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Connection to TPE 5: Universal and Mild Moderate Support Needs Sub-Standards
Universal
TPE 6: Developing as a Professional Educator
6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning
6.2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.
6.3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleague
Mild Moderate Support Needs
6.1. . Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom
6.2. . Identify and understand conflict resolution techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals.
6.4. Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings
Narrative
My time as a student teacher was very informative. The progress that I have made from my first day in Ms. Whitmer's class to now has been tremendous. Watching my master teacher collaborate with other teachers/professionals, plan lessons while making appropriate accommodations, prepare for IEP meetings and perfect classroom management has been inspiring (6.1). After watching and gradually working my way into solo teaching, I was prepared for the challenge.
Once I began solo teaching I was faced with several challenges that I knew I had to be prepared for. The weekly meetings with the SDC and RSP team provided the support that I needed throughout the process. Each week we would discuss the progress and behavior of our students (M6.1). We collaborated on plans that would benefit certain students. For example, Brandon J was having a difficult week so the team decided that it would be best to allow Brandon the opportunity to go outside with a TA during instruction when needed to calm down when he was excited.
Planning lessons was also a huge challenge. I had a student who was blind so my lessons had to be done a week in advance so that each lesson and assignment could be transcribed to braille. I also made sure that if I showed a video, the video was equipped with descriptive audio commentary for my student. The Individuals with Disabilities Act (IDEA) ensures that all children with disabilities are entitled to a free and appropriate public education to meet their unique needs. Therefore, creating each lesson with each of my students in mind was mandatory.
Classroom management was important during my time as a student teacher. Getting to know each of my students before solo-teaching was key and allowed me to make decisions based on their strengths and weaknesses. Setting boundaries while establishing relationships was important in the beginning. Several students attempted to have inappropriate conversations around me and I had to redirect them. I had to show my students that I cared while at the same time assuming my role as teacher. When solo-teaching began, I had already established the boundaries that I needed in order to manage my classroom effectively (M6.2) There was one day when both Brandon's were horse playing in class to of distracting the entire class. I pulled both students out of class individually and had brief conversations that allowed them to et back on track.
My experience as a student teacher has prepared me to take the next step as a teacher. Learning how teachers collaborate to make informed decisions to benefit students was eye opening. I learned that teaching is not an individual process but a task that is accomplished through teamwork. I also learned the significance of organization and preparation. Teaching students with disabilities magnifies the need to be prepared and organized. Each student deserves to have the best possible learning experience that is designed for their unique needs. Therefore, planning and organizing will ensure that each student gets what they need. Finally, classroom management played a huge part in keeping my classes on track and created the best possible learning environment for each student.
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