EDU200 required me to complete more than 45 hours of observation and participation within a first grade classroom, with a teacher mentor. I created my own lesson plan, attended meetings on a professional level, and studied children in an academic setting. 

    

     I applied my prior knowledge and experience as a student, to being a teacher. When I was in elementary school, my attention span was not long. Which makes sense, because I know kids have shorter attention spans. I would often get in trouble because I would be talking to my classmates or moving around. I believe it was because I was never given the opportunity to have a brain break or interact with classmates outside of recess. As a teacher, I used this knowledge to my advantage because when I created my lesson plan, I allowed my students to move around, as well as interact with their peers. I was teaching the students to count by twos. So I would draw animals on the promethean board and we would count the legs by twos as a group. Then I would draw more animals and have the students turn to a partner and solve how many legs the animals had by counting by twos. This allowed them to talk with a classmate and let out some of that energy, as well as give them a break from having to pay attention to me. After that, we did one last practice, which was standing up and doing exercises, while counting by 2s until we reached 20. This got students up and moving, and gave them a change of pace. Performing the role of a teacher I learned how to organize, prioritize, and plan. Between meetings and creating lessons my mentor and I were planning weeks at a time, which does not work without careful planning and organization. 

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• Lesson plan: 

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• Student’s work:

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 Being able to take on the role of a first grade teacher, allowed me to learn and practice new communication skills appropriate to the classroom setting, purpose, and audience. I had to provide feedback to students appropriately and timely. For example if a student is practicing negative behavior, you pull them aside and inform the student about the wrongful behavior and explain what makes it wrong. You give suggestions on how to correct it, but make sure they understand and are accountable. It is not appropriate to call out a students behavior in front of their peers, it is not your job to make them feel uncomfortable. It is your job to make sure you correct the behavior when it happens, instead of waiting until it happens again. Just as it is important to correct negative behavior, it is important to reward positive behavior. I gave stickers to students who demonstrated positive behaviors, such as following directions, helping a classmate, or simply improving their behavior. Another example of communication within a classroom setting is feedback on students' work. I learned that along with putting the grade on the paper,  you should write informative comments on what they did wrong or constructive criticism of what they can do better. It is critical to effectively communicate with students whether it be for behavior, good or bad, or work they did because all of it is a learning process for them. Another communication strategy I used was giving supportive instruction to students, meaning I was clear and repetitive, while still being open to questions about the task. I also responded promptly and professionally to my mentor’s requests and feedback, whether through email or face to face. 

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     While in the classroom I learned how to conduct myself, in a variety of ways, according to the professional standards, customs, and practices. I invested my time and effort into the school community, not only by helping in the classroom, but attending students extracurricular activities and volunteering for multiple school functions. This allowed me to build positive relationships with the students and faculty members of my school, which was Luxford Elementary. I also planned and prepared before every class, meaning I had content knowledge and it was readily available to help students succeed. I practiced exhibiting positive classroom behavior techniquesues, such as being treated how you would like to be treated, mutual respect, consistent rules, and involving a reward system. Ultimately, I was able to adapt to the classroom setting and edify students. While accepting the role of a teacher, I was always punctual, organized, and professionally dressed. 

     Although I plan to become a dental hygienist and take a separate route from teaching, these skills I learned still apply to my future. I will be able to prioritize my patients by being organized and planning what instruments or equipment I might need to reduce the wait time of the patient. I also will have patients that are younger, even in the first grade age range like my classroom, so I will be able to effectively communicate to them  and provide feedback about their oral health and habits, from prior experience.

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