Running head: EXPERIENCES AND REFLECTION

My Experiences and Reflection

ACSP Phase Three

Zachary Roland

University Of Nevada, Las Vegas

EDSC 311

Ms. Lois Paretti

April 26, 2023

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Abstract

This paper is a written reflection of my experiences as a Practicum One student at

Mojave High School during the Spring Semester of 2023. It aims to bridge the gap between

theory and practice by detailing my experiences with different learning models, students, and

lesson-planning processes. I will describe how I navigated ACSP assignments, EDSC 311, and

323, and highlight how I applied my academic readings to deliver effective instruction.

Additionally, I will discuss my personal growth and philosophical stance on teaching and

learning, including the transformative experiences that shaped my perspective.

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Introduction

The first drive up to Mojave High School was one filled with excitement and eager

anticipation at the prospect of beginning my Practicum 1. I had been working as a substitute

teacher since the Fall Semester of 2022, but now it was time to meet my mentor teacher and

begin the final stages of becoming a fully licensed teacher. This came with some anxiety, as my

performance in the classroom would now be judged by my mentor teacher. Thankfully, I had met

with her a few days previous once I received my assignment and gotten our introduction out of

the way. I made my way through the school to Ms. Bryant’s classroom, taking my seat as I

prepared to watch and learn from a teacher in their own classroom. As I sat in the classroom, I

imagined a future where it would be solely my responsibility to educate the students who walked

through those doors. Despite the pressure that comes with such a role, I couldn't help but smile. I

was excited to embark on this new chapter of my life as a teacher, more so than anything else I

had experienced before. Although studying classroom management and writing papers on my

content area had been exhausting, it was my time at Mojave High School that taught me the most

through practical experience. Even now, as I reflect on those experiences and write this paper, I

eagerly anticipate starting my journey as a student teacher. My time at Mojave High School has

transformed my perspective on teaching, equipping me with invaluable knowledge for the future.
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From Student to Teacher

Some people say that school seemed to drag on forever, however for me it seemed to fly

by faster than it did for others. I never felt like school was much of a struggle for me, and I was

an avid reader, so I made quick work of assigned readings. I also never felt like I studied as

much as others in my classes, while still managing to maintain high scores in my classes. Yet,

while I excelled academically, I did prove to be a bit of a troubled student with certain behaviors.

As my parents had gotten a divorce before I got into high school, I acted out by skipping classes

and getting into a fight or two in my day. With tardies being a frequent thing to find on my

academic record in my freshman and sophomore years. The kind of student that if I saw myself

as a teacher, I would consider to be a troublemaker. While the teacher was giving instructions, I

would have my nose in a book, and would often anger them as it was rather rude. I never did

anything to warrant expulsion, but I did have more than a couple parent-teacher conferences to

discuss my behavior. This, however, all changed in the spring semester of my sophomore year

when I took my economics class with Mr. Wandzilak. He was the first teacher I met whom really

got through to me, connecting with me and getting me to care about showing up to class on time

and correcting my poor behaviors. For the rest of my high school education, I would work as his

teachers assistant. Helping him with grading tests and assignments, as well as preparing activities

for the classes. This was the first time I really saw being a teacher as something I could have a

passion for, as I got to see how a teacher who cared for their students could impact their lives.

These thoughts only grew further once I got into AP US History with Mr. Maddox, who showed

me that the history I already loved through books could be even more enjoyable for others in the

classroom. He not only taught me that he could make fun activities, but also the lectures. Getting
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even the most uninterested students involved and enjoying their time in the class, telling us

stories that allowed us to relate the lessons to our own lives. My high school experiences fueled

my aspiration to pursue a career in teaching. The supportive educators and classmates I

encountered during my student years ignited my passion for teaching. Reflecting on my life and

past encounters, I recognize that these elements will undoubtedly shape my teaching methods

and classroom management style. I am convinced that my personal experiences will leave a

lasting imprint on my teaching approach.

When I first began my college education, my goals were quite different. I didn’t

immediately decide on becoming a teacher. Instead, I spent 5 years working at a bank while

studying business at the local community college. Taking at least one class a term to continue

working as I learned. Yet, it did not feel like it was really what I wanted to do. Upon moving to

Las Vegas, I was in search of a new career when I came upon the idea of working as a substitute.

This rekindled my interest in the idea of becoming a teacher of my own classroom, so I switched

my major and began taking classes in earnest to achieve the goal of becoming a full-fledged

teacher. Wanting to get into the classroom to make a difference in students’ lives, as those

teachers who helped changed mine did. These events led me to where I am today, at the end of

my Practicum 1 and excited to see what the next school year has in store with both Practicum 2

and student teaching.

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Planning

Due to a need for consistency between the different classes of US History for my mentor

teacher, Ms. Bryant, I did my best to follow the examples set forth by them about methodologies

for instruction and to recreate their learning activities. For the three lessons, I worked to conform

the instruction to make it as comfortable as possible for both my personality and instruction

style.

The first lesson I gave was done through the direct instruction method of presentation,

which I had already had some experience with during my substituting for a US History teacher at

another school. I felt most comfortable using this instruction method for my first lesson, and I

felt like it was the most effective way to deliver the lesson material to the students. Given there

was a good amount of material to cover in regard to the US Civil Rights Movement.

