Joseph Schuster

3-11-17
EDU 208
Reflection 3
Third Week: March 3-9

Ohio New Teacher Standard 5

Teachers create learning environments that promote high levels of learning and achievement for
all students.

Element 5.3: Teachers motivate students to work productively and assume

responsibility for their own learning.

Competency 44: Field student has used appropriate procedures for questioning and
conducting class discussions.

Reflection: During my third week in Poly Scheibbs, I began my time with the
students by speaking about my recent pilgrimage to Rome and Assisi. I first discussed
the meaning of the word “pilgrimage” with the students, exploring the roots of the
word and explaining the difference between a pilgrimage and a vacation. I then
showed the students an album of pictures that I prepared that highlighted the main
events on the pilgrimage and also gave a visual representation of the differences
between Rome and Assisi.

After sharing about my pilgrimage, I transitioned to the chosen topic of being “rude”
versus being “impolite.” I engaged the students in a grand conversation about the
meaning and difference between the two. As the students were brainstorming, I
wrote our ideas out on the chalkboard. I then passed out a worksheet provided by
the teacher that depicted several cartoons of scenarios in which a person could
choose to respond either impolitely or politely, and walked through the answers with
the students.

Finally, I transitioned to a discussion about rudeness in the context of modern

technology—cell phones, social media, etc. It was interesting to see the difference
between popular modes of technology in Austria versus in the United States. For
example, almost all of the students had an Instagram account, but only a few of the
boys in the class had a Facebook account. None of the students had twitter. I then
engaged the students in a discussion about the “do’s and don’ts” of electronic
etiquette, making a list on the chalk board. I asked the students questions such as:
“How often should we use technology?” and “Where is it impolite to use
technology?” We debated which settings would be appropriate or inappropriate to
use technology. For example, using technology for research went on the “do’s” list,
and “at the dinner table” went on the “don’ts” list. Overall, I believe that the
students benefitted from hearing my opinion on the topic, and I also benefitted from
hearing their perspective.