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Evidence #1: Peer Evaluation Reflection |
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Evidence #1: Peer Evaluation Reflection
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My first evidence for AP#7 is my peer evaluation reflection done in my Level II Internship EDE 4942. For this assignment, I observed two other interns teach a lesson in their classroom (one I watched on video), and two of my peers also observed me teaching as well. My reflection is about what feedback I got and what I learned from the experience.
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My first evidence addresses this AP in many ways. First of all, as I observed my peers teach, I was able to observe and critique their different instructional approaches they used with their students. First off, I noticed Deanna using several approaches from the theorist Haim Ginott. Ginott developed a theory called the Cardinal Principle, and I noticed this in her teaching. When a student was off-task or misbehaving, she would speak to the situation, not the student’s character. In other words, she wouldn’t point out the student’s wrong-doings, she would instead remind the student what the correct behavior was at that time. Using phrases to identify the problem occurring (right now, everybody should be sitting criss-cross on the carpet) is more effective than ordering the student to do something (stop talking, sit down, etc). I noticed this in her teaching because I try to incorporate his ideas in my own teaching. I believe in respecting my students no matter what, and never ever judging them based on their behavior. Gertrud mentioned in my peer review that she liked my discipline system set up while a lesson was taking place. I rarely ever had to say a word to misbehavers; I would simply remove a tally mark from their behavior chart. I also believe in positive reinforcement, based on a theory by Lee Canter called Assertive Discipline. My classroom rules are simple, but they are strongly enforced, and I do not let up on the students at all. I have consistent, clear expectations at all times. If I see a rule being broken, there will be a consequence. If I see a student or a table of students on task, they will be rewarded for it. Another thing Canter mentions is to deal with the misbehavior calmly and quickly. I also try to do this. I won’t have to say anything, just remove or add tally marks to the behavior chart immediately as the good or bad actions are taking place. I noticed several good approaches to teaching as I observed Myhanh’s video of her teaching. As she was doing a read-aloud of Sarah, Plain and Tall, she would activate the students’ prior knowledge by asking them questions about the story. This also helped her know what the students already knew by her questions. This is important for future assessments. She also incorporated higher order thinking questions by asking them many “why” questions throughout her reading.
My first evidence involved me working directly with students, and also me observing my peers working directly with students. First off, this assignment alone helped me realize my strengths and areas for improvement, as well as analyzing others\' teaching styles. This can help you learn and grow as a teacher because you are gaining more and more perspectives to teaching. I witnessed Deanna using teaching styles developed by the theorist Haim Ginott. Ginott’s theories of Congruent Communication and the Cardinal Principle both have a positive impact on students’ learning. I noticed Deanna never calling out to a misbehaving student and pointing out the wrongful actions, she would instead remind the entire class of what the correct behavior was. This discipline action was made with a focus on respecting students. You never want to criticize or judge a student on their misbehavior. If a student is constantly hearing “you are talking too much” or “you are disruptive”, this can take a toll on their self-esteem, and only cause more misbehavior. All children learn and behave differently, and it is important to respect each child just the same, and treat them the same. Deanna would do this. This is something I also incorporate into my teaching. I teach my students that they are responsible for their own actions, and also the consequences that come with it. This gives children a sense of independence. They will feel they have a voice in their own behavior and their own learning. Also, if consequences are consistent and the same for every student, they will not take it personally from you. I always explain to my students that I am not punishing them because I dislike them, but because their actions went against the rules of the classroom and that there are always consequences. Deanna mentioned in her peer review on me that she liked my calm, simple way of disciplining misbehaving students while I was teaching a lesson. I based my disciple plan on the theory of Lee Canter, called the Assertive Discipline Plan. Basically, I just make sure my rules (and consequences for breaking rules) are very clear and consistent. I refer to the rules all the time to remind students of what is expected of them. I also do a lot of positive reinforcement, which both Gertrud and Deanna noticed as well. These disciplinary actions also show students they are responsible for their own actions. Since the classroom rules and consequences for breaking them are all very apparent to every student, then if any disruption occurs, they already know there will be a punishment for it. Keeping classroom disruptions down to a minimum can ensure better learning environment for all learners, even the troubled ones who are prone to acting out. With these theories in mind, the more troubled students feel respected by you (the teacher). They aren’t constantly being criticized for their actions and they are learning to take responsibility for everything they do in the classroom. Also, observing Myhanh incorporate higher-order thinking into her first grade read-aloud was very beneficial for me to see. It is so important to do this for every grade level. This really helps develop students’ cognitive levels. Also, her approach of incorporating students’ background knowledge and prior experiences really help for comprehension. If a student can use information they already have and apply it to a new story or lesson, they will understand it so much better because they can relate to it. I believe this is true for all age levels, even adults. This is why I try to do this in my lessons as much as possible. Gertrud did notice this happening and pointed it out in my peer review.
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