Goal Reflection Essay
Mirroring Through Books and Relationships
At the beginning of the graduate school application process, I was eager to continue on with my professional learning. As an educator, I understand the perpetual need for learning and developing. It is important to show children that even adults continue to grow in their education. Children have this notion that as teachers, we know everything. While it is important to stay up with your craft of teaching and your knowledge of subject content, I think it is also imperative teachers show their students that learning is never ending. Pursuing a Master’s of Arts in Education, has given me a platform to keep growing as a teacher.
While digging deeper into my growth throughout the graduate program, one of my goals was to establish a safe place for my students. I think this is crucial for their emotional, intellectual, physical, and social development. Creating a safe place in my classroom has allowed for many different things. Students are more prone to taking risks in the classroom within their learning, they seem to form happier and healthier relationships with their peers, their attitude toward school is more positive, and they are able to form a positive relationship with me. Through going through Michigan State University’s MAED program, I have been given even more tools in building this secure environment. Choosing literacy as my focus in the program, I have developed in my literacy thinking and lesson planning. Many of my literacy courses have expressed the vital importance of book choices in the classroom. It is paramount to represent your students in the books that you share with them. When students see themselves in literature, they feel more valued in the classroom. This also gives them a self-to-text experience that may lead to a deeper appreciation for literacy. As I have gone through this graduate program, this is something that I have tried to directly implement in my own classroom. I have not only started to give more student choice in my literacy block, but I have also allowed for students to have the opportunity to share with their peers their own experiences while reading the book. The outcome is powerful. Students are so excited to share and to book up a new book to read. I will continue to improve on this goal and find even more ways to represent my students in literature.
Throughout the MAED program, I have grown in my teaching pedagogy. Although my goals have been developing, I will continue to meet my goals in creating a safe place for my students and providing representations of my class in the books that we read.
At the beginning of the graduate school application process, I was eager to continue on with my professional learning. As an educator, I understand the perpetual need for learning and developing. It is important to show children that even adults continue to grow in their education. Children have this notion that as teachers, we know everything. While it is important to stay up with your craft of teaching and your knowledge of subject content, I think it is also imperative teachers show their students that learning is never ending. Pursuing a Master’s of Arts in Education, has given me a platform to keep growing as a teacher.
While digging deeper into my growth throughout the graduate program, one of my goals was to establish a safe place for my students. I think this is crucial for their emotional, intellectual, physical, and social development. Creating a safe place in my classroom has allowed for many different things. Students are more prone to taking risks in the classroom within their learning, they seem to form happier and healthier relationships with their peers, their attitude toward school is more positive, and they are able to form a positive relationship with me. Through going through Michigan State University’s MAED program, I have been given even more tools in building this secure environment. Choosing literacy as my focus in the program, I have developed in my literacy thinking and lesson planning. Many of my literacy courses have expressed the vital importance of book choices in the classroom. It is paramount to represent your students in the books that you share with them. When students see themselves in literature, they feel more valued in the classroom. This also gives them a self-to-text experience that may lead to a deeper appreciation for literacy. As I have gone through this graduate program, this is something that I have tried to directly implement in my own classroom. I have not only started to give more student choice in my literacy block, but I have also allowed for students to have the opportunity to share with their peers their own experiences while reading the book. The outcome is powerful. Students are so excited to share and to book up a new book to read. I will continue to improve on this goal and find even more ways to represent my students in literature.
Throughout the MAED program, I have grown in my teaching pedagogy. Although my goals have been developing, I will continue to meet my goals in creating a safe place for my students and providing representations of my class in the books that we read.
Future Learning Goals Essay
Always Learning
Upon digging deeper into my Goal Reflection Essay, I believe that like students, teachers are perpetually learning as well. It is imperative model this lifelong learning for children. While it is important to stay relevant with content and pedagogy, it is crucial to show children that we too can continue to learn something new everyday. To continually grow and push myself as an educator. I have determined three goals to expand my teaching practice. 1) With a focus in literacy, I would like to take on using Units of Study in my literacy block. 2) I would like to incorporate technology practices and resources I have explored in my graduate courses. 3) I would like to pursue a PhD and continue in lifelong learning.
