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Standard V: Reflection and Self-Evaluations

DM1-Diversity I used culturally responsive instruction during my lessons to make learning more appropriate and effective for the students in my class. I did this by first getting to know my students to understand their different learning styles and instructional needs. All of the students in my class were born in the United States and none of them are ELL, however, there is a legitimate difference in their home culture that affects the students dispositions, attitudes and approaches to learning. I used a wide variety of instructional strategies to meet the different learning styles and language needs of all of the students. For example, the literature I used to supplement the lessons helped the students comprehend the concept of citizenship by incorporating everyday-life concepts where various ethnic groups were performing tasks that made them good citizens. I also used stories about Utah pioneers and the struggles they endured to teach the symbols of Utah. Two of the symbols were responsible for the early pioneers survival and this helped the students realize the importance of choosing symbols that unite people together and mean something. Being familiar with the students backgrounds and knowing that the majority of the class has ancestors that were Utah pioneers made the lessons more relevant and meaningful to them. In order to differentiate instruction, I used activities that provided a variety of sensory opportunities and movement. The students listened to music, sang songs, read literature, created projects, used hands on materials and watched videos to help reach the different learning styles of the

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students. I modified my instruction to ensure the students moved regularly throughout the lessons which especially helped my student who struggles to stay seated and has to constantly be moving. DM2- Effective Pedagogy I used technology during every lesson to enhance student engagement and facilitate participation in instructional activities. I posted the objectives on the SMART board and used the power point program to place large photos to help clarify the meaning of vocabulary words. I also used the SMART board to do interactive writing with the students and complete semantic maps as a whole class. I created a movie using the Movie Maker program to add music to the United States symbols which added meaning to the signs and engaged the students senses. The students were able to come up to the SMART board and be the spaces for sentences and write the words. This gave me the opportunity to give immediate feedback. All of the students enjoyed writing on the SMART board and watching instructional videos. I also used Youtube to play videos of the Utah state song and compare the videos of turkeys and eagles to help the students see why the eagle was ultimately chosen over the turkey as the national bird. DM3-Subject MatterAt the onset of teaching this unit on symbols and citizenship, I felt comfortable with my knowledge of citizenship and identifying the national symbols. However, I did not know all of the Utah state symbols and I was unaware of the intriguing stories behind the symbols chosen to represent Utahs citizens. I also researched to recall specific dates and facts about the national symbols. I researched the meaning of the pledge of allegiance and spent a considerable amount of time finding literature that helped reinforce what the students were learning.

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After more than a month of research and planning, I felt confident in my ability to answer all anticipated questions the student might have about the signs and symbols of Utah, the United States, and our school. The more I researched, the more I began to understand the importance of how symbols can help unite people as long as there meaning and importance attached to the symbols. I needed to have enough background information to tell a meaningful story and make the stories intriguing to them. DM4-Environment To create a physically and emotionally safe classroom environment I made sure to greet my students by name every morning when they walked through the door. I acknowledged every student and paid particular attention to those students identified in the contextual factors as having exceptionalities. I asked the students questions about their home life to help me understand what is going on in their worlds outside the classroom. There is always a need for the students to know you care about who they are. This helps them feel like they are part of the class and they have a responsibility to the class to participate in learning. I smiled at the students and noticed and reinforced positive behaviors with encouraging words. I maintained this type of positivity throughout the entire unit and also showed excitement about the new information I was presenting to the students. Although I did not develop the classroom rules, I expected the students to follow the classroom policies and procedures established by Mrs. R previously in the school year. These policies and procedures created a predictable, safe learning environment. The students knew the boundaries and I was strict but kind in enforcing the rules so all students would have the freedom to express their ideas in a respectful way. Before each lesson I considered possible behavior problems that may arise and addressed them by outlining what was expected. Before activities, during transitions and throughout the lessons I noticed good behavior and gave praise and gratitude for positive behaviors. Mrs. R has a reward system in place

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that I used throughout the lessons when I noticed the entire class was alert and ready to learn. It is the accumulation of marbles to earn a class vote on desired activities the class does not normally get to participate in, such as the tricycles, ipads, or choice from the prize box. For individual motivation, specific students were able to earn a purple card with accompanying note that was sent home letting their parents know they had a great day at school. All of these acknowledgements motivated the students to be more engaged and on task throughout the entire unit. DM5-Reflection Gathering and analyzing the data collected during this teacher work sample has helped me evaluate student learning outcomes and has also helped me evaluated the effectiveness of my instruction. One of the most significant experiences happened after the unit was taught and only as I compared the pre and post-test results of all of the students. I realized that one of the students (Student 18) did not pass the post assessment. This was an oversight, and I realized I failed to use the pre-test to guide instruction and modify instruction. Had I analyzed the pre-test before teaching the lesson, I would have made specific accommodation for student 18 because she scored the lowest grade on the pre-test. I also realized the importance of aligning the assessments with the objectives. Because the students are all in kindergarten and writing is still difficult for most of the students, a better assessment would be a portfolio of the students work and a response log where I record the students responses to questions and comments made during the lessons. By developing and delivering the lessons for the unit plan, I was able to really understand the importance of setting clear objectives and organizing lessons with a sense of purpose and an understanding of the big picture.

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DM6-Teaching DispositionAs I reflect on the overall learning experience and growth I have made throughout the course of teaching the lessons in this teacher work sample, I feel I have made growth as a professional and caring educator. During my practicum experience, I never experienced that sense of responsibility you feel when you take over the classroom. However, during this unit plan and through the course of student teaching, I have experienced what it feels like to be the steward over a class. I feel I rose to the challenged and faced this responsibility with confidence and with enthusiasm. My mentor teacher has expressed to me that I am always eager and willing and I face challenges with excitement and determination. During the unit I felt responsible to build a rapport with the students in my class so they would view me as their teacher and would feel safe, welcome and cared for. I encouraged the students throughout the unit and gave them sincere praise when they overcame challenges and when they did their best work. I helped them see their potential and supported them when they faced challenges and encouraged them to be their best self. I feel I have learned how to be a more reflective teacher and I am able to pin point specific ways I can improve so I will be more effective in meeting the needs of all the students. This experience has helped me realize the importance of trusting my intuition and relying on the knowledge of others with more experience to help me work through the inevitable challenges that arise during instruction. Above all, I have gained the confidence needed to be a dedicated, effective and enthusiastic teacher who will put forth the effort it takes to help students progress academically, socially and emotionally.