Presentation/Assigment

2

Visions of Practice

Course: EDSN 682

Module 11: Visions of Practice

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