S E C O N D A R Y R E F L E C T I O N
M O T I V A T I O N
PROVIDING MULTIPLES MODES OF REFERENCE & INSPIRATION TO MOTIVATE STUDENTS |
M A N A G E M E N T
BEING THE ADULT FIGURE IN THE ROOM & MANAGING CLASS SESSIONS BY OWN STANDARDS |
E N G A G E M E N T
LESSONS AND DAILY PLANS ORGANIZED & RELEVANT TO AGE LEVEL, KEEPING STUDENTS ENGAGED |
I noticed that at the middle school level, independence became a large impact on students' engagement and work ethic. In many cases, the classes (such as 6th Art) is required, and students necessarily do not want to take art. However, no matter the student, I believe I had proven my strength in motivating every student, whether that was through relevant projects, providing thought-provoking introductions, demonstrating "cool" techniques and more. One of the biggest successes of this semester was motivating students with 504s and learning challenges to work and enjoy what they were doing. For example, one student had a very negative experience prior to my arrival with the sub and when I came in, my ability to motivate her and show her that I was there for her for assistance, as a model, and as someone who cares, her work ethic and attitude changed dramatically. In both the elementary and secondary level, motivation is one of my strongest suits.
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Upon my arrival at Preston, my cooperating teacher was also returning from a leave of absence, and the students had been used to having a sub that was helpful yet did not fully manage all classes. With some classes near forty students, my first impression was a little shocked by what I was coming into. However, with a lot of redirecting students (walking into the room quietly and prepared, etc) and implementing a reward system called "The Bravo Board," new systems and expectations were placed aiding my management. "The Bravo Board" is a reward system based on tables and if each table could earn ten points by the end of the week, they had the chance to choose from "da box'" (candy, supplies, goodies) or choose to work outside for the day, or receive a Puma Track, or teach a lesson. Students held each other accountable for their table's actions, and started to find ways to be helpful in the art room.
I was proud of my ability to take ownership alongside Mrs. Ibanez in the classroom, that without her students knew I was in charge and was the person to talk to about the projects I was teaching. I noticed myself paranoid that students wouldn't like me, especially when discipline was needed, but in the end I was extremely surprised by how much positive feedback and positive comments I received about myself as a teacher and a person. I still, however, feel my management is an evolving area, where I still struggle from time to time with getting everyone's attention, or handling behavior issues with follow through of consequence. |
In hand with motivation, my ability to engage students drives my success in the classroom. With engaged students who are working hard to achieve their best, and enjoying the projects, management becomes less of an issue. I have found comfort and expertise in both Elementary and Secondary levels with using technology as a tool to engage students through presentation, video, questioning, demonstration, etc. I enjoy making my presentations extremely interactive, rather that informative, to keep the students thinking and on topic. I believe lesson plans and organization of the daily schedules lends itself to engagement. Having a well-thought out day and variety in activities through out the class keeps the students on their feet and willing to participate.
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