Teacher Toolbox 101 Reflection

843 Words4 Pages
Lanette J. Puccini Component 2 Teacher Toolbox 101 was a remarkably worthwhile course. As someone who has been away from full-time teaching for 15 years, I desired to select a course that would provide useful techniques to refresh and sharpen my skills as a teacher. Currently, I am operating in the role of a substitute teacher. Each day, I work with children of varying grades, ability levels, and backgrounds. This course has equipped me with many valuable concepts and strategies that I will use regularly as a substitute, as well as in the future as a full-time classroom teacher. First and foremost, reading the book Inspire! Connecting with Students to Make a Difference by Lee J. Colan, Ph.D. was extremely beneficial. This book challenged…show more content…
This notion is so obvious that I’m ashamed to say I had let it take a backseat in my teaching. However, during the course this was a “light bulb” moment for me, and I have since then endeavored to put it into practice each day that I am with students. Focusing on the things that kids are doing right helps steer the rest of the class in the direction to also do what is right. For example, I recently utilized this concept in a music classroom where I was teaching. The lesson that day presented itself as a setup for complete chaos. I was challenged to get early elementary age children to listen well and follow instructions, meanwhile their tiny fingers were wrapped around musical noisemakers! After hushing the students multiple times, and giving too much attention to a couple of students who were playing their instruments inappropriately, I realized my efforts were futile. However, I suddenly noticed the handful of quiet students who had actually followed my instructions to rest their instruments in their lap and wait for further instruction. I began to thank each of them, and lavished praise for how well they were behaving and following directions. Quickly the other students started to take notice and follow their lead. The formerly disruptive students made corrections to their own behavior. Putting this technique into practice, shifted the atmosphere in the room from chaos to focus, and noise-making to attentive listening. Not only does catching children being good benefit me by rewarding me with a classroom full of students who are working hard to please, it boosts the students’ self-esteem and meets their needs to be affirmed, which prompts them to be more engaged. I prefer to have a classroom that is run on positive recognition and affirmation, and I realize that as the teacher, I create the culture by offering that feedback to my

More about Teacher Toolbox 101 Reflection

Open Document