1) Units of Study
Starting this year, my district is pushing us to pilot the MAISA Units of Study. Looking over the units for the first time, I was very overwhelmed. While the units are full of great resources and learning, they have a lot of content to dig into. This year, my goal is to implement the units in my classroom. I feel that the units will provide my students with more reading comprehension strategies as well as a better understanding of the fifth grade standards. I also feel that the units will provide me with more resources and mentor texts to model the standards. The MAISA units allow for a lot of student selection in books. I love this about the units. When I think about my students as readers, I think about all of the things they bring to the table. My students bring different races, religions, socioeconomic status, gender, abilities, and more. Along with all of these differences, they also bring unique passions and interests. I need to remember all of these differences and passions when choosing the texts for the classroom library. I want the books in my classroom to be relatable to my students. It is important that I try to find texts that represent my students. I want literature to be something that students can use to escape but also feel valued.
2) Applying Technology Everyday
I think it is important to really analyze if my teaching practices are benefiting my students and that they are giving my students real world application. When using technology, I believe it is essential to think about whether that tool is actually going to be applicable for my students. Is the tool the main content or is the tool aiding my students’ knowledge of that content? Through this graduate program, I have taken several technology courses that aim to blend new technological resources into the everyday classroom. My goal is to use these practices as frequently as I can and give my students opportunities to bring new technology resources in the classroom. One way in which I have tried to use more technology in the classroom, is through a classroom Twitter page. This year, I hope to use my classroom Twitter page more frequently. I want students to have the opportunity to add to our page with work they are proud of. I also hope to use it as a tool for more resources. Another way I will implement more technology in the classroom is through Google Classroom. Google Classroom is a great way to keep all student work in one spot as well as give the teacher access. I aim to use Google Classroom more in my classroom and use it for all of my vocabulary quizzes. My goal is to use technology across different subjects to keep students engaged. Every Monday, I teach a small technology block to my students. We learn things such as how to use Google docs, Google slides, how to share documents, and explore many great sites. Students thoroughly enjoy the lessons and love to use technology in the classroom.
3) Pursuing a PhD
Correlating with my goal reflection, I would like to continually growing as an educator and learner. I am currently looking at Michigan State’s PhD programs but there are many things to still consider. As of right now, I would like to learn more about the hybrid option for I would like to continue to teach full-time while seeking a PhD. Looking far into the future, I would like to use a PhD to possibly work with beginning teachers.
Upon digging deeper into my Goal Reflection Essay, I believe that like students, teachers are perpetually learning as well. It is imperative model this lifelong learning for children. While it is important to stay relevant with content and pedagogy, it is crucial to show children that we too can continue to learn something new everyday. To continually grow and push myself as an educator. I have determined three goals to expand my teaching practice. 1) With a focus in literacy, I would like to take on using Units of Study in my literacy block. 2) I would like to incorporate technology practices and resources I have explored in my graduate courses. 3) I would like to pursue a PhD and continue in lifelong learning.
1) Units of Study
Starting this year, my district is pushing us to pilot the MAISA Units of Study. Looking over the units for the first time, I was very overwhelmed. While the units are full of great resources and learning, they have a lot of content to dig into. This year, my goal is to implement the units in my classroom. I feel that the units will provide my students with more reading comprehension strategies as well as a better understanding of the fifth grade standards. I also feel that the units will provide me with more resources and mentor texts to model the standards. The MAISA units allow for a lot of student selection in books. I love this about the units. When I think about my students as readers, I think about all of the things they bring to the table. My students bring different races, religions, socioeconomic status, gender, abilities, and more. Along with all of these differences, they also bring unique passions and interests. I need to remember all of these differences and passions when choosing the texts for the classroom library. I want the books in my classroom to be relatable to my students. It is important that I try to find texts that represent my students. I want literature to be something that students can use to escape but also feel valued.
2) Applying Technology Everyday
I think it is important to really analyze if my teaching practices are benefiting my students and that they are giving my students real world application. When using technology, I believe it is essential to think about whether that tool is actually going to be applicable for my students. Is the tool the main content or is the tool aiding my students’ knowledge of that content? Through this graduate program, I have taken several technology courses that aim to blend new technological resources into the everyday classroom. My goal is to use these practices as frequently as I can and give my students opportunities to bring new technology resources in the classroom. One way in which I have tried to use more technology in the classroom, is through a classroom Twitter page. This year, I hope to use my classroom Twitter page more frequently. I want students to have the opportunity to add to our page with work they are proud of. I also hope to use it as a tool for more resources. Another way I will implement more technology in the classroom is through Google Classroom. Google Classroom is a great way to keep all student work in one spot as well as give the teacher access. I aim to use Google Classroom more in my classroom and use it for all of my vocabulary quizzes. My goal is to use technology across different subjects to keep students engaged. Every Monday, I teach a small technology block to my students. We learn things such as how to use Google docs, Google slides, how to share documents, and explore many great sites. Students thoroughly enjoy the lessons and love to use technology in the classroom.
