Assessment

     One of the major topics that my education 250 class has been focusing on is assessment. Before taking this class, I assumed that assessment meant testing. This is not necessarily the case. Testing can be used to assess students, but when a grade is put on a student's work, learning generally stops. If a teacher is unsure as to whether their students are ready to move on from a topic or not, grading should not be used. Assessing students without grading is extremely useful for teachers because it helps them to gather evidence in order to determine what the student truly understands. Assessment directly relates to standard five of the NCTCS which says "Teachers reflect on their practice." This tool specifically relates to element A of standard five which states that "Teachers analyze student learning." Assessment is a way for teachers to use an analysis of student learning when reflecting on their lessons and teaching, and hopefully use that information to better their teaching in the future.
     The cycle of assessment to instruction is incredibly important when utilizing assessment in the classroom. The first step is to plan your lesson, and the second is to teach. The third step is where assessing the students comes in, and evidence is gathered, and the fourth step is gathering feedback from the students. Once feedback is gathered, the teacher has to take that information and reflect back to her original lesson plan. The cycle is then continued with the presentation of a revised lesson that is taught to the students, who are once again assessed for understanding. This cycle is extremely important to apply in one's classroom because it helps ensure that the students that do not have a full understanding of what is being taught are not left behind. Another major aspect of assessment is teaching students how to constantly assess themselves. Self assessment is a meaningful way for students to learn, and will help their learning experience. Self assessment can be encouraged by sharing feedback from assessment tasks with students. This helps them to know exactly where they are struggling and where they need to grow, which can show them how to self assess themselves. "When we teach to a child's or adolescent's brain, we empower that student with the 'inner resources' that directly affect his or her ability to pay attention, engage, and create meaningful learning experiences" (Link at bottom). If a student can unlock the idea of self assessment, they can constantly help themselves to learn and grow. 
     In my future classroom, I plan to use assessment not only as a tool to improve my teaching and students' understanding, but also to help teach students how to begin the process of self assessment. I also do not plan to use tests and grading as an assessment tool until I am sure that my students can perform well and that they are ready to finish one topic and move on to the next. I plan to use assessment to make sure that no student is left behind and to make sure every student is prepared for what is ahead when they are finished with my class. Once a student falls behind, it is very hard for them to catch up with the rest of the class. I plan to stop this from happening using the assessment tool. 

Link: https://www.edutopia.org/blog/self-assessment-inspires-learning-lori-desautels

Using Zoom

     Today in Education 250, we were introduced to a new tool that can benefit us in our future classroom. Instead of meeting in our actual classroom, our teachers decided to introduce us to a virtual classroom using an application called "Zoom." The virtual classroom was very different, and I immediately disliked being in an online classroom due to my difficulty figuring out the program. I did not expect this class to go well for me, but as the class continued, I slowly became acquainted with the virtual classroom. Although my initial reaction to this type of class meeting was negative, I actually ended up enjoying the virtual classroom by the end of the session.

     While participating in the virtual classroom, I found myself feeling more confident in my knowledge and ability to answer questions. In an actual classroom, I tend to let other people speak up ahead of me in order to make sure my thought lines up with someone else's thoughts in the class. During the virtual meeting, I was not able to see most of the class, and therefore was not as concerned with making sure my answer matched the thoughts of others. In my future classroom, I am sure that there will be students that are afraid to speak in front of others, or who would rather make sure their answer is correct before sharing. The virtual classroom may be an idea that would take away some of the anxiety or unsureness of this type of student. This tool connects with standard four of the NCTCS, which says "Teachers facilitate learning for their students." I think that the virtual classroom specifically connects with element 4c of standard four which states that "Teachers use a variety of instructional methods." Using the "Zoom" application is definitely a new way of teaching students that could be used to grab their attention and get them engaged. This element says "Teachers choose methods and techniques that are most effective in meeting the needs of their students..." The virtual classroom could give teachers the opportunity to hear from students that do not generally speak up and that do not exhibit confidence when answering questions in class. I believe that building confidence through "Zoom" is certainly a way of meeting the needs of students. One essential goal for teachers to achieve is creating a positive learning environment, and "Building confidence in students is one of the most important steps educators and parents can take to ensure an atmosphere for learning" (Link at bottom).

     Since I am planning to obtain an elementary education degree, I could be placed anywhere from kindergarten to sixth grade. Although I hope to be placed in a kindergarten classroom, I have been challenged to look beyond my preferences in order to broaden my knowledge. The virtual classroom is a great tool to begin my discovery of upper grades because I feel that this tool could be extremely useful in fifth and sixth grade classrooms. I think that fifth and sixth grade age students would be perfect for the virtual classroom because they are mature enough to navigate a program of this sort, but are also at a very insecure stage where they may be afraid to be incorrect when speaking up in a classroom setting. In my possible future fifth grade classroom, I would use zoom to create group discussions, both in break out sessions and as a whole.
     The virtual classroom is an extremely beneficial tool that can be used in a classroom today, but I have also acknowledged that in the future, children may attend school from their homes using this type of classroom. I am sure that education will change between now and when I become a teacher, and I have to prepare myself for this possible future reality.

