EDUC 675

Class Reflection and Future Goals

Amanda Westbrook
Liberty University
Dr. Grania G. Holman
EDUC675

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TOPIC

Your Reaction to your Performance about the Topic

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Preparation
What did you do before class to
make sure your lesson
would be effective and
run smoothly?

Organization is one of the most important components of the effective

classroom. In order for the students to get the most out of each lesson, it is
important that I research effective lessons, and that those lessons are
differentiated for students and their various learning styles. One place
where I find interactive, hand-on lessons is through Picasso. Since the
lessons found on Picasso are standards-based, this is a great way to locate
lessons for my students. Because each learner is unique, it is important that
when planning my lessons I allow for opportunities for students to work
independently, with partners, and in small groups. Many times I find my
students can learn a great deal by partnering up or by working in small
groups. Peer-tutoring is something that I highly stress in my classroom, and
I often pair my students up with a lower level learner and a more capable
peer. Through these peer-tutoring groups, the lower level students are able
to work within their Zone of Proximal Development. Tasks within the zone
of proximal development are endeavors that a child cannot yet accomplish
alone but could accomplish with the assistance of more competent peers or
adults (Slavin, 2012). Throughout my integrated unit, the students were
given opportunities to work on activities individually, with a partner, or in
small groups.
Since many of my students benefit from seeing and/or hearing content
material, it is important that I search for and find flipcharts that can be used
during mini-lesson on our Promethean Board. I use this daily in my
classroom, and many of the flipcharts that I find are interactive and allow
the students to physically come up to the board and manipulate objects,
words, or symbols. For the mapping activity with my 13 Colonies unit, the
students were able to come to the Promethean and move each colony to their
appropriate location. This is very helpful for my ESOL students, as well as
students who are on RTI. I also used the Promethean and LCD projector to
model for the students how to correctly complete their triple Venn diagrams,
show the rubric of a friendly letter and for closing activities for various
lessons.
When research and planning lessons, it is equally important that our
classroom communities run as smoothly as possible, therefore we need to
have policies and procedures put into place. By engaging the students in
creating the classroom rules, we as educators are establishing a learning
community in our classrooms. A learning community should be a positive
atmosphere where teachers are the models for character education, as well
as a model for goals and values that have been instilled in us as Christians.
In a learning community, the teacher holds the responsibility of being
supportive, encouraging, trustworthy, and responsible (Van Brummelen,
2009). Because we are in transition for a lot of our day, classroom
management is critical. My students have been taught how to work in
groups and how to work with partners since we do that for many of the
lessons activities.
As an educator, I feel that there is always room to grow, and that is true for
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planning effective lessons as well. Planning and researching for effective

lessons takes time and energy, and my goal is dedicate more time to research
and plan for even better lessons in the future. Teaching can be exhausting,
but the rewards and end results are well worth it!
Set
Describe your set (the way you
opened your lesson). How did
you begin your lesson in order to
gain student interest? Was it
effective? Why or why not?

In order for a lesson to be effective it is important that we grasp our

students attention from the very beginning, and this starts with the minilesson. To begin my lessons we meet at the carpet and the essential question
is introduced. I find it extremely important for my students to know exactly
what it is that they will be learning. Since many of my students are visual
learners I used flipcharts from Promethean Planet during many of my minilessons throughout my integrated unit on The 13 Colonies. Using these
flipcharts allows the students to see real photographs of people during the
colonial times. It allows us to have an open discussion about what life must
have been like back in the colonial times, and we use the photos and
information in the flipcharts to compare and contrast our lives and times
now to life and times in the colonial days.
In order for my students to really understand life during the colonial times, I
used Discovery Education to show documentaries. Through viewing these
documentaries, my students were able to almost put themselves back in time
to the colonial times. Because we were comparing and contrasting
indentured servants and slaves in one of our lessons, I used a video from
Discovery Education that gave them information about each, then they used
this information to assist them in writing their friendly letter to either an
indentured servant or a slave. They had to show evidence from the video to
support their opinion.
I found that using flipcharts from Promethean Planet and by showing
informational videos about The 13 Colonies and indentured servants and
slaves, my students were able to get a real idea of how life was so much
different during the colonial times. They were also able to understand the
difference between an indentured servant and a slave.