3) Pursuing a PhD
Correlating with my goal reflection, I would like to continually growing as an educator and learner. I am currently looking at Michigan State’s PhD programs but there are many things to still consider. As of right now, I would like to learn more about the hybrid option for I would like to continue to teach full-time while seeking a PhD. Looking far into the future, I would like to use a PhD to possibly work with beginning teachers.
Synthesis Essay
As stated in my teaching philosophy, I believe that everyone goes through life continually learning new things. While our students may think teachers know everything, we simply do not. We continue to grow through exploration, inquiry, professional development, technology, etc. In my own classroom, I promote this message of continual learning and exploration. I want children to love to learn, work hard, and have fun in school. So many times, students say their favorite subjects are lunch and recess. Although I love that kids like to be social and be with friends, I want students to love content subjects. Specifically, I want children to love to read. In this graduate program, I focused on literacy. I looked for ways to bring more literacy into my classroom and how to foster a love for reading. I believe that loving to read will not only bring joy into your life, but possibilities for learning and discovering new things. Throughout the graduate program, I have learned many new practices and strategies to bring back into my class. I was able to write lessons, work with students individually, bring new mentor texts into the classroom, create an online portfolio, and more. All of these resources have not only helped me grow as an educator, but also have added new tools to my “toolbox” of teaching. This particular course, ED 870 Capstone Seminar, has allowed me to have great reflection in my learning. This program reminds me to approach my job in a different way. Especially, knowing and understanding my students to the best of my ability. When you truly know your students, you are able to make deeper connections with them. These connections impact their attitude about school, their motivation in learning, their ability to open up and take risks in the classroom. I will also remember to represent my students in the books and medias that I choose to bring into the literacy block.
Fostering a love for reading could be a difficult task for some students. In some of my courses, I worked with students individually to better gage their interests and motivations in literacy. I have learned that when students are interested in what they are reading, they are more likely to learn more from that text. I think this can be applied across subject areas. When students have an interest, for example, in science, they are more willing to plunge into the learning and retain that information. This is something I aim to improve on as a teacher: really understand my students and make those connections early. Each student has a story to tell and unique traits and interests that they can bring to the classroom. I am hopeful that I can showcase those attributes and let them shine. When discussing effective literacy instruction, teachers need to focus on assisting students to ensure the best for all different learners. It is important for educators to know and understand the different policies and standards for literacy instruction and even more importantly, the rationale behind the standards and policies that allow for children to become better readers. When I think back to my grade school days, I remember taking standardized testing. I remember the pressure and stress of the testing. It is crazy to think that I was so young yet felt such a need to achieve well on the tests. Although I was never a strong tester, I always loved to read. My love for reading led me to wanting to become a teacher. I need to remind myself about my own education and my own motivations.
Just like all students learn in different ways, all students are also motivated in different ways. This year I tried to focus on what motivated each student when it came to literacy. A big part of this was letting students choose which books that would like to read. Student’s development of autonomy, or being in charge of their lives, is central. I have found this to be true in my classroom. When I give students the choice of what to read, most are excited and interested in what they are reading. In my classroom I do “Status of the Class.” This gives students the choice of what they are reading but keeps them accountable. Students must submit to me everyday the page they are on and a sentence of comprehension. I am also able to see if students are stuck on a book or keep switching and I try to help them find a book right for them. I have noticed that Status of the Class motivates students to want to read because it is enjoyable and a way to share with me what they are reading. Below are three classes that helped shaped my new way of thinking through this graduate program.
TE 849: Methods and Materials for Teaching Children’s and Adolescent's Literature. This course reminded me of literacy practices and philosophies to bring into my classroom. Literacy is having the ability to understand text, media, signs, literature, etc. For all students to have success as literacy learners, I have to instill confidence in them and see growth in each area. To have success as a literary learner, students will need to be fluent and communicative in their reading and writing. I believe that effective readers are strategic. Using different strategies to construct meanings will connect multiple areas of development such as phonemic awareness, word recognition, and a linking of manifold genres. A safe environment fosters literacy learning. When students feel unsafe, their confidence decreases. From the course, I walk away with a better understanding of how to use this reading confidence to form a love for reading. I believe that literacy can change my students’ lives. When I think about my students as readers, I think about all of the things they bring to the table. My students bring different races, religions, socioeconomic status, gender, abilities, and more. Along with all of these differences, they also bring unique passions and interests. I need to remember all of these differences and passions when choosing the texts for the classroom. This course has reminded me to make the books relatable to my students. It is important that I try to find texts that represent my students. I want literature to be something that students can use to escape but also feel valued. It is also crucial for students to read literature that represents what is going on in the world around them. Sharing current events with my students is important. As long as current events are presented in a kid friendly way, it is important for children to know what is happening in the world and how it affects them. This could also spike passion for career paths and some critical and problem solving thoughts. I want literature to empower my students.
