Alexis Calandrino

1. My Autobiographical Study Alexis Calandrino

2. Introduction • Welcome! My name is Alexis Calandrino. This is my autobiographical study. • According to Brookfield, “ The influences that shape teachers’ lives and that move teachers’ actions are rarely found in research studies, policy reform proposals, or institutional mission statements. They are more likely to be found in a complex web of formative memories and experiences(pg 49).” • In this presentation, you will join me in my journey to explore who I am as a individual and learner, who I am as a teacher and who I am as a teacher researcher. Lets begin the adventure!

3. My Journey Who I am as a Teacher Who I am as a Teacher Researcher Who I am as an Individual and Learner

4. Who I am as an Individual

5. Key Influences “Dance has been a part of my life since I was three years old. I have had both successes and failures as a dancer. It has helped to mold me into the person I am today. I have learned many things such as hard work, time management, how to be a leader, how to take direction, team work, trust, and patience. Now, I am a dance teacher and I hope to help dancers learn through experiences as I continue to learn valuable lessons.”( excerpt taken from reflection written on 6/27/13)

6. “There were two teachers in my life that really made an impact and lead me to become a teacher. My mom, a mathematics teacher, was my first influence. Growing up, I would watch her at night get her lessons together for the next day. She spent a lot of time incorporating hands on activities to help her students learn. She would always have a variety of teaching styles in one lesson to make sure that all students learned. My mother established a successful learning environment by using different teaching styles, allowing her students to feel comfortable to ask questions and make mistakes, providing assistance to any student who asked, and making math fun and connecting it to the real world. The second teacher who really made an impact on me was my high school Spanish teacher. I knew learning another language would be difficult. He made learning fun. He incorporated many fun educational activities into his daily lessons. I really enjoyed going to his class every day. Right from the beginning of the year, he built a relationship with each student. He got to know each and every student. We all knew he cared about us and wanted us to succeed in his class. Because he enjoyed teaching so much, I enjoyed learning in his class.”( excerpt taken from reflection written on 7/1/13)

7. My mother is Greek Orthodox. She has a very big family who follows cultural practices. At a very young age, I was introduced to a Greek orthodox church. We attended Sunday school every Sunday and attended Sunday service. We follow many traditional Greek orthodox practices. Our gatherings are huge. There are always 30 or more people at every gathering. All family members including grandparents, cousins, aunts, and uncles attend. It is not accepted by my family if you choose not to attend. Family and heritage are very important. My parents have raised me to understand that family will always be there for you. You always stay in contact no matter how far you are and always stick by them. I hope to continue to carry on our traditions and values with my children. (excerpt taken from reflection written on 7/9/13) Cultural Influences Greek Orthodox Church

8. Who I am as a learner Multiple Intelligence Indicator

9. After taking the multiple intelligences inventory, I found that I am strong in four areas; logical-mathematical. bodily-kinesthetic, interpersonal and intrapersonal. “Logical-Mathematical is the basis for the hard sciences and all types of mathematics. Bodily-kinesthetic is related to the physical self and manipulation of one’s own body. Interpersonal is at work in the people who are naturally social. Intrapersonal is the ability to gain access to one’s own feelings and emotional states.”( Silver, Strong, Perini, pg 8) These intelligences match me as an individual and learner. I have a passion for mathematics and that is why I am studying secondary mathematics in graduate school. My love for dance and exercise match with my strength in bodily- kinesethic. I am a friendly and compassionate person. I am aware of my own feelings and the feelings of others. That is why I am strong in interpersonal and intrapersonal intelligence. These multiple intelligences address my understanding content when learning.

10. Learning Style Inventory

11. Aftertaking the learning style inventory, I found I am strongest in sensing feeling. Sensing thinking was my next highest score, which was in the moderate range. According to the results, sensing feeling learners are sensitive to people’s feelings- their own and others. They prefer to learn about things that directly affect people’s lives. This matches my multiple intelligence scoring in the areas of interpersonal and intrapersonal. As a learner, I like to be helpful , work with others, and find meaning in what I am learning. Sensing – thinking learners are efficient and results oriented. They have high energy level for doing things logical and useful. They prefer hands-on activities and would rather do almost anything than remain in their seat listening to someone speak. This is why I enjoyed my Spanish class so much. My teacher constantly had us up out of our seats doing hands on activities. I was very successful in this class and enjoyed learning. This also matches us with my logical-mathematical intelligence.

