Embedded Files
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard Proficiency and Professional Growth
Standard Proficiency and Professional Growth
My learning demonstrates proficiency in this standard through the development of a comprehensive set of detailed notes on prominent educational theories and theorists. My notes emphasize understanding major concepts, criticisms, the impact on education, and specific classroom applications. By thoroughly diving into behaviorism (Skinner), cognitivism (Piaget), constructivism (Vygotsky), and social learning theory (Bandura), I show a deep and organized understanding of foundational theories that guide instructional decision-making in education. These theories represent the core conceptual framework of educational psychology. My ability to accurately explain and differentiate them demonstrates strong content mastery. Throughout my notes, I connect theories to classroom practices such as scaffolding, differentiation, feedback, motivation, classroom management, and assessments. I do not view theories as isolated information, but rather practical tools that inform instructional strategies in my future classroom. Understanding why students learn the way they do allows me to design developmentally appropriate and engaging lessons. Overall, this assignment highlights a strong foundation of knowledge for my future lesson planning, classroom management, and professional practice.
Self-Assessment and Analysis
Self-Assessment and Analysis
Throughout this semester, my understanding of educational psychology has significantly shaped my growth as a developing teacher, particularly during my fieldwork. Expanding my knowledge of educational theories and theorists helped me move from simply observing classroom behavior to intentionally analyzing why students learn and behave the way they do.
One area of growth I'd like to highlight was the feedback that I gave to students. I'm great at praising students and generally finding something students are doing well that I can point out to encourage them. I'm good at redirecting, my preferred method of management for undesired behaviors, because it is gentler and more aligned with my natural disposition. However, I am not good at reprimanding because of my lack of confidence in being able to assert while not being overly negative (especially in a classroom that is not mine). I set a goal to document and improve the types of feedback I gave in my fieldwork, and I found a clear difference as I became more confident and intentional.
Another area connected to my fieldwork was an increased understanding of Vygotsky’s Zone of Proximal Development. During my observed Phonics lesson, I was able to properly provide support while teaching the suffixes -ful and -ly. Instead of giving students answers, I found myself asking guiding questions and offering prompts. Then, I gradually reduced support as the kids gained confidence. I saw how this worked to help students remain challenged while feeling that I had their back.
Overall, the knowledge I've accumulated over this semester has given me insight into the inner workings of students' minds and aided me in building confidence to act intentionally and meaningfully in the classroom.
Page updated
Report abuse