Essential Knowledge: How has my education prepared me for student teaching?
When I began my educational career at University of Northern Iowa (UNI), my goal was to become a teacher who would be a valuable asset to my students, colleagues, and administrators. I wanted to be a resourceful educator, who was capable of teaching all four subject areas. UNI’s middle level dual major allowed me that opportunity. In the past few years at UNI, I have become knowledgeable in the subjects of language arts, mathematics, science, and social studies. I have gained a vast amount of information in each content area, which will: Impact my students’ learning experience; Create an inclusive working environment with my colleagues; Allow my administrators the flexibility to utilize me, where my skills will fit best, to improve the students’ success rate within the school I am working. My educational experience with each content area has provided relevant and quality information that I plan to implement into my future classroom. The Methods of Middle Level Literacy course taught the importance of applying the “ERR” framework (evocation, realization of meaning, and reflection), which creates a change in students’ schemas, and assists in keeping students cognitively engaged in all content area readings. The Math Reasoning for Algebra and Statistics course gave me a variety of rigorous learning structures that promoted algebraic thinking, which would challenge my students’ minds more than the calculations. All three of my science education inquiry courses implemented strategies for inquiry based/hands-on learning, which endorsed exploration of a concept, testing an idea, and applying community analysis and feedback to solve or learn more about a topic. The courses I chose for the social studies content area improved my views on the diversity of the world. These courses, such as East Asian Cultures, challenged me to go out of my comfort zone and enrich myself in new experiences.
Performance: What have I done that has prepared me for student teaching?
As I look forward to student teaching, I am confident that my educational experiences, my involvement throughout the Cedar Valley community and on campus has prepared me for the next stage of my future career. Through my education courses, I have had the opportunity to receive hands-on experiences in the Cedar Falls/Waterloo school districts. In my level one and level two teaching experiences, I learned the mechanics of teaching. I observed how the dynamics of teaching and the school environment affects a third and eighth grade classroom. I was exposed to the preparation of teaching, such as creating purposeful lessons and units that complement the students’ learning needs. Through my literacy method courses, I had the opportunity to implement various reading strategies, such as the three P’s (prior knowledge, predictions, and purpose) and the INSERT strategy (from the “ERR” framework) to first and ninth grade students. These strategies are research based to improve reading comprehension and critical thinking skills. Within the Cedar Valley community, I accepted a coaching position at the Waverly Shell Rock Soccer Club; Where I had the opportunity to train youth soccer players from ages eight to fourteen. This coaching opportunity has improved my time and management skills. I have learned how to assess and adapt my practices to the needs of my players, and I was still able to challenge them to become better players. As a student at UNI , I have been involved in Student Association for Middle Education's (SAMLE) eighth grade leadership conference. I have facilitated breakout sessions where the student leaders were taught how to build inclusive environments in their schools. An organization that has influenced me in understanding the development of a young adolescent is Students Against Violent Environments (S.A.V.E). This organization has given me the background knowledge for various societal social issues, such as gender based violence, and sexual misconduct. I am now comfortable with discussing these issues to help students become aware, so they do not become a victim of these issues. I am also involved in Teaching Educators About Math. This organization has allowed me the opportunity to acquire a variety of math strategies to use in my future classroom. Being a part of the UNI Women’s Soccer Team has made me a more accepting and flexible individual. Being part of a team with a diverse group of personalities, I have quickly learned how to adjust and utilize each of my teammates’ strengths to become successful.
Dispositions: Why do I want to be a teacher?
When I was a freshmen applying to the College of Education (COE), I was asked this same question: “Why do you want to be a teacher?” Without hesitation I replied, “My career goal is not just to teach, but to become the kind of teacher one looks back and remembers as having a real impact on their life.” After being admitted into the COE, having been introduced to the immense amount of educational courses, various teaching opportunities, and the college experience, I realized that I was not a superhero who can solve all the world’s problems in one day. Instead as a future educator, I want my students to use me as a tool of guidance. My goal is to have them take advantage of my resources to develop a foundation needed to become a successful individual. I have also come to recognize that a career in education is more than just teaching students. I am a lifelong learner; an advocate; a coach; a motivator; a helping hand; a shoulder to cry on; a friendly face; a super fan; a role model, and the list goes on. Although I will be new to the working world, I am confident that I am capable of being an influential leader to my students, and a cooperative coworker As a leader, I portray various strengths that are beneficial to all. I am a problem solver; I can build a good rapport with any individual; I am open minded to a variety of ideas, and understand that everyone’s ideas and talents are equally important in the success of a group; I am a positive individual who brings energy to everything that I do; I see potential in everyone, I enjoy helping and watching people grow, and equally enjoy watching people achieve their dreams successfully. I truly believe that teachers are not made, yet they are born, and I am grateful to have found my calling in life.