InTASC Model Core Teaching Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
August 2015
The following math activity for EDU/HUS 327 Mathematics for Young Children is an accurate reflection and documentation of understanding Maine Teaching Standard #1: Learner Development. This lesson plan was one that I had followed through with my preschoolers at Peopleplace Cooperative Preschool. The most important skills that we work on with our preschoolers are their social and emotional skills. We recognize as early childhood educators, and from working with these amazing preschoolers and my incredible colleagues, the power of accepting where our students are developmentally in all of the ways mentioned in Standard 1. One child will not always be at the same place as the other, one might be more socially and emotionally mature, but might be still working on developmentally appropriate cognitive and linguistic skills. Through activities, such as the one posted below, children are able to practice all of these essential life skills.
I learned through this lesson plan, and many others, how important it is for students to be able to work together, communicate and share ideas. With this lesson plan specifically, they challenge themselves, see other perspectives, and learn through physically doing the math activities. The lesson being based off of the interest of the child, a key aspect of any successful lesson. Learning experiences are much more influential and make more of an impact when they are child driven.
The following math activity for EDU/HUS 327 Mathematics for Young Children is an accurate reflection and documentation of understanding Maine Teaching Standard #1: Learner Development. This lesson plan was one that I had followed through with my preschoolers at Peopleplace Cooperative Preschool. The most important skills that we work on with our preschoolers are their social and emotional skills. We recognize as early childhood educators, and from working with these amazing preschoolers and my incredible colleagues, the power of accepting where our students are developmentally in all of the ways mentioned in Standard 1. One child will not always be at the same place as the other, one might be more socially and emotionally mature, but might be still working on developmentally appropriate cognitive and linguistic skills. Through activities, such as the one posted below, children are able to practice all of these essential life skills.
I learned through this lesson plan, and many others, how important it is for students to be able to work together, communicate and share ideas. With this lesson plan specifically, they challenge themselves, see other perspectives, and learn through physically doing the math activities. The lesson being based off of the interest of the child, a key aspect of any successful lesson. Learning experiences are much more influential and make more of an impact when they are child driven.
Fall 2013
The following is one of four RAPS (Reflective Activities and your Portfolio) assignments
I completed for EDU 250 Foundations of Education
Artifact - How was my education helped or hindered by my family's financial situation.
Physically - I would say that my family's financial situation did hinder my physical growth, in the sense of not being able to afford the best meals for my sister and I. We grew up healthy children, always drinking milk everyday, but there could have been more structure to the meals. My mother worked at least two jobs at a time, while my father was not contributing at all. This lead to a very unbalanced life style, and I know on an emotional level it has effected my sister and I. Other than not having funds for full meals, my fitness, shape and size were normal. My education never suffered because I was a tiny girl, we were all pretty small back then.
Socially - Our financial situation only affected my social interactions with others when I wanted to join a team or group and my parents could not afford it. I think it did limit my group of friends. I do feel as though I am a less confrontational person, even in the positive aspect of the term. I wanted to learn how to ski with the others, but my mother couldn't afford the lessons and let alone the skis and equipment. I did play basketball for many years, but did not enjoy it that much. The girls on the team were snarky and made fun of how small I was and that I didn't make any baskets, etc. That definitely did affect how I made friends. In fear of not meeting the standards of my peers, I would keep my mouth shut and not say anything to anyone other than my few close friends. In high school, I made lots of friends because the school was made up of five towns. I got along a lot better with the kids from a less wealthy town than Camden, and I'm still great friends with them now. Coming from a rich town, yet growing up broke, was a really hard situation for a young student. I saw what all the other students had and did for fun, but I knew I couldn't do those things.
Emotionally - InTasc Model Core Teaching Standard: 1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
I limited myself a lot to what I expressed to my peers. I was just terrified of exclusion, so I never risked it. I don't think money affected me emotionally directly. I always am a very empathetic person, my mother taught me to be that way. I had a hard time with motivation; I learned to play the violin for a little while but when I messed up in front of my peers, I walked off stage, and never tried again. Maybe I just never found my "thing" that really inspired me. Dance lessons were never a dream for me, but I took a class my senior year in high school and loved it. I wish I had tried it when I was younger, but I'm sure that would have been too expensive anyways. I want my students to find motivation from the things that don't even inspire them. Ideally, to have them feel accomplished just by trying, no matter their type of intelligence.
Morally - I look back now and can assuredly say that I was taught great morals and ethics no matter the amount of money my mother made. I had an amazing mother and great elementary age teachers. I never cheated in grade school on tests, and I would never steal from someone else. Even though I grew up with nothing, I did not feel the need to ask for anything more from my mother.
Cognitively - InTasc Model Core Teaching Standard: 1(f) The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.
One moment that comes to mind that I was judged by the clothes I wore and the people I hung out with, I was forced to be tutored in the eighth grade, even though I understood all of the lessons. I was a little offended but then I just second guessed myself and assumed I apparently needed to be tutored. I actually remember helping the other students in the tutoring session since the tutor wasn't much help anyways. In high school, I then helped students in the resource room and felt great about what I was doing. I knew I was inspiring others through helping them. Being able to help my friends with math problems made me want to be able to help them in the other subjects too.
Reflection
InTasc Model Core Teaching Standard:
1(h) The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.
1(j) The teacher takes responsibility for promoting learners’ growth and development.
1(k) The teacher values the input and contributions of families, colleagues, and other professionals
in understanding and supporting each learner’s development.
My childhood financial security was never the focus point of my education. Growing up in a less than middle class home did not make me a terrible student. Sure, I could have had more opportunities to expand my knowledge as I grew up, but I am happy with who I have become. I want to be able to provide as many opportunities as possible for my children, but I don't know what my financial situation will be by then. Also, there's a lesson to be learned when giving everything your child wants or desires. I saw it happen to my peers, they become self absorbed and live off each others attention. I'm grateful for having nothing because now I appreciate everything I earn or am given. Going to college is a wonderful gift that I can not afford to lose.
Maybe I would have had more friends, played on more sports teams or what not if my family's situation was different, but it's hard to tell if it would've made a difference in my education. As a teacher, I really want to make sure I respect the financial situations of the families. It is important, but for every student I teach, I want them to gain confidence in the fact that education is something that is priceless in the end.