Reflection 2

My student teaching experience at Winnebago High Schoolteaching mathematics was a great

leaming experience for me. I learned a lot about myself as a teacher, my strengths and my weaknesses.

My two mentor teachers were very helpful along the way. They really pushed me daily to succeed and

helped me reflect upon my experience to help me grow to become an effective teacher. Through out my

teaching experience I have continually worked to meet the lllinois Professional Teaching Standards as

well as Western lllinois Universi\y's Teacher Candidate Dispositions. I have worked hard to learn and

grow and to become an effective teacher.

The lllinois ProfessionalTeaching Standards have become a pillar in my life the last couple of

years. I have worked to achieve these standards through my education classes, block teaching

experiences, my math methods class, math portfolio and now, finally, in my student teaching.

Standard 1- Content Knowledge: In Geometry we had just finished a unit on triangles and were about to

begin a unit on quadrilaterals. In preparing for my upcoming unit I wanted to provide a way for students

to be able to connect the two. I did this by providing an activity from an older Geometry text book and

modfiing it to frt. In the activity, students were to explore the sum of interior angles of polygons. Since

students already knew the interior angles of a triangle are 180 degrees, what better waylb make a

connection than to have them explore that a quadrilateral is simply two triangles divided by a vertex or

diagonal. This activity is an example of how I understand central concepts, as well as how to try to fit

into the discipline in order to make connections meaningful to students.

Standard 2- Human Development and Learning: I believe when learning math it is important for student

learning to practice ideas. I encourage students to grow, develop and learn by providing well thought

out asslgnments. These assignments include review that relates to previous knowledge to new topics as

I feelthis is one of the best ways to learn math. Also, by allowing class time to work on these

assignments or activities helps me to monitor student progress and be able to diagnose what I need to

do better to help students learn.

Standard 3- Diversity: ln Algebra 2 we recently covered a unit on probability. I quickly introduced ideas

using dice, cards and marbles. However, I did not immediately take into consideration that all of my

students may not be familiar with these objects. Many of my students were not familiar with a standard

deck of cards. I quickly realized that if the student did not understand the objects I was using for

examples they would never be able to understand the content being covered. I quickly ran to the

statistics teacher to borrow these items to show students. I adapted my lesson to allow students to use

actual objects to allow an instructional opportunity where everyone could learn.

Standard & Planning for Instruction: In Algebra 2 we had just completed a unit on quadratic functions.

Next, it was planned we would move onto radicalexpressions. However after much discussion with my

mentor teacher and another Algebra 2 teacher we decided to move on to right triangle trigonometry

first. Our reasoning for this was there was a lot going on in the community including state finals for

boy's basketball, swimming wrestling robotics and even a math competition. With this in mind, we

anticipated many abgences. Right triangle trig would be a much better unit to cover as it does not have

as many new ideas as the Radicals unit. We also agreed this change would be beneftcial because it is still

in the curriculum and it would be good to cover before the ACT rather than after. This demonstrates I

can consider studenfs schedules and extracurricular activities, the community and curriculum goals

when planning instruction.

Standard 5- Learning Environment: When | first started teaching my seventh hour Aglebra 2 class, I had

a couple very disruptive students. They really like to voice their opinions and talk throughout class. This

made the overalltone of the class disruptive. When those couple of students began talking and being

disruptive, then the whole class feh they should do the same. One day I pulled a student out of class and

together we agreed on a common goal. His goal for the rest of the week was to be a 'perhct student.'

We agreed on what that meant and he was excited to try it. He became very self motivated to become a

positive influence on the class. He encouraged positive social interaction by nising his hand and getting

others to do the same. This positive change put an end to much of the class disruption and allowed me

to be able to more actively engage the students.

Standard G Instructional Delivery: A typical day in one of my Geometry sections offers multiple

instructionaltechniques. First, we began by going over homework either by having students come to the

board or by having me solve problems. Next, I pass out notes for the day. These are skeleton notes of

the main ideas for the day. Since students should have already taken notes on their own for these ideas,

this process usually goes very smoothly and we are able to more critically think and discuss the content.

We end class by working on an assignment. I walk around the room to determine what students

understand well and what they need more help with. Also by pointing out to students where their

mistakes are, they are able to problem solve on their own. This shows that on a typical day, ltry to

include ma ny d ifferent instructiona I techniques.