Instructional Strategies
How did the strategies you chose
affect the learning and
involvement of students?

Diversity / Differentiation
How did you differentiate
instruction to meet the needs of
diverse learners?

Throughout my unit I incorporated many strategies for learning. These

strategies include partner and group assignments, interactive Promethean
Flipcharts, and creative visual displays to show knowledge of content. I
think that when we involve our students in the learning process and when
we give them the opportunity to choose activities we are giving them
ownership over their learning.
A component of education today that is critical for understanding is the
importance in differentiating instruction for various learning styles within
the classroom. Since my classroom consists of ESOL students,
gifted/talented students, on-grade level students, students receiving speech
services, and students who are on RTI (Response to Intervention), it is up to
me to ensure that my lessons and the activities that accompany them are
done so with their individual needs and learning styles taken into
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consideration.
Through the use of guided reading, I was able to differentiate that guided
reading instruction for each group, which are grouped based on their reading
level and their most recent DRA. Since we are integrating The 13 Colonies,
I was able to incorporate that in each guided reading group, with various
books/informational pieces on various levels. The instruction that each
group received in guided reading was tailored to meet the needs of that
particular group. Because I have one entire group who is reading well
above grade level, I was able to differentiate for them by allowing them to
conduct Literature Circles. The students in that group were each given job
and were to complete their assigned reading for the day, complete the job
that they were given, then report back to their guided reading group. In
order for this to be effective, the students needed to display many life skills,
including responsibility, trustworthiness, and giving their personal best.
Throughout this unit the students were given the opportunity to work
independently, with a partner, or in small groups. I believe that allowing
students a choice in how they complete their activities allows them to learn
and grow from one another and allowing them to choose from various
activities helps to keep their interest because they have selected what they
want to do. Using small groups for instruction, including the cooperative
learning group (CLG), enhances the opportunities for students to assume
greater control over their own learning, sometimes referred to as
empowerment (Kellough & Jarolimek, 2008). By grouping our students we
are able to differentiate and accommodate for their individual learning styles
and preferences.
Through conducting writing conferences, various students, including those
in ESOL and who have been placed on RTI were able to meet with me in a
writing conference. Together we read their piece and I helped guide their
writing by completing their graphic organizers with them, and by walking
them through the friendly letter rubric when writing their letters to an
indentured servant or slave. My level of assistance varied from one child to
next, based on their individual needs and support with writing.
ESOL students, and students who are on RTI, were able to use Kidspiration
to write their letters. This is a software program that allows them to simply
plug in the components of their letter into a template online. It can then be
printed out. The students have used this program in our Technology Lab
and were instructed by our certified Technology Specialist.
Closure
How did you close your lesson
and summarize / solidify
important concept(s) for your
students?

When closing lessons, I begin by restating the essential question, the

purpose of the lesson, and the objective for their learning. I have students
answer the essential question and defend it with evidence from the minilesson or activity that they completed. It is important for the students to see
that the closure of the lesson comes back around full circle to the essential
question that we began the lesson with.
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Since many of my students learn from others, I try to incorporate student

participation and interaction when closing a lesson. Throughout my
integrated unit on Colonial America we used an interactive Promethean
flipchart to wrap up the lesson, and the students facilitated the closure by
explaining the why and the how that answers our essential question.
Through the use of our Authors Chair in Writers Workshop, my students
are given the opportunity to read aloud, and to hear their classmates letters
to indentured servants or slaves, as well as provide a glow and a grow for
them, based on the information within their letters. This is done on a daily
basis in Writers Workshop, and after they share in the Authors Chair they
are able to sign their name on the chair with a Sharpie. My Authors Chair
was my great-great grandmothers and is over 100 years old, so they know
they are special if they get to add their name to it. I have 15 years worth of
students names on my Authors Chair, so it will always be dear to me.
When looking back at closing activities, I would like to branch out and
research other ways to provide closure to activities. Perhaps students in
response groups could act out their piece of writing? Or, maybe instead of
writing a friendly letter, students could be given an option to write a song
and perform that song for us during Authors Chair? I am open to new
ideas!
Student Involvement
Were you able to involve all
students in the learning process?
How? Why or why not?

