TQS Reflection 2

For this reflection, I am choosing to focus on the third TQS strain, demonstrating a
professional body of knowledge. I have been striving to base both my assessments and
instructional activities as they directly relate to the program of studies. I am engaging students
with their learning by doing “I can” statements before most lessons as a way to ensure that my
lessons are direct and focused, so students remain engaged with the learning material. I have also
strived to keep my instructional strategies diverse as a way to observe students’ levels of
engagement with the material. I have done this by creating new and different hooks for each
lesson by asking a question related to the topic of the lesson, watching an educational video,
reading a children’s book or asking students to examine photos and tell me what they think we
will be learning about. If possible, I believe that most lessons should begin with an exciting way
to introduce the learning material. In every classroom, there are students who could read off of
slides and understand the material quite well, while others struggle with understanding content
even through many different instructional approaches. I choose to plan my lessons so there are
components of direct instruction, group work, and individual work times so that students can
learn in different ways. The way I teach in each category also changes day by day. Recently I
tried to have a “tea party” with the students as a way for them to learn about the culture of India.
I thought this would be an exciting way for students to get involved and even try some Indian
desserts. There were a few mishaps as excitement overruled the learning process in some
instances, however, this is an example of how trying to engage students with the learning
material can happen from many different approaches rather than the teacher always taking the
lead. Not only do I need to follow the programs of study for my planning, but I also need to
reflect on student needs in the classroom for each lesson, activity, and assessment. A few
students in the class have tried doing verbal assessments with me. This is a quick and effective
way to give and receive feedback, yet I struggle with identifying how I can help them more when
they have a weak understanding of much of the material. I would like to focus my professional
inquiry project on this issue because I believe often students can get left behind if n progress has
been shown throughout using different strategies to support their learning. Like many teachers, I
believe each student has the potential for success, everyone finds it in their own way, and I am
still trying to figure out how the group of students who often struggle find their success.