informal notes to myself before and after lessons, I build a record of my thinking that enables later reference, evaluation, and expansion of ideas. This routine and thorough approach to lesson reflection supports continual growth in my abilities as an educator.
When assessments are derived from standards, student results will specify which aspects of the lesson were effective and which need further scaffolding, or differentiated teaching. Beginning with standards, I work backward to create assessments for which the criteria is students’ demonstration of the skill and knowledge of the standard. In this lesson, students demonstrated proficiency of the Virginia Standards in Reading:
11.4.g. Explain how imagery and figures of speech appeal to the reader’s senses and experience.
11.4.i. Read and analyze a variety of American dramatic selections.
11.4.j. Analyze the use of literary elements and dramatic conventions used in American literature.
through steps in a project-based assessment after reading "The Glass Menagerie" by Tennessee Williams.
Students worked in small groups to create products that visually and verbally demonstrated criteria for accomplishment in these standards.
Students can take responsibility for their own learning when they recognize the relationship between their products and their progress toward learning goals, in the context of clear expectations.
4b Maintaining Accurate Records
Before beginning instruction, I make sure that lesson goals are presented in succinct and plain terms and I ensure that students understand the measurable criteria that will be evaluated. This means that I communicate clear expectations for every lesson, displaying every class agenda on the blackboard
4b Maintaining Accurate Records
Before beginning instruction, I make sure that lesson goals are presented in succinct and plain terms and I ensure that students understand the measurable criteria that will be evaluated. This means that I communicate clear expectations for every lesson, displaying every class agenda on the blackboard
and reviewing elements of the instructions and the rubric before, during, and after instruction.
A few weeks ago, my English 11 students researched an issue of their choice and wrote persuasive papers, using in-text citations. After introducing the project, students wrote their names next to their choice of issue on a single sheet. Although they were given the option of choosing a topic other than these listed, all students chose one of these listed items. This initial record of student-choice issues enabled me to ensure that topics weren’t overlapping, to see who hadn’t chosen a topic yet because of absences, and to easily facilitate students swapping topics in the first few days.
A few weeks ago, my English 11 students researched an issue of their choice and wrote persuasive papers, using in-text citations. After introducing the project, students wrote their names next to their choice of issue on a single sheet. Although they were given the option of choosing a topic other than these listed, all students chose one of these listed items. This initial record of student-choice issues enabled me to ensure that topics weren’t overlapping, to see who hadn’t chosen a topic yet because of absences, and to easily facilitate students swapping topics in the first few days.
As soon as students chose their topics, I gave everyone a checklist to monitor their own progress and to see what was planned for upcoming days. The checklist further enabled students to go ahead of their classmates, or to easily catch-up if they had an absence.
Students used an online application called Noodle Tools to create citations and note cards for their topic-related resources. While we were working in the library, I kept a paper tracker of student progress in finding resources and building note cards. This paper-based tracker allowed me to easily conference with students about progress, while away from my computer.
Throughout any instruction, I continually monitor students’ verbal and non-verbal feedback, and make instructional changes accordingly. During this research project, students used computers in the library and at home to build note cards in Noodle Tools from books and electronic texts within two databases of the high school library collection, SIRS and eLibrary. Using informal formative assessment strategies, such as generally observing student engagement and participation in research while in the library, I was able to continually evaluate understanding and give direct guidance to students in the moment. Noodle Tools provided me with the ability to formally assess students’ progress in the research, by allowing me to view students’ developing works cited lists and notes. With teacher’s access in Noodle Tools, I was even able to read students’ note cards, showing the facts and commentary they’d written for each text they’d found. I sent messages within the application with guiding research questions, instructions for next steps, and informal feedback about progress.
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At the high school where I’ve been student teaching, student grades are entered into an online network called Synergy. Students, families, and teachers can access their own records anytime and information is continually updated to reflect the most accurate student academic standing. Teachers also use this network to upload lesson materials, so that students are able to manage their own learning in the event of absences or missed assignments.