Teacher / Student
Interaction
How was your rapport among
students? Were you able to
interact? Why or why not?

Through various measures of differentiation, I was able to involve each of

my students in the learning process. Throughout my unit I incorporated
various types of material to present during mini-lessons, gave the students
opportunities to work independently, with a partner, or in small groups,
based on their preference, and modified activities for students in ESOL and
for students who are currently on RTI. Since each of us learns differently
and at various speeds, it was important during my unit that I considered and
accommodated every learner in my classroom, and I believe I did that
successfully throughout my unit.
I take pride in the rapport I establish with my students and their families,
and think that establishing that rapport from day one is a vital part in the
success of the student. Throughout my lessons in this integrated unit, my
rapport with my students was positive and constructive, as seen in my
writing conferences conducting during the letter-writing lesson. During the
conferences, after the students shared their piece, I use the Grow and
Glow commentary method. Together we discuss an area where they can
grow as a writer, and an area where they glow.
Because I consider myself to be a mobile teacher, I am interacting with
my students constantly. In the mornings I like to stand at my door in the
hallway and greet each of my students. I feel like this is a great way to start
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our day!
I also like to work on the carpet, and often when my students are working in
groups they do so on the carpet, so many times Ill sit down with them and
involve myself in their discussion. This is a great way for them to see that I
am involved in their daily activities.
Since many of our mini-lessons and closing activities are interactive I was
able to interact with my students. Many times they were given the reigns to
facilitate the closing activity based on what they had learned from the
lesson.
Student Achievement
How can you prove that students
met the objective of your lesson?

When we plan lessons it is important that we also plan how we are going to
prove that our students are meeting the objectives of our lessons. To begin
each lesson I state the essential question(s). By doing this the students know
what they are expected to learn. Throughout the work time, whether it is
independent, with partners, or in small groups, I am observing what the
students are doing. Are they on task? Are they actively engaged in the
activity? For some lessons I called students back to conduct conferences,
when they were writing their letters for example. This allows me to see if
they are following the essential question and objective for the lesson. I also
relied on teacher observation for many of the tasks, especially the 13
Colonies Scavenger Hunt. As students were locating the fact cards I was
walking around to ensure that they are on task and on track. I also called
random students back to check that their answers were correct.
To conclude each lesson we reviewed the essential question and the
objective of the task or activity. Regardless of which lesson I had student
volunteers to come share with the group what they completed during the
assigned work time. They also shared if they worked independently, with a
partner, or in a small group. In order for them to get a cheer they were
required to answer the essential question.

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Classroom Management
What strategies did you use to
make sure students
stayed on task and
achieved the objective?

Classroom management is a key to success in any classroom, regardless of

whether its elementary school, middle school, or high school. Classroom
rules, procedures, and policies are set at the beginning of the year, and
several mini-lessons were conducted on how to work in groups or with
partners. I find it important that the students practice, and that the teacher
models what is expected for the students.
Throughout my integrated unit plan I used several strategies to ensure that
students stayed on task and achieved the overall goals and objectives. One
strategy is our behavior management plan. Each student has a chip with a
yellow and a red side. For each segment of the day, they will color their
square either yellow or red, depending on which side their chip is on. Yellow
is good and reflects on task behavior for that segment of time, while red
suggests the student did not complete the task, or did so with several
reminders. Incentives are offered for yellow squares. For example, we have
been invited to 5th grades Market Day. I give out Market Day money for
students who have all yellows at the end of the day. The more money they
have, the more money they can spend at Market Day. I have found this to
be a very successful way to keep my students on task.
Another way to ensure students are on task is to conduct conferences. The
students may be called back randomly, so they need to be prepared to share
their progress, regardless of what task we are working on. The students also
need to be held accountable, so they learn responsibility over the course of
the year, and hold themselves accountable for completing and turning in
assignments.
I have found that positive reinforcement goes a long way, and students who
shade in yellows consistently serve as role models for other students.

Professionalism
Dress? Disposition?
Interactions?

