6c

c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.

Embracing reflection in my teaching practice has been with me from the start of my teaching career. During my student teaching experience, which last an entire school year, I was required to submit a journal reflection each day I was in the classroom. At first, this overwhelmed me as it was not a practice that I was used to, but gradually when I looked over these entries and discussed them with others I saw the value in this practice. Inside the classroom things can be chaotic and rushed and there is hardly time to think about much besides what are students are doing, what we want them to be doing, and how we can support them getting to this goal.  

I have had the opportunity several times over the years to observe other teachers. While this is rarely something teachers have the chance to do, it can prove very beneficial.  Every teacher sets up their room, teaches the curriculum, and interacts with their students in different ways. This is because we are all unique individuals. There hasn’t been a classroom I have ever stepped into (for more than a few minutes) that I haven’t learned something from.  Being in another classroom allows me to more closely reflect on my own classroom because when I am observing I have the time and frame of mind to think more openly and thoughtfully.

A theme that I have come back to again and again in my reflection of my teaching and student learning is embracing imperfection. None of us are “perfect” and none of the work we do in our lives as students, employees, or people is without imperfection.  When we model this for our students , it allows them to feel less anxious, want to take risks, and discover how to learn from mistakes.

I have worked to demonstrate proficiency with this substandard as shown through the following evidence: