Presentation/Assigment

Module 7: Micro-teaching

Hello, everyone! This video is best suited for beginners just learning numbers and simple addition. It is better to start with small numbers, less than five.  That was an exciting experience with my student.   The learner is experiencing trouble adding seven to eight. I chose bright colors for the items, which is effective because children love bright colors. Additionally, I was using items that a learner can identify with, such as balls and ice cream. I was an instructor who allowed the learner to do things themselves and only guided them where necessary. For example, when the learner failed to get the answer to seven plus eight, I helped them calculate by stacking cubes and counting them to get the correct answer. Although I am providing a solution, it can still be challenging for a learner trying to learn from the video. Using smaller numbers would pass the message more efficiently. 

https://youtu.be/NLPSyHOF9cM

https://youtu.be/NLPSyHOF9cM

General Lesson Plan Template with Guiding Questions

Directions: For day-to-day planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan.

Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

Standard(s) : (no more than 2-3 standards)

CCSS.MATH.CONTENT."NY K.OA.2 Solve addition and subtraction word problems involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions.” Use drawings to represent the problem. Another standard to be covered is “NY K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to number of objects in another group.” The secondary standard is “KR4: Identify specific words that express feelings and senses”

Lesson Objective(s): What will students know or be able to do by the end of the lesson?

· Students will be able to add to result unknown  · Students will be able to take from result unknown · Students will show how put together with unknowns · Students will be able to answer all questions given

Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon?

· “K.OA.1 – Represent addition and subtraction” · Listening. · Comprehension. · Proficiency with numbers · Addition and subtraction.

Assessments: How will you measure progress towards the objective? What criteria will you use?

I will: · Pay attention to how well the students are absorbing the material. · Help struggling children by adding and subtracting alongside them. · • Check to see whether kids can add and subtract sums on their own.

Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful?

I can adapt the content by · Using actual samples as examples · Make it hands-on · Incorporate storytelling I can adapt the process by · Asking students to fill in their math journals their solutions so as to keep track their progress · Let my students regularly know how they are doing in terms of classwork I can adapt the products by · Including my students in the choice of sample to be used in the next class’s lesson.

Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc.

· “Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume “ · Apples · Pencils · Plastic glasses · crayons

Lesson Planning: Complete this section to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff to complete this section successfully.
First Five: (5 minutes) · How will students enter the classroom and get prepared to learn? · What initial task will students perform that aligns to the objective(s)? How will you review it?
Teacher Actions	Student Actions
· Tell students they will be learning addition and subtraction · Show the students apples, pencils, plastic glasses, crayons that will be used · Ask students to count the apples · Ask students to count the pencils · Ask students to count the plastic glasses · Ask students to count the crayons · Ask students who wants to volunteer Teachers can also use the following in their addition Math lesson: Demonstrating addition activity using drawing and coloring. Part 1 10 = 6 + 4 6 counts 4 counts 6 boxes painted yellow representing 6 apples and the boxes with stars to represent the count of 4. The total is 10 Part 2 10 = 7+ 3 In this part the red color represent the count of 7 and the purple to represent the 3 count totaling to 10. 7 3 Total 10	· Listening · Observing the sample materials · Show 5 using their fingers · Show 4 using their fingers · Show 7 using their fingers · Show 3 using their fingers · Raising their hands to volunteer
Introduction of New Material: (10 minutes) · How will you build upon the skills/content of recent lessons? · How will you convey the knowledge and skills of the lesson (explaining, modeling, coaching, inquiry)? · What will students be doing to process this information?
Teacher Actions	Student Actions
· Tell students: “Today we are doing addition and subtraction." · Echo count the apples. · Give one apple to the volunteer student. Ask the students to echo count the remaining apples. · Show the students the 3 crayons, I then add 2 more. Ask the students to count with me the total crayons with me.	· Listening the teacher · Echo count from 1-4 · Echo count 1-3 · Echo count from 1-5
Guided Practice: (5 minutes) · How will you know that students are ready to begin working independently? How will you gather that data? · What will you do if students are confused or misunderstand? · What directions will you give to students for independent practice?
Teacher Actions	Student Actions
· Tell the students the story of a mom who had ten eggs and cooked two for her toddler. · Ask students to draw lines independently in their books for the ten eggs. · Ask students to cross the eggs cooked. · Ask students to write the answer to the remaining eggs. · Ask students if the resultant number is “greater than” or “smaller than” the original number. · Ask students to say that is called subtraction.	· Students will listen to the story. · Students will draw ten lines. · Students will cross two lines · Students will write 8 · Students will say “smaller” · Say subtraction with the teacher
Independent Practice: (25-30 minutes) · What responses do you expect to see from students? Which misconceptions do you anticipate? · How will you assess the quality of student work? ( rubric, checklist, etc.) How will you gather data? · How will you elicit and coach student thinking? How will you support students who struggle?
Teacher Actions	Student Actions
· Instruct students to sit down · Ask them to open page 50 · • Go from seat to seat, checking up on kids while they work alone. · Ask students additional questions: “How many pencils are left," "What is the total number of books left?” ‘ · Add and subtract with a student finding it hard to do so · Ask them if the resultant number is greater than or smaller than the original	· Sit down · Open their books · Begin doing the activities on their own · Answer the questions · Add and subtract with the teacher · Answer the question
Last Five:(5 minutes) · How will you assess learning? · How will your students summarize what they have learned? · How will students prepare to transition to a new subject or class?
Teacher Actions	Student Actions
· Use the practice and homework sheets to provide the kids with further opportunities to build on the skills and knowledge covered in this session. · Give other examples of “adding to, "Taking from," putting together," and “taking apart” with unknowns. · • Instruct students to use their math diaries to keep track of their solutions.	· Assignments, · Work on addition and subtraction at home · Review the material in class the next day

Reflection

After finishing my first ever lesson, I thought that Lesson planning is a daunting task every educator must undertake. I frequently questioned where my lesson plans went awry. Following the lesson plan was difficult because the students weren't cooperating. I chose to speak with an experienced teacher, who advised me that while making lesson plans, teachers should pay great attention to the type of kids, as they can be highly disruptive if not handled correctly. An effective lesson plan is a critical factor in deciding whether a lesson is successful or not (Prescott et al., 2020). This helped me.

References

Prescott, A. et al. (2020) “Maths inside from the students’ perspectives,” Making School Maths Engaging, pp. 63–74. Available at:  https://doi.org/10.1007/978-981-15-9151-8_7. 