Professionalism is the trait that defines us as teachers. Professionalism

includes practices and behaviors that assist in developing our careers in
education. It is critically important that we as educators are able to reflect
on our teaching and instruction, and always be open to ways we can grow so
that our students get the best of us every day. In every area of education
collaboration is important. It is important in working together with students,
parents, coworkers and members of the community, so that academic, social,
and emotional growth is promoted.
Professionalism includes positive interactions with students and parents. In
my classroom I enjoy getting to know not just my students, but the families
of my students. Lines of communication between parents, students, and
teachers have increased through the use of technology, including emails and
blogging.
Since I serve as a role model for my students, it is extremely important that I
show appropriateness with my attire. It is equally as important for teachers,
as it is students, to agree to, and follow, the dress code set by the
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school/district. In my classroom I model for my students appropriate and

correct manners, and without doing so openly, instill my Christian values
into each of my students. I call these Life Skills and express the
importance of these Life Skills on a daily basis.

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My Areas of Strength
I believe that I incorporate strong classroom
management within my learning environment. The
behavior system that we implement stresses positive
behavior, and the students create the classroom rules
and procedures themselves on the first day of
school. They are held accountable of these policies
and procedures on a daily basis.

My Areas Which Will Require Future Growth

One area that I feel there is always room for growth
is with the knowledge of the standards. The
standards are what we are teaching our students so it
is critical that teachers fully understand what those
standards are. This year my district has transitioned
to the Common Core standards, and I have moved
from 2nd to 4th grade. With each of these transitions
comes a greater struggle for understanding the
Common Core standards. It is my goal to learn and
grow with the 4th grade Common Core Standards.
Students in my classroom are directly involved in
While I differentiate my instruction and provide
the learning process. They are given opportunities
accommodations for students with disabilities and
to learn and grow from one another by working with across various levels, I believe that I have room to
partners and in small groups. They are also
grow with creative ways to differentiate my
involved in mini-lessons and closing activities
instruction moving forward, as well as other
through the use of the Promethean Board.
accommodations that may arise as students in my
classroom have various needs.
I pride myself on being professional and a role
Since technology has grown over the past decade it
model for my students. As teachers, we must know has become so much easier to communicate with
that our students look up to us, and look at us for
parents via email. I have created a blog, but would
guidance. It is my goal every day to be that
like to become better at updating my blog and truly
Christian role model for my students and their
using it more as a consistent communication tool for
families.
my students and their families. I would also like to
get more information from a coworker who sends
out text message blasts 3 times a week to her
students parents. What a wonderful way to keep
parents informed almost always!
Type a paragraph(s) about what you will do differently to improve your effectiveness as a teacher.
It is my belief that as educators we are constantly learning and growing as our students are learning and
growing. One of the reasons that I have enrolled in graduate school is to improve my effectiveness as a
teacher, and gain knowledge that I can implement in my classroom with my students. When I reflect on my
teaching and my effectiveness for my students, there are ways that I can improve, and improving in these
areas has become a professional goal of mine. The first area that I can improve in is in researching,
planning, and implementing more effective, meaningful lessons. Teaching elementary school can be
difficult because we teach all subjects. With teaching all subjects comes planning lessons for all of the
subjects taught, and I often find it difficult to find the time to research and plan lessons that are most
meaningful and are the most effective for my students. Moving forward, I will dedicate myself to digging
deeper into the standards and creating more meaningful lessons. I would also like to improve my
effectiveness in differentiation for my students according to their needs and learning styles. I feel like I do
differentiate for my students, but perhaps I could find better, more effective ways to do so.

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Section 2: Class Reflection

What have you learned by taking this class and corresponding with your classmates through the Discussion
Board? What are some further topics and issues that you would like to continue to study in depth as a
result of taking this class? If you could change some aspect of the class, what would it be and why?

