3e: Demonstrating Flexibility and Responsiveness

“Flexibility and responsiveness” refer to a teacher’s skill in making adjustments in a lesson to respond to changing conditions. When a lesson is well planned, there may be no need for changes during the course of the lesson itself. Shifting the approach in midstream is not always necessary; in fact, with experience comes skill in accurately predicting how a lesson will go and being prepared for different possible scenarios. But even the most skilled, and best prepared, teachers will occasionally find either that a lesson is not proceeding as they would like or that a teachable moment has presented itself. They are ready for such situations. Furthermore, teachers who are committed to the learning of all students persist in their attempts to engage them in learning, even when confronted with initial setbacks.

Danielson, C. 2013

Artifact 3e-1: Technical Difficulties

This 10-minute lesson on proper nouns originally involved the smart board and projector to display a proper nouns lesson; the projector would not turn on. My mentor teacher had left for the time I was teaching, so it was crucial for me to adapt and respond to the situation so the students could still learn proper nouns for animals and people. I felt naturally prepared from my lesson preparation; therefore, there was little to no change for the lesson itself. Even with initial setbacks, I was committed to the learners engagement in learning. By the end of this lesson, my mentor teacher and I were able to figure out the technical difficulties.

Artifact 3e-2: IEP Case Study

IEP.docx

Understanding individualized education programs means to be aware of the student(s) with flexibility and responsiveness. As mentioned, this allows for a personalized approach. When making a lesson plan, I must be aware (and flexible) with certain students' needs. This also requires consistent attempts to engage them in learning, even with initial setbacks.

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