Student Achievement Chart and an Analytical Rationale

Student’s name: Valentina Fedonyuk

Course: EDSN 682

Professor: Barbara Sanders

Student Achievement Chart and an Analytical Rationale

Fame Mastery Levels	Description of Student Work in each Mastery Category (Correct and characteristics of work)	Assessment Data Outcomes:
Exceeds	The student can recognize and order numbers from least to greatest up to 10. Student work to include: Identify and name numbers up to 10. Create and solve simple addition and subtraction problems up to 5. Explore and identify numbers in the environment.		Pre-assessment	Post-assessment
		Students’ total number	2/10	7/10
		Class percentage	20%	70%
		Students	Students: A B	Students: 1 A B 3 C 5 E
Meets	Description for ‘Meets’ the standard: The student can identify and order numbers from least to greatest up to 5. Student work to include: Identify and name numbers up to 5. Create and solve simple addition and subtraction problems up to 5. Explore and identify numbers in the environment.
		Students’ total number	4/10	2/10
		Class percentage	40%	20%
		Students	Students: 2 C D E	Students: D 4
Average	Description for “Average” the standard: The student can identify and order numbers up to 1. Student work to include: Identify and name numbers up to 1. Create simple addition and subtraction problems up to 3. Recognize some numbers in the environment.
		Students’ total number	3/10	1/10
		Class percentage	30%	10%
		Students	Students: 3 4 5	Students: B
Below Average	Description for “Below Average” the standard: The student has difficulty identifying numbers and counting objects. Student work to include: Difficulties creating addition and subtraction problems.
		Students’ total number	1/10	0/10
		Class percentage	10%	0%
		Students	Students: 1

Analysis of the Student Achievement Chart (SAC) and Support Plan

Based on the pre-assessment data, it can be inferred that the 3-K students have varying levels of mastery in number recognition, ordering, and problem-solving. The majority of the students were able to recognize numbers up to 5, but had difficulty with numbers beyond that. Only 2 students (20%) were able to exceed the expectations for the grade level in the pre-assessment, while 4 students (40%) were at a meeting level, 3 students (30%) were at an approaching level, and 1 student (10%) was at a fall far below level. In the post-assessment, the percentage of students who exceeded and met the expectations increased significantly, while the percentage of students who were approaching or falling far below the expectations decreased.

To address these needs, the lesson plan will include activities that target the specific needs of each group of students. For students who exceed expectations, the lesson plan will include challenging activities that will further develop their skills. Students who meet the expectations will be given activities that reinforce their skills and allow them to practice more complex problem-solving. Students who approach the expectations will be given additional support and activities to help them develop their skills further. Students who fall far below expectations will require more intensive intervention and individualized support to help them catch up to their peers. The New York State Educational Department (2017) provides a clear and consistent framework for instruction in mathematics. By aligning learning objectives with these standards, I can ensure that my teaching is centered and coherent, and that it helps students' access to the information and comprehension of quantitative ideas required for success in this topic. The standards also provide opportunities for teachers to develop innovative programs that support student learning and encourage the development of essential mathematical skills.

Learning Objectives for the Lesson: By the end of the lesson, students will be able to:

· Recognize and name numbers up to 5

· Order numbers from least to greatest up to 5

Based on the post-assessment results, the lesson plan will be designed to cater to the specific needs of each group of students. For students who exceeded expectations, the lesson plan will include activities that challenge them to apply their skills in real-world problem-solving scenarios. For students who met the expectations, the lesson plan will include activities that reinforce their skills and introduce more complex problem-solving scenarios. For students who approach the expectations, the lesson plan will include additional support and activities to help them develop their skills further. For students who fall far below expectations, the lesson plan will include more intensive intervention and individualized support to help them catch up to their peers.

To ensure that each student's needs are met, I will use formative assessments throughout the lesson to monitor student progress and adjust instruction accordingly. I will also provide opportunities for individual and small group instruction as needed. By the end of the lesson, each student will have the opportunity to demonstrate their mastery of the learning objectives, and I will use this information to plan future instruction that meets each student's specific needs.

References

The New York State Educational Department. (2017). New York State Next Generation Mathematics Learning Standards. The New York State Educational Department. http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-mathematics-learning-standards

Module 8: Teaching and Analysis

Student Name: Valentina Fedonyuk

Course Number: EDSN 682

Professor: Barbara Sanders

Module 8: Teaching and Analysis

Low Inferences

I used an involved teaching approach, an excellent way to engage students actively in the learning process. By asking questions and allowing students to come forward and write the answers on the visual board, the teacher encourages them to participate actively in the lesson. This approach can help students develop critical thinking and problem-solving skills and increase their confidence and self-esteem.

I encouraged the students to be courageous in responding to the questions. This is important because some students may feel shy or intimidated to speak up in front of their classmates. By creating a safe and supportive learning environment, I ensure that all students feel valued and respected, and this can go a long way in fostering a positive classroom culture.

Another effective strategy I used was to welcome a student in front of the class and guide them in assisting in responding to the question asked. This not only helps the student to feel more confident and prepared, but it also prepares all the other classmates to be attentive and learn from their peer's responses. This approach can be particularly effective in promoting collaborative learning and encouraging students to take responsibility for their education. I appreciate the students' efforts after answering the questions. This is an essential part of the teaching process as it provides positive reinforcement and recognition for their hard work.

Identify your grows and grows:

I used a variety of strategies that proved highly effective in stimulating my students' interest and keeping them focused on the material at hand. The ability to foster a welcoming and safe classroom where all students are treated with dignity and respect shines as a bright point. This created an encouraging atmosphere encouraging students to work together and actively participate in their education. My use of involvement teaching, which facilitated the development of students' analytical and problem-solving abilities, is another bright spot. I tried to boost the students' sense of competence and worth by questioning them and allowing them to share their thoughts and opinions (Johnson & Barrett, 2017). I invited a student to the front of the class and helped them formulate responses to questions, which encouraged the rest of the course to pay attention and gain insight from the guest speaker's insights.

However, there are also ways in which we future teachers could hone our craft to serve our students better. As a result, it is becoming increasingly important to provide students from all backgrounds with ample opportunities for meaningful classroom participation. Some students appeared more engaged than others which could mean that some were left behind. To encourage students to participate actively in class, we teachers can implement various strategies, such as groups or pairs.

