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Interacting with Other Educators and Contributing to the School and District
During my student teaching this year,
I have had the privilege of interacting with two effective, grade level teams. Both teams have enhanced my learning by encouraging
me to participate in and observe a variety of discussions within our teams, as
well as with other colleagues on our campus.
I began the year by offering insight
into the strengths and struggles of the incoming 6th grade class, prior
to school even beginning. I was able to
do so as I have been subbing these students since they were in first
grade. The team listened to my comments
and we set up seat assignments based partially on my observations and experiences
with these students, as well as information given to the team from prior grade
level teachers. I was also given the
responsibility of planning and implementing the majority of our Friday math
days, daily mad minutes, and math tutoring sessions, with the science
teacher. We collaborated on all facets,
from sharing ideas, finalizing plans, developing ways to reach all levels of
math students, and problem solving for those students showing signs of
struggling in their math learning.
I have participated in weekly team
meetings in both 5th and 6th grade to discuss any student
learning difficulties and/or successes in order to come up with appropriate
solutions and motivations for those students.
Being able to determine the next steps within a supportive team is
something I hope to never take for granted.
It makes one’s responsibilities toward our students so much more
complete, and provides a higher probability for student success, when there are
many teachers working together to create and implement various ideas.
I had the opportunity to meet with
the district’s secondary math coordinator to discuss long-range goals within
our district as well as unit lesson goals for 6th grade. I’ve touched base several times with our
campus principal to share thoughts and discuss campus happenings where she has
offered me an invaluable perspective into education as a whole and specifically
as a campus teacher.
Prior to teaching a new unit level,
I have found that it is extremely helpful to discuss the associated TEKS and curriculum
with the previous grade level teachers so that I am aware of with which skills
and knowledge my students should have come into my classroom, as well as how
the previous content has been taught to them.
Working to use the same math language and procedures throughout our
campus provides continuity and smooth flow for student learning. My attending Vertical Team meetings has
further enhanced this flow of math stability and allows for an open sharing of
ideas, both what’s working and what has been a struggle with students.
Within the district, my family and I
have helped promote and grow robotics programs at the elementary, middle
school, and high school levels for the last eight years. I view STEM as a critical component of our
district’s offerings and robotics is a natural and real-world means to increase
student learning in these fields. Contributing
to our robotics programs has offered me the opportunity to work with community
members and personnel across the district.
To strengthen my perspective and
ideas as a teacher, I keep in touch with several past teachers from our campus
who have either retired or gone onto 2nd careers. It would be a shame to lose their experience
and pedagogical knowledge.
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