12. Who I am as a teacher The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward

13. My Teacher Belief Statement Students: • I believe students learn best in a safe, comfortable learning environment. • I believe students need to actively participate in learning. • I believe in teamwork. . Students benefit from sharing their knowledge with other students and through explanations they truly master the content. • I believe technology is an important element to incorporate when teaching. (Excerpt taken from teacher belief statement written on 7/16/13)

14. My Teacher Belief Statement Teaching and Reflecting: • I believe that it is important to use multiple strategies; visual activities, auditory activities, and kinesthetic activities. • I believe in collaboration with teachers and administration.” Our colleagues serve as critical mirrors reflecting back to us images of our actions that would often surprise us.( Brookfield, pp 37) • I believe in flexibility and thinking on your feet. “Much reflection-in-action hinges on the experience of surprise. When intuitive performance leads to surprises, pleasing and promising or unwanted, we may respond by reflecting-in-action. (Schon, pp 56)” • I believe data collection and inquiry are an essential part of teaching- keeping daily and weekly data on behavior, content fluency, and comprehension of material. • It is important to constantly reflect on my teaching to identify what went well and what needs to change. (Excerpt taken from teacher belief statement written on 7/16/13)

15. Teacher Experiences Click on Video

16. Teaming and Collaboration: I have learned a lot from my teaching experiences. Currently, I am a special education teacher at the high school level. As part of my job, I am always teaming and working with other teachers. I have learned that some teachers are willing to work with special education students and put forth a little extra effort to help them succeed in their classroom. I have also learned that some teachers do not want to be bothered with special education students. This is very difficult. Through these tough experiences, I have realized that I am the only one who is pushing for these students successes. I have fought to make sure that my students are getting the proper education; materials, accommodations, etc. I believe all students are entitled to an education and it is not fair to exclude certain students from classes. These students need support and need to know you care for them.( excerpt taken from reflection on 7/18/13)

17. Parents: Another part of my job is to work together with my students parents. We work as a team to give the student an individual education plan and provide them with the support to succeed. I have dealt with many different parents. Some parents do not attend meetings and do not support their children. I know I am the only one who is pushing to make sure the child gets everything they need. I try my best to get the parents involved but sometimes it does not happen. In this situation, I make sure the student is getting everything they are entitled to and I keep the parents informed. I have had other parents who want the best for their children. They push hard to get their child everything they need. Sometimes, they are difficult because they are pushing so hard. However, I understand that they want what is best for their child. I do everything I can to get them what they want. When we work together, we are able to get their child all their accommodations and supports. I have also had parents who do not want to accept that their child has a disability. This is the most difficult parent to work with. They think the school system is the enemy and we are doing everything we can to hurt them. In this case, I build trust and show that I am on their side. This takes time but it is worth it. Once the parent understand that we want the same thing, they work with me and the students benefit and are successful.

18. Classroom and Students: I create a classroom that the students feel comfortable and safe to learn. They sit in pairs and I have different stations around the classroom. I vary my instruction and students are often up and moving around the classroom. I teach with compassion. In the beginning of the year, I make sure I develop a positive relationship with my students. This helps my classroom run smoothly and students enjoy learning. The students I teach are on different levels cognitively. Because of this, I use differentiated instruction on a daily basis. My students are learning about the same topic, however, their materials are adapted to meet each individual need. I use stations in the classroom to meet the different levels of academic functioning. I teach with a variety of activities to meet each students learning style and multiple intelligences. “ In reaching out to students of all four learning styles and in encouraging all students to become balanced, diverse learners, it is important that we provide them with the opportunity to work in all learning styles.( Silver, pp 36)” As a teacher, my hope is that all students understand the material being taught and are successful!

19. Content Knowledge Geometry I was able to master standard topics of geometry. I worked through challenging proofs and used reasoning and justifications when completing problem sets. Professor Gabel challenged my analysis skills and showed the importance of validating work. Towards the end of the class, I presented a proof to the class to confirm an important geometric theorem. ( excerpt taken from content reflection written on 6/29/13)

20. Content Knowledge Algebraic Structures This class helped me develop more advanced algebra topics. The class focused on inverses, rational numbers, integers, and identities. I worked through problems that included permutations groups, rigid transformations, groups of symmetry of a plane, matrices, linear transformations, and systems of equations. I completed many advanced problems and discussed how to teach each student. Through homework and exams, I used clear explanations to show how I solved each problem. This helped me as a teacher to be able to explain how and why when solving mathematical problems. ( excerpt taken from content reflection written on 6/29/13)

21. Content Knowledge Analysis II I improved my knowledge of calculus. Topics covered were differentiation, integration, Mean Value Theorem, inverse functions, Newton’s Method, sequences and series, and parametric curves. I examined the use of the computer when completing mathematic problems. Excel was used extensively during class and when completing homework/exams. At the end of the class, I presented a power point presentation to prove a compactness theorem. This tied together the knowledge I learned throughout the class. ( excerpt taken from content reflection written on 6/29/13)