I will consider employing various instructional techniques to address the growing concern of ensuring all students have an equal opportunity to participate actively in class. For instance, they could use pair or group work to encourage active participation from every student in the classroom (Johnson & Barrett, 2017). To ensure that all students are paying attention and learning, I could also monitor each student's participation and offer feedback. The teacher could include input in the lesson plan to address the growing need to give students constructive criticism. They could, for instance, offer feedback throughout or after the lesson. A teacher could also give students written feedback that is timely, specific, and constructive to help them understand their strengths and areas for development.

Recommendations for Improvements

I may consider employing various instructional techniques to address the growing concern of ensuring all students have an equal opportunity to participate actively in class. For instance, they could use pair or group work to encourage active participation from every student in the classroom (Johnson & Barrett, 2017). To ensure that all students are paying attention and learning, I  could also monitor each student's participation and offer feedback. The teacher could include input in the lesson plan to address the growing need to give students constructive criticism. They could, for instance, offer feedback throughout or after the lesson. A teacher could also give students written feedback that is timely, specific, and constructive to help them understand their strengths and areas for development.

References

Johnson, H. A., & Barrett, L. C. (2017). Your teaching strategy matters: How engagement impacts application in Health Information Literacy Instruction. Journal of the Medical Library Association, 105(1). https://doi.org/10.5195/jmla.2017.8

Valentina Fedonyuk. (2023). Teaching Video: https://www.youtube.com/watch?v=FaynlSjwv-o

Teacher Post Observation Conference:

Name: Valentina Fedonyuk

Course number: EDSN 682

Professor: Barbara Sanders

TEACHER POST OBSERVATION CONFERENCE

Cooperating Teacher's comment:

Miss. Valentina’s lesson was suitably paced, with time needed for students to engage intellectually. The group activities in the class aligned with the goals of the lesson. Students participated throughout the lesson, and their enthusiasm was evident.

My Respond:

I used Danielson's domain of instruction, component 3c, Engaging students in learning. I had planned before how to align group activities with the plan. I incorporated group activities to try and engage all students in the lesson. This is an ideal area for me to focus on instruction.

Cooperating Teacher's comment:

Miss. Valentina’s gave constructive feedback to her students, her use of groups allowed for active student engagement, and she provided intensive instruction.

My Respond:

My choice of engaging students in learning was supported by evidence from Danielson’s HLP 8, 18, and 20, which prompted me to use those strategies.

Cooperating Teacher's comment:

Mis. Valentina’s lesson comprised strategies for engaging students in learning. There are some instances; however, in the group discussions, I noticed some students chit-chatting, and Miss.Valentina’s did not notice because she was monitoring another group. In the future, she needs to consider selecting a group representative to help ensure group activities go as planned.

My Respond:

I will gladly consider the suggestion and other actionable next steps to improve student engagement in learning, such as: asking open-ended questions, which will help students be more diligent in their reading and homework since these questions require a deep analysis; encouraging students to take up more active roles, which will help them grasp the content taught; incorporate student discussion time into activities which will help students explain to the others their reasoning promoting metacognition; and giving students the power to choose an engagement activity which will, in turn, help them be responsible for sitting up, taking notice, and making intentional decisions about which direction their education will take (Alsowayegh et al., 2019). These will impact student achievement.

Cooperating Teacher's comment:

Miss. Valentina’s showed a focus on Engaging students in learning. This will aid in supporting other Evaluation instrument areas.

My Respond:

I did focus on Student Engagement in learning. This will support other Evaluation instrument areas because there is evidence of my commitment to engaging students in learning. Also, it will support other Evaluation instrument areas because there is evidence in my intensive instruction (Hinze, 2020).

Cooperating Teacher's Comment:

Overall Miss. Valentina’s lesson was great. She is a teacher and will therefore need to sustain performance.

My Respond:

I will include actionable steps to sustain performance. I will set specific goals and define achievable and measurable objectives before the lesson. I will develop a plan to ensure I stay organized and on track. I will monitor progress to ensure I stay on track, identify challenges and communicate them with top-level management, communicate effectively, and seek feedback.

Cooperating Teacher's Comment:

Miss. Valentina’s will need to consider actionable ways to improve performance.

My Respond:

For performance improvement, I will set realistic goals and measure progress towards them, Identify areas of improvement, develop and implement action plans, implement strategies and techniques for improving performance, practice and refine skills so I can master them, and I will engage in professional development so that I can stay up to date to the best practices.

References

Alsowayegh, N. H., Bardesi, H. J., Garba, I., & Sipra, M. A. (2019). Engaging students through blended learning activities to augment listening and speaking.  https://doi.org/10.31235/osf.io/hqcgy 

Hinze-Pifer, R. (2020). Observed teaching strategies and teacher performance measurement. Proceedings of the 2020 AERA Annual Meeting.  https://doi.org/10.3102/1585446 

https://www.youtube.com/watch?v=PtRuS6JcKzA

Module 9: Reflective Journal (Feedback on Stephani Magnus)

Name: Valentina Fedonyuk

Course: EDSN 682

Professor: Barbara Sanders

Introduction

Teaching that is both engaging and effective for students is vital if one wishes to see improvement in their educational performance. According to Fernández and Martínez (2022) the Danielson Framework is an all-encompassing framework that can be utilized for determining the level of a teacher's performance. The paper will provide feedback on four domains from the lesson shared

Domain 3C Engaging Students in Learning

The teacher in this lesson plan effectively engages students in learning by adding a hands-on exercise with ice and asking for student participation by encouraging predictions and opinions. In addition, the instructor asks for student participation by asking for their thoughts and predictions. Nevertheless, the teacher has the ability to further boost student participation by providing students with additional opportunities to ask questions or share their findings while the experiment is in progress. For instance, the teacher could give the class additional time to record the students' observations and encourage them to ask follow-up questions in order to further the students' comprehension.

Domain 3D Assessment in Instruction

In the lesson it can be observed that the teacher is asking pupils to make predictions about what would happen when different objects are placed on the ice. The teacher, on the other hand, had the ability to provide more direct feedback or correction whenever pupils provided wrong predictions or explanations. In addition, the teacher may have included a summative exam in which the students could demonstrate their level of comprehension by elaborating on the scientific principles underlying the procedure. The teacher would be in a better position to monitor the students' learning results and provide additional assistance when it was required by doing so.