Standard 7: Communication: One way I demonstrate effective written and visualcommunication to

students is through my many lists. At the beginning of each unit students are given a illabus with

sections and assignments. At the beginning of each class I provide a list of what we are doing for the

day. There is also a list on the chalk board in the back of the room of the current weeKs anticipated

schedule. There is also a list to inform students of when their next test or quiz will be. I verbally remind

students of these lists everyday and I even point to them when I reference them. These techniques help

me to communicate exactly what I expect of the students. This way there are no surprises. This is a great

example of how I foster actfue inquiry, collaboration and support interaction in the classroom.

Standard & Assessment: I give quizzes every couple of sections and a traditional test at the end of each

unit. With these, I like to provide a list of objectives so students are all working towards a common goal.

I also like to provide a practice quiz and practice test before each formal assessment. This helps me to

judge informally what students are struggling with and what areas they are excelling in. These

assessments help me to asses myself, what I have taught well and what I can do better. Alltests and

quizzes offer a variety of different questions to allow diverse students different ways to demonstrate

they have achieved the goals. This demonstrates that I understand bother formal and informal

assessment strategies to support continuous development of students as well as myself.

Standard I Collaborative Relationships: One example of a collaborative relationship during my student

teaching experience includes my relationship with an Algebra 2 student who is Autistic. Throughout the

semester I have worked to be able to better communicate my expectations of him. I have worked

together with my mentor teacher, his mother and his special education case worker. Together we were

able to help this student learn math. He is very intelligent, especially in math. He struggles with

completing homework. He feels that once he knows how to do a problem he does not need to practice.

His mother e-mails me occasionally as she uses her judgment to shorten his assignments. His case

worker also maintains close contact to be sure he is staying on top of his notes, staying Eganized and on

task. Together we work to support this student's learning and well being.

Standard 1G Reflection and Professional Growth: My seventh hour Algebra 2 class has proven to be my

biggest challenge. There are 27 students in this class including very talkative, opinionated and disruptive

students. Every day after class, my mentor teacher and I have taken time to discuss what went well,

what did not and what I can try different and do better. I have also sought advice from other teachers

and even the prlncipal and assistant principal. I value and consider each and every piece of advice as I

feel overcoming such challenges and trying new things will help me grow professionally. This continuous

reflection of me with this class proves that I understand how my choices and actions can effect my class.

Standard 11'ProfessionalConduct I have maintained standards of professional conduct continuously

throughout my student teaching experience, immediately students knew I was a student teacher and

therefore I was young and still in college. They wanted to ask questions regarding my personal life and

lifestyle. I answered some question by saying allthe positive things I was involved in, shared my hobbies

and told them I want them to help me learn to become an effective teacher. This positive, professional

attitude from the beginning really helped me to separate myself. I also prided myself on dressing

professionally and arriving early everyday.

These are just a sampling of examples illustrating my understanding and application of each of

the 11 lllinois ProfessionalTeaching Standards. lworked everyday to better achieve each of these

standards in my ultimate goal of becoming an effective teacher,

My focus was to meet and apply all standards of the lllinois ProfessionalTeaching Standards. I

also worked to understand and apply the Western lllinois University Teacher Candidate Dispositions.

With this, I was always sure to align my student teaching goals with Western lllinois Univprsi$s Teacher

Education Program's mission to prepare versatile teachers who appreciate the importance of our

diverse population; to adapt emerging social, economic and demographic patterns and who are skilled

in the use of technological tools to promote teaching and learning in our nation's schools. By following

this mission, I was able to grow into well-prepared, desirable teacher candidate. Below, I have outlined

how I apply each of the eight Teacher Education Program's dispositions.

1. Collaboration; During my student teaching experience I worked together with my mentor teacher as

well as another Algebra 2 teacher, to plan for instruction of my two sedions of Algebra 2. Together, we

collaborated our lessons and goals to achieve our common academic goal of fulfilling the Algebra 2

curriculum.

2. Honesty/lntegrity: I have demonstrated honesty and integrity throughout my student teaching

experience. An example of this is always being truthfulwhen I made mistakes. I have made mistakes

when doing the assignments and have even had to have help with certain problems. To be an honest

person with integrity it is important to be able to admit when you are wrong and seek help.

