STANDARD 2

Title: Student Teaching Extra effort/time for students outside of class

Date Completed: Spring 2014

Artifact Description: During my student teaching at Washington Park High School I found it extremely important to make myself and the schools facilities available for students outside of scheduled class time for projects based on development. For students that needed extra time, individual assistance, time to makeup missed classes, and many other reasons I gave up personal time to work with them. I made myself and the classroom available after school for those students who needed time to make up missed work as well as on the weekends for the students who qualified for automotive contests such as Skills USA. Wisconsin Teacher Standard Alignment: This experience best aligns with standard two which states; The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Throughout my student teaching I have found it very after school as long as the students needed the extra time. During these times I was able to work with each individual student in more ways that are personalized to what they need. Having extra time to work with students is amazing. During this time I learn about each individual student and their interests and weekend hobbies. This extra time allows me to relate material to specific interests that a student or groups of students are more interested in. I have also found it beneficial to pair students together based on development. More developed students are able to move forward with the material at a faster pace without being slowed down by those who take more time to learn and understand. Throughout all of these different techniques I have observed an immense amount of growth in my student development. Not all students learn the materials the same way. I have students who struggle with bookwork but make giant leaps once they get their hands on a car. This is the reason that I find it so important to deliver the material to students in several ways. Throughout my time at Park High School I have been able to watch a couple of students grow and develop to the point where they were able to compete at the Wisconsin Skills USA

competition on April 29th and 30th of 2014 in the Automotive Service Technology category. Once we knew that they would be representing Park at the contest we provided them with extra preparation time outside of class during weekends and week nights. All in all this has been a great experience for my students and me. UW-Platteville School of education Knowledge, Skills, and Disposition Statement Alignment: This experience best aligns with KSD3.b. Uses questioning and discussion techniques. It states The candidates questioning techniques and instructional strategies are of uniformly high quality with special attention given to available time for student response, varied levels of questions, and adequate student involvement in the discussion/instructional process. During out of class opportunities I used questioning and discussion techniques with my student. I asked the students questions and gave them problems to solve so that they could interact and come up with solutions. This was also a way to keep them motivated and interested in the material but not pushing them to the point where they give up. I used different types of discussion techniques. After giving the students some time to find the correct service information for a car, I asked individuals to share their findings and give others and me the opportunity to discuss the material in more depth before they get to opportunity to work on the corresponding lab. After taking extra time with students, I felt that the students had a good understanding of the materials discussed in their classes and possessed the ability to do great at the competition. Secondary Alignments: KSD1.d. Demonstrates Knowledge of Resources What I learned about teaching/learning from this experience: In this experience I learned that every student learns differently and some students require different instructional strategies than others. While I was preparing for future lessons I knew that I couldnt just assign bookwork and expect all my students to grasp the material . I realized that I had to incorporate different instructional strategies into the lesson I was presenting in order to reach every student. I have been successful in doing this by incorporating a mixture of bookwork, class discussion, show and tell, and lab work. This gave the students the opportunity to interact and discuss the material with their classmates after they completed the worksheet as well as during lab. This gave the students a better understanding of the material being presented and why it is important to know. I learned that providing a copy of the notes and requirements allows for the students to follow along with the lesson better and greatly aids in their understanding of the material. I felt that the handout was also very helpful in completing the lab activity. Before I complete my lessons and allow the students work time I

like to assess my students using questioning techniques. Through questioning I am able to determine if the class has a good understanding of the concepts I covered once I had finished presenting the lesson. In this experience I also realized that there are many different ways a teacher can present a lesson. For example, the use of technology, such as projectors make the information being presented a little more clear by allowing the students to hear me lecture as well as follow along with the information on the screen. Technology can provide many opportunities when it comes to lesson improvement or variation. What I learned about myself as a prospective educator: I am now aware of and understand that there are many different instructional strategies that can be used in order to reach all students. I know that I will always need to be aware of the material I am presenting and that there are many technological devices and programs that can be used in order to improve my presentations and lessons. Rather than using a straight forward approach of just assigning bookwork for the student to complete, I understand that my class is going to gain a better understanding of the material if I incorporate several different methods of presentation in order to address the several different learning styles that each of my students possess. It is very important to use methods that allow for student interaction, critical thinking, problem solving, and extra/individual work time.