Watch a digital exhibition of my student teaching experience: www.youtube.com/watch?v=aITEnrp_DXU&t=1s
Student Teaching Reflection
Never have I learned so many valuable lessons pertaining to personal growth, organization, professionalism, and being an educator than I had during my student teaching experience. I got a taste of waking up everyday and committing myself to a community of students and staff that in turn supported me. I was pushed to be my best self and educator and took big steps into the unknown. For this I am humbled and excited for what's to come for the future.
Pedagogical Expertise in Content
Plan, plan, plan. I had come into student teaching with the small assumption that as long as I had a general idea of what I wanted to teach and planned each day to a tee, then the larger concepts and understandings would sort of unfold on their own. This assumption is not totally incorrect, but an assumption nonetheless. From this, I learned how valuable it is to sit down ahead of time and think through the objectives thoroughly. What do I really want to teach and how can I directly apply the standards to these objectives? These larger concepts and transferrable skills were embedded into the lesson naturally. But I realized the importance of solidifying these and having them be imminent for the overall success of my students, the instruction, assessment, and all else that applies. If the heart of the lesson isn't strong, then the students, especially the ones that need a bit more instruction, can sense the ambiguity of it all, and feel unmotivated in turn. In the future, I plan to really focus on starting and ending with the objectives. I had already known to do this. But a couple of times, in the midst of everything else, this foundational thinking seemed to fall to the wayside, usually based off of the fact that I convinced myself that I could "wing it." Now I know.
A few strengths I have in this area would include designing my lessons with the full intention for exploration, independent thinking, and making learning relevant to the student's own lives. I focused on teaching process and overarching concepts, diving into the "why" of what we're doing. Many times these concepts would naturally evolve into, or branch out, into other concepts personal to the students. In this way, I was the facilitator of this studio space but the students ran the art-making. Throughout the art-making, I really strove to push student's thinking about their own artwork, and supporting them to do so. For example, we would do mid-way activities that gave students the opportunity to think about what they had done, why and how they had done it, and thoughtfully brainstorming their next moves. This would also be an opportunity to integrate literacy; speaking about art and using art vocabulary we learned within their explanations. I would say that I am proficient in this area.
Safe, Inclusive, and Respectful Learning Environment
My classroom is centered around respect and routine. During student teaching, I continually learned my personal approach to classroom management and how this directly relates to effective instruction, which directly relates to a successful art-making experience. Facilitating an art classroom involves teaching independence, which means students know the classroom systems right off the bat. It was difficult, yet helpful, stepping into someone else's classroom systems and routines. I was able to learn from what they had, try it out, and infer how I would do it myself. For example, I want to have a large board to write my thoughts as they come up and visually show my instruction. I also want to have a set space in my classroom to write the learning targets for each class and the agenda for the day.
Art is personal. This concept translates into all areas of teaching. I think one of my strengths, that I embraced during student teaching, is being able to meet students where they are; not only skill wise, but also emotionally. Showing them that as long they show up to work hard, I will provide all that I can to assist and support them. No student goes unseen. One of the biggest things that I learned was developing an instruction that naturally engages students. During my elementary placement, for example, I taught a lesson for 1st graders where students created their own version of an Alma Thomas painting. In comparison, I taught a lesson for 2nd graders where they drew their own imaginary worlds. I saw a difference in the students engagement between the two lessons. The 2nd grade lesson was much more personal to students. Because of their natural engagement, studio time was vibrant. With the 1st grade lesson, I found myself continually trying to encourage students during studio time to keep working because some of them were bored, frankly.
On another note, I had the pleasure of being placed within very progressive communities regarding special needs and integrative instruction for those students. I learned the hard way a couple of times with being unprepared for those students with severe special needs and having to scramble last minute to find something for them to do. After these occurrences, I began to prep with more attention to those students' level of ability by modifying the lessons for the sake of their engagement, but also trying to keep the same overarching concepts as much as possible. I believe I am proficient for this standard, as well.
