3a Communicating With Students
In my classes, I used grading to communicate students’ performance and highlight areas of improvement. Whenever students did well on exams, I would give them positive feedback and a sticker to show my appreciation. For students who struggled, I would work with them individually by presenting a similar example problem and then asking them to correct their errors. As some of my students were in special education, I made sure that they scored no lower than a 70%, and if I noticed any student struggling, I would take the time to discuss the challenges they faced and offer guidance on how to overcome them. In these two examples I made notes to my students that they need to slow down and take their time on work. Many of my students often felt that getting done first was a competition and would rush through their assignments. To help my students overcome the need to rush I provided lined paper later on to help students slow down on their writing. I also stopped having students turn things in to me as soon as they finished and just collected everything at the end that way the students who were still working could not tell who was already done.
3b Using Questioning and Discussion Techniques
When my students indicated that they were wanting attention or appeared distracted, I used questioning techniques to redirect their focus. Instead of disciplining the student, I asked questions that would encourage them to participate in the discussion. For example, I would ask them to share their thoughts on the topic or to provide an example related to what we were discussing. This helped to re-engage them in the class and put their energy into what was being discussed. During one of my observations, my co-op noticed this strategy and praised me for my effective approach in managing student behavior
3c Engaging With Students in Learning
I used the game of Jeopardy to teach my first-grade students about digraphs. Each number in the game represented a different level of difficulty, and the students had to work in teams to answer the questions. The students got really into the activity and were very excited by the game competition. After the game, the students consistently asked me when the next time we were going to play Jeopardy would be. Overall, the game was an effective and engaging way to teach the students about digraphs and keep them motivated to learn.
3d Using Assessment In Instruction
I recently assigned an exit ticket for my second-grade students to assess their understanding of verb tenses. I provided them with a definition key at the top of the page, and a word bank so they had a choice of which verbs they wanted to conjugate. The students were asked to write one sentence in the past, one in the present, and one in the future using the same word, focusing on verb tenses. This type of formative assessment instruction allowed me to get the students to practice writing and allowed me to assess what they retained without offering them guidance on what to do. By giving them the freedom to choose their own verb and construct their own sentences, the students were able to apply their knowledge of verb tenses in a meaningful way. This also gave me an opportunity to identify any areas where the students may need further instruction and adjust my teaching approach accordingly. Overall, this formative assessment was a valuable tool in evaluating the students’ learning progress and tailoring my instruction to meet their needs.
3e Demonstrating Flexibility and Responsiveness
During one of my observations with my second placement co-op, I demonstrated flexibility and responsiveness by noticing that the students were struggling to read and comprehend their textbooks at a first-grade level. In response, I made the decision to switch their textbook to a kindergarten level and focus on teaching more basic skills before moving on to larger paragraph readings. This decision allowed me to better meet the students’ needs and ensure that they were able to build a strong foundation of skills before moving on to more challenging material. Overall, my ability to adapt to the needs of my students demonstrated my commitment to their learning and growth.