Link: http://www.edu-nova.com/articles/student-confidence/

Learning to Adapt Quickly

      One major thing I have been learning in education 250 is the way teachers have to quickly adapt to any situation. As a future kindergarten teacher, I am beginning to realize how vital this tool is in order to always have control of my classroom. In a room full of five-year-olds, if you are not always one step ahead, you will lose structure and order in your class. Teaching is "full of unexpected events, un-looked-for surprises, and unanticipated twists and turns. The one thing teachers can expect with total confidence is uncertainty. While this never-a-dull-moment aspect of teaching might at times be stimulating, it can also present the teacher with major challenges" (Link at bottom).
     In education 250, we have been given many opportunities to increase our ability to adapt quickly to any situation. My fellow classmates are often called to the board to teach something that they had no prior preparation for. The first time this occurred, I knew that if I had been called I would have panicked. This made me realize my need to grow in this area in order to prepare for real situations in the future. Today in class, we were given a task in groups were allotted twenty minutes to prepare to teach the class. I felt as if this was a very realistic scenario of what could occur in my future classroom. For example, if a teacher at my future school needed to leave, I could possibly be asked to take over her class while my own class was in music, physical education, etc. This would mean I would have very little time to prepare for the lesson that the previous teacher had created. I think that the idea of adaptation related very well to the NCTCS, especially standard five which states that "Teachers reflect on their practice." I think this idea specifically relates to element c of standard five which says "Teachers function effectively in a complex, dynamic environment." This element tells us that teachers "understand that change is constant, [and that] teachers actively investigate and consider new ideas that improve teaching and learning." I believe that learning to adapt to new situations in an ever changing career is essential to improving as a teacher and making the students' learning experience the best it can be.
     I plan to continue to improve my adaptation skills previous to my teaching career, and also after I have gained employment at my future school. I believe that adapting to the twists and turns of education can always be improved. This skill is vital in keeping control of my class and making sure students gain from every learning experience possible, and I hope to become increasingly better at adapting before I am placed in a classroom.

Link: http://link.springer.com/article/10.1007/s10763-014-9515-3

My High School Observation

        My experience at the high school was extremely different from my observations at the middle school and elementary school. It was very intimidating to walk into a classroom full of students that were so close to me in age. I was pushed very far out of my comfort zone during this observation, but I believe this was a good thing. I observed a ninth grade history class, and they were learning about the constitution convention. 

        The teacher I observed was an extraordinary teacher. She seemed to have a very rowdy class, yet she used their talkative nature and sarcastic comments to her advantage. Anytime a student would make a comment that was related in any way to her lesson, she would take their comment and incorporate it into the lesson. I thought this was extremely helpful in learning classroom management, and I believe it was very effective. She showed the students extreme respect, and they returned that respect to her. "Teachers should never forget that they are powerful behavioral role models for their students. Because they shape student behaviors by their own example, teachers should hold themselves to the same standards for civility and respect that they expect of their students" (Link at bottom). The students were allowed to converse with her about the lecture, and she asked them questions frequently throughout the teacher input part of her lesson plan in order to keep them engaged. This helped keep the students focused, and helped them have a part in their learning experience. She definitely took some very uninterested students and helped them to learn and engage in the class. This style of teaching definitely utilizes NCTCS standard four, "Teachers facilitate learning for their students." Specifically, element 4c which says "Teachers use a variety of instructional methods." The educator that I observed used a power point as a visual aid, lectured, and allowed discussion for each topic. The mixture of teaching methods definitely helped to reach a variety of different learners, and seemed to help all the students learn the material. 

        The main thing I learned during this observation is that you can take behaviors that are intended by the students to be negative, and turn them around to engage them without having to negatively punish the student or stop class for their disruptions. Often, these students did not even realize they were being engaged and beginning to learn. I do realize that this would not work in every situation, but the flexibility and engagement this teacher displayed was remarkable. I definitely benefitted from observing this teacher, and I hope to be able to facilitate my classroom in the same way in the future. Even though I plan to teach kindergarten, the same goals of engagement and focus can be used at any age of students. Throughout all three of my observations, I have seen that students respond much better to a positive teacher than to punishment. I plan to make my future classroom a very positive and uplifting atmosphere, and I have learned a variety of different ways to do this by watching these teachers in their own classrooms. 

Link: http://www.interventioncentral.org/behavioral-interventions/schoolwide-classroommgmt/establishing-positive-classroom-climate-teacher-ad