Pedagogical Expertise in Content
Plan, plan, plan. I had come into student teaching with the small assumption that as long as I had a general idea of what I wanted to teach and planned each day to a tee, then the larger concepts and understandings would sort of unfold on their own. This assumption is not totally incorrect, but an assumption nonetheless. From this, I learned how valuable it is to sit down ahead of time and think through the objectives thoroughly. What do I really want to teach and how can I directly apply the standards to these objectives? These larger concepts and transferrable skills were embedded into the lesson naturally. But I realized the importance of solidifying these and having them be imminent for the overall success of my students, the instruction, assessment, and all else that applies. If the heart of the lesson isn't strong, then the students, especially the ones that need a bit more instruction, can sense the ambiguity of it all, and feel unmotivated in turn. In the future, I plan to really focus on starting and ending with the objectives. I had already known to do this. But a couple of times, in the midst of everything else, this foundational thinking seemed to fall to the wayside, usually based off of the fact that I convinced myself that I could "wing it." Now I know.
A few strengths I have in this area would include designing my lessons with the full intention for exploration, independent thinking, and making learning relevant to the student's own lives. I focused on teaching process and overarching concepts, diving into the "why" of what we're doing. Many times these concepts would naturally evolve into, or branch out, into other concepts personal to the students. In this way, I was the facilitator of this studio space but the students ran the art-making. Throughout the art-making, I really strove to push student's thinking about their own artwork, and supporting them to do so. For example, we would do mid-way activities that gave students the opportunity to think about what they had done, why and how they had done it, and thoughtfully brainstorming their next moves. This would also be an opportunity to integrate literacy; speaking about art and using art vocabulary we learned within their explanations. I would say that I am proficient in this area.
Safe, Inclusive, and Respectful Learning Environment
My classroom is centered around respect and routine. During student teaching, I continually learned my personal approach to classroom management and how this directly relates to effective instruction, which directly relates to a successful art-making experience. Facilitating an art classroom involves teaching independence, which means students know the classroom systems right off the bat. It was difficult, yet helpful, stepping into someone else's classroom systems and routines. I was able to learn from what they had, try it out, and infer how I would do it myself. For example, I want to have a large board to write my thoughts as they come up and visually show my instruction. I also want to have a set space in my classroom to write the learning targets for each class and the agenda for the day.
Art is personal. This concept translates into all areas of teaching. I think one of my strengths, that I embraced during student teaching, is being able to meet students where they are; not only skill wise, but also emotionally. Showing them that as long they show up to work hard, I will provide all that I can to assist and support them. No student goes unseen. One of the biggest things that I learned was developing an instruction that naturally engages students. During my elementary placement, for example, I taught a lesson for 1st graders where students created their own version of an Alma Thomas painting. In comparison, I taught a lesson for 2nd graders where they drew their own imaginary worlds. I saw a difference in the students engagement between the two lessons. The 2nd grade lesson was much more personal to students. Because of their natural engagement, studio time was vibrant. With the 1st grade lesson, I found myself continually trying to encourage students during studio time to keep working because some of them were bored, frankly.
On another note, I had the pleasure of being placed within very progressive communities regarding special needs and integrative instruction for those students. I learned the hard way a couple of times with being unprepared for those students with severe special needs and having to scramble last minute to find something for them to do. After these occurrences, I began to prep with more attention to those students' level of ability by modifying the lessons for the sake of their engagement, but also trying to keep the same overarching concepts as much as possible. I believe I am proficient for this standard, as well.
Effective Instruction
Learning happens through doing. During student teaching, I focused on creating instruction around developing skill and understanding larger concepts over time. I wanted each student to feel that they had opportunity and ability to grow as their own learner and artist. This meant giving students several opportunities to learn and show their understanding. A strength I had was providing scaffolding for students through choice. I intentionally gave options for different artistic routes. Most of the time, this meant choice to make their art as complex or simple as they wish. For example, I taught a monotype printmaking lesson for 3rd graders, in which we focused on experimentation and problem solving. Over time, more options for their printmaking experience were added. Students did not have to utilize these, but they were given to them as an option, and most took them because they were exciting and engaging. Others focused on what we had done the day before. The lesson gave students the choice to make their own artistic decisions. |
Furthermore, I learned the importance of taking time in class to perform formative assessments. Not only do they inform my further instruction, but students are able to see for themselves how they are meeting the criteria of the project. It also informs me as a teacher to take a pause, learn what each student is thinking, and how I can guide them within the lesson. This concept is largely composed of asking inquiry questions; getting students to think open-endedly and with intention. For example asking midway, "What do you think is a strength of your work...How can you build off of that?" Also, providing checklists to students is a productive and independent way for them to make sure they're meeting the criteria.