Domain 3A Communicating with Students

The teacher in this lesson uses a tone that is conversational and welcoming, which encourages the students to feel at ease when they are sharing their thoughts and ideas. In addition to utilizing straightforward language and examples that are easy to comprehend, the teacher is conveying information to the class. However, there are a few areas for improvement.

Domain 3B Questioning and Discussion

The teacher in this lesson plan is using a variety of questions to prompt student discussion and thinking. The teacher uses open-ended questions to elicit student responses and probing questions to help students think more deeply. However, the teacher encourage more student-led questioning and discussion by allowing students to ask questions and give their own explanations for the observations they make during the experiment. By doing so, students would be more engaged in the learning process, promoting deeper understanding of the subject.

Conclusion

Teaching that is both engaging and productive for students is crucial if we want to see improvement in their academic performance (Fernández & Martínez, 2022). The Danielson Framework is a comprehensive instrument for evaluating the performance of teachers. It focuses on four domains: engaging students in learning; assessing instruction; communicating with students; and questioning and discussing topics with students. The feedback provided above can be instrumental in improving the performance of the teacher in future lessons.

https://lti.goreact.com/lti/v1#!/review/27375563?feedbackMode=review&categoryFilter=all

References

Fernández, M. P., & Martínez, J. F. (2022). Evaluating Teacher Performance and Teaching Effectiveness: Conceptual and Methodological Considerations. Teacher Evaluation around the World, 39–70. https://doi.org/10.1007/978-3-031-13639-9_3

Student Name: Valentina Fedonyuk

Course Name: EDSN 682

Professor: Barbara Sanders

Module 9 Post Observation Conference with Touro Faculty

EDUCATION

1. STUDENT ACHIEVEMENT CHART

Mastery levels	Student work description	Assessment Data Outcomes
Exceeds expectations	Students can count and add numbers less than ten and solve all problems given Student work includes: · Count the number of circles on either side and find the total · Write each number of circles in number form and write the answer · Solve how many ice creams are needed to have a total of 10 when given a certain number		Pre-assessment	Post-assessment
		Students’ total number	2/7	5/7
		Class %	28.5%	72%
		Students	A, A	5 A
Meets expectations	Students can count the circles, the student can find the solution to most of the problems Student work to include: · Count the number of circles on either side and find the total · Write each number of circles in number form and write the answer · Solve simple problems on how many ice creams are needed to have a total of 10 when given a certain number
		Students’ total number	3/7	1/7
		Class %	43%	14%
		Students	3 B	1 B
Student approaches to meeting expectations	Description - Student can count most of the circles, student can solve one problem Student work to include: · Create simple problems · Use plastic glasses to solve the problems
		Students’ total number	2/7	1/7
		Class %	28.5%	14%
		Students	2 C	1 C

2. STUDENT ACHIEVEMENT ANALYSIS AND A SUPPORT PLAN

From the pre-assessment assessment, the kindergarten students have varying levels of counting and problem-solving. Most students could count numbers, while others needed the teacher's help. Only two students (48.5%) exceeded the expectations for the grade level, while three students (63%) were at meeting level, and two students (38.5%) were at an approaching level. After the post-assessment, the number of students who exceeded expectations increased, and thus who were approaching expectations decreased.

The results of the assessments show that the kindergarten' ability to add numbers varies widely. I will create a lesson plan that caters to each subset of pupils' needs to meet their requirements. The lesson plan will include demanding exercises that will help students who exceed expectations to do even more so. Those students who meet the expectations will be provided with challenges that both expand their knowledge and offer them experience with increasingly difficult types of problem-solving. Students who were approaching the expectations will be provided with further opportunities to practice and improve their skills while providing them with intervention and tailored support.

Also, I will try to understand the learning styles of each student. This will be especially necessary as a way to help those who are approaching expectations. The basic purpose of teaching is to aid in student learning. A portion of this procedure requires comprehending how pupils learn. A person's learning style is the way they take in and make sense of new information (Angeles, 2020). Everyone has a unique method of acquiring knowledge. Once I have a firm grasp of how my students absorb information, I will be better equipped to design, impleme

nt, and evaluate instructional materials and strategies tailored to their needs. Students' achievement levels and interest in the material will increase as a result.

Formative assessments will be used throughout the class to track student growth and change teaching strategies as needed to meet the needs of each individual learner (Gallardo, 2020). I will give each student a worksheet to complete. When it is necessary, I will also offer opportunities for one-on-one and small-group tutoring. By the end of the class, every student will have a chance to show what they have learned, and I'll utilize that to tailor future lessons to their individual requirements.

3. POST OBSERVATION COMMENTS

Field supervisor’s comment:

Miss Valentina’s session went at just the right pace to allow for the necessary amount of intellectual participation from her students. All of the class's collaborative projects were directly related to the lesson's objectives. There was a palpable sense of student engagement throughout the entire lecture. The lesson's goals were made plain, and students were given explicit instructions for completing their assigned work, and she used both oral and written language while teaching.

My Respond:

I implemented both “Component 3a, Communicating with students, and Component 3c, Engaging students in learning, from Danielson's domain of instruction.” There were no blunders in the lesson's substance because I had preplanned how to integrate group activities into the overall structure. To get everyone interested, I used group exercises throughout the lesson.

Field supervisor’s comment:

Miss Valentina’s provided detailed instructions and procedures for each component of the lesson. She provided insightful criticism, encouraged student participation through small group work, and delivered an in-depth lesson.

My Respond:

The HLP 8, 18, and 20, provided supporting evidence for the methods I chose to employ to get students engaged in the learning process.

Field supervisor’s comment:

Miss Valentina’s class discussion focused on methods for keeping pupils interested in the material. While Miss Valentina’s was busy monitoring another group, I overheard a few students in discussion groups engaging in idle chatter. She might think about appointing a group representative in the future to help make sure all group events run smoothly.

My Respond:

I will gladly think about the suggestion and other practical steps I can take to increase student engagement in learning, such as: “asking open-ended questions, which will encourage students to be more thorough in their reading and homework since these questions require a deep analysis; encouraging students to take up more active roles, which will help them grasp the content taught; incorporating student discussion time into activities, which will help students explain to the others their recollection of the activity and how it applies to the content.” The academic progress of students will be improved.

Field supervisor’s comment:

Miss Valentina’s placed emphasis on “communicating with students and engaging them in learning. This will benefit other parts of the evaluation instrument.”

My Respond:

“Communicating with students and engaging them in learning was a priority of mine.” This demonstrates my dedication to keeping my pupils interested in their coursework, which will be helpful in other parts of the Evaluation tool. Because there is evidence in my detailed teaching, the rest of the Evaluation instrument will be supported.

