IPTS 10-Reflection and Personal Growth
The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
*10A. The competent teacher understands that reflection is an integral part of professional growth and improvement of instruction.
*10I. The competent teacher assesses her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.
Artifact: This is a journal entry I wrote during my high school student teaching placement.
*10I. The competent teacher assesses her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.
Artifact: This is a journal entry I wrote during my high school student teaching placement.
Reflection
What I learned from this experience is that we, as educators, need to be familiar with and recognize the different instructional needs of students who are deaf and hard of hearing. I was really excited to work with this class because I studied American Sign Language in college and therefore assumed communication would be a breeze. I wasn't entirely correct, as I haven't regularly signed in 7 years, so my skills were a bit rusty. They did have a few aides in the room who helped "translate," and I think that will probably be key for the future. Although, I do plan to continue studying and practicing ASL, so that I can better assist students in DHH classes.
My frustrations were mostly directed at the lesson itself. I felt like it was the "dumbed down" version of what I had taught a class full of students who could hear. I think it's important to consistently reflect upon my classroom experiences and my teacher-student interactions so that I can continuously improve how I am communicating information, as well as making sure the lessons are appropriately geared towards the intended student population.
I'm glad that I kept a journal throughout my student teaching experience because I express myself best through writing, and it is helpful to write and then read my thoughts in order to reflect upon what happened and how I can continuously improve upon my teaching and interpersonal skills.
What I learned from this experience is that we, as educators, need to be familiar with and recognize the different instructional needs of students who are deaf and hard of hearing. I was really excited to work with this class because I studied American Sign Language in college and therefore assumed communication would be a breeze. I wasn't entirely correct, as I haven't regularly signed in 7 years, so my skills were a bit rusty. They did have a few aides in the room who helped "translate," and I think that will probably be key for the future. Although, I do plan to continue studying and practicing ASL, so that I can better assist students in DHH classes.
My frustrations were mostly directed at the lesson itself. I felt like it was the "dumbed down" version of what I had taught a class full of students who could hear. I think it's important to consistently reflect upon my classroom experiences and my teacher-student interactions so that I can continuously improve how I am communicating information, as well as making sure the lessons are appropriately geared towards the intended student population.
I'm glad that I kept a journal throughout my student teaching experience because I express myself best through writing, and it is helpful to write and then read my thoughts in order to reflect upon what happened and how I can continuously improve upon my teaching and interpersonal skills.