A. Understands factors in students' environment within the school culture and outside of school (e.g., parental/ family/ community issues, health and economic conditions) and utilizes this information to support ALL student learning and well-being, and
B. Consults and utilizes school-based resource personnel (e.g., special educator, guidance counselor, speech-language pathologist, ESOL teacher) to support ALL student's learning and well-being
A teacher's ability to recognize and utilize the support systems that surround them is very important in ensuring students have the best possible experience in school. By forming strong relationships with students, teachers can be on the lookout for changes that may be the result of problems at home or at school. These interpersonal relationship will also encourage students to share any problems they are facing with their instructors in order to seek help. When teachers go beyond the classroom to seek assistance for their students it can have great impacts on student learning. If a teacher has developed a strong relationship with a student, it will allow them to monitor their performance in the classroom much better. For instance, if a student regularly engages in casual conversation with the instructor and performs well in school, it will be much easier to notice when problems are occurring. If the student masks their problems by still performing well in school, the teacher will still be able to notice issues through personal interaction. In the English classroom, seeking the support of additional school staff can be instrumental in providing students the best learning environment possible. If a student were to show reading problems a teacher would be wise to contact special educators or another teacher in the building that has experience with struggling readers. By reaching out to these other professionals, the teacher may find better methods of instruction for underperforming readers, or may discover new methods of motivating students to read above grade level. Teachers forming relationships with students and reaching out to other professionals will have great impacts on student performance. Relationships will allow teachers to have a closer look into the progress of their students, while utilizing the help of other professionals can offer new ways to help their students.
Artifact A is a child study that was completed during my professional year at Towson University. The child study involved identifying a child the school system has overlook and identifying ways to help the situation. This artifact demonstrates my proficiency in this principle because I have identified specific factors in a students' environment that affect the child's school performance. Although the situation with Alexis was quite complex, many different issues were affecting his school performance. For instance, Alexis is a nineteen year old immigrant that is currently enrolled in ninth grade English. He will struggle to graduate because of time constraints, but the state is also applying extra pressure to him. Alexis was required to be in attendance at immigration court and missed more days of school than the state finds acceptable. The artifact shows the problems in his life that I identified and the scholarly texts I consulted in an attempt to find methods of helping him. The information I gathered about Alexis in combination with the articles I consulted gave me an idea of how to reach ESOL students in the classroom. Identifying the factors inside and outside of the school that have impacts on Alexis's life allowed me to see the problems our students are facing, and introduced me to methods of helping. This child study has a positive impact on student achievement because it gives me an insight into the life of a student and the problems they face. While the study could lead to a direct impact on Alexis, the study could have impacts on all ESOL students. Learning how to identify the problems our students are facing allows the instructor to reach each student that is having trouble; while not all students will face challenges as tough as Alexis's, each student will have things that impact their school lives. If instructors acknowledge that students have issues at home, it can lead to teachers being more understanding in the classroom, and lead to teachers being more empathetic about student issues. This child study demonstrates the "reflecting" aspect of the Planning-Teaching-Learning cycle because I used information gained about a student to better suit the needs of that student and those students in situations similar to his. By reflecting on the problems Alexis is facing at home and at school I am able to address his individual needs. Identifying the problems a student is facing is important, but reflecting on these issues and creating solutions can make all the difference in a student's school experience.
Artifact B isa child study that was completed during my professional year at Towson University. The child study involved identifying a child the school system has overlook and identifying ways to help the situation. The artifact demonstrated my proficiency in this principle because I utilized the resources within the school to better suit the needs of the students within my class. After identifying that a student in one of my English classes was having trouble with attendance, and that his behavior seemed to differ from day to day I spoke with the ESOL teacher. My discussion with the ESOL teacher gave me new information about Alexis and introduced me to new ways to reach him and motivate him. The discussion with the ESOL teacher also introduced me to the reality that while the state required him to attend ten days of immigration court, the county was unwilling to make an exception for his absences and resulted in failing the quarter. With the knowledge gained from the ESOL teacher and his classroom teacher I gained insight into the troubles an ESOL student faces. My meeting with the ESOL teacher in combination with the articles I consulted gave me new information and new methods that I could use to teacher ESOL students and better accommodate their needs. This child study has a positive impact on student achievement because it lead me to new ways to help ESOL students. The child study gave me ways to specifically help Alexis, but also introduced me to methods to help ESOL students. The experience also taught me how to go about locating resources to help students in need. The child study introduced me to school personnel that can be instrumental in creating a positive environment in the school for all students. This child study demonstrates the "reflecting" aspect of the Planning-Teaching-Learning cycle because I reflected on the problems Alexis was facing in the classroom and realized that I needed to seek out help that could not give him. The child study taught me that there are students I cannot help by myself; some of the students I will come in contact with will require help from other school personnel. Learning when to contact the colleagues I need and how to research the problems our students face will be instrumental in providing the best help I can for my students.
