Teachers are expected to reflect on and continue to improve their own professional practice. On our teaching practice, we are provided with opportunities to engage in professional development. We are provided the opportunities to receive formative assessment on our teaching practice from our university tutors. Based on the feedback given, we analysed and critically reflected both perspectives and develop our learning to improve our professional practice. The artefact displayed the area for improvement.
In her article, Socratic Seminars: Engaging Students in Intellectual Discourse, Tredway (1995) she explains that in a Socratic seminar, the teacher is responsible for guiding students to “a deeper and clarified consideration of the ideas of the text, a respect for varying points of view, and adherence to and respect for the seminar process” (Tredway, 1995, p. 28). Since some of the hallmarks of respect include civility, courtesy, cooperation, and accountability, Socratic Seminars provide an excellent opportunity for Language Arts students to learn the art of respect. Furthermore, in the book, Socratic Circles: Fostering Critical and Creative Thinking, Copeland (2005) explains that the questions the teacher develops are not so that students can judge each other’s responses, but so that students can “examine their attitudes, beliefs, knowledge and logic” (Copeland, 2005, p. 14). The Socratic method encourages and stimulates dialogue and discussion intended to help students collaboratively and respectfully process information. In using the Socratic Seminar to cultivate respect, it is imperative that teachers “establish guidelines to help students understand their roles and responsibilities” (Copeland, p. 4).
I found it difficult to formulate questions from each level of Bloom’s taxonomy, consequently, I may have devised questions to simple, or unclear to truly evaluate the comprehension of the student. For example, one of the questions I asked was “can you think of extra personal connections to the book?” I mistakenly asked the question in such a way that the student could simply say no (which is what happened). In the text “How to Take Running Records” the importance of comprehension is emphasized (Alphakids Assessment Kit Teacher’s Guide, 2002, p.10). Aiding students as they become critics and analysts of written work is part of the role of the teacher. If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension!
This essay discusses a feedback encounter I had in reference to my teaching and how this impacted my preceptor role. It further explains how I learned from it and how I modified my preceptor practice. Furthermore, I evaluate this experience in reference to the literature. Finally, I consider feedback methods and how they could be applied to my teaching practice. Clinical feedback and its impact As a clinical teacher I once experienced unexpected feedback and this made me more reflective about my practice.
In order to increase my understanding of how students acquire a second language, I observed four class sessions of students learning a foreign language. These classes included French 102, ASL 102, and two consecutive sessions of Engl 99R. The first two classes listed are students learning French and American Sign Language, while the third class is an ESL class. In these classes I observed interactions and methods as a non-participant in order to add to my knowledge of second language acquisition. Reflecting on the sessions, I noticed comparable themes emerging.
In the current decade, students are often encouraged to comment and criticize one’s work. This process is looked as a way to make students think and apply what they had learnt in classrooms. I agree that it indeed provokes students’ thought process and is effective for them to gain better understanding on a certain topic. However, the expectations of criticizing someone’s work had just been raised to a whole new level as they’re actually encouraged to tear apart someone’s work and always having something to disagree with rather than criticizing constructively. During discussions, teachers are often interested to hear students arguing about their own standpoints rather than the actual takeaways from the paper.
Teacher’s English Language Use in The Classroom The teacher has tried to use English as much as possible with her students. She used English when she explained the material and gave an instruction for the students, for example when she asked to the student to ‘listen and repeat after her’, ‘open page 49’, ‘submit your homework’ something like that. In my opinion, it is good enough because indirectly she invites the students to use English. But, sometimes I saw some students who didn’t understand the meaning of the teacher’s instruction, as the result they asked to the other
In a sense, it is like designing a curriculum or even a small activity. Thinking backwards and starting with your objective and reflecting how I as a teacher would be able to guide and scaffold my students to reach the learning objective. Putting myself in the shoes of my students, or my previous primary school teachers to open a wider perspective on teaching. These personal educational beliefs guide myself to work as a teacher and consequently affect my professional identity as a teacher (Akkerman
Introduction: For the past three years working in the education field, I have demonstrated collaborative leadership, critical thinking in addition to ethical and professional practices as a special education teacher. This teacher emphasizes the importance of these three fundamentals in the classroom everyday. Implementing alternative communication methods for students with limited communication is one example of collaborative leadership. I demonstrate critical thinking by creating individualized alternative lesson plans to develop the most effective learning environment for my students. Lastly, I demonstrate ethical and professional practices by taking responsibility of the actions of the paraprofessionals within my classroom.
The leader of a shared inquiry discussion not only prepares the interpretive questions that start discussion, but also regulates its flow. The writers challenge the students with unclear, inaccurate, and contradictory statements. Then, with the students’ answer they will ask for evidence. After the question has been solved the leaders must create another question but one with meaning. Interpretation is the main purpose in an inquiry discussion question because interpretations will be different for every student.
In this school/district, staff development learning methods mirror, as closely as possible, the methods teachers are expected to use with their students. According to the apparent practices of administration, there are two areas that Canby Lane Elementary School excels in Professional Development opportunities that greatly impact student achievement and align with the Standards of Professional Learning: 1. According to Learning Forward (2015), professional learning produces changes in educator practice and student learning when it sustains implementation support over time. Canby Lane administration ensures that support is given over time by utilizing weekly grade level and faculty meetings to provide PD opportunities for professional growth. During these meetings, teachers perform various tasks such as analyze student performance on district, school- wide and grade level tasks as well as conduct vertical team meetings to determine trends in performance among ascending and descending grade levels.
I found the competencies of flexibility and self-control to be essential when working with students with DD. In terms of flexibility, I found it was very important to not focus on unsuccessful teaching approaches and instead try looking at the situation/approach from different angles. For example, I had to change my teaching approach numerous times while supporting J.K. I found with my initial approach, J.K. was constantly ignoring my requests and was very impatient with me. I was forced to try different approaches and decided to stop being overly friendly and start having a more authoritative role.
As they spoke, they expected my classmates and I to follow along and write down what they were saying. This personally made me lose focus and any minor distractions would win over my attention throughout the class. Aside from having to stay concentrated and alert, some teachers would speak rapidly and as a student, it is discouraging to have to ask them to slow down or repeat themselves. Knowing this, my biggest fear is writing too much information or lecturing too often causing a loss of interest to the students. Therefore, I strongly believe that it will be most difficult to adjust myself to the auditory crowd due to reasons of insecurities of time management, lack of interest, and/or focusing too much on my learning