For my second lesson, I continued to follow the plan of Ms. Bryant to not disrupt her plan

for the term. As I had began to grow more comfortable with the students, I decided to work on a

indirect instruction activity for use in the lesson on the 1970’s. Picking three videos to watch

with the students, pausing to discuss them as they went, in order to answer questions on a

worksheet to assess their knowledge. While I acted to direct this activity, stopping if students

missed an answer to discuss it with the class to see if another. This allowed the students to take a

more active role in their own education.

My final lesson was blended instruction, using both lecture (direct instruction) and

working with a student led activity (indirect instruction). Working in Ms. Bryant’s plan to cover

the subject of Ronald Reagan and utilize all of the knowledge I had learned from the previous

lessons I presented to the class.

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When preparing instructions, it is crucial to consider the order in which the material will

be presented. In a world history class, it is generally agreed upon that teachers will progress

chronologically, as is the current practice at NWCTA. I also identified the Nevada Academic

Content Standards for Social Studies that were relevant to the subject matter to ensure that the

appropriate standards were being met. Standards are written in broad terms, allowing educators

to tailor instruction to meet the needs and interests of their students while also capitalizing on

their strengths as instructors. This is especially important in social studies because educators

must meet the minimum educational requirements in various subjects, but they may have a

favorite subject or area of expertise that they are more proficient in. In my case, this is 20th-

century United States history, but teaching world history has allowed me to expand my

knowledge.

It is worth noting that incorporating other standards into a lesson is an acceptable

practice. For example, in my final lesson on Ronald Reagan, multiple U.S. History standards

were also met. Using multiple subjects in a lesson can help students understand the

intersectionality of various academic disciplines.

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Instruction Delivery

Despite having experience in giving lectures for students, I was still anxious that I may

stumble or fail to memorize necessary information. While that didn’t seem to be a reality, I did

find that pacing and the ability to garner involvement from the students could use some work. I

was able to successfully teach a detailed and accurate lesson on the history of the US Civil

Rights Movement, despite the initial errors I made in pacing a bit to quickly and not always

asking questions. However, my mentor assured me that this would improve with practice. Which

I have seen improvement upon since the first lesson.

After the first lesson, I felt much more comfortable when working on the second lesson

with the students. My pacing had gotten much better, as did my questioning of the students to

help encourage discussion. I had more knowledge when it came to asking questions, and getting

students to work if they were deciding to pull out phones or let their attention wander. Overall, I

felt much more confident with my performance presenting the second lesson, guiding students

through their assignment with indirect instruction. Taking what I learned in both lessons to

prepare myself for the third.

All of my experiences culminated in the final lesson on Ronald Reagan, in which I used

what I learned from both lessons to teach with a blended instruction of both learning types I had

previously used. Presenting a lecture, before working with the students to watch a video and

discuss what we learned. Before having them fill out a assignment on the video we were

discussing. This allowed me to monitor their progress, provide important feedback, and even

help those who struggled with the assignment.

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Overall, I believe that by working in Ms. Bryant’s class, I was able to learn valuable

lessons that will greatly benefit my future instruction. Learning not only how to instruct first

had, but also how to properly assess the knowledge of students in the classroom.

Assessing Learning and Teaching

Once each lesson was completed, I worked with Ms. Bryant to reflect upon them.

Determining what I succeeded upon, and what needed to properly be addressed for improvement.

On each day I presented my lessons, I taught it during all three of her US History classes on that

day of class. "Delivery skills involve the use of voice, body, and eye contact to communicate

with students" (Arends, p. 214). I found this to be very true, and something that was important to

ensure a proper lesson was delivered to the students. These skills I feel I have improved over

each lesson, along with my pacing, in order to become a more effective teacher. In addition,

staying actively involved with the students enables me to assess their comprehension of each

lesson's content. By tuning in to their needs, I could adjust the pace of instruction, slowing it

down or speeding it up based on their level of understanding. To gauge their acquisition of

knowledge, I employed various methods, including oral checks, circulating the room while they

worked, and observing their behavior.

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What the Future holds

I enjoyed my Practicum 1 experience, and I am looking forward to continuing with my

Practicum 2 in the fall. Compared to my EDU 202 and 212 classes, I found myself enjoying

getting hands on experience in the classroom far more. This term opened my eyes on how to

properly run a classroom and to foster relationships with the students, more so than I had from

the perspective of a student. Seeing the importance of varying the type of instruction, blending

everything we have learned into effective lessons that all kinds of learners are able to benefit

from. I plan to continue my education and pursuing my teaching career, while continuing to get

what experience I can as a substitute teacher. Ensuring I am always putting in my best effort in

teaching the students, and not being afraid to admit when I am wrong or need to work and

improve on something. "The most effective teachers are those who are constantly seeking to

improve their practice, who view each day as an opportunity to learn and grow, and who are

open to new ideas and approaches" (Lemov 2021). As educators, it is important we never stop

learning, and continue to train and educate ourselves for the benefit of those we will teach.

Overall, my Practicum 1 experience has been an eye-opening and rewarding journey. It has

provided me with invaluable knowledge and skills that will be useful in my future teaching

career. Through this experience, I have learned the importance of building relationships with

students, varying instructional methods, and continuously seeking to improve my practice. I am

excited to continue my education and pursue my passion for teaching. With each day, I hope to

become a better educator and make a positive impact on the lives of my future students.
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References

Arends, R. I. (2015). Learning to Teach. 10th Edition. Boston, MA: McGraw Hill.

Lemov, D. (2021). Teach Like a Champion 3.0: 63 techniques that put students on the path to

college. San Francisco: Jossey-Bass.