TE 838: Children’s Literature in Film. This course asked me to really look into film language or a film that was based on written text. In school we used to be so excited to finish a book and be able to watch the movie. It wasn’t until we started getting into the film that we began to notice small and big differences between the two. Some students liked the differences, others detested them. Many students would ask why. Why did they skip this scene? Why is this character different? Why did they add that to the movie if it wasn’t in the book? Until we really dive into the media analysis of the film and look at the film language, we do not know. These differences and changes are not random but systematic. Filmmakers are intentional in every angle, sound, word, etc that is displayed in the film. In this course, we explored one central story in different ways. We read the book and watched the films. Both film and text offer several small differences that aid the storyline and aesthetics. However, each difference is a makeup of the film language. When viewers are able to read the film, they are able to understand the film language and the intricate details of the story. The autonomy of filmmakers allows for them to share the story in a creative way. Although the text and film share the same messages, the slight differences add to that media in a particular way. All of these differences, similarities, sounds, angles, etc, are important because they add to the theme and aesthetics of the story.
ED 800: Concepts Educational Inquiry. As an educator, I believe that all teachers are unceasingly growing in their instruction, knowledge, and craft. It is important that teachers require inquiry in their teaching. Through this course, I have developed my knowledge of inquiry and its connection with new media. This past school year was my second year of teaching. The first week of meetings and professional development workshops were very overwhelming to me. My school and especially my building is entirely paperless in its communication. All staff meetings, all sign ups, etc are online which I could handle, however, we adapted a brand new math curriculum that was strictly online. Right away, I had to rely on inquiry to gain the knowledge and the organization of the “educational institution.” In order to function properly in my job, I had to have “the ability to read with hypermedia,” and, “the ability to communicate in digital formats”. I instantly thought about this course and how individuals use inquiry to learn on their own. Being a person that grew up as a digital native, the thought that I felt inadequate using technology humbled me. There is no doubt that our society is moving toward digitally centered instruction. New and constantly refreshed information along with consistent communication technologies play a tremendous role in education. However, through my own experiences and inquiries, my interactions with using technological innovative tools are critical to my students. By exploring technology in my classroom with inquiry, students will be exposed to digital media with education significance. Furthermore, they will be presented the tools and undeniable knowledge of the internet. Through this course, I have recognized the power of inquiry and how it impacts my instruction. I have also been able to apply it to my own life and experiences.
As I finish my graduate program, I am reminded of all the tools and resources that I will walk away with. I understand that knowing your students is very important. When you know your students, you can tap into their motivation, ability, and character. Moving forward, I hope that I use these resources, tools, and strategies to continue to be the best educator that I can be. This program has helped me grow as a learner and educator.
Fostering a love for reading could be a difficult task for some students. In some of my courses, I worked with students individually to better gage their interests and motivations in literacy. I have learned that when students are interested in what they are reading, they are more likely to learn more from that text. I think this can be applied across subject areas. When students have an interest, for example, in science, they are more willing to plunge into the learning and retain that information. This is something I aim to improve on as a teacher: really understand my students and make those connections early. Each student has a story to tell and unique traits and interests that they can bring to the classroom. I am hopeful that I can showcase those attributes and let them shine. When discussing effective literacy instruction, teachers need to focus on assisting students to ensure the best for all different learners. It is important for educators to know and understand the different policies and standards for literacy instruction and even more importantly, the rationale behind the standards and policies that allow for children to become better readers. When I think back to my grade school days, I remember taking standardized testing. I remember the pressure and stress of the testing. It is crazy to think that I was so young yet felt such a need to achieve well on the tests. Although I was never a strong tester, I always loved to read. My love for reading led me to wanting to become a teacher. I need to remind myself about my own education and my own motivations.
