Letter of Introduction & Get to Know You Form | Spring 2013
Artifact Description
This artifact is a letter of Introduction that I handed out to the classes I taught during student teaching at Rantoul Township High School, including Algebra I, Honors Algebra I, and Pre-Calculuas/Trigonometry. The letter of introduction provided a space for me to introduce myself formally to the students, giving them my educational background as well as where I am from, what my interests are, and what I hope to accomplish with the students during my experience. The second page provided a space for the students to introduce themselves, through a "Get to Know You" form. I created the introduction rubric for students to fill with the intent of helping myself learn something about the students that would help guide my instruction throughout my 14 weeks of student teaching. Furthermore, this rubric showcases an example of how I provided students an opportunity to establish a personal goal setting for themselves
Satisfying the Standards (4E, 4K, 4P)
Through the introduction rubric that allowed students to provide me feedback on their strengths and weaknesses, I planned to utilize this information to assess the instructional environment to determine how best to meet a student's individual needs. By asking students to fill out the form with topics such as "I am really good at... and something I want to improve on is...." the introduction rubric shows how students assume responsibility for themselves and participate in a preliminary decision-making to determine the ways how they learn best. One particular example is the last box on the form that asks students to answer the question, "What ways help you learn best in math?" To help students in brainstorming, some examples included but were not limited to example problems, group work, and connecting ideas. These pieces of information will help me in determining ways to create and modify a learning environment to facilitate learning for students with diverse characteristics based on their responses on the "Get to Know You" form.
Professional Development
I believe this standard is crucial in helping teachers develop ways in fostering their ideal learning environment. Although this ideal learning environment does not happen overnight, it is a continual process in which teachers must constantly seek new ways of receiving and responding to the feedback from their students. It reveals the importance of communication between teachers and students, and part of that communication comprises of constant feedback from students. In establishing a classroom environment that communicates to students how I value the diversity of my students as well as take into consideration student feedback when planning and implementing lessons, I hope that students will gain a lot from this type of learning environment which will help prepare them for other opportunities outside of my classroom.
Go back to Standard Four
This artifact is a letter of Introduction that I handed out to the classes I taught during student teaching at Rantoul Township High School, including Algebra I, Honors Algebra I, and Pre-Calculuas/Trigonometry. The letter of introduction provided a space for me to introduce myself formally to the students, giving them my educational background as well as where I am from, what my interests are, and what I hope to accomplish with the students during my experience. The second page provided a space for the students to introduce themselves, through a "Get to Know You" form. I created the introduction rubric for students to fill with the intent of helping myself learn something about the students that would help guide my instruction throughout my 14 weeks of student teaching. Furthermore, this rubric showcases an example of how I provided students an opportunity to establish a personal goal setting for themselves
Satisfying the Standards (4E, 4K, 4P)
Through the introduction rubric that allowed students to provide me feedback on their strengths and weaknesses, I planned to utilize this information to assess the instructional environment to determine how best to meet a student's individual needs. By asking students to fill out the form with topics such as "I am really good at... and something I want to improve on is...." the introduction rubric shows how students assume responsibility for themselves and participate in a preliminary decision-making to determine the ways how they learn best. One particular example is the last box on the form that asks students to answer the question, "What ways help you learn best in math?" To help students in brainstorming, some examples included but were not limited to example problems, group work, and connecting ideas. These pieces of information will help me in determining ways to create and modify a learning environment to facilitate learning for students with diverse characteristics based on their responses on the "Get to Know You" form.
Professional Development
I believe this standard is crucial in helping teachers develop ways in fostering their ideal learning environment. Although this ideal learning environment does not happen overnight, it is a continual process in which teachers must constantly seek new ways of receiving and responding to the feedback from their students. It reveals the importance of communication between teachers and students, and part of that communication comprises of constant feedback from students. In establishing a classroom environment that communicates to students how I value the diversity of my students as well as take into consideration student feedback when planning and implementing lessons, I hope that students will gain a lot from this type of learning environment which will help prepare them for other opportunities outside of my classroom.
Go back to Standard Four