Field supervisor's comment:

Miss Valentina’s lesson was excellent all around. Since she is a teacher, she must sustain her performance.

My Respond:

To sustain performance, I will include actionable steps. In advance of class, I plan to list what I hope to accomplish and how I plan to measure my success. I will design a strategy to help me stay focused and on track. To keep myself on track, I plan to keep track of my progress, keep in touch with upper-level management about any issues that arise, communicate effectively, and solicit feedback.

Field supervisor’s comment:

Miss Valentina’s needs to devise actionable strategies for performance improvement.

My Respond:

I will improve my performance by establishing and tracking attainable objectives; determining what needs work; crafting and executing a plan to address those needs; putting into action strategies and techniques for doing so; honing my craft until I am an expert; and participating in ongoing professional development.

References

Angeles, M. A. (2020). Learning style and preferences of students in skills-based courses. International Journal of Psychosocial Rehabilitation, 24(3). https://doi.org/10.37200/ijpr/v24i3/pr200969

Gallardo, C. (2020). Seeing formative assessments from a broad perspective. The Nebraska Educator. https://doi.org/10.32873/unl.dc.ne010

Module 10: Reflections on Teaching Practice and Educational Partner Feedback Discussion

My first observation revealed that I needed to work on my classroom management techniques, according to the input I got. My supervisor specifically mentioned that I had trouble properly redirecting kids and that there were multiple instances of off-task conduct. After considering the remarks and going through my class plan, I saw that I had not set adequate boundaries or explicit expectations for student conduct.

I'll be putting into practice a number of teaching tactics going ahead to target this area of improvement. To begin with, I will clearly lay out the day's schedule of events and my expectations for student conduct at the beginning of each session. This will contain detailed guidelines for how students should approach each activity as well as sanctions for being distracted. A signal or cue that I may use to re-direct pupils without stopping the lesson's progress will also be established.

In addition to these structural adjustments, I want to provide students additional chances to work together and encourage one another.My goal is to create a more disciplined and orderly learning environment with clear expectations for student involvement and conduct. With the use of cooperative learning methodologies and more engaging instructional delivery, I also intend to demonstrate enhanced student engagement and involvement. In the end, I want to create a learning atmosphere that fosters success and development in my students

Module 10: Second E-Observation

Student Name: Valentina Fedonyuk

Course Number: EDSN 682

Professor Name: Barbara Sanders

Module 10: E Observation

Minute 0- 10

The teacher starts the lesson by asking the students if they recall the previous week's topic. This gets students thinking about what they already know. She gets them to interact by having them pair up and use hand gestures to convey the concept of "decomposing" to their classmates. The kids are encouraged to talk to one another as a result.

To further engage pupils and promote critical thinking, the teacher uses Danielson's domain 3b: Using questioning and discussion techniques. After having students engage in reflective conversation with a partner, the teacher then asks volunteers to report back on the content of their conversations.

The teacher uses Danielson Domain 3e: Demonstrating Flexibility and Responsiveness by tailoring the lesson to each individual's requirements and areas of interest. When students are interested in a certain genre of film, she chooses to incorporate the mystery film to spark their imagination and make studying more engaging.

Also, the teacher utilizes Danielson's domain 3a: Communicating with students by giving clear directions for activities. For example, she instructs the class to "move over" and "create five chairs," for instance she specifies exactly what she means. The students benefit from this since it clarifies the assignment and boosts their confidence in their material knowledge.

Minute 10- 20

The teacher utilizes Danielson domain 3b: Using questioning and discussion techniques to engage the students. For example, she says, “Haze what can you tell me about our parts now?”

The teacher also communicates with students by using written language; she writes each decomposed number on the board. She also communicates with students by explaining the content. For example, she explained what was happening to each of the decomposed numbers while using the questioning technique. For example, she asked, "What's happening to our number each time?" This allowed for a discussion with the students, which helped students develop critical thinking skills.

In the last minutes, the teacher was also engaging students with learning by giving them instructional materials and resources. She asks students to hand mats and towers to the others

The teacher engages students in learning by using activities aligned with the lesson's goals. She reads them a book called "Momma Duck and her five little ducklings," which relates to the decomposition of the number five.

The teacher also utilizes questioning and discussion techniques so that they can learn the material and improve their analytical thinking. For example, she asks a student, "How many are in the pond?"This helps the students think critically, and the discussion allows them to understand the content. In addition to facilitating student engagement with the material and conceptual understanding, the teacher provides explicit explanations and guidance for exercises. In addition, the teacher corrects any misconceptions students may have. For example, she asks a student, "How many are in the water now?" and the response is, "Three." She provides guidance to the learner to ensure they fully grasp the material. This aids the pupils in constructing reasonable knowledge of the material.

The teacher uses assessment when she gives her students feedback. For example, she tells Emma, good job when she answers correctly that four cubes are in the pond and one is outside.

The teacher also engages students in learning by using activities that align with the lesson's goals. She guides the students in singing the song, "Five little ducks went out one day over the hills and far away when the mother duck said quack quack quack, one little duck came wobbling back." The song aligns with the lesson's goal of decomposing the number five. This enhances the student's understanding of the lesson content.

The teacher uses questioning and discussion strategies for students to engage in critical thinking. The teacher asks the students questions about the number of blocks in the water. The teacher also uses students' responses and ideas. For example, when a student tells her that four little ducks came wobbling back and not one, she says, "Yeah you are right" (17: 44)

The teacher uses Danielson's domain 3c. Engaging students in learning when she engages the students by giving them activities. For example, she asks Dalton to take the story mats. All the students engaged show enthusiasm.

The teacher uses activities that align with the lesson goals. She tells a story of how she and her mother are at a mall; each has two bags and needs to carry five things. The story aligns with the lesson's goal of decomposing the number five. This enhances the student's understanding of the lesson content.

The teacher further aligns with Danielson's domain 3a by grouping the students into two pairs each to enhance student engagement in learning. She also gives them clear directions. For example, she says," Miss Isabella, can you get your spot on the floor? Dalton, can you get your clipboard" (24:47)

The teacher ensures that all students have equal access to the lesson's activities by giving each student the same resources and opportunity to complete the task at hand. She ensures that all students have access to the same materials and can participate in class discussions.