One thing that I will do differently in the future is put even more of the learning in my student's hands. For example, I want to provide a sketchbook for each student. Within this sketchbook, they'll be required to plan, research, and doodle on a weekly basis. I am going to have each student set individual goals based off of a given rubric and perform those over time. In this way, students will connect other aspects of their lives to their artistic process. For this standard, I would say I'm developing. For me, delivering effective instruction is an area that is constantly being refined and bettered. I feel that during student teaching, I was most able to figure out the systems necessary to do so. Now that I have more knowledge of these systems, I will practice on applying them in the future. I feel that at that point, when I am able to successfully apply those systems, I will be proficient.
One thing that I will do differently in the future is put even more of the learning in my student's hands. For example, I want to provide a sketchbook for each student. Within this sketchbook, they'll be required to plan, research, and doodle on a weekly basis. I am going to have each student set individual goals based off of a given rubric and perform those over time. In this way, students will connect other aspects of their lives to their artistic process. For this standard, I would say I'm developing. For me, delivering effective instruction is an area that is constantly being refined and bettered. I feel that during student teaching, I was most able to figure out the systems necessary to do so. Now that I have more knowledge of these systems, I will practice on applying them in the future. I feel that at that point, when I am able to successfully apply those systems, I will be proficient.
Reflection of Practice and Demonstration and Leadership
I believe that being apart of a greater community involves participating whole-heartedly. During my time at Adams 12, I was able to observe the hard work that teachers put in together to make sure they're on the same page, and to learn from each other. Teaching is a very humbling profession because you simply cannot do it on your own. The definition of working as a team is elevated in a school environment. I was able to participate in several professional development meetings and the CAEA Fall Conference. Through these experiences, not only did I learn an immense amount of knowledge related to teaching, but also felt support circulating constantly. I left feeling enlightened creatively and professionally because each person there had so much to give, and genuinely wanted to receive my own personal understandings. I also had the opportunity to help out with a couple of clubs; those being art club and intramural soccer. These experiences showed me the value in spending time with your students outside of the classroom. I was able to see them in a different light, and regardless of how much was on my mind, the clubs were way to escape and have fun for all of us.
During my first meeting with my University Supervisor, Sam Gallegos, I explained how I was feeling quite overwhelmed with this new experience. I was afraid that I wasn't doing well enough. Sam explained to me that, "in the end, it really is about the relationships you have with your students and giving them opportunity to be creative and make art." This statement truly put it back into perspective for me. I want to see my students succeed, and that's why I'm here. It's about putting them first and making sure I am able to assist with 504's, IEP's, behavior plans, and the daily needs of every student. We're not just sitting in this room called a "classroom" because we have to and looking at pretty pictures because that's just what we do in art. NO. It's about creating a classroom culture with intent. My second placement, Mountain View Elementary, is the one school in the district for deaf and hard-of-hearing students. There was also a larger population of students with severe needs. I had found myself feeling lost with what to do for those kids, so I sought out to collaborate with the para-professionals and the special needs teachers. I asked them how I can better modify my lesson for these students. In this way, I also learned the power of reaching out and learning from each other professionally. After speaking with them, I was better able to respond in complex situations and be sure I'm doing what I can. I think that I am proficient in this area.
Professional Dispositions Self-Assessment
The two dispositional areas that I feel most comfortable with at this point are tact and judgement and collegiality and responsiveness. I feel that my these areas were put to the test during this experience, and I responded with integrity and respect. It was difficult at times working with someone that has a different way of thinking and going about things. However, every time I felt slightly belittled or frustrated, I remembered that I was there to learn. These lessons were being taught to me for a reason, and I did everything to except those and learn from them. My respect for the administration and the rest of the staff was constantly put forward. This experience was not just about me coming and doing my own thing to learn some things and get a degree. It was about me joining a community for a short amount of time to learn and give all that I could for 16 weeks.
One area that I feel I can grow in would be initiative and dependability. I have always been one to try to do things on my own and prove to myself that I don't NEED anyone's help. But a huge, valuable lesson I learned from this experience is that having the initiative to reach out and seek the knowledge from colleagues and other resources is extremely important. I have a tendency to overlook an issue and try to keep going in the same direction, hoping that it will improve, rather than going back to the drawing boards. I have learned to stop, ask questions, look for other ways of thinking, and advocate for myself in the event of an issue.