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Student teaching in Philadelphia

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  1. Introduction
  2. Demonstrating subject matter competency
  3. The learner and the learning environment
  4. Teaching and the learning process
  5. Being professional
  6. Conclusion

Before taking a lot of time to sit down and reflect upon my experiences during student teaching in Philadelphia, I thought and realized how much I have learned from my cooperating teacher. I have implemented teaching strategies, planning instruction, the importance of reaching every learner, ways of assessing the children, and behavior management into my role as an educator. I also looked at my student teaching goals that I have reached and the growth I have made. I have noticed that during my second quarter of student teaching, I have taken everything I have learned from quarter one and adjusted myself into a lower grade level, this time with more confidence at the beginning. In this reflection, however, I will explain how I have made reflective and deliberate decisions based on content, the learner & the learning environment, teaching & the learning process, professionalism, and the learning cycle.

[...] I have learned through the experience of student teaching that some children need to work one-on-one with someone, some students need to be scaffold by a teacher, some students need checklists when following a process, some students need to use a manipulative or tools when independently working on math, some students need examples on their desks, and some students need to listen to a cassette tape during independent reading. These types of things you always need to take into effect to create a successful learning environment for every child. [...]

[...] During student teaching, I have beneficially learned what happens when you do not do these things. You cause the children to be confused and you waste time because then you need to re-teach the content and spend more time on it. That is not something a teacher is too happy about when needing to follow a time-lined curriculum. I have demonstrated subject matter competency by modeling how to read with fluency during guided reading, shared reading, and reading aloud to students. [...]

[...] There is no point in continuing something that the children do not understand. I am able to now make reflective and deliberate decisions based on the sake of the children. I have learned the importance of professional development by attending professional development meetings and CSAP meetings. I have also attended student teacher pipeline meetings to learn about the Philadelphia School District and what it has to offer. As far as involvement and advocacy, I have learned that it is important to communicate with parents as much as possible. [...]

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