Teacher Candidates show knowledge of learners and their social development through:
1: Learner centered strategies, which are culturally responsive, developmental, and age appropriate
2: Creating classroom/school centered learning, knowledge, and skills, which are connected to classroom and school communities
3: Collaborating with family and their community members
4: cultivating responsible citizens for an environmentally sustainable, globally interconnected, and diverse society
L1: As a beginning teacher, I have realized how pertinent it is to give every student the same advantage to learning and being successful. Not two students learn the same. Some can be kinesthetic, others oral, some verbal, and some need all five senses stimulated before they can find understanding. For instance, in our short newspaper unit when I give instructions I make sure to give them orally rephrasing differently each time and also handing the students directions and rubrics. Another way I help all students become successful is I set them up to succeed by giving them examples of the different types of articles they will write. I use articles that are from the Everett Herald and the Mukilteo Beacon instead of from the Wall Street Journal because I want the students to have examples that are age and ability appropriate.
The most important conclusion I have come to is not assuming students will or should bend to fit my style of teaching. I need to meet them at their level, yet differentiating instruction is one of the most difficult jobs as a teacher. Yet, I have learned a few tools that help to differentiate my instruction.
After getting to know my students, the first logistical change I made to the classroom was the seating arrangements. When creating a new seating chart, I make sure to put the students who have eye-sight issues closer to the front and also the students who struggle with language barriers up close so they can see my mouth form words. Another tool that helps with differentiating instruction is “think, pair, share.” Students write down their ideas to answer prompts. Then they orally share with a partner to hear their own thoughts out-loud and to hear another peers ideas. Then we share a few to the whole class for more perspectives. Another example is when creating lessons I build in time for individual one-on-one time. This is essential to work with students who did not get understand or hear the lesson the first time around. Remembering to speak slowly and repeat myself are simple tools that help all students. Lastly, when students come to me with simple question they are able to answer on their own I ask them to ask their neighbor, use a dictionary, or think about it for three minutes. Then if they are still struggling I will help. To be specific, I respond this way to questions on classroom procedures, definitions, and/or directions I have given in writing, orally at least three times. I have not had one student come back for help or not be able to follow the directions. This is developmentally appropriate for fifteen year old students to need to start learning or keep practicing on how to help themselves.
L2: Within my classroom there are many times when we have open discussion on the novels and the issues the novels presents. In our lasted discussions around the novel 1984 we had many opportunities to discussion totalitarian-type leaders—Hitler, Stalin, Kim Jong Il. I had the privilege to go and discuss with a fellow history teacher about what part of history there were learning about in the sophomore World History class. Luckily as my class was discussing 1984 the World History classes were learning about WWII. Through collaborating with the other History teacher I was able to make cross-curriculum connections, which is a wonderful way to keep a thread going through a students’ school day. By referencing Hitler Youth, Stalin’s KGB, and Kim Yong Il’s fear tactics students were able to see how the novel and Orwell’s warning are applicable outside Oceania and in our world today.
Another way students are able to make connections not only between curriculums but also with other students is learning to bring classroom learning to the school community. One way my students will be able to do this is in our upcoming lesson on interviewing. Within our newspaper unit, students will be required to create a “street-beat” news article where they will get a taste of what it takes to interview. Students will be asked to interview five different people—one staff, one friend, two random students, and one community member. This helps students bring the topics of our class to the “outside world” fostering their social wellbeing.
L3: Each student has a different type of home life, and it is important to recognize this as a teacher. Being sensitive to the subject and using language that is not exclusive; for example I tell students to talk to their “guardian” instead of “parent” because not all of my students live with who they consider a “parent”. One procedure I would like to set in place when I begin my own classroom is a welcome letter. Within the welcome letter would be an outline of the year’s unit, an introduction to who I am as a person/teacher, contact information, student expectations, and a space to have parents’ signature. I want open communication between parents/family members/guardian. There has been open communication with parents through email and phone calls. I have discussed grades with many parents and also behavioral issues. One example of positive communication between a parent and I was when I called due to disruptive and inappropriate behavior from a student in my sixth period class. The next week the student’s attitude and work ethic improved. By the second week this student had made delightful changes, and so I called the parent to express how well the student was responding in class with homework and during discussions. Lastly, during the introduction to our newspaper unit I reminded students that the new Dell Netbooks they were using where bought with their community and family members’ tax dollars, and how they should go thank them for the new technology.
L4: Fostering the growth of informed citizens who are aware of environmental sustainability is important to our Earth’s life. The way I help my students understand how to take care of our environment is through the use of the recycle bin and a visual aid of littering in the classroom. I help remind students who throw cans, bottles, and paper into the trash bin that we need to be recycling those items, which I make them toss into the recycling bin. Also, every class has a plastic, see-through baggy, which hangs in the front of the class. During packing up time I will remind students to look around on the floor and pick up trash that was littered. I remind them of the importance of keeping our environment clean. If there is trash I scoop it up as the bell rings and place it into their period’s baggy. This serves as a visual reminder.
Stacey Barber's bPortfolio 