Response to discussion 7
· Every day, I try to look back on what I have accomplished in the classroom and what I can improve on.Evaluating the objectives mastered and those not mastered by the students help me to delve into areas that I need to strengthen my classroom instruction.I can remember teaching a particular lesson in which the students didn’t quite grasp the concept.I don’t remember the contents specifically, however, I know that at the end of the day I had to start doing some research on other ways to approach the lesson and other ways to teach it that would still be engaging for the students.I also addressed any problems that I had with the delivery of instruction and any challenges I encountered with classroom management.I had to find ways to resolve those issues as well.”As the Lifelong Learning UK Standards make clear, reflection is a core component of effective continuing professional development and key to becoming a skilled teacher.Meaning a teacher’s ability to reflect on what, why, and how they do things, and to adapt to develop their excellence in teaching is the one quality above all that makes them good.’ (Spalding, 2020).After reflecting and considering some changes that could be made, I made some revisions to the plan and implemented them the next day. That time, 99% of the students got it. I took into consideration all of the different learning styles and made it work. According to Spalding (2020), “Reflective practice in teaching is arguably one of the most important sources of personal professional development and improvement. Effective teachers are the first to admit that no matter how good a lesson is, their practice can always be improved.”
Congratulations to everyone who successfully made it through the class. Many of us pressed our way through the course with a full plate and achieved the goal. I am proud of you all. This week’s last discussion question prompts us to reflect on our past classroom instructional practice and how we improved it to serve our students. This was my first year teaching, and I was extremely nervous. However, I felt comfortable after getting into the classroom, becoming hands-on, and receiving reflection from experienced teachers. I also made it my mission to build a community-based classroom and allowed my students to share their voices. When I arrived at the school, I was actually their second teacher. I took their feelings and emotional attachments toward the previous teacher into consideration.
When I got into the already ” ready-made classroom,” I continued with the structure of the previous teacher. I hit a few bumps in the road because I thought I was supposed to follow that structure. The behaviors started to get out of hand, and I immediately changed the plan. I changed my instructional practice by ensuring they knew my specific expectations and rules. I modeled every last one. As soon as they got into the classroom, it was go-time. They walked in, grabbed a pencil and do-now paper, and got to work. I provided a daily agenda on the board so that they knew the tasks. I assigned student helpers for each class, and class participation was a must. Before I knew it, my students were settled, and the respect they carried for me started to show. I was so proud. I was super proud of how my students learned and retained information. I listened to their voices and concerns and adjusted my practices where needed. I informed them that we were a little family and united we would stand. Now, it was not perfect but far better than the beginning.
As I reflect over my last three years of teaching a lot of changes happened in my instructional practice. My first year was a traditional classroom session until close to the end Covid-19 put us on a virtual learning. Adapting to how I will deliver to my students on lessons and are they receiving the best quality of teaching from me online. I had parents to reach out to tell me that their child just could not get virtual learning. This is when I started developing modifications with students on how they get mastery on a skill. I started making paper packets for students who did not have Wi-Fi services but there still was a question on how they can get the lecture. For my students that received home packets I started sending a PowerPoint on the lesson or standard I talk about on virtual. Communication with parents during this time also was a great help and to realize that partnership is necessary for my student’s success. Parent involvement in my student’s academic life is essential and even for those parents that did not want to get involved. After all these scenarios that happened in the classroom me reflecting back on how I improved my delivery to my students has been a challenge and development skill for me. I know now that all my students do not learn on the same level and that it is up to me to find out their best method with the support of parents.
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