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Reflection and Self-Evaluation In every lesson, within my teacher work sample, I used culturally responsive curricula to address the diversity of my classroom. Small lessons for English Language Learners (ELL) were incorporated, also integrated were modifications for low level students. Throughout the lessons interactive technology was utilized on the smart board incorporating examples with pictures, and hand on manipulatives, like the survey data booklet they used throughout the lessons. This benefited ELL students, and low level students. The result of the post-assessment confirmed this tactic was an effective way to meet the diversity of this classroom. In one lesson, I used an effective pedagogy by including a video form Brain Pop Jr. to increase background knowledge and introduce complex topics. All of the lessons incorporated some form of interactive technology activity, including in smart board activities, and videos, which supported student learning. In lesson 1, I showed students a video about tally charts and bar graphs. When the students were working on the assignment, they were able to recall information from the video about tally marks and surveys. The students comprehension is demonstrated in the results of the post-test assessment; because they answered questions from lesson 1 correctly. The students were engaged and excited to learn about data. They asked vital questions, and I was able to answer their inquiries with my own content knowledge. I demonstrated subject matter knowledge of the topic in each individual lesson, confirmed through positive feedback from my supervisor and mentor teacher. My supervisor commented, if I were teaching at the school where his children attended, he would ask for them to be put into my classroom. His confidence in my abilities made me feel very good. He felt I showed confidence and knowledge on subject matter presented in each lesson. Providing a physical and emotional safe environment classroom was a primary goal from the first day of class. I incorporated new discipline procedures, with the approval of my mentor teacher. She stated she will incorporate my ideas into her classroom next year. These procedures helped the student feel comfortable, increased learning, and significantly added to the discipline of the classroom while teaching. These new policies also helped keep the students engaged. I found that giving the students a time limit for transitions and a reward ticket system for staying on task, contributed to keeping students respectful of others, incentive to follow directions, and stay focused during the lessons. Through reflection, many of the techniques used for my

classroom management were effective with the tally mark system. I gave a tally mark to any group who stayed on task. At the end of the day, the group with the most tallies received a colored in square on the bar graph. At the end of three weeks, the winning student group received reward incentives, designed for their age. This was a very effective means of rewarding students for positive classroom behavior and offering an incentive for peer-group compliance. Data collected from this Teacher Work Sample has shown me how much students are able to learn from well planned and well thought-out lessons. The pre-test showed many students did not understand the topic about data, but the post-test results showed all students gained considerable knowledge about the subject. I was able to evaluate and quantify my teaching techniques, and determine how well students learned the topic data from my lesson instruction. I have been able to evaluate the outcome of student learning with valid test questions on the formative assessments and post-assessment. For example, the ELL student #19 went from a score of 17% on the pre-test, to a score of 82% on the post-test. My speech student went from a score of 50% on the pre-test to a score of 100% on the post-test. I can tell both students learned the topic data from the unit instruction, and my teaching was effective. While student teaching I learned how to improve skills through interacting with my mentor teacher, and through selfevaluations. I have gained self-confidence disposition during this experience. I have gain skills to determine what works and does not work in the Classroom. I will continue to learn new skills to improve my effectiveness. One skill I have mastered is to get students attention if they become distracted. I have grown as a professional throughout this experience and feel confident to handle situations with students, teachers, and parents. Throughout this experience I have build great relationships with the teachers in the second grade team, and enjoyed teacher staff meetings. It was enjoyable sharing my ideas, and learning new concepts to help improve lesson plans from their experience. I asked the team for ideas, and they asked for mine. I felt a significant part of the second grade team. My greatest regret is to leave the students, who have been a positive inspiration in my life. I worked hard to be a motivation and encouragement to their educational future. My mentor teacher was phenomenal during this experience; she was always there for questions, assistance, and a great inspiration. She is a great teacher, and I learned a lot from her example and expertise.