Need a analysis reflection APA
Interview 1:
1. What would happen if both teachers had the same strengths and weaknesses?
Having the same strengths and weakness brings about commonality and allows the teachers to relate to one another. However, it does not leave room for balance. Having some different strengths and weaknesses allows the teachers to learn from each other and compliment one another where needed.
2. How do teachers establish appropriate disciplinary measures within the classroom?
Disciplinary measures should be age appropriate and effective. Teachers should establish these measures at the onset.
3. What happens when both teachers aren’t detail oriented?
I believe that being detailed oriented is a great thing! I would think that when you have two detailed oriented people in the classroom, that you may be missing some balance. For example, you also need teachers who are compassionate, or creative. I think that there should definitely be a balance to be effective in the classroom.
4. How do teachers work together to construct an effective classroom that caters to the strengths of both educators?
To be an effective teacher is to assess your students where they are at, help them to construct knowledge and further their understanding of the world around them, and repeat this to maximize their learning potential. Outside of academics, effective teaching also models and reinforces respect, honesty, communication, and those attributes that contribute to healthy communities. Teachers must also form a positive relations and rapport with the students, express knowledge of the subject effectively, convey appreciation of the subject, and provide a positive environment to work in.
5. How would you handle diverse learners?
I find out what type of learners each of my students are. For example, are they audio, visual, or kinesthetic learners? I acquire this information by simply asking how my students learn best. I treat every class different and recognize that I may need to make adjustments in efforts to serve everyone.
6. How does one teacher overcome to the idea of being in control and ignoring the shared authority?
Each teacher should be equal responsibilities. Responsibilities should be established in the beginning. Moreover, each teacher should take ownership in their roles and responsibilities. Doing so will help with ignoring the shared authority.
7. What type of teaching model do you find most effective? Do you rotate, or do not use just one? Do you find that different teaching methods work better with different subjects or age groups?
There is increasing evidence that these new-age education techniques, where teachers facilitate instead of teach and praise students on the basis that all must be winners, in open classrooms where what children learn is based on their immediate interests, lead to under-performance. I believe in having a more innovative and experimental style of teaching. This can include basing learning on children’s interests, giving them more control over what happens in the classroom
8. How does your life experiences, interests, strengths, and weaknesses impact your classroom and affect your teaching model?
Very much! I teach as an adjunct professor for a few local Universities. Sharing my life experiences, strengths, and weaknesses enhance the classroom learning. In this fashion, we learn from one another. I also like utilizing real world examples vs. textbook.
9. How do you deal with a teacher who is uninviting and too in control of “their” classroom?
I would express to the teacher that we should facilitate the class rather than teach. The difference between teaching and facilitating is that facilitators provide knowledge but also help the students to learn by understanding the processes behind the knowledge and the facts. Facilitators teach by leading, showing the way, and using experiential techniques to bring alive the teaching.
10. How will you be consistent in behavior, and if you disagree, how do you come to a mutual agreement?
A teacher should be firm, fair, and consistent with each student. Setting the tone in the beginning can help to prevent behavior issues. Perhaps the best thing faculty can do to address disruptive student behavior is to create an environment in which it is unlikely to occur. For example, an instructor should: • Serve as a model by demonstrating appropriate, respectful, and responsible behavior in all interactions with students. • Use the class syllabus to inform students in writing of standards and expectations for classroom conduct and of possible consequences for disruptive behavior. • Devote time during the first class to review this information in the syllabus. However, if dealing with younger children. The process should be the same. I maintain being firm, fair, and consistent and making sure the students know up front what is expected of them from day one. When you have an issue or disagree, you can always refer back to what was presented in the beginning.
Kim Risby, Ed.D.
Interview 2:
1. How do co-teachers work together to construct an effective classroom that caters to the strengths of both educators?
This is my first year doing co taught teaching. I think it starts with building rapport with your co teacher just like your students. At the beginning of the year during PDs and days leading up to the school year I tried to be around all 4 of my co teachers as much as possible and just learn about who they are and their personality and I adapt myself to their classroom style as I am in their classrooms.