Just like all students learn in different ways, all students are also motivated in different ways. This year I tried to focus on what motivated each student when it came to literacy. A big part of this was letting students choose which books that would like to read. Student’s development of autonomy, or being in charge of their lives, is central. I have found this to be true in my classroom. When I give students the choice of what to read, most are excited and interested in what they are reading. In my classroom I do “Status of the Class.” This gives students the choice of what they are reading but keeps them accountable. Students must submit to me everyday the page they are on and a sentence of comprehension. I am also able to see if students are stuck on a book or keep switching and I try to help them find a book right for them. I have noticed that Status of the Class motivates students to want to read because it is enjoyable and a way to share with me what they are reading. Below are three classes that helped shaped my new way of thinking through this graduate program.
TE 849: Methods and Materials for Teaching Children’s and Adolescent's Literature. This course reminded me of literacy practices and philosophies to bring into my classroom. Literacy is having the ability to understand text, media, signs, literature, etc. For all students to have success as literacy learners, I have to instill confidence in them and see growth in each area. To have success as a literary learner, students will need to be fluent and communicative in their reading and writing. I believe that effective readers are strategic. Using different strategies to construct meanings will connect multiple areas of development such as phonemic awareness, word recognition, and a linking of manifold genres. A safe environment fosters literacy learning. When students feel unsafe, their confidence decreases. From the course, I walk away with a better understanding of how to use this reading confidence to form a love for reading. I believe that literacy can change my students’ lives. When I think about my students as readers, I think about all of the things they bring to the table. My students bring different races, religions, socioeconomic status, gender, abilities, and more. Along with all of these differences, they also bring unique passions and interests. I need to remember all of these differences and passions when choosing the texts for the classroom. This course has reminded me to make the books relatable to my students. It is important that I try to find texts that represent my students. I want literature to be something that students can use to escape but also feel valued. It is also crucial for students to read literature that represents what is going on in the world around them. Sharing current events with my students is important. As long as current events are presented in a kid friendly way, it is important for children to know what is happening in the world and how it affects them. This could also spike passion for career paths and some critical and problem solving thoughts. I want literature to empower my students.
TE 838: Children’s Literature in Film. This course asked me to really look into film language or a film that was based on written text. In school we used to be so excited to finish a book and be able to watch the movie. It wasn’t until we started getting into the film that we began to notice small and big differences between the two. Some students liked the differences, others detested them. Many students would ask why. Why did they skip this scene? Why is this character different? Why did they add that to the movie if it wasn’t in the book? Until we really dive into the media analysis of the film and look at the film language, we do not know. These differences and changes are not random but systematic. Filmmakers are intentional in every angle, sound, word, etc that is displayed in the film. In this course, we explored one central story in different ways. We read the book and watched the films. Both film and text offer several small differences that aid the storyline and aesthetics. However, each difference is a makeup of the film language. When viewers are able to read the film, they are able to understand the film language and the intricate details of the story. The autonomy of filmmakers allows for them to share the story in a creative way. Although the text and film share the same messages, the slight differences add to that media in a particular way. All of these differences, similarities, sounds, angles, etc, are important because they add to the theme and aesthetics of the story.
ED 800: Concepts Educational Inquiry. As an educator, I believe that all teachers are unceasingly growing in their instruction, knowledge, and craft. It is important that teachers require inquiry in their teaching. Through this course, I have developed my knowledge of inquiry and its connection with new media. This past school year was my second year of teaching. The first week of meetings and professional development workshops were very overwhelming to me. My school and especially my building is entirely paperless in its communication. All staff meetings, all sign ups, etc are online which I could handle, however, we adapted a brand new math curriculum that was strictly online. Right away, I had to rely on inquiry to gain the knowledge and the organization of the “educational institution.” In order to function properly in my job, I had to have “the ability to read with hypermedia,” and, “the ability to communicate in digital formats”. I instantly thought about this course and how individuals use inquiry to learn on their own. Being a person that grew up as a digital native, the thought that I felt inadequate using technology humbled me. There is no doubt that our society is moving toward digitally centered instruction. New and constantly refreshed information along with consistent communication technologies play a tremendous role in education. However, through my own experiences and inquiries, my interactions with using technological innovative tools are critical to my students. By exploring technology in my classroom with inquiry, students will be exposed to digital media with education significance. Furthermore, they will be presented the tools and undeniable knowledge of the internet. Through this course, I have recognized the power of inquiry and how it impacts my instruction. I have also been able to apply it to my own life and experiences.
As I finish my graduate program, I am reminded of all the tools and resources that I will walk away with. I understand that knowing your students is very important. When you know your students, you can tap into their motivation, ability, and character. Moving forward, I hope that I use these resources, tools, and strategies to continue to be the best educator that I can be. This program has helped me grow as a learner and educator.
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