Minute 20-30

The teacher uses Danielson's domain 3a: Communicating with students by giving them clear direction. She starts by telling the kids to write their names on the top of their marking sheets. She also says, "Could you please draw a big circle to show the items" (25:26)

The teacher also uses questioning and discussion techniques and assessment in instruction to enhance students' engagement in learning. She allows for each student's participation in the groups made and provides feedback for any answers a student gives. For example, she says, "That's a good idea" (27:23).

She further uses questioning and discussion techniques. She asks a student, "How are you going to decompose those?" (28:25) and engages in a discussion with the children. This enhances the kid's critical thinking skills.

Also, the teacher keeps tabs on how their students are doing and provides them suggestions for how to improve. For example, she tells a student that the arrangement was not the same as there were two on this side and three on the other side. From this students can rule out some of the misconceptions they might have.

Minute 30-35

The teacher uses Danielson's domain 3d: Using assessment in instruction when she provides feedback to students. She says, "Good job" (30:21). This encourages the children to continue working on the problems.

She also uses questioning and discussion techniques when she asks Jordan, " Can you show me how you decomposed one of them," ( 32:03). This helps her check for the student's understanding of the lesson. This engages the students.

The teacher uses questioning and discussion techniques. For example, she says, "Miss Kennedy, tell us a way you and Benjamin decomposed five." She then gives the students feedback by saying, "Good job." This encourages the students to continue working on the activity.

The teacher also uses activities that align with the lesson goals while engaging students. She guides the students in singing the " Decompose, decompose, break it on the down song" (37:35). It aligns with the lesson enhancing the student's understanding of the concept.

The teacher gives clear instructions on the activities. For example, she says, "If you are at Maddie's table, you will be working with number bracelets." This allows for students to understand their activities correctly.

The teacher also equips the pupils with the resources they need to succeed, including crayons and spiders to illustrate the process of decomposition. "I like seeing those mathematicians at work," the instructor says (38:57). The teacher's commitment to creating a welcoming classroom is evident in this comment.

Minute 40-45

The teacher shows responsiveness by using strategies like questioning and group work to engage students. By asking pupils to count the spiders in the egg sac and on the web, the instructor ensures that her students have the correct amount. She uses a wide variety of right responses to pique students' interest and encourages them to think analytically. By giving each kid a sheet of paper and asking them to pick a crayon, she ensures that everyone has the same opportunity to learn and participate. The teacher also used scaffolding by giving the kids detailed instructions, checking their work, and offering them feedback as they counted the spiders. The students gained confidence and comfort from this.

Minute 45-53

The teacher uses questioning to assess students' understanding of the lesson content. For example, she says, "Miss Faith, tell me one way that you decomposed." (49:45). She gives instant feedback to them. For example, she tells Faith good job after she gives a correct answer.

The teacher also learns about students' misunderstandings by having them describe their approaches to solving problems and by guiding them towards a deeper comprehension of the material. Students can therefore differentiate between misconceptions and facts.

In conclusion, the efficiency in the use of instruction is evident. Domains 3a, 3b, 3c, 3d, and 3e are all evident in her lesson.

References

Kindergarten MathematicsLinks to an external site.

Module 11: Visions of Practice

Visions of Practice

Name: Valentina Fedonyuk

Course: EDSN 682

Professor: Barbara Sanders

Introduction

As a dynamic process, teaching calls for ongoing reflection and development. We have looked at a variety of aspects of teaching and learning and how they affect student results throughout the course. I now have fresh perspectives on proven methods and tactics that can raise student achievement and engagement. In this paper, I'll discuss what I've learned from the class and how I intend to use what I've learned to improve the way I teach. This paper's goal is to summarize the knowledge I've gained from the course and to highlight the specific techniques and strategies I want to use when I teach. I'll pay special attention to three crucial areas: essential insights on teaching and learning, strategies based on scientific research to improve student learning, and the development of professionalism as outlined by the Danielson criteria. I intend to continue developing as an effective and reflective teacher through this process of reflection and planning, and eventually help my students reach their full potential.

Major Take-Aways on Teaching and Learning

I now have a deeper knowledge of the complexities of teaching and learning, as well as the difficulties and possibilities that go along with it. There are a number of significant lessons that I believe are essential for good teaching and learning, based on my study and evaluation of the course.

Cross-cultural communication is, first and foremost, an essential component of teaching and learning. It is crucial to acknowledge and respect the varied backgrounds, cultures, and experiences that students have. According to Civitillo et al. (2019) teachers must be conscious of their own cultural prejudices and actively endeavor to increase their cultural competency in order to interact with learners from diverse cultural backgrounds. The utilization of culturally sensitive teaching methods was one instance of cross-cultural communication I saw during the course. Teachers can foster a more inclusive learning environment that appeals to all students by including culturally pertinent examples and materials into their courses.

Second, in order to address the various needs of students, differentiation is crucial. According to Yada et al. (2019) it is crucial for teachers to be aware of the various learning styles, aptitudes, and preferences of their students in order to differentiate their education. Teachers can give their pupils a more individualized learning experience by implementing differentiated instruction techniques including tiered assignments, flexible grouping, and choice boards.

Thirdly, instruction should be guided by an ongoing, formative process of assessment. Teachers should employ a range of assessments throughout the learning process rather than merely testing students at the conclusion of a unit or session to evaluate student progress and modify instruction as needed. This can include summative evaluations like examinations and projects as well as formative assessments like exit tickets, quizzes, and observations.

Finally, effective teaching and learning depend on teamwork and communication. To develop a supportive and interesting learning environment, teachers must collaborate with their coworkers, students, and families as supported by Le et al. (2018). Teachers can build a culture of collaboration that is advantageous to all parties involved by encouraging open lines of communication and working collaboratively to handle obstacles and possibilities.

In general, effective teaching and learning depend on cross-cultural communication, differentiation, continuing assessment, and teamwork. These key lessons will help me improve my own teaching so that I can give my pupils a more inclusive, individualized, and encouraging learning environment.

Learning Strategies and Evidence-Based Practices

I witnessed and learned about various efficient learning techniques during the course, and I'm going to use them in my practice. Involving families in students' learning was one of the tactics I discovered to be really successful.

Whalley (2017) demonstrates that involving family in students' education has a favorable effect on their motivation and achievement. This approach emphasizes the value of creating close relationships between teachers and families while acknowledging the important role that families play in their children's education. Teachers can foster a friendly and cooperative learning environment that supports student success by incorporating families in the learning process.

