Student Teaching Experience
The road that led to the creation of this portfolio has been long and not a little arduous. As I look over the test scores, certifications, resume, recommendation letters, and everything else in section one, I have clear memories of how much time, effort, and joy went into the acquisition of each of these achievements. My work on this portfolio began even before I was accepted into the secondary education program in the Darden College of Education; starting in January 2013 I heard about the TIR program within the same college and my long-time goal of becoming a teacher once again became a possibility. It took a great amount of dedication, time, and organization to take the tests, like the PRAXIS and VCLA, that might qualify me for the program, and so I kept working. When I did not get accepted into the TIR program, I was terribly discouraged for a day or so until my contact in the program assured me that if I put my heart into it, she was sure I would become a great teacher one day.
Her words, and a look at my resume full of unsatisfying work experience and untapped potential, gave me the push I needed to apply to the traditional Masters of Secondary Education program at ODU. Getting accepted into Darden, leaving my old professional life behind and embarking on this new adventure, has been extremely fulfilling and meaningful for me. When I look at my resume now, I see how much I have grown and am proud of what I have accomplished. When I read the recommendation letters my professors, supervisors, and educational mentors have written for me, I am honored to have met so many wonderful people and happy that I made a lasting impression on them.
As I continue through my career in education, I plan to continue to update this portfolio. In another three years, I hope to find myself reviewing this reflection and surveying all the certifications, students artifacts, lesson plans, and accomplishments I will have earned, and feel just as proud as I do today upon completing this version of my professional portfolio.
The amount of physical, cognitive, and emotional energy that went into ultimately creating the second section of this portfolio was unlike anything I have experienced before. In the process of reviewing my work, selecting artifacts, and reflecting on all the work that I and my students have done this semester I am pleased with my growth and abilities and feel a great sense of accomplishment at the successes I have gained during this internship. Here is a short sample of the things which, upon reflection, I view as areas of growth for me as a novice teacher:
In working with my students I believe I have been tested and grown as a professional as a result. Interning in a high school I find myself working with a student population that is both challenging and bright but has difficulties with motivation and inconsistently applies himself. To help all my students to be successful I have had to use all the resources at my disposal and see what works best. I learned that prevention and proximity can go a long way, but that occasionally sanctions have to be applied. I have also learned what the limits of my patience are. Coming in I was nervous about my ability to assert authority in matters as tricky as cell phone use in a digital anchor environment, but I was successful in walking the fine line between student engagement and off-task behavior. I was also challenged to find out where my limits for noise and behavior infractions ultimately lay. Working with these students has given me the opportunity to grow as an educator and perhaps more importantly to help them find success as students in their classroom environment.
Her words, and a look at my resume full of unsatisfying work experience and untapped potential, gave me the push I needed to apply to the traditional Masters of Secondary Education program at ODU. Getting accepted into Darden, leaving my old professional life behind and embarking on this new adventure, has been extremely fulfilling and meaningful for me. When I look at my resume now, I see how much I have grown and am proud of what I have accomplished. When I read the recommendation letters my professors, supervisors, and educational mentors have written for me, I am honored to have met so many wonderful people and happy that I made a lasting impression on them.
As I continue through my career in education, I plan to continue to update this portfolio. In another three years, I hope to find myself reviewing this reflection and surveying all the certifications, students artifacts, lesson plans, and accomplishments I will have earned, and feel just as proud as I do today upon completing this version of my professional portfolio.
The amount of physical, cognitive, and emotional energy that went into ultimately creating the second section of this portfolio was unlike anything I have experienced before. In the process of reviewing my work, selecting artifacts, and reflecting on all the work that I and my students have done this semester I am pleased with my growth and abilities and feel a great sense of accomplishment at the successes I have gained during this internship. Here is a short sample of the things which, upon reflection, I view as areas of growth for me as a novice teacher:
- I now have a far better grasp of what differentiation is having actually executed lesson plans with real students
- I love sharing lessons that teach empathy and metacognition
- I endeavored to keep things fun and interesting, and student feedback has told me I succeeded
- Teaching elective courses is both challenging (lack of resources and direction) and freeing (room for creativity)
- Rubrics are even more useful than our textbooks made them out to be
- Incorporating literacy in the non-language arts classroom doesn’t have to be hard, and the students gain a lot from the experience
- Projects are tough to manage and grade, but very satisfying to see the results
In working with my students I believe I have been tested and grown as a professional as a result. Interning in a high school I find myself working with a student population that is both challenging and bright but has difficulties with motivation and inconsistently applies himself. To help all my students to be successful I have had to use all the resources at my disposal and see what works best. I learned that prevention and proximity can go a long way, but that occasionally sanctions have to be applied. I have also learned what the limits of my patience are. Coming in I was nervous about my ability to assert authority in matters as tricky as cell phone use in a digital anchor environment, but I was successful in walking the fine line between student engagement and off-task behavior. I was also challenged to find out where my limits for noise and behavior infractions ultimately lay. Working with these students has given me the opportunity to grow as an educator and perhaps more importantly to help them find success as students in their classroom environment.