Field Experience
Effective teachers have observed [and implemented] a range of approaches to orchestrating the mathematics learning environment (e.g., task selection, discourse, and assessment systems), and they reflect on how those approaches may have been influenced by ones beliefs about the nature of mathematics and how students learn mathematics.
|
During my student teaching experience I have had the opportunity to reflect on approaches that I like, and approaches that I do not like at all. As a matter of fact, some of my reflections are of sharing very strong opinions on what I observed and my frustration is let out in my reflections. I would say that during my student teaching I observed more things I would not want to do as a teacher. One being I was in a very traditional classroom setting. I strongly believe that mathematics is learned through creativity, choice, and reflections. Which I did not see any of in my placement. The reflections of my student teaching placement demonstrate learning target F1.
-->Reflections Artifact<-- |
Effective secondary teachers have demonstrated knowledge, skills, and professional behaviors in both middle and high school settings [and have communicated to other educators what they have learned from those experiences].
|
Throughout both my placements I had many observation from my field coordinators. My artifact of these observations demonstrate knowledge, skills, and professional behaviors in both middle school (West MI Academy of Arts and Academics) and high school (Muskegon High School) settings. After getting observed from a field coordinator, we took about 30 to 60 minutes to reflect on what was observed. I would explain what I have learned from their feedback which definitely demonstrates learning target F2.
-->Observations Artifact<-- |