Accomplished Teaching
Prior to classroom, my only experience I had with understanding
teacher instruction was from my own personal experience as a student and then
observing teaching when I inquired about becoming a teacher myself. To be
honest, the term “accomplished teaching” was not on the forefront of my
vocabulary bank. I was just looking into seeing how teachers do it. I didn’t realize
there was a term for “just good teaching.”
I was lucky enough to be able to observe some real good teachers
when I first began my journey as a teacher. One was inquiry based and on
direction instruction. Both were equally good at their craft. I could only hope
to take what I learn from them and make it my own and develop into a really
good teacher.
In the beginning of the quarter, I was a teacher still learning
the ropes of teaching grasping for ways to improve my instruction. I have had a
tough time with a basic lesson design. Particularly, I had a tough time with
transitions to between the new learning and independent practicing. I have
learned as an accomplished teacher to reflect on how to approach my planning of
the lesson segments. Before, my lesson planning felt rote and not meaningful. I
was just going through steps making sure I hit every point of emphasis of a
direct instruction instructional model. Now, I feel a little more liberated
from the chains of direction instruction because I now know that I have a
little flexibility in how I get my students the new knowledge. For example, I
tend to allow more time for students to express their understanding of lesson
targets.
The problems that occurred the most as with almost everything
was time. Most of the time the instructional block doesn’t allow for
instructional deviations which is why direct instruction works well. It gets
the students the most information in the shortest period of time. However, I feel
like the information doesn’t stick as long as it would with giving the students
more time working with the new learning. The solution to this is devote some
time during the day for interventions. As it is now, I work with a 30 minute
block for each core of reading and math.
The Marzano Framework is used to document and show my proficiency
as a complete teacher. The Marzano Framework breaks down research-based
practices in 8 criteria and is used to compare and contrast my professional
practices. My area of practice is best observed in Criteron 1 Providing Clear
Learning Goals and Scales and 2
Demonstrating effective teaching practices.
If anything, this quarter has provided me with
a skill I have never thought would impact my skills as a teacher. It seems so
simple, yet a little complicated if approaching it on my own.
No comments:
Post a Comment