Meeting Diverse Needs

Proficiency Indicator (from DESE):

"Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners."

Meeting diverse needs is more important for teachers than almost all other professions. As a teacher, we interact with several groups of twenty or more kids on a daily basis. A teacher needs to teach a subject in only a 40-50 minute period not just to one student but to a whole group of students with varying motivations, abilities and disabilities, and backgrounds. Some students might be deaf or blind while others might not speak english while some other students might be overachievers who seek to go beyond the regular scope of the class.

In my practicum, I met a vast range of different students that all had something unique to bring to the classroom. Some made me rethink my methods of how I delivery instruction including using more visual cues for english learners or doing more active lessons for students that easily fall asleep at their desks. One area I still struggle with is providing more work to overacheiving students. I tend to focus on making sure that students don't fall behind but I often lack ways to allow students to push ahead. Being aware of this challenge helps me to plan better for the future and put additional thought into the students that want to do more than others.

The artifact that I have chosen to represent my proficiency in meeting diverse needs is my DESE Student Survey Data. Towards the end of my pracitcum experience, I gave the students in each of my classes a survey allowing them to rate my teaching based on different indicators. While there were of course some areas I can improve on, the survey suggests that I am patient and make an effort to help out those that are struggling and meet the needs of as many students as I can.