Part of our on-site experience is to shadow one of our students that we are working with and observe how they are as a learner and how they interact with their peers, and then follow up with an interview about them
*As a courtesy to the student, I will not be using his name*
*As a courtesy to the student, I will not be using his name*
1. Professional Expectations
When I first stepped foot into this classroom I expected this student to resist any new material given to him. What I saw was the exact opposite; this student gives his best with everything he does and takes on new challenges better than most students at this age would. The more I work with and observe this specific student, the more surprised and impressed I am. I am very much keeping an open mind because this student has great potential to succeed and even improve. I was very closed-minded at first, but I have learned to not always believe assumptions and have a growth mindset.
- The teacher engages with the student through positive praising and academic questioning during class discussions. The student is supported with assistance in answering questions. Opportunities to contribute are given during morning sharing time and during class assignments. Collaboration is done through conversations about what is best for the student with other 3rd grade teachers and any aids/student teachers such as myself. We listen and learn from the student through his reasoning for answers and any feedback he gives about testing and assessments.
- The student is part of a low-income school, which is reflected in their community and amongst their peers in their school.
- The student is given opportunities to lead in their community by setting an example during class and by taking the knowledge gained from school and putting it out within his community. The student is involved in decision-making by voicing his opinion and ideas when given the opportunity inside the classroom. The student's voice is amplified through classroom discussions, as well as any group work he participates in.
- When faced with a challenge the student is down for a small amount of time, but eventually brings himself back up after self-reflection. The student has shown resiliency after putting personal issues aside to improve his academic skills in order to advance into the next grade level. Feedback is provided through teacher-student discussions and interventions, and the student takes them to heart and works to improve himself and his actions. The student is provided with challenges by completing more than required in reading instructions and assessments.
- The student is provided with rich learning experiences through real-world experiences in writing and online assessments. The student engages with tasks with positivity and a strong work ethic. Tasks are designed for the student to experience success through accurate reading levels and math manipulates for assistance, which are tailored to his personal strength and growth areas.
When I first stepped foot into this classroom I expected this student to resist any new material given to him. What I saw was the exact opposite; this student gives his best with everything he does and takes on new challenges better than most students at this age would. The more I work with and observe this specific student, the more surprised and impressed I am. I am very much keeping an open mind because this student has great potential to succeed and even improve. I was very closed-minded at first, but I have learned to not always believe assumptions and have a growth mindset.