task 2

.docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

D126

Subject

Health Science

Date

Jan 9, 2024

Type

docx

Pages

3

Uploaded by CountFlag13017

California https://www.cde.ca.gov/be/st/ss/ C1 Reflect . In Mrs. Sojourner state, which is California, they do standardized testing starting in the third grade. These assessments help Mrs. Sojourner understand what worked and what didn’t in her classroom. The data helps gauge student progress, or obstacles. She uses this data to drive my instruction by knowing where the students are and what they need help with. With the state contest standard, they are mapped out to adhere to each grade level specific standards and the teachers correlate instruction and assessments with the standards to make sure students will meet these standards. Mrs. Sojourner posts the standards in the classroom and share with her students what the goal are before every lesson. Programs such as iReady, GoMath, Benchmark and other diagnostics measures and seeing what they need to form my small group instruction. Some programs that are set up to help students are ELL groups which are formed based on our state’s criteria, 30 minutes are recommended per day to work with ELL students. Another program is special education it is determined if students qualify for an IEP. To help close the learning gap between students, Mrs. Sojourner school hires intervention teachers to work in small groups to give students additional minutes on a weekly or daily basis depending on their needs. The school also hires after-school teachers to do additional tutoring. Mrs. Sojourner identity is flexible, she is a mixture of collaborating with students to build a relationship with them to create a safe space but also an evaluator of my impact on student learning. She understands that there has to be some type of relationship with the students, so they do feel comfortable telling you hey I don’t understand this without being afraid. She also constantly makes adjustments to lesson places to maximize impact for each student and make sure that everyone understands. She is aware that not all students learn the same so sometimes a different approach has to be made. The way the teacher continues to grow professional is CORE training, Mrs. Sojourner also has recently read the district’s PD: Why Are We Still Doing That? By Himmele and Himmele. C2 Feelings. Before the interview I felt a little nervous about talking to ta teacher about their teaching identity and asking them questions about their school district. I felt like the teacher would just give me an answer that they thought that I wanted to hear. During the interview I felt comfortable. I did not feel like I was doing an interview but more like just having a conversation. I do believe that the teacher felt uncomfortable at first because she was sitting there being asked many questions. I do believe that eventually felt more comfortable. C3 Evaluation. The interview was more than I expected. I went into the interview without any explanation just thinking the teacher was going to tell me about their career and why they choose to become a teacher and just how they operate as a teacher. This interview did not align with what I expected, it gave me more of an insight into who the teacher was and their teaching style and how they build their relationships with the children. Something that went well with the interview was that I was able to get more of an insight of how it is to work in an elementary school, some teaching pro and cons and it gave me something to think about as far as what kind of teacher do I want to be. Something that I would have liked to do
differently was to meet in person, that way I could of went off of body language as well. I also wish I could have asked more questions about the teacher personally such as what made you go into teaching. C4 Analysis . I agree with a lot of things that Mrs. Sojourner said in the interview. One thing that I agree with it that you having to have a relationship with the students to be able to really teach them and for them to feel comfortable. I agree with how she approaches the state’s conduct and how she shares them with her students and goes over what she expects the end goal of the lesson plan to be. I agree with this because I feel like if the student doesn’t trust you or have some type of relationship with you, they might not go to you when they need help, and their grades might start to slip. I also think that if you start off each lesson by telling the student what is expected then the students will be able to get a better understanding of the lesson and to be able to ask questions ahead of time. I agree with her Hattie Mind frame, I believe that is what works for her. For me I think once I start teaching, I would be more of a change agent and believe all students can improve. I do agree with teachers being hired for additional help for afterschool however, my concern is for the students who need help but can attend after school sessions there is nothing in place for those students. I would like to see maybe zoom sessions where students can pop up and ask question like a study hall session. When it comes to ELL groups, I do agree that every school should have these groups however, I disagree with the time that is spent with the students. I feel like 30 minutes a day is not enough time to work with students trying to learn another language. I think all students can improve as long as they have a great team behind them and as a teacher I want to be on their team. As far as in the professional growth, I agree with core training, but I would also like to see more workshops as well with topic that you think you can approve on such as family engagement. C5 Conclusion From this interview I learned that the standards map out the curriculum for the students and it maps out it for each grade level. I also learned ways that you can use the assessment to help students and help with lesson plans. While speaking with Mrs. Sojourner, she helps influence and get a better understanding of the role of a teacher, how to use the data from assessments to help drive instruction also how the school district can play a role in your role as a teacher. During the interview Mrs. Sojourner gave me things to think about as far as what kind of teacher I want to be. Mrs. Sojourner teaching style is to allow the students to work more independently and use various teaching styles. This taught me that there is no day that is the same and that you have to have different approaches to one lesson plan due to each student learns differently and you want to make sure that each student is engaged. If I were to conduct the interview again, I would do it in person. With this I would be able to read more of body language and can ask more questions on the topic based off what the body language is telling me. With this I would have been able to see if the teacher was confused on a question that I was asking and that would of gave me the opportunity to explain my question more. This could of changed more of the questions that was asked and could of changed the way the interview went. C6 Action One of Hattie midframe that supports a teacher success is the sixth one which is” I give and help students understand feedback and I interpret and act on feedback to me.” This allows the teachers not only to give support and feedback to the students, but it also gives them the opportunity to receive
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help