4c Communicating with Families
Early in October, I participated in an open-house at our high school. The cooperating faculty (CF) and I greeted several groups of parents in our classroom and she gave a short presentation overviewing her English 11 syllabus. She described the goals and standards of the course, and mentioned some of the primary texts we’d be using. After her presentation, parents asked questions and mingled and I had the opportunity to hear many of their interests and concerns. There were several parents who asked about one of the new course options, called Instructional Lab. Those parents were concerned about the level of supervision and progress monitoring that students would be receiving while accomplishing course work independently. A few parents asked about practices and competitions for the Forensics Club, which is coached by my CF. Additionally, we were asked about how students would be prepared for eleventh grade English SOL exams.
Several students in one of our classes have IEPs and work with special educators inside and outside of our classroom. Although I haven’t been involved directly with the parents of these students this quarter, I’ve spoken with our spec ed teacher over the course of the quarter to provide input to IEP meetings. One of our students has moved to this area from another country, and his first language is German, but he’s extremely proficient in English. This student conveyed that he and his family would be returning to Germany soon and that his mother had told him that he wouldn’t need results from the eleventh grade English SOLs to continue education there. I worked with the student, his guidance counselor, and the ELL teacher at our school to ensure that he had what he needed from home so that he wouldn’t be academically penalized for his exemption from this test.
4d Participating in a Professional Community
4c Communicating with Families
Early in October, I participated in an open-house at our high school. The cooperating faculty (CF) and I greeted several groups of parents in our classroom and she gave a short presentation overviewing her English 11 syllabus. She described the goals and standards of the course, and mentioned some of the primary texts we’d be using. After her presentation, parents asked questions and mingled and I had the opportunity to hear many of their interests and concerns. There were several parents who asked about one of the new course options, called Instructional Lab. Those parents were concerned about the level of supervision and progress monitoring that students would be receiving while accomplishing course work independently. A few parents asked about practices and competitions for the Forensics Club, which is coached by my CF. Additionally, we were asked about how students would be prepared for eleventh grade English SOL exams.
Several students in one of our classes have IEPs and work with special educators inside and outside of our classroom. Although I haven’t been involved directly with the parents of these students this quarter, I’ve spoken with our spec ed teacher over the course of the quarter to provide input to IEP meetings. One of our students has moved to this area from another country, and his first language is German, but he’s extremely proficient in English. This student conveyed that he and his family would be returning to Germany soon and that his mother had told him that he wouldn’t need results from the eleventh grade English SOLs to continue education there. I worked with the student, his guidance counselor, and the ELL teacher at our school to ensure that he had what he needed from home so that he wouldn’t be academically penalized for his exemption from this test.
4d Participating in a Professional Community
My mentoring teacher is a published professional poet. She performed locally with a group of artists, including Virginia’s poet laureate, last month and she invited me to attend. It was a brilliant show encompassing a myriad of impassioned perspectives and contemplation about politics, and I had the chance to talk with several other educators there, as well.
Throughout this practicum, I’ve been able to participate in several departmental meetings and one full day of in-service training. These experiences have been highly informative and have provided forums to get to know everyone better. |
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The CF that I work with has multiple engagements in service to the school, such as coaching the Varsity Forensics team and curating and editing the Bridgetown Scroll, an annual publication of student art and poetry. I’ve attended several meetings of the Forensics Club and have helped to facilitate communication between the CF and the students involved in activities. In October, our high school hosted a regional Forensics competition and I was able to sit with the judges and observe several rounds of the Impromptu Speech category. It was fun and enlightening and I’ve gotten to know several students and educators, who I mightn’t have met otherwise, in these academic clubs.
4e Growing and Developing Professionally
Achievement requires more than just a commitment to a plan and a goal, it also requires persistence. Teachers can help students to develop perseverance and other characteristics of success by modeling academic tenacity in their own endeavors. Although I’m near the conclusion of this M.S. in Teaching, Learning, and Curriculum, I am by no means drawing down on my own learning. Within the field of secondary English education, there are innumerable pedagogical studies and strategies yet to be explored, literary cannons to be perused, analyzed, and unpacked for student consumption. In fact, the primary reason my life has turned to the pursuit of a career in teaching, is my love of learning.
I’ve begun cultivating a web-connected learning network in Twitter by following the feeds of multiple professional educators and educational organizations who offer free information about cutting-edge pedagogical research and instructional strategies.
