Category Archives: L: Knowledge of Learners and their Development in Social Contexts

Standard L: Knowledge of Learners and Their Development in Social Contexts

Throughout my internship experience I have come to realize just how many potential roles the teacher can play in the classroom. In addition to planning classes that engage students and encourage them to participate, a certain understanding of how students learn and how they connect with others is vital. Each moment in the classroom should be a chance for them to learn more about themselves and how they interact with others. Having a classroom management plan is only part of the issue; instead, teachers must be equipped with the knowledge of how and why students act and learn the way that they do, how students interact with others, and how they will continue to interact with all of their surroundings.

It is important for students to learn and practice life skills when in the classroom. This affects the way that they interact with me as the teacher, as well as their peers and ideally carries over into the way that they interact with people outside of school. That being said, there are a number of measures I can take to ensure that my students are learning how to be responsible citizens. Assigning students to group activities is one way in which I try to practice these attitudes in the classroom. In addition, I see it as a daily responsibility of mine to work with students to encourage them to treat others the way that they want to be treated. This can work in many ways, but one of the most common usually means that if a student is being disrespectful towards someone or something, I take them aside and discuss with them how their actions and words affect other people. This has become especially helpful in working with the freshmen classes; I have already seen a transformation in some students with the way that they interact with others.

In addition to learning skills to succeed inside and out of the classroom, I have found it fascinating to learn more about how students learn and what motivates them. Of course, every student is different so there is no way to learn everything about each one, much less predict his or her exact behaviors. However, I have found that many students are willing to share with me what I can do to help them, and taking the time to know them personally has made a dramatic difference with several of them. For example, there is a particular student that struggles with motivation and getting his work in on time. For this student, I initiated conversations outside of class to the point where he now feels comfortable to talk with me about his interests and passions. This has led to me find topics that interest him and help him incorporate those into daily lessons or assignments. On a broader scheme, I try to regularly take the time to ask for student input on what works for them, what they want to learn about, and if they enjoyed a particular lesson. This gives me the opportunity to understand what works for them.

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Filed under L: Knowledge of Learners and their Development in Social Contexts

Educating Exceptional Students

The attached document is a brief, albeit wordy, presentation regarding “specific learning disabilities with an emphasis on reading within the context of a high school social studies classroom.” Although written over a year before I entered the classroom for my internship, my interest in literacy spurred me to learn more about reading disabilities. Much of my research yielded results on how to help students with reading difficulties in the classroom. I have made an effort to apply many of the strategies in my classroom. Even for students who are not labeled as having a learning disability in reading, they can benefit from using these strategies. One in particular that has been extremely beneficial as I work with certain students has been the idea of model thinking. By reading aloud and then walking students through my thought process verbally, they begin to see how they can think through some of their struggles.

Specific Learning Disabilities and Inclusion

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Filed under L1: Learner centered, T2: Intentionally planned

Teaching Secondary Social Studies

Throughout this course I learned about the importance of integrating different subjects into my social studies lessons. It has become apparent to me throughout my internship that students can retain more information when they are able to make connections to prior knowledge or are able to see the relevance of their classwork. That being said, it is essential that I intentionally plan lessons that allow students to draw on knowledge from other classes that they are taking. One activity in this unit specifically requires students to work as a factory owners and families to see how wages and cost of living were very important during the Industrial Revolution; the math portion of this activity gave students the opportunity to strengthen their skills while giving certain students the potential ability to use their math talents. In addition to math, I make every effort to include reading and writing into the class on a daily basis in order to strength their skills and give them the opportunity to practice outside of the Language Arts classroom. By using integration across the content areas, students begin to see the importance and relevancy of the learning taking place in the classroom.

Unit Plan

Lesson Plans

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Filed under L1: Learner centered, S3: Integrated across content areas, T2: Intentionally planned

Diversity in America

This paper attests to my proficiency in understanding differences among students in the classroom and my ability to adapt teaching practices to accommodate these students. It demonstrates my knowledge gained about students with learning disabilities and how their needs can be met in my own general education classroom and discusses examples of how to be prepared to do so.

Integration and Action Paper

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Filed under L3: Family/neighborhood centered

Professional Development Paper

This paper was written in response to an assignment for my Students as Learners class. This attests to my ability to think about how students learn and interact with one another. As students change throughout their schooling careers, it is important to keep in mind where they are developmentally, and the teacher should be available to help students learn and mature as members of a great community.

Personal Development Paper

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Filed under L1: Learner centered

Classroom Management Plan

As is probably true of many future teachers, the idea of establishing a classroom management or discipline system may seem daunting. However, this classroom management course has covered a great number of philosophies and techniques, and by studying these it has become more clear what may belong in my personal system of management. The attached paper will outline several of the systems studied in class, examine how these affect they way students view school, and present my own ideas for a system.

The Washington State Approval Standard corresponding to this class is L2, which focuses on “classroom/school centered” and “learning, knowledge, and skills connected to classroom and school communities.” As I worked on this classroom management system, I deliberately thought through my plan while keeping the potential environment in mind.

Classroom Management Plan

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Filed under L2: Classroom/school centered

Philosophy of Education

This document was written for the first class of the program, American Education.

My own philosophy of education has been influenced by a variety of sources. This assignment encouraged me to examine other people’s ideas and integrate them with my own personal experiences to improve the effectiveness of my teaching.

Philosophy of Education

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Filed under L4: Contextual community centered