Program Reflection Kelley M. Deitemeyer University of Saint Mary MAT 726 Technology in Effective Teacher Leadership March 30, 2012

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Program Reflection

Over the past few years I have been able to grow as an educator in many ways. This reflection is a summary and delineation of that growth and how the research and professional collaboration during the program is encouraging my lifelong professional development. The desired outcomes of the University of Saint Mary’s graduate program to acquire a Masters of Arts in Teaching are and ongoing process and I feel they will be a continual part of the lifelong process of becoming a better educator. During the program I fulfilled the outcomes and the conceptual framework as demonstrated by the numerous files on this website as well as in the following ways. In each course, I have researched available literature on a specific challenge in my classroom when I was teaching and a potential challenge during the semesters I was not teaching. Performing that research and exploring its implications has taught me how to continually improve my classroom instruction as well as my primary role as an educator to encourage students and teach them how to be lifelong learners and to cultivate a desire to learn and grow as an individual and as a member of their community. In regard to my practical argument while researching and implementing a plan to teach all types of learners I ended up discovering the importance of not focusing on the student's disability and but rather see each individual student as an integrated part of his or her peer group. From my research, I feel it is important not to differentiate between the students who do and do not have a learning disability (Cole, 49) (Grasha, 1972). Keeping this at the forefront of my teaching philosophy will make for a much less biased classroom as well as lessen stress in planning and teaching the class. In addition, I also learned the

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benefits of implementing positive behavior support as my primary classroom management style. This will encourage all of my students to behave in an appropriate manner and will enable the class to grow together while learning the desired subject matter (Hendley, 2007). Portions of my research do indicate that some students need to have their assignments modified, and I have found this to be true, but implement this strategy as discreetly as possible by individual communication with the student and his or her parents. In addition, I have implemented getting more feedback from my students and their parents, and this has been beneficial (Learning Disabilities Association of America, 2005). As I continue to implement these strategies, I find myself more committed to the philosophy that students of exceptionality are benefited by not distinguishing them from their peers. I am also more comfortable and feel more confident that I am serving the students in the best ways possible. Through my research and its implementation I have been encouraged to research the available literature and collaborate with my colleagues to seek out solutions to new exceptionalities in my students as they present themselves. By focusing on the relationships I create with my students and regarding their personal growth as young individuals, I am able to not only educate them on a specific educational curriculum, but am able to shape their input into our community and society (Lock & Pridge, 2002; Lombardi, 2008; Willis, 2006). One example is that, during the program, I had the opportunity to guide a student with a learning disability to discover his long term goals and connect the steps for him to see the importance of learning the material I was teaching. Since then I have been able to focus on these moral implications with the English Language Learning students I taught and explored with my colleague the cultural differences that arise and the role we have in moral guidance with includes personal

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introspection about how to proceed when some of our moral standards are guided by our cultural upbringing (Jones, 2009).

Over the last years, I have been able to effectively discover and implement new instructional strategies. I have developed my research skills through practice. My research has led me to explore using, total physical response, primarily speaking in the target language when teaching a new language, and involving the students in creating and assessing their assignments, as well as requiring me to evaluate each new strategy as to its effectiveness.

In conclusion, I started this program thinking that I would read many books on theoretical principles and strategies on how to be a good teacher and in my arrogance I thought I would know much of that which I would learn. Instead, I was challenged to think of things I did not know and learn them on my own. Over the course of the program, I have learned how to be proactive in always trying to improve my abilities and skills as an educator. I have also had the pleasure of seeking the wisdom of my colleagues and trying contribute to my professional community. I am continuing to develop an attitude of humility because the program has shown me that professional development is truly a lifelong endeavor. I now have the skills and desire to effectively and continually grow, not only in my professional life, but my personal life as well.

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Resources Hendley, S. (2007). Use positive behavior support for inclusion in the general education classroom. Intervention in School & Clinic, 42(4), 225-228. Retrieved from Academic Search Premier database. Jones, C. (2009). Moral relativism, cultural awareness and cooperative learning in teaching professional ethics. Teaching Ethics. Retrieved from https://docs.google.com/viewer?url=http%3A%2F%2Fwww.uvu.edu%2Fethics%2Fs eac%2FJonesMoral%2520Relativism%2520Cultural%2520Awareness%2520and%2520Cooperativ e%2520Learning.pdf Lock, R. H., & Prigge, D. J. (2002). Promote Brain-Based Teaching and Learning. Intervention in School & Clinic, 37(4), 237. Retrieved from EBSCOhost. (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=6298 025&site=ehost-live Lombardi, J. (2008). Beyond Learning Styles: Brain-Based Research and English Language Learners. Clearing House, 81(5), 219-222. Retrieved from EBSCOhost. (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=3219 3152&site=ehost-live

Learning Disabilities Association of America. (2005). Successful strategies for teaching students with learning disabilities. Retrieved from http://www.ldanatl.org/aboutld/teachers/understanding/strategies.asp.

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Rubinstien, M. Fourteen ways to help a child with NLD succeed. Smart Kids with Learning Disabilities. Retrieved from http://www.smartkidswithld.org/ld-basics/treatmentsand-support/14-ways-to-help-a-child-with-nld-succeed. Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD

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