Course Reflection

Program Standard E1 – Exemplify professionally-informed, growth-centered practice

Writing Prompts:
1. Citation of the program standard (one standard from HOPE principles) along with an interpretation of what
the standard means.

I believe this program standard E1- Exemplify professionally-informed, growth-center practice means for a teacher to evolve with knowledge. To gain that knowledge through self reflection and peer feedback. To collaborate with other professionals in the field and embody a continual self edit.

2. Presentation of evidence with description. The description includes context and related research or theory
associated with the creation of the evidence.

The evidence of gaining knowledge through self-reflection can be seen on my topics of P2

Blog posts with P2 filter (enhanced by a reflective collaborative professional growth centered practice)

But more interestingly something that came up in class is that artful teachers match the learning with the realms of interest, uniting something about what interests them. In this manner, one will always be evolving with the knowledge gained with each years interests.

Learning Illustrated 

The peer feedback I received this year was very helpful when I walked into a class of 8th graders and was looking to engage them with materials based on the current work I do in relation to pediatric brain tumors.

I Can Teach

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

I believe the purpose of the personal background essay was to give an idea of your philosophy at the beginning of the semester, to show how my knowledge has been informed and shaped by the professionals, and self -reflection. The manifestation of that is the Professional Philosophy of Education and Developmental Theory that was based on the culmination of what stood out to me this year, and what I have learned to incorporate.

4. Summary of what was learned as a result of creating the evidence or having the experience.

Like I mentioned in my Personal Background Reflection:

As an educator I seek to create an environment that attracts and holds learners, moving them towards the objectives of the state requirements, but outside of that I believe people learn best when they are free to explore ideas they are curious about. I think nurturing this innate curiosity outside of the confines of requirements is where real progress is made. In following that belief a teacher could plan instructions by asking what the learners what their interests are, not only to show that their interests matter, but that they could make a difference.

Another of my philosophies lies in being a facilitator rather than a director thereby instilling resilience in having courageous conversations and difficult discussions. I feel most successful in situations that are structured, and then finding the ways we can be flexible within them. I believe good educators start planning instruction by considering the end behaviors they are looking for and finding ways to produce them and using the learners feelings to accomplish objectives. This comes from an appreciation for clear goals, and wiggle room within them, and from the times that a teacher has acknowledged my non-verbal cues and engaged me for a response to the materials instead of bulldozing over them to get what they want done. The teacher as facilitator: teacher as learner, learning as teaching: a fundamental shift in role with a focus on student learning, not teacher behavior (Scheuerman, 2014).

5. Comment on the implications for student learning.

I think the implications of my professionally informed philosophy is that of student centered learning. I believe I will be nurturing their innate curiosity and creating an atmosphere of comforting acceptance that will enable honest feedback. Engaging the students with thought provoking interests that lead to self-betterment and improving communication. I look forward to helping students realize that they are capable of learning, and motivating them with a compelling vision that will hopefully influence them to reach for their ideal selves. I look forward to helping them look for more sides than just one, and determining what is within their choices. I am excited to discover new ways of accommodating, adapting and communicating to a diverse set of individuals and finding what makes them work.  I also look forward to finding a resonance between requirements and what is on the hearts and minds of the youth, and in these moments cultivating the self-awareness, self-assessment and self-confidence that are oh so necessary for progress.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Actually engaging my peers to solicit feedback from them more often would be an excellent way of increasing effectiveness in this area. Also spending more time chatting with the instructors about the materials and strategies I can incorporate with my current youth outreach.

Resources:

Scheuerman, Richard. (2014) Session 1 EDU6120:Foundations.

http://mountainlightschool.files.wordpress.com/2010/05/session-1-goals1.pdf

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Characteristics of an Effective Educator

In my opinion an effective educator is one that strives to achieve all aspects of the architecture of moral education. That the 5 responsibilities of service (volunteerism), honesty (truth), civility (obedience), kindness (mercy), participation (cooperation) and commitment (work) are based on the respect of the environment (property and creation), society (family, elders, others), religions and yourself. With these standards one can achieve not only effectiveness but also eclipse into greatness.

With the responsibility of a teacher comes being a leader in your field, a facilitator of learning, being receptive to feedback and continuing to be a self learner by staying broad and current on instructional strategies. How does one go about being a facilitator of learning? being clear about expectations and instructional goals, being knowledgeable about their students and their development in social contexts, and developing connections to other disciplines to relate those subject matters to their own.

Key words of disposition were tossed around in class, empathy, compassion, engaging, excitement, encouraging, etc.