Interpersonal Relationships/ Collaboration
A. Understands factors in students' environment within the school culture and outside of school (e.g., parental/ family/ community issues, health and economic conditions) and utilizes this information to support ALL student learning and well-being, and
B. Consults and utilizes school-based resource personnel (e.g., special educator, guidance counselor, speech-language pathologist, ESOL teacher) to support ALL student's learning and well-being
Reflection
Reflection on INTASC 10.docx
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A teacher's ability to recognize and utilize the support systems that surround them is very important in ensuring students have the best possible experience in school. By forming strong relationships with students, teachers can be on the lookout for changes that may be the result of problems at home or at school. These interpersonal relationship will also encourage students to share any problems they are facing with their instructors in order to seek help. When teachers go beyond the classroom to seek assistance for their students it can have great impacts on student learning. If a teacher has developed a strong relationship with a student, it will allow them to monitor their performance in the classroom much better. For instance, if a student regularly engages in casual conversation with the instructor and performs well in school, it will be much easier to notice when problems are occurring. If the student masks their problems by still performing well in school, the teacher will still be able to notice issues through personal interaction. In the English classroom, seeking the support of additional school staff can be instrumental in providing students the best learning environment possible. If a student were to show reading problems a teacher would be wise to contact special educators or another teacher in the building that has experience with struggling readers. By reaching out to these other professionals, the teacher may find better methods of instruction for underperforming readers, or may discover new methods of motivating students to read above grade level. Teachers forming relationships with students and reaching out to other professionals will have great impacts on student performance. Relationships will allow teachers to have a closer look into the progress of their students, while utilizing the help of other professionals can offer new ways to help their students.Artifact A
Child Study.docx
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- 4 MB
Artifact A is a child study that was completed during my professional year at Towson University. The child study involved identifying a child the school system has overlook and identifying ways to help the situation. This artifact demonstrates my proficiency in this principle because I have identified specific factors in a students' environment that affect the child's school performance. Although the situation with Alexis was quite complex, many different issues were affecting his school performance. For instance, Alexis is a nineteen year old immigrant that is currently enrolled in ninth grade English. He will struggle to graduate because of time constraints, but the state is also applying extra pressure to him. Alexis was required to be in attendance at immigration court and missed more days of school than the state finds acceptable. The artifact shows the problems in his life that I identified and the scholarly texts I consulted in an attempt to find methods of helping him. The information I gathered about Alexis in combination with the articles I consulted gave me an idea of how to reach ESOL students in the classroom. Identifying the factors inside and outside of the school that have impacts on Alexis's life allowed me to see the problems our students are facing, and introduced me to methods of helping. This child study has a positive impact on student achievement because it gives me an insight into the life of a student and the problems they face. While the study could lead to a direct impact on Alexis, the study could have impacts on all ESOL students. Learning how to identify the problems our students are facing allows the instructor to reach each student that is having trouble; while not all students will face challenges as tough as Alexis's, each student will have things that impact their school lives. If instructors acknowledge that students have issues at home, it can lead to teachers being more understanding in the classroom, and lead to teachers being more empathetic about student issues. This child study demonstrates the "reflecting" aspect of the Planning-Teaching-Learning cycle because I used information gained about a student to better suit the needs of that student and those students in situations similar to his. By reflecting on the problems Alexis is facing at home and at school I am able to address his individual needs. Identifying the problems a student is facing is important, but reflecting on these issues and creating solutions can make all the difference in a student's school experience.Artifact B
Child Study.docx
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- 4 MB
Artifact B isa child study that was completed during my professional year at Towson University. The child study involved identifying a child the school system has overlook and identifying ways to help the situation. The artifact demonstrated my proficiency in this principle because I utilized the resources within the school to better suit the needs of the students within my class. After identifying that a student in one of my English classes was having trouble with attendance, and that his behavior seemed to differ from day to day I spoke with the ESOL teacher. My discussion with the ESOL teacher gave me new information about Alexis and introduced me to new ways to reach him and motivate him. The discussion with the ESOL teacher also introduced me to the reality that while the state required him to attend ten days of immigration court, the county was unwilling to make an exception for his absences and resulted in failing the quarter. With the knowledge gained from the ESOL teacher and his classroom teacher I gained insight into the troubles an ESOL student faces. My meeting with the ESOL teacher in combination with the articles I consulted gave me new information and new methods that I could use to teacher ESOL students and better accommodate their needs. This child study has a positive impact on student achievement because it lead me to new ways to help ESOL students. The child study gave me ways to specifically help Alexis, but also introduced me to methods to help ESOL students. The experience also taught me how to go about locating resources to help students in need. The child study introduced me to school personnel that can be instrumental in creating a positive environment in the school for all students. This child study demonstrates the "reflecting" aspect of the Planning-Teaching-Learning cycle because I reflected on the problems Alexis was facing in the classroom and realized that I needed to seek out help that could not give him. The child study taught me that there are students I cannot help by myself; some of the students I will come in contact with will require help from other school personnel. Learning when to contact the colleagues I need and how to research the problems our students face will be instrumental in providing the best help I can for my students.Collaboration