Type Your Response Here:

Throughout EDUC 675 I have learned the importance of differentiating our lessons to meet the needs of
our very diverse learners, and I have been reminded of the importance of setting goals for ourselves and for
our students. The weekly discussion board posts have led to wonderful communication with classmates
about similarities and differences we have in our classrooms, and through the discussion board posts we
have learned from each other by sharing ideas and experiences. When we were conducting our peer
reviews for our Integrated Unit Plans we were able to see someone looking from the outside in, and were
able to take recommendations from our peers to make our units better! It reminds me of the importance in
allowing our students to work together with partners and in small groups so that they are given more
opportunities for academic success. I have also been reminded of the importance of continuing to instill our
Christian values into our students and to lead them by example.
I also enjoyed reading some of my classmates Field Expert Interviews. After reading a few of them I
realized that we took similar directions with our interview process by interviewing our local school
principals and with the types of questions that we asked regarding elementary level issues in education. It
was really great to read the responses from principals, other than my own, and to see the consistency from
state to state, especially in regards to the Common Core Standards.
When thinking about topics and issues that I would like to continue to study more in depth I would
probably like to continue studying issues involving our students with disabilities and ways we can
differentiate our instruction to best meet the needs of those learners. By completing the Personal
Professional Goal assignment I was able to really look down the road as to where I want to be in education.
I think its important, moving forward, that I focus on setting goals more often and not limiting those goals
to long-term educational goals. I can focus on setting personal and spiritual goals for myself as well, and I
intend to stay true to that.
This class was extremely informational, well put together, and offered a positive experience by giving us
opportunities to work with each other. Dr. H was really terrific when offering feedback and constructive
criticism on our assignments, and she served as a wonderful guide throughout this course, therefore, there
really isnt anything that I would change from this class. The weekly expectations were attainable and I did
not feel overwhelmed at any point.

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Section 3: Future Goals

In Module/Week 3, you created a Personal Professional Development Plan. Restate this again in short,
simplistic terms. If you have not yet begun to work on some of the minor goals that would lead to your
major goals, discuss when you will do this and how. Also, include some strategies or resources that you
have learned through this course that might help you achieve these goals faster.
Type Your Response Here:
Setting goals is important both for teachers and for students. I like to consider myself a life-long learner
because we are always learning. My personal professional goal is to continue my education even further
than receiving my Masters degree from Liberty University. My new goal that I have set for myself is to
continue on to my Specialist degree in Special Education. Throughout my Masters program we have
studying many aspects of Special Education and students with disabilities and I feel a special connection
with our students who have Emotional/Behavior Disorder, therefore, I would like to one day teach that
class in our local school building. I am not currently certified to teach Special Education, nor would my
Masters degree certify me in Special Education. Therefore, continuing on is really my best option if I
want to teach an EBD class. I could take the GACE and become certified in special education, but I dont
think I would be nearly as prepared as if I were to go on at Liberty University to pursue my Specialist
degree.
When thinking about staying true to my personal professional goal, there are some things to consider, such
as financial aid and paying for another degree, the tremendous load of paperwork that comes along with
teaching in a Special Education setting, and the length of the degree program and whether or not my district
will recognize that degree for me to receive an upgrade in pay for my degree. My first step will be to check
with my local district for a list of universities that will recognize that degree and accept that program.
Secondly, I will need to apply for financial aid and finally will apply to Liberty University.
Strategies and resources that I have learned throughout this course that could help me achieve these goals
faster start with my faith in God that he will provide a path for me to successfully complete my goal. When
we talk about perseverance it points directly to my professional goal, as well as having patience along the
way. I tend to be a right now kind of person, but I know that if I am patient, good things will come. Parker
(2012) states in her text, He genuinely desires whats best for me (p. 83). I agree. Jesus is the perfect
personal trainer (Parker,p.83, 2012). Going back to school is difficult, but throughout this course I have
been reminded that just as we are teaching our students and molding them to be successful, life-long
learners, we are those same life-long learners ourselves.

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References

Kellough, R.D. & Jarilomek, J. (2008). Teaching and learning K-8: A guide to methods
and resources (9th ed.). Upper Saddle River, NJ: Prentice Hall. ISBN:
9780131589629.

Parker, D.V. (2012). Christian teachers in public schools: 13 essentials for the classroom.
Kansas City, KS: Beacon Hill Press. ISBN: 9780834127968.

Slavin, R.E. (2012). Educational psychology: Theory and practice. (10th ed.) New
York, NY: Pearson. ISBN: 978-0-137-03435-2.

Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches
to learning and teaching. (3rd ed.) Colorado Springs, CO: Purposeful Design
(ACSI). ISBN: 978-1-58331-098-4.

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