Nealey, Janeé

Reflection on Professional Responsibility

The work as a Teacher Candidate does not fit the most common definition of work—

physical labor; instead, teaching this year has been a labor of love. Over the course of this

program, I have been introduced to the true qualities of an effective teacher: loving, accepting,

and engaging. Teachers must be aware, not only of students’ prior knowledge, but also of their

culture, background, interests, and lived experiences. Recognizing that the true nature of science

involves personal connection has been the cornerstone of my pedagogy. With love and care first,

classroom management, instruction, assessment, and differentiation can truly be effective for not

only “model children”, but all children.

My background is in Biology, but I did not feel prepared to jump right into teaching as

my last course in that subject was in the summer of 2011. My interest in the subject is what

allowed me to develop my content mastery of the field. To be honest, I was learning along with

the children. Writing my lesson plans, reading the book, online materials, and my prior

knowledge from my previous biology courses gave me a security and confidence in my teaching.

Reflecting, my content knowledge was not adequate initially. Now that I have taught a year, I do

believe I have the foundation to teach at a more rigorous level; although that rigor may not reach

the standards of an AP course. My current observations from my mentor teacher and university

supervisor indicate proficiency and a firm grasp on content knowledge.

The modules on diversity and differentiation truly aided my teaching during my

practicum. I taught international students with diverse linguistic backgrounds, culture,

ethnicities, races, and learning styles. Science cannot be taught as a one-size-fits-all subject;

students learn based on their interests, values, and lived experiences (Lynch, 2001). As a teacher,

I tried to dig deeper than just the outward appearance of my students—their race and their style
Nealey, Janeé

of dress. Although surface culture can be helpful in “categorizing” individuals, it is better to

understand their values and notions from their immaterial culture (Gay & Grant, 2000).

Understanding the deeper parts of students’ cultures can help to conceptualize their

motivations. Theories vary on student motivation and whether it is intrinsic or extrinsic. My

learning theory aligns with the notion that understanding and encouraging intrinsic motivation is

the best method of teaching, while catering to extrinsic motivation techniques leads to failure.

Mader describes the most effective classrooms as having intrinsically motivated students, as

extrinsic motivation can actually undermine a student’s desire to learn (2009). Rather than

enticing students with materialistic items, focusing on their self-confidence and interests can give

them the yearning to learn. Rewards do not keep students from being bored, but rather encourage

them to focus on outcomes and short-term goals. Boredom is truly avoided by having

instructional techniques that cater to the students’ needs. Boredom is thwarted by: having

material that fits students’ mastery; assigning relevant topics that students have an interpersonal

connection to; giving the students freedom to self-express; and focusing around natural curiosity

and inquiry (Strong, Silver, Perini & Tuculescu, 2003).

Do I think I am ready to take over a classroom alone? Yes, although I have room for

growth; especially in areas of differentiation, classroom management, and time management. I

already have seen the effects of a caring classroom. As far as classroom management goes, I

believe I am on the right path. My observations have determined my instruction as respectful,

positive, enthusiastic, and ethical. My weakest point in instruction would be effectively timing

classroom activities. My goal is digging deeper and discovering ways to teach the same content

to a group of diverse learners. I am not discouraged about my weaknesses but empowered by my

Nealey, Janeé

strengths. I know with my desire to teach and my heart to care, I can continue to grow as a

teacher.

References

Gay, G., & Grant, C. (2000). Culturally Responsive Teaching: Theory, Research, and Practice

(Multicultural Education Series) (2nd ed.). Teachers College Press.

Lynch, Sharon. (2001). “Science for all” is not equal to “one size fits all”: Linguistic and cultural

diversity and Science education reform. Journal of Research in Science Teaching - J RES

SCI TEACH. 38. 622-627. 10.1002/tea.1021.

Mader, C. E. (2009). “I Will never teach the old way again”: Classroom management and

external incentives. Theory into Practice, 48(2), 147–

155. http://doi.org/10.1080/00405840902776483

Settlage, J., & Southerland, S. A., Smetana, L. K., Lottery-Perdue, P. S. (2017). Teaching

science to every child: Using culture as a starting point. 3rd Ed. New York, Rutledge.

Strong, R., Silver, H., Perini, M., & Tuculescu, G. (2003). Boredom and its opposite.

Educational Leadership, September 2003, 24-29.