I’ve learned so much from my supervising faculty from Old Dominion University, my mentoring cooperating faculty, and the special education teacher in our classroom. I strive to listen to and implement their suggestions in every aspect of my teaching and learning. Specific examples include the recommendations by my special education teacher that I strictly enforce the school’s "no cell phone" policies and that I curb side conversations during students’ independent activities. Additionally, my university supervisor recommended that I utilize a broader range of questioning techniques, which I have also made great efforts to put into practice. I greatly value these, and all, of the insights and observations that my educational mentors have shared with me over this quarter.
4f Showing Professionalism
The integrity and ethical conduct of teachers is paramount to students’ success. Students must feel that they are safe and respected in their learning environments in order to take risks and realize their own learning potential. Teachers foster learner-centered environments such as this by modeling democratic principles and uniting with students, families and other educational professionals in the goal of every students’ achievement. I’ll work to cultivate a classroom community that invites the collaboration and respects every member. Students will be engaged in learning experiences and demonstrate strong academic results when they are submerged in physically and emotionally safe learning environments with high expectations for achievement, and supportive relationships with peers and adults.
I’ve had the opportunity to respond to the specific needs of a few students. Not that long ago, one of my students who has missed a great number of classes came to me during a planning block to ask about missed assignments. While we were talking, she explained that she was concerned that the other teachers would think that she was lazy or that she didn’t care about passing school. Then, she became tearful and shared that she was worried about how she and her eight-year-old brother would eat for the next four days, until her mother could get food stamps. Fortunately, I was able to connect her with emergency food assistance through the resources at the school. This is an example of one of the ways that teachers can advocate for their students, while in compliance with school regulations.
Works Cited
Sanders, Tayrn. "The Importance of Reflection." United Federation of Teachers. UFT, 2016. Web. 12 Nov. 2016.
4e Growing and Developing Professionally
Achievement requires more than just a commitment to a plan and a goal, it also requires persistence. Teachers can help students to develop perseverance and other characteristics of success by modeling academic tenacity in their own endeavors. Although I’m near the conclusion of this M.S. in Teaching, Learning, and Curriculum, I am by no means drawing down on my own learning. Within the field of secondary English education, there are innumerable pedagogical studies and strategies yet to be explored, literary cannons to be perused, analyzed, and unpacked for student consumption. In fact, the primary reason my life has turned to the pursuit of a career in teaching, is my love of learning.
I’ve begun cultivating a web-connected learning network in Twitter by following the feeds of multiple professional educators and educational organizations who offer free information about cutting-edge pedagogical research and instructional strategies.
I’ve learned so much from my supervising faculty from Old Dominion University, my mentoring cooperating faculty, and the special education teacher in our classroom. I strive to listen to and implement their suggestions in every aspect of my teaching and learning. Specific examples include the recommendations by my special education teacher that I strictly enforce the school’s "no cell phone" policies and that I curb side conversations during students’ independent activities. Additionally, my university supervisor recommended that I utilize a broader range of questioning techniques, which I have also made great efforts to put into practice. I greatly value these, and all, of the insights and observations that my educational mentors have shared with me over this quarter.
4f Showing Professionalism
The integrity and ethical conduct of teachers is paramount to students’ success. Students must feel that they are safe and respected in their learning environments in order to take risks and realize their own learning potential. Teachers foster learner-centered environments such as this by modeling democratic principles and uniting with students, families and other educational professionals in the goal of every students’ achievement. I’ll work to cultivate a classroom community that invites the collaboration and respects every member. Students will be engaged in learning experiences and demonstrate strong academic results when they are submerged in physically and emotionally safe learning environments with high expectations for achievement, and supportive relationships with peers and adults.
I’ve had the opportunity to respond to the specific needs of a few students. Not that long ago, one of my students who has missed a great number of classes came to me during a planning block to ask about missed assignments. While we were talking, she explained that she was concerned that the other teachers would think that she was lazy or that she didn’t care about passing school. Then, she became tearful and shared that she was worried about how she and her eight-year-old brother would eat for the next four days, until her mother could get food stamps. Fortunately, I was able to connect her with emergency food assistance through the resources at the school. This is an example of one of the ways that teachers can advocate for their students, while in compliance with school regulations.
Works Cited
Sanders, Tayrn. "The Importance of Reflection." United Federation of Teachers. UFT, 2016. Web. 12 Nov. 2016.