Reflection of Teaching Development
In prior to attend the Certificate in University Teaching Skills (CUTS) Program, I had teaching experience as a tutor of Webster Literacy Corps at the Soulard Elementary School. I implemented explicit direct instructions into teaching reading and writing for students with learning disabilities and emotional disorders in the 3rd, 4th and 5th grades. In additional, I assisted the classroom teachers to support students' learning in the classrooms.
When I began the Certificate in University Teaching Skills Program, I recognized that I knew my subject well, but I knew little about how to teach students in higher education to learn best in the inclusive setting. I had knowledge of educational foundation, curriculum and instruction design, and special education.
In Fall 2015, I did my practicum in several school districts in St. Louis City and St. Louis County, including public education, private education and Catholic Education. Therefore, I learned more about how teachers teach and students learn in the K-12 educational levels.
I was getting close to teaching in the university level when taking EDSP 6980 Graduate Reading Course with Dr. Nikki Murdick to develop the Single Subject Design course for Spring 2016. I learned about how to develop a course syllabus, to set objectives, and to prepare the course materials. As a result, the key components of a course syllabus were created, including course description, learning objectives, course materials, types of coursework, schedule, and policies.
I have made a journey to university teaching by pursuing a teaching certificate at the Reinart Center for Transformative Teaching and Learning. I took a step by taking the Effective Teaching Seminars (ETS) in 2015 and completed eight ETS seminars in February 2016. I was determined to completed the CUTS Program by taking three online seminars during Summer 2016.
Taking these online seminars widened my perspectives in teaching and learning. I have discovered that my teaching styles as a facilitator promotes self-learning that helps students develop critical thinking skills. My teaching style as a delegator might be best suited for curriculum that guides inquiry-based learning. My formal authority teaching style promotes clarification on teachers’ expectation. As an educator in special education, I believe that my teaching will benefit diverse learners in all educational levels by making the curriculum, the course content and materials accessible to diverse students, including students with disabilities.
Consequently, I do hope to continue my development as a teacher in the future as the verse of the poem describes. In this poem, "Teaching is ..., " Genie Graveline (2002) says:
“A commitment to instill knowledge in the minds and hearts of all students.
It is so much more than just a job.
It requires a love of humanity, a belief in the human spirit, a dedication to excellence, and a resolve to make a difference in the lives of others.
It is the foundation upon which all forms of progress are based.
Those who were destined to teach, spend their lifetimes investing in the dreams of their students, and in so doing, their own dream invariably comes true.
To enlighten, to awaken, to inspire all of those, whose lives they touch. This is their dream!”