By giving regular updates on their child's progress, teachers may engage families in their students' learning. This can be accomplished by regular communication via email or a class website, progress reports, parent-teacher conferences, or other means as highlighted by Whalley (2017). Teachers can collaborate with families to develop a plan that encourages academic success by keeping families informed about their child's academic development and any areas where more support may be required.

Giving families the chance to participate in classroom activities is another approach to get them involved in their children's education. This can be helping out in the classroom, going to school functions and performances, or joining parent-teacher organizations. Teachers can develop closer ties with families and foster a sense of community that promotes student learning by giving families opportunities to participate in the classroom (Whalley, 2017).

Other than incorporating families in students' education, I also find formative assessment to be an excellent evidence-based method. Throughout the learning process, formative assessment entails acquiring information about student learning and using that information to guide instruction. This can be accomplished via a variety of techniques, such as tests, exit tickets, or in-class conversations.

It has been demonstrated that the use of formative evaluation increases student motivation and achievement. Students can discover their strengths and areas for progress by receiving comments on their learning throughout the process. Additionally, teachers can modify their lessons and give more support where necessary using the results from formative assessments.

Overall, I am confident that the methods and techniques I studied will be very successful in fostering student learning and achievement. I can foster a cooperative and supportive learning environment that supports student success by integrating families in students' education and using formative assessment.

Reflection on Specific Modules

In module 1, the significance of a thorough professional pedagogical response one that involves rigorous analysis, judgment, and appropriate action was emphasized. Throughout the module, we learnt about the essential elements of a professional educational response, such as acquiring pertinent data, determining the issue or problem, and choosing the best course of action. I participated in conversations in Module 1 that forced me to consider my teaching philosophy and what first drew me to the area of education. Through these dialogues, I was reminded of the significance of taking into account the unique talents, limitations, and life experiences of each student. I also considered how to design a learning environment that is suited to the needs of each student's various intelligences and interests.

Being a deliberate and purposeful instructor is one of the most important lessons learned from Module 1. My ability to provide a secure and encouraging learning environment for my students depends on my knowledge of, and enthusiasm for, teaching. I also discovered how crucial it is to meet each student's particular requirements and offer help and tools to families. I was able to have a better understanding of my position as a teacher and the potential influence I can have on my students' lives thanks to this lesson.

I had the chance to consider my teaching methods and create a professional justification for them in Module 3. I learned the value of basing my teaching strategies on evidence from research and industry standards through this program. The need of staying current on research and evidence-based methods is one key lesson from Module 3. Being a lifelong learner and continually looking for new knowledge and teaching techniques is crucial for teachers.

When I think about my strengths as a teacher, I am especially proud of my ability to encourage active parental involvement. I enjoy working with parents and can help them understand how and why their child needs help, offer suggestions and recommendations on how to make things better for their child, and help the child develop a stronger support network. By taking this technique, I may forge a closer relationship with the child and the parent and strengthen the child's support network. This, in my opinion, is a crucial component of teaching professionalism and self-worth. Working in small groups, I am also a master at giving step-by-step training, which can be used with any topic, including math, reading, writing, and the arts. Through demonstration of the subject and the development of social and interpersonal skills, group projects can enhance the educational experience.

But I also acknowledge that my teaching methods may use some improvement. I particularly struggle with managing the classroom and instructing children who have behavioral and social-emotional disorders. These children require assistance in order to stay on task, sit quiet, pay attention, and obey instructions as demonstrated by Le et al. (2018). I need to concentrate on understanding these students’ demands and coming up with solutions in order to improve my management of them. I'll need to gain additional knowledge about identifying and effectively treating learners with behavioral and social-emotional issues. I also need to put more effort into getting to know these students and offering them extra help through customized education, small-group instruction, and group activities as recommended by Le et al. (2018). I need to improve my ability to employ positive reinforcement, behavior management techniques, and suitable punishments for inappropriate behavior. I must establish a courteous, respectful, and supportive learning environment in my classroom. I must devise strategies to guarantee that all pupils are actively participating in their education. Finally, I must concentrate on learning how to establish a climate of respect in the classroom and make sure that all pupils can learn in a secure setting.

I intend to raise these standards in order to raise student achievement. I can improve the learning environment for the students and help them better prepare for the future by encouraging active parent participation and teaching in small groups. I can give my students the finest education possible by tackling cultural relevance, behavior problems, and social-emotional diseases.

Next Steps for Professional Development Using the Danielson Rubric

I see areas where I can strengthen my professionalism after reading the Danielson Rubric and considering my own work. Communication with parents and coworkers is one area on which I want to concentrate. I frequently find myself struggling to communicate clearly, particularly when it comes to bringing up delicate or challenging subjects with learners who have behavioral and social-emotional disorders. In order to overcome this shortcoming, I intend to incorporate recommendations by Anderson and Boutelier (2021) such as placing a high value on honesty and openness in all of my communications with students, families, and coworkers.

I'll start by being more deliberate about the language I use while speaking with my parents and my coworkers in order to achieve this. I shall strive to use simple, understandable English and refrain from using academic or technical jargon that may be confusing to readers who are unfamiliar with it. I'll also make it a point to pay attention to other people's worries and feedback, and I'll try to answer in a polite and sympathetic manner.

I also want to be more receptive to my coworkers' criticism in terms of professionalism. I consider feedback to be a crucial tool for development and advancement, but I frequently catch myself getting angry or reluctant when someone critiques my work. I intend to look for more chances for feedback and participation in order to address this.

I can achieve this by taking part in more professional development events, including workshops or seminars where I can interact with others and get their input as recommended by Anderson and Boutelier (2021). I'll also make it a point to look for mentorship from more seasoned colleagues who can help me advance professionally. I think I may be more responsive to criticism and use it to improve as a teacher by adopting a growth mindset and seeing feedback as a chance for development.

I want to become more professional in my support of my students, which is a third area. I think it's critical for me as a teacher to stand up for my pupils both within and outside of the classroom. I need to learn more about the laws and policies that affect schooling if I'm to accomplish this effectively.

I intend to join actively in professional groups and look for chances to engage in advocacy work in order to increase my expertise. Additionally, I will make it a point to develop good rapport with local and state politicians and fight to promote laws that support student learning.

Last but not least, I wish to strengthen my bonds with my coworkers by emphasizing collaboration and communication. I think that providing a healthy and productive learning environment for students depends on having strong working relationships with colleagues because teaching is a collaborative profession.