2. How would you handle diverse learners?
By building rapport and learning about each student individually. This is way harder than you’d expect being in a classroom with 30 students it takes time but as an educator I want to know the strengths and weaknesses of each student and work towards their strengths and build up weaknesses.
3. How does one co-teacher overcome to the idea of being in control and ignoring the shared authority?
Since I am in their classrooms I usually adapt to their style and its their rules and preferences on everything from classroom management to lesson planning. I sit back and see how my co teacher teaches and I adapt myself. So if I have a laid back teacher with a loose demeanor than I try to be the same way but if I have a strict teacher then I am strict as well because we are in charge together and we can’t have a divided classroom where half the students like me and the other half likes my co teacher.
4. What would happen if both co-teachers had the same strengths and weaknesses?
Luckily I don’t have this problem but even if so I don’t think it would be a big deal because as co teachers we are in an inclusion model so we have to see where our students learning levels are and go from there. To me its thinking outside the box and daily innovations with student learning.
5. How do co-teachers establish appropriate disciplinary measures within the classroom?
Like I said before since I am in their classrooms I adapt to their rules and how they do things because to me its obsolete to try and get in there and run it my way. I don’t care about having authority or implementing my own agenda I just want to get on the same page and work together to educate these students.
6. How does one co-teacher know how much responsibility to have in the classroom?
I think its understood that there is responsibility for both teachers. As a general ed teacher they have to get the content/instruction organized and deliver it. While I am a special ed teacher I need to make sure everybody is accommodated and that we are servicing all students and I help every student whether they have an IEP or not.
7. How do co-teachers work together to construct an effective classroom that caters to the strengths of both educators?
This is the same question as #1 but I will add on. For me its just about figuring out what works and changing what needs to be changed as we progress through the year. I don’t really get in a routine because each and every class is different and it is really easy for me to adapt and play my role in each class. I try to help as many students as I can I make my way around the classroom I talk to every student and just try to have relationships with everybody but its not easy.
8. How much time should co teachers spend together to plan?
This question is tough to answer because ideally you want to plan and organize beforehand and spend time game planning and talk about what each of you is seeing especially from struggling students but reality is there just isn’t a lot of time for this so as co teachers we have to find time and work together whether it’s lunch, before/after school, or through communication (email, text,etc). I try to stay on top of what we are doing weekly and I also take notes in class so I can keep up with all my classes. I co teach 4 different sections of math and each class is doing different stuff so I have to write stuff down because once school starts daily its crazy and I would forget everything.
9. What happens when you can’t find a mutual time for planning?
Like I was saying in my last answer we just have to find time or else we are doing our students a disservice. Usually before and after class I get a lot of planning done because we talk about what is upcoming, tests, new concepts, activities, individual students, etc. I do a lot of running around the school for me it is no problem but I could see someone else in my role not liking that aspect.
10. What if co-teachers can’t come to a mutual agreement on which co-teacher does certain lesson?
With me I co teach math but I am not certified so most of my co taught sections are above my head so the general ed teacher usually leads the lesson unless there is something they want me to work on specifically. So basically my co teachers tell me the lesson plan and I try to study it and even in class sometimes I am learning at the same time the students are and it really helps me and more importantly it helps the students.
11. If you have different approaches handling student behavior and classroom management, how do you agree?
So far this year when it comes to discipline and classroom management like I have said before I adapt to the teacher’s style. I haven’t been in a situation yet where we don’t agree on something. And we deal with discipline pretty much the same across the board some teachers are more laid back and some are strict. I just bounce off the other teacher so when the class is getting loud I will ask them to be quiet just like my co teacher if they keep having behavior issues I will pull the student out and talk to them and see what is going on. When my co teacher comes down with a ruling or emphasizes something I make sure to back them up and reinforce it unless it was something crazy or if I didn’t think it was right. It is vital to be on the same page because you cannot have divide between students and co teachers we are like a classroom community and every part must function for the classroom to operate in a good manner.
