Appreciation of Difference

At the start of my full-time student teaching period, my cooperating teacher encouraged me to visit our seventh graders' other classes. She expressed that it was important to take the opportunity to observe as many different teaching styles and methods as possible during my learning period. I had always recognized the importance of differences in learning styles, but I had never given much attention to the importance of different teaching styles. So, I eagerly reached out to the middle school team to schedule visits to their classes. I had the opportunity to join seventh graders in their Social Studies and Digital Literacies classes. I attended these two classes as an observer and had the opportunity to see students in action and learn from other teachers at the same grade level. These observations better informed me of the school's learning community and helped me contextualize the work students were doing outside of ELA. I think it is often easy to forget that students have work to do outside of the classes we teach, and my class visits were a great reminder of the reality of being a middle school student. My observations were also an opportunity for me to identify the nuances of teaching methods and styles in order to better inform my own methods.

During my visit to the seventh grade Social Studies class, I observed a teaching style much different than that of my cooperating teacher. Whereas my cooperating teacher was energetic and fast-paced, Ms. K (Social Studies teacher) was more subtle and slow-paced in her teaching. Although different, each teaching style helped me develop my own teacher presence and voice. I found myself identifying more with Ms. K's style and was reassured that there was more than one way to effectively teach students. As shown in some of my notes above, the Social Studies class followed a routine and followed practices that were very similar to the ones we used in ELA class. Students participated in small group and individual work during class; being that it was Black History Month, students were studying biographies of important Black figures in History. Thus, students were practicing their research and writing skills. I noticed that Ms. K gave students time limits for their work and frequently checked in with students to answer any questions and remind them of directions. Students also had a choice of how they wanted to complete their work -- alone, in a group, or with a teacher -- and were given space to reflect on their own and their classmates' work. Ms. K also engaged students in conversation at the start and end of class and informed me that she tries to make as much work as possible in-class work to avoid giving out homework. My observations proved to me that teachers can meet school and state standards while interjecting their own personality and tendencies into class. Although not everyone teaches in the same way, we can all work effectively within one community.

Overall, this observation period highlighted the diversity of teaching styles and methods that may exist within even one school. As supported by our Praxis work in the education department at Bryn Mawr, we learn most through observing and practicing. Continuing the practice of observation during my student teaching reinforced my value of learning from those in the field. It also reinvigorated my own confidence as a future educator. As someone who tends to look to others for standards in my work, I realized that I had been belittling my potential and practice because I only had one specific idea of what a teacher should be. As I move forward in my career, I hope to continue this practice of observation and collaboration. I am constantly going to be growing and learning as an educator, especially throughout my first year. I want to use this experience as a reminder that there is value in diversity not only in students but also in teachers and classes.