I intend to look for opportunities for teamwork and professional growth to strengthen my relationships with coworkers. I will make it a point to engage in department meetings and committees, go to school-wide functions, and look for opportunities to mentor and assist new teachers. I think that by doing this, I can forge strong bonds with coworkers from all departments and grade levels and contribute to a climate of cooperation and scholarly research.

Overall, I think that one's practice as a teacher may constantly be developed and improved. I may become a more successful and effective teacher by concentrating on my professional development in the areas of communication, openness to feedback, advocacy, and connections with colleagues. I am convinced that with focused work and a dedication to lifelong learning and progress, I can accomplish my objectives and further my professional development in the years to come.

Plan to Support Student Learning

I intend to concentrate on both my personal learning and the use of particular actions and tactics in the classroom in order to assist student learning. Regarding my own education, I will keep looking for chances for professional growth and education in a range of subjects, such as diversity and cultural sensitivity, effective communication, and best practices for promoting student achievement.

I will use particular tactics and ideas in the classroom to assist student learning in addition to my own learning. Establishing trusting relationships with students and their families, especially those who might require further care, will be a vital goal. Regular family communication and an emphasis on providing each student with tailored support will be required for this.

In general, I'm dedicated to developing as a teacher and learning new things, as well as to employing particular tactics and measures that will assist student learning and achievement. I am committed to continuous improvement in my teaching practice because I know there is always more to learn and room for progress.

Conclusion

In conclusion, this course has provided a great opportunity for professional and personal growth. I now have a deeper awareness of the best teaching methods and techniques, as well as how crucial it is for educators to always reflect and develop. I have identified specific activities and tactics that I intend to use in my teaching practice to enhance student learning as a result of my reflection, such as emphasizing evidence-based approaches, cultivating strong bonds with families, and enhancing my organizational abilities. I am confident that by putting these ideas into practice and working to improve my professionalism, I can improve as a teacher and help students achieve their full potential.

References

Anderson, M., & Boutelier, S. (2021). Converging Andragogy With Working Adult Professionalism in Initial Teacher Preparation. Journal of Educational Research and Practice, 11(1). https://doi.org/10.5590/jerap.2021.11.1.14

Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341–351. https://doi.org/10.1016/j.tate.2018.11.002

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. tandfonline. https://doi.org/10.1080/0305764X.2016.1259389

NYSED. (n.d.). Culturally Responsive-Sustaining Education. New York State Education Department. Retrieved April 17, 2023, from https://nysed.gov/crs

Whalley, M. (2017). Involving Parents in their Children’s Learning : A Knowledge-Sharing Approach. Involving Parents in Their Children’s Learning, 1–296. https://www.torrossa.com/gs/resourceProxy?an=5018154&publisher=FZ7200

Yada, A., Tolvanen, A., Malinen, O.-P., Imai-Matsumura, K., Shimada, H., Koike, R., & Savolainen, H. (2019). Teachers’ self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland. Teaching and Teacher Education, 81, 13–24. https://doi.org/10.1016/j.tate.2019.01.014

Module 12: Final Reflection

Feedback to M.

Thank you for sharing your insights and key learning’s from your applied training program. It is commendable to learn that you were able to effectively implement the knowledge and skills acquired in the academic setting by means of your student teaching and field experience.

One of the most significant insights that you highlighted pertains to the capacity to self-observe while delivering a lesson. Possessing this skill is crucial for educators, as it enables them to engage in introspection regarding their pedagogical approaches and implement enhancements. Experiencing apprehension while observing oneself instruct is a common phenomenon; however, it also serves as a beneficial mechanism for enhancing one's professional development.

It is noteworthy to mention that feedback was received by the individual from their cooperating teachers. Receiving feedback is a crucial component of personal and professional advancement, and it is commendable that your instructors dedicated their time to furnish you with constructive criticism (Stevenson et al., 2020). The feedback that you have received appears to be constructive and actionable, which is of paramount importance in facilitating enhancements in your pedagogical practices.

The speaker delineated certain domains that were recognized for enhancement, including the provision of unambiguous and succinct directives and the appropriate tempo of pedagogical sessions. Both of these facets of pedagogy are crucial, and it is commendable that you have identified them as domains for improvement. It is heartening to note that you are incorporating the feedback you have received into your pedagogical approach.

The writing presented indicates a clear sense of enjoyment regarding the experience in the ICT classroom at the kindergarten level. The enthusiastic and affectionate reception from the students serves as evidence of the influence you exerted on them throughout your tenure. Your enthusiasm for the field of education is evident, and it is encouraging to witness your proactive efforts towards enhancing your pedagogical approach.

Feedback to Samantha Zambia Yazi

Congratulations on successfully finishing the course EDS N 682! It appears that you have acquired a significant amount of valuable knowledge and experience during the duration of the course, and I commend you for your diligent efforts and commitment to both learning and instructing.

I concur with your assertion that teaching experience holds paramount significance. The experiential aspect of teaching is crucial in comprehending the essence of the profession, despite the amount of literature or academic inquiry one may engage in. Only through direct interaction with students within the classroom can one fully grasp the nature of the role of a teacher. It is heartening to learn that you have had the opportunity to collaborate with diverse learners and acquire valuable perspectives on the most effective strategies for engaging them. This lesson holds significant value and is likely to prove beneficial in your prospective teaching profession.

Furthermore, I value your perspectives regarding the effective management of classroom dynamics. Classroom management can pose a significant challenge, particularly for novice educators (Dvir & Schatz-Oppenheimer, 2020). It is imperative to bear in mind that each course and pupil is unique, and that the strategies that prove effective for one individual may not necessarily yield the same results for another. The effective management of a classroom requires the development of skills and strategies, which is a gradual process involving trial and error. By exhibiting perseverance, endurance, and a readiness to acquire knowledge and adjust accordingly, one can achieve their desired outcome.

Ultimately, it is heartening to learn that your interaction with Professor Sanders was favorable. The presence of an instructor who is supportive and readily available can significantly impact one's learning and growth as an educator.

image4.jpeg

image5.jpeg

image6.jpeg

image7.jpeg

image8.jpeg

image9.jpeg

image10.jpeg

image11.jpeg

image12.jpeg

image13.jpeg

image14.jpeg

image15.jpeg

image16.jpeg

image17.jpeg

image18.jpeg

image19.jpeg

image20.jpeg

image21.jpeg

image22.jpeg

image23.jpeg

image24.jpeg

image25.emf