In order to ensure the success of each student in my classroom, I structure the classroom environment, provide accommodations and scaffolding as well as additional challenge to my students in order to meet their individual needs. In order to do this, I structure my lessons so that there is partner and group work. This allows students to work with and co-construct knowledge with their peers. I consistently use wait time and think-pair-share in my classroom so that students are able to first think through and discuss their ideas with their partner before sharing out whole class. This enables all students to have something to share, whether the idea generated from themselves or their partner. In addition to these strategies, I also differentiate instruction based on the needs of my students. I use strategies like the aforementioned to meet the needs of the majority of my students and use small groups and/or one-on-one meetings to address the specific needs of those students needing additional support. I also emphasize the importance of students’ multiple intelligences by including lessons where students are able to tap into those assets. Additionally, I implement Universal Design for Learning (UDL) strategies so that all students are able to engage with, represent and express their knowledge of the subject matter.
In order to meet the needs of my second language learners, I would first need to understand whether they are in the emerging, expanding or bridging categories. Based on this information, I would develop instructional strategies and scaffolds in order to meet their individual needs. In all of my lessons I include strategies for second language learners such as speaking clearly and slowly, providing explicit instructions, using photos/pictures/diagrams/maps, translating information as necessary and incorporating partner and group work. In addition to these strategies, I also intentionally include academic language instruction in all of my lessons, which is beneficial for all of the students in my class, including second language learners. I also provide English Language Development (ELD) lessons for my students as a Tier 2 or 3 intervention and in order to provide them with the necessary language in order to gain confidence in the whole class instruction. For students with special needs in my classroom, I would first seek to understand what those needs are. If it is a student with an IEP, I would consult the education specialist and their IEP in order to provide the necessary accommodations and/or modifications to ensure their success in the classroom. For students with other needs such as advanced learners, I would provide opportunities for the students to complete an extension activity, provide the student with additional responsibilities and/or challenge problems. In all of these scenarios, I believe it is incredibly important for the teacher, the parents and the student to function as a cohesive unit with the goal of enhancing student learning and the mental, physical and emotional well-being of the student. In order to do this, I would meet with each of the parents in order to understand them, their student and their family better so that I could also use those assets as a way to scaffold and support the students to the best of my ability.
In my classroom, I use many different engagement strategies. I believe that the first and most important thing that could be done in a classroom to ensure that the students are engaged is the classroom culture and environment. I believe that by creating meaningful relationships with each of my students and learning about their interests, I will be able to tailor my lessons to their interests as well as their personal, cultural and community assets. If the students feel that the content is relevant to them and their lives, they will automatically be more engaged. I also use strategies in my classroom such as partner work, group work and think-pair-share in order to allow the students to co-construct knowledge with their peers and encourage them to maintain engagement. I also like to use Total Physical Response (TPR) and movement in my classroom so that the students are mentally and physically engaged in the lesson and so that they are able to “wiggle out” any restlessness. In addition to these strategies, I think it is very important that the learning activities are appropriately scaffolding and structured in order to meet the needs of my diverse learners, my English Language Learners, my gifted students, the students with IEPs, etc. By tailoring the instruction to meet the needs of these students, they will be able to stay engaged and learn the content.
I integrate technology into my classroom in many different ways in order to engage my students and transform and enhance their learning experience. I use technology as a way to have my students gather, present and research information as well as demonstrate their learning through the Google Suite applications. I conduct lessons through programs like Nearpod, taught NGSS aligned science lessons with Mystery Science, used Lexia’s Core 5 to target reading instruction based on the needs of the students, etc. In mathematics instruction, I integrate technology as a way of developing procedural fluency through programs such as ABCya, XtraMath, Prodigy, ST Math, etc. In addition to using technology in order to teach, I have also included technology in the classroom as a way to formatively assess student learning through programs like Plickers, Flipgrid and Kahoot. I believe that in order for my student’s to be successful in today’s STEM world, they need to be given opportunities to use technology in the classroom so that they can extend those skills into their future career and adult life. Additionally, using technology in the classroom really allows the subject matter to come to life for the students and deepens their love of learning.
I want to be the best teacher I can possibly be for my students. This means that I need to understand my students, understand their strengths, their areas for growth and how they best learn. In order to do this, I must continually learn and grow as an educator. I must reflect on my practice, and make instructional changes in order to meet the needs of all of my students. I love collaborating with others in order to create the best possible learning environment for all. I appreciate constructive feedback from peers, grade-level team, administrators, supervisors, a PLC group, etc. I enjoy learning about new instructional strategies, types of assessments, technology integration and ideas from others and I am always open to receiving this feedback.