Standard 5:

Reflection + SelfEvaluation

DM1: Diversity
DM2: Effective Pedagogy
DM3: Subject Matter
DM4: Environment
DM5: Reflection
DM6: Teaching Disposition

Reflection + Self-Evaluation
DM1: Diversity
I believe one of the most important things a culturally responsive teacher can do is know
their students. Know is a very broad term as there is multiple facets to a person. However,
when I enter a classroom there are a few factors I seek to find out. First, I look at the whole child
on a personal level. I find out their age, race, interests, hobbies, their favorite thing about school,
etc. I do this not only to create an initial relationship, but to also note what motivates them for
classroom management strategies and future lessons. Second, I consider their family background.
This can have a great impact on parent-school communication and understanding their behavior.
This year I was able to do home visits with my mentor teacher before school and this gave me
incredible insight before the students even stepped foot in the classroom. Third, I consider their
learning background. This includes any information from the students previous teachers, test
scores, language proficiency, and so on. Everything I learn will become a helpful tool in
understanding where the learner is and needs to go.
Once I get to know my students, I am able to differentiate for their needs to give them
the best chance of learning. I included strategies from the SIOP model within my lessons, which
is focused on inclusive and cooperative learning, and I am constantly giving my students
opportunities to communicate with each other. This has to lead to increased engagement within
my lessons, greater conceptual understanding, and the ability to apply their skills.

DM2: Effective Pedagogy

Technology can be a great asset in supporting instruction. While instantly a mind may
run to putting a screen in front of a student whether it is engaging with an iPad or computer, I

chose a different approach. Within my unit students used electric scales to measure objects and
test their hypothesis on weight determining whether objects would sink or float. This was the
students first time using this type of technology and they were very enthusiastic about it. While
some students did not use it correctly, every single student was engaged and actively trying to do
it right. At the end of the lesson when I asked the students their favorite part the majority
mentioned this activity. This taught me technology could also be used as a tool to motivate
students and get them excited about their learning.

DM3: Subject Matter

When asked to teach on the scientific process I was very excited to be giving these 1st
graders their first does of investigation. However, since this is such a critical concept as they
advance in their science learning, I did feel pressure. I felt competent with my knowledge and
experience of the scientific process as I moved through the unit. I found this translated to
effective scaffolding techniques and I was able to guide students through the process efficiently.
Because of this I saw my students connecting concepts quicker and it also led to deeper questions
for my students who were on a higher level. In addition to the scientific process I also
incorporated another standard to guide our investigation by testing objects to find if they would
sink or float. This part of the unit I questioned my subject knowledge more. I felt the concept of
density detracted the idea of the scientific process, but I also felt it would be unfair not to give
them the correct information; I had a hard time balancing the two. Overall, while the students
may have not completely understood density is a determining factor of what an object will do in
the water, they did learn from their investigation it is not their weight.

DM4: Environment
In order for students to learn in a classroom they need to feel physically and emotionally
safe. Before school even started I participated in the back to school night where students were
able to find our classroom, see where they sat, take a look around the room, and familiarize
themselves with the different areas of the classroom. I want my to students to feel welcome at
school so everyday I greeted each student with a smile and let them know today they would do
great things. In addition, my mentor teacher and I incorporated meaningful read-aloud stories
and played activities to provide an opportunity to form a classroom community. We then led
students to discussion and talked about how they wanted to feel in our classroom and how we
could accomplish this together.
It is difficult to implement classroom management strategies when you are in practicum
once a week, but being a student teacher allowed me to really apply what I have learned. I was
lucky enough to start working with my mentor before school started and we collaborated on what
strategies we would like to use in the classroom agreeing everything should be positive.
Something I found to be very effective was to create a T-chart of teacher job vs. your job, and
what it looks like vs. what it sounds like. Once the chart was made it was easy for the students to
review the procedures before read to self, daily 5, etc., and it was easy for me to simply point at
the chart if they were off task. I also used different cues and songs to get the students attention.
There was just enough to where it wasn't too repetitive and they could still understand what to
do. While we may have established great procedures in the classroom, I did learn they would not
always be effective. I started using a countdown strategy to transition but I found most of the
students were not doing what I wanted by the time I reached zero. After attending training on a

similar topic, I learned to insert tasks in between each number. For example, In 5 your books
will be put away, in 4 you will be sitting in your chair. By telling the student what I expected of
them I found they transitioned quicker leading for my instructional time.

DM5: Reflection
After deep analysis into the data of my TWS, there is a couple of points I want to hit in
terms of what worked, what didn't, and future goals. First, I had very strong engagement within
my lessons. The students began the science unit with little to no background on the topic and left
with an excitement understanding they could be scientists. Each lesson students were actively
trying to participate in what was happening, especially parts contributing to the investigation.
There was also strong vocabulary with multiple opportunities for the students to see it, hear it,
and use it. Again, in a unit forming background for future science topics, I felt vocabulary was
very important.
While the scores did not show the numbers I had hoped for, I did feel this unit was very
planned out and pushed all students farther than they were before. Listening to the student
responses as we discussed as a class, and as they discussed with each other, I felt I was able to
assess their learning more than the posttest did. This idea contributed to a future goal I made
after looking at the data. Looking at my teacher designed assessment I did not think it showed
accurate student learning outcomes for all twenty students. I would like to continue working on
assessment design and how to provide more accurate information. I would also like to continue
working on differentiation for high students. Since students had little background of the topic,
and the unit was done as a class investigation, I did not think it was realistic to dive any deeper

than questioning. However, after seeing some of the students performance on this unit I would
like to think of alternatives ways to extend them.

DM6: Teaching Dispositions

Before this experience I was worried about the practicality of teaching since I had only
been in a classroom once a week in my practicums. However, I found I adjusted very quickly to
the schedule of a classroom teacher. I was able to watch carefully and see what would work for
me. My mentor was constantly praising me on how intuitive I was in the classroom and adjusted
to different situations. I was able to grow tremendously as a teacher in my classroom
management strategies and gain instructional experience as I applied what I had been taught in
the program. I was consistently asking for feedback from my mentor and supervisor so I could be
better for my students. Fully taking over the classroom, and having it go well, gave me the
confidence I will need to have my own class.
In addition to my personal growth as a teacher, I also gained wonderful professional
relationships. I was very fortunate to be placed with an incredible mentor who I respected very
much. She never treated me any less than her but treated me as a colleague to collaborate with.
This allowed us to provide a safe environment, positively manage the classroom, and execute
effective teaching as a team. I also participated in weekly PLC meetings and school trainings
allowing me to engage with multiple staff at the school. Their advice and the information learned
helped me transition into the school procedures and duties of a teacher beyond the classroom.
Furthermore, I created a caring relationship with the students and their families during our home
visits, first grade orientation, scheduled meetings, and daily encounters. These relationships
formed were essential to my success as a student teacher. Parents trusting me with the knowledge

about their lives and children allowed me to differentiate to increase learning. The students also
knew I cared for them, and they were always willing to work hard as I stressed how important
what we were doing was. I will never forget the memories I made, the lessons I learned, and the
relationships I hope will continue after this experience.