EDU 6526 Meta-Reflection

E1 – Exemplify professionally- informed, growth-centered practice.

For this course reflection, I chose program standard E1 to speak to as it addresses the idea of reflection and looking back at something I have learned or practiced and use it to grow as an educator. In this case, EDU 6526 has discussed many instruction tools including: induction, using advance and graphic organizers, cooperative education and direct instruction. Each tool has strengths and weaknesses but when combined, can provide students with a well rounded, challenging and effective method of instruction.

While some of the tools presented may not be highly effective in a secondary math course, the challenge to incorporate them will be enjoyable. I can pull from less traditional methods and create a fun and exploratory environment for my students. Specifically, I want to incorporate induction prior to certain lessons. Allowing students to self discover leads to more comprehensive learning and ultimately longer information retention. Combining induction with advance organizers will create a pre-lesson activity that students can work on before a brief utilization of direct instruction. A self or group discovery task allows students to almost teach themselves so that the direct instruction serves more as a clarifying tool. After this instruction, a small group or individual activity can solidify concepts through repeated practice and feedback. The graphic organizer below would serve as a comprehensive unit reflection (Olyano. 2013). After the four lessons presented, students will be able to see how all math concepts are inherently related.

In math courses, teachers may feel that direct instruction through lectures is the only way to teach but this is not the case and ideally, I aim to minimize direct instruction and maximize self discovery so as to not lull my students to sleep.

Olyano, A. (2013, March 11). Ideas on using advanced organizers in mathematics. Retrieved March 6, 2015, from https://awstenolyanobporfolio.wordpress.com/2013/03/11/ideas-on-using-advanced-organizers-in-mathematics/

Scheuerman, Richard. Edu 6526 Syllabus. Winter 2015.

Intro to Teaching Reflection – Program Standard: E1

After EDU 6918 I feel that my self-reflection tools have greatly increased. The HOPE principle E1-exemplify professionally-informed, growth-centered practice, is strongly aligned with the disposition self-assessment rubric we worked with throughout the quarter. This tool addresses the E1 principle by providing reflection with the intent of growth. At first it seemed strange to be judging myself and my abilities since usually I am not one to self reflect or talk about myself, though the rubric was highly effective in forcing myself to think about my attitude and my actions in terms of how they will materialize in a classroom setting.

As shown, the Education Disposition Assessment is used by all parties in the Education program both for self-reflection and the assessment of prospective teachers. The assessment covers 11 categories with 4 ways to measure each one: unsatisfactory, basic, proficient and distinguished. I felt challenged that there were four grading options rather than five because it forced me to pick a side, more positive or more negative, rather than marking neutral for each category. Though basic and proficient were my dominant picks, I felt confident knowing that I have room to grow and improve as an educator and as a person. I learned that self-reflection, though sometimes uncomfortable, is a valuable tool in being more self-aware.

Not only will this tool be useful in the teaching world, but as a learner myself, many of the descriptors will aid me in being more successful. Organization and perceptiveness, in higher education are valuable tools for effective educating and planning. I can start incorporating these skills now so that once I start teaching, I will be better versed in keeping myself on track and productive. Additionally, revisiting the assessment and all of its parts will help me gauge if I have been successful in making improvements, but also in maintaining my prior strengths. Utilizing the disposition assessment rubric as well as other self-assessment tools will help me grow as a professional and be successful in the education field.

Characteristics of an Effective Educator

In the field of education, teachers come in all different varieties. They teach various subjects and utilize different teaching styles, which creates a well-rounded and wholesome educational experience for students. With these differences though, come many similarities that students often do not see first hand. At the very core, passion and patience are qualities that contribute to the success of a role model and educator.

Without a passion for education, sharing knowledge with students becomes a dismal task. Just as students should enjoy learning, teachers should enjoy educating. Often times it is because of a certain moment that the educator has experienced that draws them to the field. Once this emotion takes hold of an educator, they become more effective. Lessons become more fun and students become more engaged.

In addition to a passionate teacher, students benefit from patient educators when working through difficult situations. Teachers who become frustrated lead to their students doing so as well. This fosters a hostile environment that turns students off to learning due to a fear of failing or disappointing their teacher. Once this attitude shift occurs, it can be difficult to reel a student back in to a positive outlook on education. A patient teacher can avoid this disposition change by providing a nurturing educational environment in which the student is set up for success.

Keeping students interested in learning and providing a safe and encouraging environment through passion and patience will lead to effective educating and therefore successful students.