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What I learned from EDTC 3005. Cohort 2, 2005-2006 ACC Teacher Certification Program. Requirements. Self-evaluation of strengths and how to build upon strengths to meet student needs Collect qualitative and quantitative data for class baseline Case Studies: Interventions for 5 students
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What I learned from EDTC 3005 Cohort 2, 2005-2006 ACC Teacher Certification Program
Requirements • Self-evaluation of strengths and how to build upon strengths to meet student needs • Collect qualitative and quantitative data for class baseline • Case Studies: Interventions for 5 students • Final data collection • Final Reflection and Results
Planning for learner-centered instruction During my planning, for which I have not received much support from my school due to the lack of experienced bilingual kindergarten teachers, I have learned to plan for quick change. I am learning to change my lessons on the spot if I don’t see it going well. My most successful lessons are the ones where I allow my students to be very hands on. This is very easy to do during math, social studies and science. The resources I’ve used the most for planning lessons have been the internet and my mentor. At the kindergarten level, the internet provides an enormous amount of support. It has helped to have my mentor in the adjoining classroom because she is able to listen to me all day and give me feedback on a daily basis. Sustaining classroom atmosphere and community Most of my successes in building a classroom community are due to my ability to relate to my students. I am able to communicate to them my own experiences as a newcomer to this country. Even at the young age of 5, children can feel when someone is being honest. I share a lot with my students specially when I feel that it would help them feel more comfortable in my classroom. Classroom instruction and communication I am able to successfully engage students by building lessons around things that are important and interesting to them. I make extreme efforts in sounding excited about new topics. I mention new topics up to a week in advance just to peek their interest. My students know that I will always stop and answer questions especially if they have a different view on something that I am teaching. Professional responsibilities I have been very successful in communicating with most parents in the classroom. I was very clear with them as to what my expectations were of them and their children from day one. They were happy to know that I would do everything possible to teach their children and that I would keep them updated as often as possible. I have learned something since the beginning of the school year: that is that not all parents will agree with how you discipline their children, but it does not matter because your job is still to teach those children no matter what their parents think. I have been able to make many friends among my co-workers and even though I do not agree with all of them, I am able to respect and work well with them. I feel very comfortable talking to everyone in that building especially the principal and all the support staff. I do anything for my students and get them whatever help they need even if it means spending many hours in meetings and on the phone. Self Evaluation AR
Planned Interventions MV • Identifying Necessary Areas for Intervention for Bryant H. • Grade/Subject: 3rd grade/ all areas Academic Achievement Area: Bryant needs to improve in all areas. His academic achievement will depend on his behavior improvement, at school and then at home. Social Skills Area: Bryant has been identified as a problem maker student since previous grades; his behavior problems have caused a very poor academic progress; he has been retained in second grade and placed in third grade; the only parental involvement is from his mother, who has no control of his behavior. By changing his behavior, his social environment will improve and his group/social interaction will change. Domain Data Quantitative Data Qualitative Data Academic Daily assignments finished Work samples Achievement Completed Home work Counselor visits Quizzes/Tests Parents contact Anecdotes Social Skills Behavior contract Student work Parent’s conferences Weekly behavior contracts Reports from counselor So far I have collected: Student work, behavior point chart, tests, home work, benchmark at beginning of the year (BOY).
Final Reflection MF My planned intervention was to improve my overall assessment and grade of my students. My eighth grade students always complain about how hard I am on them, but I started to see a pattern. The harder I was on them, the higher the grades they produced. I was also having problems with communicating with my parents and getting them to help me as far as wanting their child to be successful. So, I have a two part intervention. The first was to encourage my parents help on the home front. If we could “tag team” their child, I would guarantee their success. The second was to not only encourage my students but to create a positive learning environment. If I can do all of this, behavior problems would decrease and grades would increase. I selected five students in my eighth grade class whom I believed needed the extra help. These students were having behavioral, academic, and success issues. I added more of my time (lunch tutoring, Saturday school tutoring, modifying assignments, etc.). Once I started these interventions and started recommending to parents that their child come, the lines of communication started to open between the parents and myself. They started seeing that I was really trying to work with their children to be successful. The children were hesitant at first. Who wants to come to Saturday school after being their all week? I couldn’t blame them. Slowly a few started coming on their own instead of being forced by their parents or myself. Once they made an effort, they started to see that it is helping, not hurting. In my future classrooms, I will continue with this same principle of getting parents involved. It seemed once I did this, the students came around and started seeing the benefits of what I was doing versus seeing it as a punishment. My principal is a very understanding and caring individual who has been in my shoes before. She gives me pointers all the time. When I mentioned to her that I had to complete this project and I was struggling with an idea, she told me to find a weakness and make that my project. Needless to say, once she said that, it did not take long for me think of my idea and run with it. She has been checking on my progress and has invited me back to teach next year should I choose to return. She even commented this morning about how I have done a complete 180° turnaround as far as my communication skills with parents are concerned. Parents are having positive comments about what a turn around their child has made this year. That just makes me happy to know what a difference I am making.
Class Comments • “I need to remember to be patient…I have a duty to teach them all and to allow for the slow and fast learners. We learn all of this in the Program, but when you are in the classroom with your IPGs and standard tests, this can all go out the window.” AM • “Being 100% responsible for my class gives me the opportunity to grow professionally along with my students. Knowing that each year brings a different group [of students], it motivates me to research for new ways and tools to help my students to grow not only academically but also as social beings.” MV • “Taking the time to get to know my students and have individual conversations with them has really taught me that it is not hard to change a ‘not caring’ attitude as I had thought.” KW • “It is vital for me to remember that my students are still children. The age group I work with (8th grade) can be excited and enthusiastic if you find the right buttons. By expressing my love for learning, I hold in my hands the half of the key to a healthy, motivated classroom.” AB • I have found that when students want to leave the classroom (restroom, etc.) it is more of an indicator that students have grasped the concept and it’s time to move on. LR
Class Comments • “This was a good project that used hard data to determine trends and shed light on classroom teaching.” MB • “I am more interested now in designing more comprehensive (and potentially revealing) data gathering projects…keeping in mind that students will respond to my change in attitude and expectation, not the data that inspires it nor the resultant program.” MM • Once I started working with parents as a “tag team, students and parents came around and started seeing the benefits of what I was doing versus seeing it as punishment. .. My principal commented that I have done a complete 180 degree turnaround with my communication skills with parents. MF • “The information I obtained through this step-by-step process helped me to improve my strategies of teaching.” AC • “I’ve learned that my students do want to pass the TAKS test. They want to be good at math. Students respond well with encouragement and praise reports.” LS I’m glad that I chose to conduct this research project because it has taught me what I need to change and improve for next year. I am very hopeful to have the same success [with the Writing process] next year in the first semester [rather than the second semester].” CT
