Week Three

Secondary Methods Student Weekly Reflection Sheet

Sam Houston State University

Name: Kathryn Wood

Date: 9/18/11

1. The most positive aspect of my field experience (or an area I showed strength) since my last reflection has been: I was given the opportunity by my mentor to take over during a portion of a class period, and I was able to keep the students’ attention while teaching them. It was very energizing and uplifting to be able to command the attention of a room full of students. It really confirmed my ambition to become a teacher.

2. The aspects of my field experience which most need improvement or adjustment include: I feel as though I need to exude more confidence in my knowledge of what I am teaching. I attempt to act as though I know everything about the subject matter, even though I know I do not. I find myself getting a little anxious while I am teaching. This is something I will need to work on.

3. Two important things I have learned about teaching and learning through my field experience since my last reflection include: One important thing I have learned through my field experience is that I know way more than the students I am teaching. I need to remember this when I start teaching so I feel less like I am giving a speech or a presentation. It is not as though I am the all-knowing expert in my field, but I suppose I should act that way from time to time. I have also learned that it is much easier to teach teenagers who know little to nothing about your field than it is to teach colleagues who know little to nothing about your field.

Secondary Methods: Reflecting on Emerging Dispositions and Diversity Proficiencies

1. Demonstrates ability to be understanding, respectful and inclusive of diverse populations.

During the game “walk the walk”, every student had to participate, and I made sure that every student was, in fact, participating. Because the game was a giant group activity, the students were more focused on their own walks, as opposed to watching their fellow classmates or worrying about their fellow classmates watching them. This helped a great deal with the shyer population of the classroom.

2. Demonstrates an attitude of reflection and thoughtfulness about professional growth and instruction.

3. Demonstrates a commitment to literacy, inquiry, and reflection.

4. Practices ethical behavior and intellectual honesty.

5. Demonstrates thoughtfulness in communication and an awareness and appreciation of varying voices.

6. Demonstrates a commitment to adapting instruction or programs to meet the needs of diverse learners.

During a technical theatre class, I was able to adapt how different platforms were being built. About half of the class understood what it meant to clamp down two pieces of wood and could do it correctly if ask to do so. However, the other half would somewhat understand, but it was not until I showed them what I meant with actual tools and lumber that it became clearer to them. Visual learning seems to be the number one learning style throughout the classrooms.

7. Demonstrates knowledge of second language acquisition and a commitment to adapting instruction or programs to meet the needs of culturally and linguistically diverse learners.

8. Leads diverse learners to higher level thinking in cognitive, affective and/or psychomotor domains.

I led an activity in one of the theatre classes that involved creative thinking. It was a game called “walk the walk”, where the class was told to walk around the room while I gave them a prompt on how to walk. For example, one of the walks was through a room covered in bubble gum. Because this is not a realistic setting, the students had to use their imagination to create a style of walking in this atmosphere.

9. Uses assessment as a tool to evaluate learning and improve instruction for all learners.

10. Demonstrates a commitment to using technology to create an authentic learning environment that promotes problem solving and decision making for diverse learners.