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Technology Education Self-Assessment
1. Vogel, M. (2024, May 13). Strategies for creating an effective co-teaching relationship.
Edutopia. https://www.edutopia.org/article/strategies-effective-team-teaching
I choose this particular article because as an educator that is fairly new to this field, I find
myself struggling at times with working or in other words, collaborating with my co-teachers. I
can be a very territorial person who does not like others in her personal space. In my mind, I like
my classroom ran a certain way and I already have my day planned out and having to share that
space with another teacher to me, means I have to consider their ways of running a classroom,
and how they would execute a lesson plan. I am not in favor of these things at all and to be quite
honest, I do not like being around a bunch of women. I find them annoying, childish, and very “
gossipy. “ Because of these characteristics, I keep a wall up with a electrical barb wire attached
to it. I know this isn’t healthy and is why I would like to seek new and improved ways in build-
ing a healthy co-teaching relationship. One specific concept in this article that really stuck out to
me is, “ Both teachers should assume that the class is “our” class and never “my/your class.”
They should both have responsibility for preparing lessons, planning activities, creating assess-
ments, and teaching.”(Vogel, 2024). As I mentioned earlier, I have struggled with allowing my
co-teachers to have a say when it comes to classroom management, teaching methods, and just
being an equal to myself. Reading this has really resonated with me and has shown me that my
way of thinking isn’t conducive for anyone in our classroom community, not for my students, my
co-teacher, or for myself.
What I have learned from this article is that a healthy co-teaching relationship should be built on
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Technology Education Self-Assessment
trusting one another and knowing that both teachers need to feel like equal partners. One
teacher should never be seen as subordinate to the other. The classroom should always be
treated as a shared space that reflects BOTH teachers! I have also learned that co-teaching
is not only beneficial for everyone involved, but fun when two teachers whose main goal
of co-teaching is actively supportive for every student and in return, meets the needs of their
students to ensure their success. How I would apply what I learned to my own classroom is by
breaking bread. This means tearing down that wall I have built up and allowing others the
chance to shine. We would do check-ins, co-create rules and procedures, fail together and grow,
communicate and be patient, and the most important in building a healthy and long-lasting
co-teaching relationship is building trust over time.
2. Said, S. (2024, May 20). 4 Ways to Support Long-Term English Learners. Edutopia.
This article resonates with me because I struggle sometimes trying to come up with
engaging and effective learning activities for my ELL students. I feel that my teaching methods
are not hitting home with a majority of my ELL students and in return, it has affected how my
kiddos are retaining the information I am trying to apply. I am fairly new in the teaching world,
and I am very aware that it is not realistic in being perfect, but I definitely want to make sure that
I am providing the best education possible to ALL of my students because they deserve the
absolute best! Some of the challenges that I face daily is not having the right resources and at
times, learning materials. Another challenge is a lack of time. My ELL students do need extra
time completing assignments, quizzes, etc. There are times I am not able to give them that little
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extra time. All of these issues are critical and definitely put them at a disadvantage compared
to their own classmates. A specific that I learned from this article is, “ When students have to
mindfully listen to their peers, they gain comprehension of what the other person is saying in
addition to building empathy. Listening is a soft skill we all need. For ELLs, it’s a gateway for
content comprehension(Said, 2024).” This really made me look twice because listening is such
an essential piece to literacy comprehension and writing. It also motivates them to engage in
conversations. Listening provides a way to improve students language skills and exposes them
to richer vocabulary that may not be a part of their every day speech. How I would apply what
I learned from this article is by introducing meaningful conversation content slowly and in small
groups until we are ready to move into full-on class discussions. I would also implement more
activities that encourage mindful listening and I definitely want to deconstruct and reconstruct
sentences as a tool for additional support. I will make sure that my ELL students have the extra
time they need in completing their assignments/quizzes. My ELL students success in their
educational journey is very important and I want a welcoming learning environment that is
full of hope, encouragement, and positive energy that increases their language growth!
3. Willis, J. (2024, May 24). Guiding Students to Harness Mistakes for Learning. Edutopia.
I choose this article because I could use some improvement on teaching students on how
they can learn from their mistakes. I pride myself on being a good teacher to my students, but
at times, I can be somewhat of a drill sergeant to my students and be extremely critical when it
comes to them making mistakes. I do realize and completely understand that everyone makes
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Technology Education Self-Assessment
mistakes. A Lot of this behavior stems from my childhood and having teachers who were
very mean when it came to mistakes and also growing up in the household that I grew up
in. My Father is a wonderful human, however mistakes were not okay and he had no
issues reminding you of that. I need to break this cycle and reading articles like this
is a push in the right direction, plus having a great support system is very beneficial as
well. I make mistakes everyday and I know I made a few within this assignment, however
I just need help in how I can do better when trying to provide good feedback that is specific
and encouraging. I want to be able to focus more on what my student did that is great and
what they can do better next time as opposed to what they’ve gotten wrong on whatever
assignment that was corrected at the time. One specific concept that I really focused on this
article is how providing examples of people my students admire, who have talked about their
journeys with mistakes as a way to promote opportunities. I believe this a wonderful strategy
to promote how students can persevere through mistakes. How I would apply what I learned
from this article is that mistakes are a way for our brain to correct, understand and find solutions.
I would encourage and promote that mistakes are opportunities and to see them as corrective
feedback rather than failure. I would have my students correct themselves more frequently.
Giving my students the chance to find and correct their own mistakes immediately has a
positive impact and increases their motivation to learn.
Honoring their mistakes will give me as their teacher, their facilitator the foundation for my
lesson structures and individual student development outcomes.
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Technology Education Self-Assessment
References
1. Said, S. (2024, May 20). 4 Ways to Support Long-Term English Learners. Edutopia.
2. Vogel, M. (2024, May 13). Strategies for creating an effective co-teaching relationship.
Edutopia. https://www.edutopia.org/article/strategies-effective-team-teaching
3. Willis, J. (2024, May 24). Guiding Students to Harness Mistakes for Learning. Edutopia.
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