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    Reflection Paper

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    Tammy Aggers completed a 60-hour early experience in an intervention class at a public high school. She found it to be the most rewarding learning experience that helped her develop skills in classroom management, adapting lessons, and student connections. The cooperating teacher provided guidance and insight. Aggers also learned to consider students' backgrounds, strengths, weaknesses and adapt lessons accordingly. She reflected on creating an inclusive classroom and being responsive to student needs.

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    Reflection Paper

    Uploaded by

    api-486066385
    239 views3 pages
    Tammy Aggers completed a 60-hour early experience in an intervention class at a public high school. She found it to be the most rewarding learning experience that helped her develop skills in classroom management, adapting lessons, and student connections. The cooperating teacher provided guidance and insight. Aggers also learned to consider students' backgrounds, strengths, weaknesses and adapt lessons accordingly. She reflected on creating an inclusive classroom and being responsive to student needs.

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    Tammy Aggers completed a 60-hour early experience in an intervention class at a public high school. She found it to be the most rewarding learning experience that helped her develop skills in classroom management, adapting lessons, and student connections. The cooperating teacher provided guidance and insight. Aggers also learned to consider students' backgrounds, strengths, weaknesses and adapt lessons accordingly. She reflected on creating an inclusive classroom and being responsive to student needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    239 views3 pages

    Reflection Paper

    Uploaded by

    api-486066385
    Tammy Aggers completed a 60-hour early experience in an intervention class at a public high school. She found it to be the most rewarding learning experience that helped her develop skills in classroom management, adapting lessons, and student connections. The cooperating teacher provided guidance and insight. Aggers also learned to consider students' backgrounds, strengths, weaknesses and adapt lessons accordingly. She reflected on creating an inclusive classroom and being responsive to student needs.

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    Reflection Paper

    November 20, 2019

    Tammy Aggers

    Reflection Paper

    After finishing my second early experience this semester, I would sum it up as being the

    best learning experience I have ever had in the schools. I was in an intervention class in a public

    high school. The students came from very diverse backgrounds and their special needs all had

    varied learning levels. Being at the high school for sixty hours with these students has helped me

    develop in the classroom. I have had so many rewarding experiences in that short time which

    will help me tremendously in my future classroom. The students, cooperating teacher, and the

    aide were so welcoming and helped me get acclimated to their routine. During my time at the

    high school I not only connected with the students but also got to know their strengths and

    weaknesses. The cooperating teacher has taught me so much about classroom management,

    adapting lessons to each group’s needs, and planning. She has given me some great advice and

    insight on what to anticipate in my future classroom. The cooperating teacher has such a

    positive, caring disposition that really grants her the ability to connect with the students.

    My assessment and instruction classes for students with disabilities has provided me

    different methods of instruction to reach all of my students. I would take into consideration the

    activities and amount of information given at one time based on the groups gross motor skills
    and their attention spans. I found that allowing students to play games or do fun activities kept

    their attention span. I also used the three steps to creating an independent classroom which I was

    taught in EDU 347 at Franciscan University to not only give me time to help each learning group

    but teach them to be independent learners. The steps included independent student practice,

    teacher and student practice, and also direct instruction. The students knew exactly what parts of

    the lesson fit each of these steps from the cooperating teacher creating an independent room

    already based on the students.

    I also found that my reading diagnosis and assessment class helped with Success for All

    reading program the district uses. I tracked the fluency on charts each day we read as well as

    monitored the letter- sound correspondence the students used when reading the story. The

    lessons sometimes had to be adapted by either slowing down or spending more time on the story.

    The cooperating teacher would be reflective in her lessons and make adjustments when needed.

    She sometimes had to redo the entire lesson as she went along because of behaviors and abilities

    the students may or may not have.

    By doing my special education early experience reflection paper, I was given the

    opportunity to recognize and reflect on personal and professional beliefs and to deepen my

    understanding to build stronger relationships and create more relevant learning experiences. I

    was able to consider the classroom I want to create in the future and also support the learning of

    individual learners in my classroom. I know that I will actively seek professional, community,

    and technological resources, within and outside the school to make learning the best it can be for

    my students. I had the opportunity to engage in meaningful and appropriate learning experiences

    to improve professional practice and student learning. Because of the collaboration with my
    cooperating teacher I used a variety of data to evaluate student progress and used this

    information to adapt planning. I always considered new ideas that improve my teaching.

    One of the most significant lessons I have learned through this experience is that

    responsiveness leads to noticeable change. I believe that listening to students and giving your

    heart to them by devoting your time and energy is extremely important and makes a great

    difference in their learning experience. Students function more or less effectively depending on

    the situation. For example, a student, especially one with special needs, who has witnessed or has

    been subjected to drug and alcohol abuse is less likely to concentrate on school work or express

    expected behaviors. Therefore, in such events, it is very important to first seek the reason behind

    their misbehavior, and secondly, to assure that the student is in a healthy emotional and mental

    state. In addition, taking into consideration the student’s perspective of the situation and thinking

    about how I would possibly react put in a similar position has helped me in dealing with these

    types of situations. I have found based on the demographics of this school that teachers

    encounter this on a daily basis.

    I am a student and future educator and have a special drive to make a difference with the

    diverse populations. My goal is to be an effective teacher for all students. For the families of

    students in special education, this means that I need to be an advocate for knowledge and

    resources to help as needed. Early experience in this particular school and district has helped me

    understand that teaching means you must always be reflective. I plan to continually evaluate and

    adapt practice to meet the needs of each learner.

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