3. Respec* | have continually demonstrated, honored, and valued consideration and regard for myself

and others. For instance, I respect the opinions of my students and mentors. Even if I do not

immediately agree, I listen with an open mind to be able to better understand them.

4. Commitmert to Learnirg: One way I demonstrate my commitment to learning is through my

eagerness to learn more. For example, I recently signed up for a conference on the use of the Tl n-spire

calculator. I am also exploring many summer classes and workshop options. This proves I am serious

about knowledge acquisition. I have so much more to learn.

5. Emotional Maturity: Student teaching has proven to be an extremely emotionaltime in my lifu.

There have been times I have wanted to laugh out loud and moments when I have wdnted to cry. I have

demonstrated emotional maturity by not doing these things as they would be inappropriate. Instead, I

have learned to just simply take a deep breath and keep moving on with my prepared lessons.

5. Responsibility: I have six classes and two prep periods in which lwas completely on my own for much

of the time. I uras responsible for all my lessons, materials and grading. I worked independently through

my prep periods to stay on task to satisfy my work load. In this time, I was responsible for my own

judgments. t proved myself responsible by being prepared and on time and organized.

7. Faimess: One of my main goals as a teacher is to be fair to all my students. This is sometimes

challenging because what might be fair to one student may not be fair to others. For example, for

students with IEP's and a foreign exchange student, I provide diagrams on tests while I expect the rest of

the students to be able to draw the diagrams on their own. I feel this is a prime example of how I have

demonstrated commitment to meet the educational needs of all students in a caring, non-

discriminatory and equitable manner.

8. Belief that All Students Can Learn: I believe that every student can learn. Students are all very

different and thus learn in different ways. Understanding this has driven me to provide multiple

representations of various mathematical content. I feelthat this allows students multiple opportunities

to grasp these ideas. Multiple representations can also provide students with the ability to make

connections which can also help students learn, understand and remember.

These eight examples help to paint the full picture of me as a teacher candidate. These

dispositions that help me understand the impotence of becoming a successfulteacher and professional.

I have worked hard not only to meet those standards set by lllinois but also to mold my disposition as a

future educator.

I have reflected upon my student teaching experience and what goals I have met, I have learned

a lot about myself. I have worked extremely hard to make improvements everyday to help me become a

more desirable, as well as, effective teacher. In doing this it has been pointed out to me by my mentor

teachers what I do well and what things I can improve. Together we find ways for me to progress. For

this reason, I am able to quickly point out my strengths and weaknesses as a teacher.

One of my main strengths as a teacher of mathematics is my use of technology. I enjoy

incorporating technology into my classroom. This creates a more advanced learning environment and

helps to motivate students. Student learning is enhanced when I can prove to them with technology

what they have only been shown through textbooks. lt also meets the needs of diverse students. Using

technology in the classroom allows students to be able to see things that I simply can not draw or

illustrate. This is important for diverse learners. lt gives all students an opportunity to make

connections to the math with things they already know or are familiar with in their own lives. I enjoy

using technology and like to spend extra time creating things to incorporate into my instruction. Being

able to utilize such technologies as Tl n-spire calculator, SMART board, excel, Geomete/s Sketchpad and

more demonstrates my commitment to learning.

with my strength in utilizing technology in the classroom comes my weakness in behavioral

management. Sometimes I spend so much time planning for activities and examples that lforget to

consider my class may not want to act how lwould expect them to act. Sometimes I can be unfair in

assuming when some of my students are being disruptive; they all do not want to learn. This effects the

learning environment because students that are not being disruptive and do want to learn are then

being punished' I need to focus on working collaboratively with my students to communicate my

expectations for them in my classroom.

Student teaching has allowed me the opportunity to get a taste of my future career. Luckily, I

had a lot of support fiom my mentor teachers to help me through this overwhelming time. Teaching is a

lot more work than I would have ever expected. lt goes much deeper than writing lessons, gmding, and

managing the cfassroom. There are standards like those of the lllinois ProfessionalTeaching Standards

to achieve and dispositions to fulfill like those described by Western lllinois Univenity. By working to

achieve allthe goals set by myself, the state of lllinois and Western lflinois University, I have realized

that I do truly want to pursue a career in education. I am looking fonrard to and am anxious to begin

my career as a high school mathematics teacher.