22. Content Knowledge Rational Numbers and Proportional Thinking Rational numbers and proportional thinking helped me develop a thorough understanding of computations and problem solving. This class was geared towards teaching to students. We looked very closely at children’s thinking, how they learn this basic mathematics, their problem solving strategies, and how they construct their understanding of rational numbers and proportional reasoning. I learned a lot of teaching strategies that I implemented in my classroom. As I completed problems throughout the class, I reflected on my thinking and knowledge. I reflected on my understanding on the math content and how it affected my teaching. I examined the importance of understanding of rational numbers and proportional thinking and how it affects student’s successes in mathematics. ( excerpt taken from content reflection written on 6/29/13)

23. Content Knowledge Current Teaching I currently am a special education teacher. I teach students with many different disabilities; intellectual disabilities, learning disabilities, other health impairments, and traumatic brain injury. I have mastered creating individual education plans to promote success in school. I have learned teaching strategies and differentiated instruction to use in the classroom. My teaching focuses on student success and helping special education students prepare for post-secondary goals. I support my students and make sure they are provided with accommodations to succeed in the areas of deficit.

24. Content Knowledge Classroom Practices The ASTL mathematics concentration courses and my current teaching experiences have impacted my teaching. I have mastered the content and found strategies to implement in my classroom to enhance student learning. I have looked at ways to improve my teaching using hands on activities that include technology. I have also successfully developed ways to modify mathematic content to make sure students are connecting and learning the material. Through the content coursework, I have grown into a determined and enthusiastic teacher who wants to help her students be successful in a difficult content area.

25. Who I am as a Teacher Researcher “ Good teaching is not merely a technical matter of delivering information from a recipe or text. Rather, it is about getting to know students well- their skills, learning styles, interests, strengths… We can come to know these critical aspects of learners and learning by making research about our students, our classroom, our schools and our practices.( Falk and Blumenreich, pp 2)” Inquiry is becoming valued not as a skill to be learned, but as a framework for education.( Falk and Blumenreich, pp 6)” Teacher research can take many forms: action research, personal narratives, case-study research, ethnography, and others.( Falk and Blumenreich, pp 15)” “The research process is not linear; it is iterative.( Falk and Blumenreich, pp 4)”

26. Who I am as a Teacher Researcher What are the benefits of mathematics inclusion classes for special education students with a deficit in mathematics? What are the benefits of special education students with a deficit in mathematics to have a self-contained math course? How much time is beneficial in the inclusion and self-contained classroom?

27. Who I am as a Teacher Researcher How does the use of technology in daily instruction affect student achievement? What are the best strategies to integrate technology into the math curriculum?

28. Final Reflection As I complete my autobiographical study, I have learned a lot about who I am as an individual, learner, teacher and teacher researcher. Many of the aspects that make up who I am as an individual play a role in who I am as a learner. My dance experience, my passion for mathematics, and my compassionate personality all affect how I learn. Also, I have learned that as a teacher, I strive to make sure my students are successful in my classroom. I collaborate with other teacher, parents, and reflect on my own teaching to improve my practices. I hope to show the meaning in what the students are learning so they can make connections and have a better understanding of the content. I have found that the teachers that I remember most are the ones who connected with me and made learning fun. Critical reflection plays an important role in my teaching. “ Reflection is not an end in itself but a tool or vehicle used to in the transformation of raw experience into meaning filled theory.( Rodgers, pp 803)” I want to continue to learn and grow so I can be an effective teacher. As I critically reflect, I examine my current teaching practices and make changes to better them. Through critical reflection, I have identified some topics that I find interesting and would like to explore more about. Because I am a special education and math teacher, these are two areas that I would like to research. I want to find the placement that is best for special education students with a deficit in mathematics; self-contained or inclusion and how much time is effective. I also want to study how technology affects student achievement. Overall, I have learned many valuable lessons from my past experiences and they have shaped me into the educator I am today.

29. References • 1. Brookfield, S. (1995). Learning to know ourselves: the value of autobiography. Becoming a critically reflective teacher ( pp 49-70). San Francisco: Jossey-Bass. • 2. Brookfield, S. (1995). Becoming critically reflective: A process of learning and change. Becoming a critically reflective teacher ( pp 28-48). San Francisco: Jossey-Bass. • 3. Falk, B. & Blumenreich, M., (2005). The power of questions: A guide to teacher and scholar research. Portsmouth, NH: Heinemann • 4. Rodgers, C. (2002). Define reflection: Another look at John Dewey and reflective thinking. Teacher’s College Record, 104(4), 842-866 • 5. Schon, D. (1983). Professional knowledge and reflection-in-action. The reflective practitioner (pp. 49-69). New York: Basic Books. • 6. Silver, H, Strong, R.,& Perini, M. (2000). So each may learn: Integrating learning styles and Multiple intelligences. ASCD: Alexandria, VA.