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Evidence #4: Intern Mid-Semester Progress Check |
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Evidence #4: Intern Mid-Semester Progress Check
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The next assignment I am using for evidence of AP#9 is my Intern Mid-Semester Progress Check completed by my Level 3 Internship Cooperating Teacher Mr. Hearn. In this progress check, Mr. Hearn answers different questions about my skills as an intern.
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My next evidence meets this AP in different ways. This is a mid-semester progress check done in full by my cooperating teacher about my skills in his classroom. One of his responses to the question “what are your intern’s strengths and weaknesses in academic instruction?” was “she is extremely enthusiastic and animated, which causes the students to become enthusiastic about what they are learning.” I believe this is necessary for a positive learning environment. If I’m not excited about what I’m teaching, how can I expect my students to be? How could I even expect them to learn anything? This is why I try to teach as if learning new knowledge is the greatest thing in the world (isn’t it?). What Mr. Hearn said is true; if you teach with enthusiasm, the students will become just as excited and upbeat. It’s contagious! Another comment Mr. Hearn made about me is “She is keenly aware of what all students are doing all of the time. Even from 1 on 1 or small group she can redirect unfocused students in various locations of the classroom without missing a beat in the small group or with the single student she is working with.” I also believe this kind of awareness of each student at all times is crucial to the structure of our classroom. If I am working one-on-one with a student, some other students may think it’s okay to act up or become off task because the teacher isn’t looking. I have developed my class to where even if I’m occupied with a small number of students, I still have my eye on them. I really think they believe I have eyes in the back of my head, because I’ve gotten to the point where I can just sense negative behavior. By using this technique of constant awareness, my students have learned that no matter what, no matter where I am, they are responsible for doing the right thing. If they don’t, they know I will see it anyways. This is given my students a chance to be self-reflective about their daily actions. They are always aware of what they should be doing at any given time in the day. If a student becomes off-task, they have come to understand that they didn’t deserve their sticker that day (another classroom management strategy in our class). There are no sticker “surprises”. They know how they performed, Ms. Bowers knows how they performed, and now you must deal with the consequences, good or bad. This sense of self-awareness has helped our classroom become a better environment to learn in. Not only do the students care for themselves, they try to help out their peers as well. If a student becomes off-task, another student at his table will try to help them refocus.
This evidence is my mid-semester check of my time spent in the classroom, so the comments written by Mr. Hearn are all my skills and strategies implemented in the classroom. I believe the actions observed by Mr. Hearn impact my students in a positive way. I always try to have the attitude that learning is exciting, and it really does rub off on my students. I have students come to me first thing in the morning and say “I can’t wait for writing today!” That is when you know that you are doing something right. Another comment Mr. Hearn wrote in my evidence is “She is very empathic, animated, and energetic. She instructs and presents on a level where ALL learn.” I try to teach in a way where everyone can understand what’s going on, and what I’m talking about. I do this by giving them examples that relate to things in their life, I also give non examples to help them understand vocabulary terms. Reaching every student when you teach can be quite a task, but over time I have learned strategies that help all the students’ comprehension, and this helps make our learning environment that much more successful.
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