Reflective Discourse

I came to the Masters of Education program at UNE with a goal. I wanted to acquire new skills that would help me become a more effective teacher and improve the learning experience for my students. I am pleased to say that I have accomplished this goal and more during my coursework. Specifically, there are three areas where I have made considerable gains that will directly affect my teaching in the future. These include class action research, student motivation, and differentiated instruction. Most teachers are face with problems within their classrooms that they must solve. Having a deeper understanding of how to implement research-based strategies is essential. What I have also learned, as a result of course EDU 690: Class Action Research, is that collecting and analyzing data in a qualitatively and quantitatively way is valuable (Mills, 2011). The cycle of developing a hypothesis, conducting research, collecting data, and analyzing results is an approach that I will integrate into my teaching methodology. Applying the class action research method proved to be beneficial in developing a comprehensive understanding of student motivation. Student engagement and student motivation is of particular concern for my students at the middle school level. What I discovered during coursework of EDU 615: Motivational Theory and Classroom Management, regarding student choice made a significant impact in my classroom (Anderman & Anderman, 2010). The combination of knowledge acquired and application of that knowledge with action research provided the basis for my commitment to student voice. Creating an autonomously supported learning environment has become an important element of my teaching philosophy.

Critical to developing a learning community that promotes student autonomy is the incorporation of differentiated instruction. The skills and strategies presented in EDU 610: Differentiation Theories and Strategies were instrumental in creating student voice in my classroom. The techniques demonstrated by Tomlinson (20011) and Chapman (2012), help to elevate my differentiated instruction to more meaningful practices. It would be hard to imagine that one would not evolve as a teacher after completing this program at UNE. Providing a high quality of education for my students is a top priority. The insights, skills, and strategies that I have acquired during my coursework in research, student motivation, and differentiated instruction support this endeavor. I have gained the confidence and knowledge to be a teacher leader that will benefit my learning community.

References Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation. Upper Saddle River, N.J.: Pearson. Chapman, C., & King, R. (2012). Differentiated assessment strategies: One tool doesn't fit all. Thousand Oaks, Calif: Corwin Press. Mills, Geoffrey E.. Action research: a guide for the teacher researcher. 4th ed. Boston: Pearson, 2011. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Upper Saddle River, NJ: Association for Supervision & Curriculum Development.