Interview 3:
1. What would happen if both teachers had the same strengths and weaknesses?
As a team of teachers, I found it most beneficial to come together as a team to plan effective teaching strategies for diverse learners. We were able to plan, deliver and most importantly monitor and determine if the strategies that were developed were having a positive impact on the learners. Lastly, with all of the above it brought about a great support system to the child. The team itself brought about so many wonderful ideas.
2. How do teachers establish appropriate disciplinary measures within the classroom?
I don't know what I would have done while teaching without having an assistant serving right next to me. Sadly, as a teacher I didn't decide if I needed an assistant. While serving as a principal before retiring, I usually considered the following variables to determine if an assistant was needed: Size of class, student behavior, intervention needs, and money. It is of utmost importance that parents and students understand the value of a teaching assistant during the learning process.
3. What happens when both teachers aren’t detail oriented?
While serving as a teacher with diverse learners, I was always in attendance to the IEP meetings ensuring that I knew all the data on each child and giving input on the learner. I made certain that I shared weekly lesson plans with the assistant in order to ensure we were on the same page as well as making modifications for the child. Also, students were placed into small groups.
4. How do teachers work together to construct an effective classroom that caters to the strengths of both educators?
It is my opinion that the teacher along with the IEP team will decide on what strategies to use for the student.
5. How would you handle diverse learners?
Being consistent in behavior requires a teacher to ensure that the daily routine is reviewed with the class. In other words the classroom must be well structured. Allow students to be apart of developing rules and the consequences that follow. Review the rules daily. Also, over plan well with flexibility. Lastly, having a firm hand coupled with a caring and loving heart.
6. How does one teacher overcome to the idea of being in control and ignoring the shared authority?
If you want to avoid chaos in your classroom, I would definitely say that you would need to allow students to be a part of some of the decision making in the room. As teachers you begin to think that you have to have complete control in the classroom. You feel like you are looked upon as being successful if you have the best behavior in the school. All of the above are good, but ask students of some ideas they may have. Allow them to be an integral part of developing classroom rules, as well as have classroom meetings. Once students realize the classroom doesn't belong just to the teacher, obviously the students have a better idea what is expected of them.
7. What type of teaching model do you find most effective? Do you rotate, or do not use just one?
Do you find that different teaching methods work better with different subjects or age groups?
I do agree with question 6. But here are a few tips: Don't yell !!! It gets you know where. Review expectations and consequences daily. Set up some sort of reward system that's conducive to your class. Don't hold grudges!!! Remember, you are the teacher. Lots of praises!!
8. How do your life experiences, interests, strengths, and weaknesses impact your classroom and affect your teaching model?
The classroom management style depends on the individual teacher and the class of students that are being taught. I believe in the assertive discipline style. I feel that each student should have the opportunity to learn and that they shouldn't be prevented from learning. Rules are developed and always reward exceptional behavior.
9. How do you deal with a teacher who is uninviting and too in control of “their” classroom?
Develop a positive relationship with parents at the beginning of the year. Let the parents know what is expected from you and find out what they expect from the teacher. Ensure that you build a sense of trust. I always had my parents write a letter to the teacher informing them of things they felt as parents the teacher should know about their child. If a problem occurred with the student I always felt I was in a much better situation to conference with the parent. While teaching, these were some of the ways I used for parent communication: Parent bulletin boards, weekly newsletters, email, notes, monthly calendars, and phone conferences.
10. How will you be consistent in behavior, and if you disagree, how do you come to a mutual agreement?
It is definitely the teachers responsibility to conference with the parent, Hopefully, as a teacher you will have built up a sense of trust with the parents.