Once I figure out a strategy I apply the doing piece, trying and tweaking my approach until I have found an optimized route. Being aware of my learning style is important because not every child will learn the same. As a teacher, I need to be able to teach to everyone. When I placed my learning style scores into the grid, I
The Exceptional Learner Reflection As a teacher, I never know what kind of student will enter through my classroom door. They may be gifted in certain areas, or they could have physical, mental, emotional, or environmental challenges. Each of these situations may make the standard way of learning impossible for them. Learning about the many challenges that students may face helps to equip me with the knowledge I need to teach my students effectively. While this class taught about different exceptional challenges that students may face, I was also reminded of the importance that students are unique and should be viewed and evaluated according to their unique and individual needs.
Hi Jacquey Kessler, I too had some of the same struggles. I also work full time as a manager and found it very difficult taking two classes. I eventually had to switch to part time because I wasn’t satisfied with my learning experience. Since going part time it has been a real stress reliever. I have a little bit more time to enjoy other things in life.
What I learned from her that can make me a better teacher candidate is that I should understand how a student learns. It makes take a while to understand that in the beginning, but if I can get myself in a classroom faster and observe different teaching techniques then I will be an expert by the time I graduate. Not all students learn the same, so as a teacher we must know how they learn and how we can incorporate it in our lesson. Not only understand how they learn, but their gaps as well. We should think about; what can we do help them understand before moving on and how to assess the students.
My current understanding of reflection is that it is taking time to review and think about something you have done. During this reflection time, you may consider what you did successfully, what you could have improved, or you may use the reflection time to revise a plan. As a teacher, I often engage in reflection of my teaching practices and lessons. After a lesson I may jot down notes of what worked and what did not, or write down new ideas that I want to include next time. Another form of reflection that I use is discussions with colleagues.
Some students needs notes taken down but you should always encourage them to try and take their own notes and this can be noted if they are unwilling to take their own notes, you also need to keep track of a student’s attendance so that if it suddenly deteriorates then the tutor or cast tutor can find out why this is happening. Some students will need different coloured paper when doing tests or they will need coloured overlay this is because some students have high lens syndrome. We do this because we are expected to give the student the correct level of support. Students will get asked questions about what they have learnt at the end of some lessons, to ensure that they have understood and learnt correctly, this is important so that the Learning Support Assistant and the tutor can go forward. There are certain activities that can engage and motivate the learner, this could be cube which gets passed to different students and there is a question on the side of the cube that they have to ask, also reward cards are used this would be if a student has worked well and remained focused then they would get a reward for that.
Depending on the person though I can struggle to accept that feedback without issue. Most of the time I struggle with receiving negative feedback from the people I am the closest to. Specifically, my family has a tendency to be hypocritical and expects perfection so I struggle when getting feedback from them. I especially struggle when it is knit picky criticism from my family. In any other environment I am open to receiving feedback.
I learned in this activity how crucial time management skills will be to my ability to complete this course successfully. The analysis from the questionnaire (Table 2) as well as keeping a record of what activities I focus on for a couple of days, opened my eyes to a few areas of improvement. From the patterns observed I could see that most of my time was taken up by work and commitments as well as procrastination. Not being able to juggle theses successful led to irritation and was unproductive. Research suggests that managing ones emotions, being self-aware and self-motivate can be factors for success for a student (Allan, 2009).
Adjusting my writing environment would be quite troublesome due to the fact that I dislike writing in front of people or in busy, crowded places because I am easily distracted. Although I embrace change, I am pretty set in my old ways already and that can be difficult to change. If for some reason I absolutely needed to adjust my writing environment, I could probably switch to typing without much of a delay. If I needed to write outside in a busy crowded area I would need to make myself comfortable and then play some music on my phone to block out the
Time management has been one of the most substantial hurdles of my scholastic and professional career. Many of us waste our time on things that are neither important nor necessary, instead of using that time for something of that is meaningful. To capitalize on the use of time management strategies and reach my Doctoral Business Administration (DBA) program goals. I will execute two specific time management strategies, for example, accessing and planning a weekly schedule while adjusting my daily schedule. Time management will help me maximize the use of my time and reach my ultimate DBA goals of completing each assignment.
Firstly, leaving. Some days it feels like the time we have with our classes just isn’t nearly long enough. Some times, when I’ve been given specific tasks, even though I know that Miss. Giannotti wouldn’t mind letting me finish them up later, I end up feeling rushed because I want to get done what was asked of me. On some days I end up staying over just to spend more time with my class or participate in an activity I would have missed.
If it appears as if they cannot communicate well through their stories, I will assist them by asking them questions differently in hopes to generate ideas for them without actually giving them the words/ideas that they need. If it still appears that they are struggling, I will make a note and watch these students more closely and work with them after I have seen their rough draft. I will also make a chart that includes all of the student’s names and make a smiley face () if they seemed to understand during the lesson, a check mark ( ) if it seemed that they need extra help but still understand the learning material, and a (X) sign if they did not get the lesson at
As assessments scores are recorded, I will know whether the lessons are on the right level or whether I teach all the topics effectively. I will also learn what areas students need to work on, which points need reviewing and whether I should spend more or less time on this material with the next course students. It is also important because I will have an evidence of students’ learning journey. It is required by funding body to regularly inform about students’ progress. The class profile form will show if the students achieve the outcomes and goals.
As shown in exhibit D and E my scope and schedule right now is pretty general and not too intense. One issue that I am having is the fact that one of my primary goals is getting involved. I like having a lot of time dedicated to doing work, as evident by the 22+ hours of homework time as show in the exhibit E, but I feel getting involved will force me to give up time that I could be doing homework. I feel already that I do not have enough time for socializing or going to professional development events. It is because I work hard at everything I do, assignments and homework tend to take me a long time.
During this conference, we would look for similarities and differences with regards to the questions. This would give us time to discuss some possible new instructional strategies, classroom management ideas, or professional development opportunities with each other. Hopefully, this would be a non-threatening change for some great and productive dialogue to take place. The survey would let the teacher see how others view them as an educator. I’m sure if anyone of the stakeholders had a personal “issue” with a teacher that it would be obvious during the examination of the survey.