Final Reflection

EDTE 255: Final Self Reflection and Future Goals

Given the classroom observations you made and various course assignments, how do you perceive the “goodness of fit” between your dispositions and the teaching profession? Please use specific examples.

The students seemed to fit well in their environment and the followed the procedures of the classroom well. The students were all aware of the expectations in place for them and seemed to have a mutual respect for their teacher. I enjoyed watching the teacher execute her classroom management techniques in the classroom and learned a lot through watching her interactions and interventions with all the students. When she witnessed a dispute between two students, rather than facilitating a conversation, she allowed for them to talk out their disagreements and shake hands when they concluded their argument.

I was very surprised when I first entered the classroom, as my original perceptions of how the classroom would be were much different than I thought it would be. The students were much more organized and intelligent than I would have originally expected them to be. When I was first told I'd be in a first grade classroom, I expected chaos and noisiness, but I was surprised to see them sitting perfectly still and on task, learning arithmetic, reading and vocabulary. They were still, listening well, and doing their work. It was quite a sight for me, as I had assumed they would be running around the classroom being noisy and silly, but I was clearly mistaken. The teacher clearly did a good job informing the students of the expectations of the classroom and set clear boundaries for them in the room.

Based on experiences you have had in a variety of classrooms, including your two previous placements in EDTE 150, what seems to be the most difficult aspect of teaching? Be specific.

I think that, during this time in education, saying "no" or "don't" is the most difficult. We want our students to be excited about learning and interested in the material, and when they get fidgety or off task, our first instinct is to say "stop" or "you can't do that" and turn to a punishment, but that strategy is discouraged today, so it's going to be a challenge for me to redirect students into a positive task rather than turn to punishment. In the classroom that I'm in now, the teacher wants the noise level to be very low, so when I'm with a group of students who are, for example, getting excited about a program on their IPad and chatting and getting silly with their peers while playing, I'm constantly having to say "Shh" the whole time. But they're so excited about the task, which I want to encourage and allow for them to get excited together and discuss what they're doing and help each other, but I'm forced to tell them to be quiet and work independently. So this will be a challenge for me in my classroom- to keep them on task and learning but allow for them to work together and get excited together about their learning.

Do you think this is particular to you or would many teachers identify this as a difficult aspect of teaching? Explain and/or comment.

I absolutely think that other teachers do struggle with this. The teacher I work with has been teaching for over 20 years and is pretty set in her ways. However, I think new teachers coming in to the field will find it challenging to continuously motivate students to stay on task and avoid punishment for when they aren't. We've learned about a few methods, such as the Nurtured Heart and PBIS approaches to positive behavior strategies, and I do plan to implement some ideas from these methods into my teaching strategies. But I think that, since these are relatively new methods, it will take some time to fully incorporate these methods to their full potential in the classroom.

How do you plan to address this challenge?

I will absolutely be asking my peers how they manage their students in their classroom, and ask what works and what doesn’t in their experiences. I want to implement some ideas from PBIS and Nurtured Heart to make my interactions with the students positive and meaningful, not negative. When students are on task, I will acknowledge them and give them compliments on their positive behavior. I will only turn to punishment if the misbehavior is severe. I really want to build positive relationships with the students, and not have them see me as intimidating or someone they can’t trust.

What grade and credential most appeal to you and why?

I am currently a Liberal Studies major with a minor in Child Development and would like to teach a grade level K-2. I think my experience in Child Development will benefit me if I work with younger students, but I would be happy with a higher grade as well. I just really enjoy working with students at that age because everything is so new to them, and it’s inspiring to see their young little minds grow so much at that age. It would be my job to build on the fundamentals and prepare them for the more difficult tasks in later grades, but I’m more than willing to take on the challenge.

How has your observation experience and coursework influenced this decision?

I haven’t really had any classroom experience in any other age level, and I’ve taken away so much from this experience and I feel that I can apply all I’ve learned in a K-2 classroom. That age level is just so much fun, and I want to be a part of changing their lives and instilling motivation and a love for learning that will last a lifetime. It’s been so wonderful watching the students grow in the classroom that I’m in, and at that age level, they’re still discovering who they are, and I want to be a part of that journey for them, and instill love and a love for education through my teaching.

Today, what are your primary goals for your future as a teacher?

I want to really know how to deal with the parents of students who are struggling. In addition to finding new ways to avoid the word “no”, I also am nervous about dealing with difficult parents. I am someone who is terrified of confrontation, and I know that there will be difficult parents who will either not agree with my teaching methods or may be in denial that their child needs and IEP or further resources. So this aspect of teaching really makes me uncomfortable, but I need to learn to stand behind what I do and trust that what I am doing is truly for the benefit of the students. I want there to be a very open two way communication line open with parents regarding their students and how they behave or are progressing in the class. And in order to do so, I need to trust in my abilities as a future teacher and put the student’s success and needs first and foremost, above all. These two aspects will be my challenge, but I am open for that challenge.

"Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family" -Kofi Annan