Student Teaching Reflection

Student Teaching for me has been a very valuable and rewarding experience, probably
one of the most rewarding experiences of my life. I never imagined how much I would learn and
change during this time, despite being warned on multiple occasions. I still remember my first
day student teaching. I took on German 1 with Monika Miller, whom we have semi-jokingly
established as my step mentor teacher. I say semi-jokingly, because she has also contributed a lot
to my growth as a teacher even though she was not required to. But the comparison of my
teaching from day one has definitely changed my teaching in relation to the five domains of
teaching.
On my first day teaching the German 1 class, I started with a unit that I prepared the
previous semester. I began teaching them the weather unit, which included practice on the
accusative case as well as negation. We were in a different room than my mentor teachers. So I
had to adjust to a new environment in addition to teaching my first lesson. I planned about ten
different activities with the intention of having students begin practicing the weather vocabulary
and begin using the vocabulary right away. In an attempt to be very organized, I made packets
for each student that included all of the activities, worksheets, and extra paper. I, of course,
didnt accomplish all ten activities I had planned. I wasted a bunch of paper by printing out the
packets for each student. My PowerPoint included a slide for every single aspect of my lesson. I
remember being extremely nervous when first welcoming the class and beginning the lesson. My
voice was shaking, I forgot where I put papers, I lost my lesson plan and forgot what I was even
doing, and I slipped in what their homework was at the last minute. Not surprisingly, many
students didnt do the homework when they came to class next. Afterwards, Monika reassured
me of everything I did do well. I did plan good activities and practiced the vocabulary with the
students, but her main piece of advice was to be confident. She said its clear that I know
German, I know the material, and that I will probably get more comfortable as time goes on. She
was right. I settled into the classroom and developed a system of organization with a little cart I
brought with me. I got to know my students and was able to create lessons that engaged them
personally in the material. Because German 1 was my first class, I feel that they were my
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favorite. We developed a classroom culture and inside jokes that still do not make sense to me.
But my experience and confidence definitely grew with that class the most.
Later on, I picked up German 2 and German 3. German 2 was focusing on a house unit
and German 3 was doing a unit on visiting the doctor. I came into teaching both of these classes
in the middle of their units, but I learned that they were different entities than the German 1 class
I became so accustomed to. German 3 students were much older and sleepier, while German 2
students were in greater numbers and more hyperactive. There were also many students in
German 2 that related very negatively with other students. However, both classes forced me to
learn new skills. I learned how different age groups behave and how that can contribute to
different classroom cultures. I tried to incorporate more physical activities and group
collaboration with German 3 as a way to counteract their morning lethargy. With German 2, I
had to quickly learn different classroom management strategies so that I could handle thirty-five
students with a hundred different needs and problems.
In relation to the five domains of teaching, I have definitely been able to develop and
grow my teaching. There are some areas I excel at and others that I know I need to continue
improving. I know now how to create lesson plans, unit plans, assessments, and activities that
practice oral communication. My lesson plans and unit plans are well organized and flow much
better than previously. I have also learned various ways of assessing students. With the
development of the IB program, I had several opportunities to use the IB rubrics to grade student
oral and written performance. Since I did not have professional training in the IB program, I
learned what I did through trial-and-error. I learned various ways of explaining the rubrics to
students and making my expectations very clear to them from other teachers. I also learned how
to more effectively use the rubrics in addition to other requirements to grade projects and
presentations. And I also learned how to build on student knowledge based on the assessments I
receive. I take notes on common student errors in grammar, syntax, and spelling/pronunciation
based on what I hear or see students doing in class and what they do on quizzes and worksheets.
Then I explicitly used those errors in sentences that students had to correct and re-explain the
grammar rules to each other and me. I also learned how to effectively design and use technology
that helps students learn. I shortened my PowerPoints so that they only reflected important
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grammar or activities. In addition, I uploaded several grammar videos to Youtube and
incorporated a flipped-classroom arrangement into the classroom.
In regards to knowing and engaging my students, I continued to study and learn
vocabulary and grammar during the semester. I wanted to be able to answer students questions
and monitor the way I use the language to avoid misrepresenting the grammar to students. I also
looked up many of my students in the schools database to find out where they succeed and what
they struggle with. I learned several surprising things this way that allowed me to change the
way I teach for that student. For example, I learned several students were taking a class that was
for those who had difficulties in reading and writing. Because of that, I made sure to scaffold
them more during reading and writing activities. I learned which students were born in another
country and/or spoke a different language at home. I also asked them when we practiced
nationality vocabulary. Then I personalized groups for the weather unit so that students who
have visited various regions of the world could contribute that helpful experience with their
group mates. Also, I am a strong opponent of positive reinforcement and try to phrase myself in
positive terms. This is to show students that their behavior is in their control and that they have
the ability to change how they behave and learn in class. I also encouraged group collaboration
and support systems in class for those students who struggled. During class, I try and move as
much as possible and check in on every student to make sure they are completing the activity
well and to answer their questions more individually.
During the semester, I tried to behave in as much of a professional manner as possible. I
made sure to arrive early, attend meetings, and conduct myself well with other staff members
and parents. I tried to show similar conduct to my students as well. I struggled a little with
encouraging a positive classroom culture with German 2; however, according to student
feedback, many of them felt I treated them fairly and well. Some even said I was too nice, which
may be warranted. I did try to create a sense of order and a system of rules for that class, which
did improve the classroom culture and behavior. I only have to make sure that I am consistent
with upholding consequences.
I think the areas I need to focus on the most will be my overall confidence and classroom
management. I will make sure to study the schools handbook, so that I know what school
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policies are on various offenses and follow through with them within my classroom. I will create
a first-day handout that outlines all of my expectations and policies so that students can always
refer to it if necessary. I will try and include teams in my room that will encourage students to
work closely with their team to earn points and privileges over other students.
In order to stay informed about the field of education, I have started a blog where I find
education resources and also follow other educators that share resources they have found. I also
have created a group for my fellow cohort members, where we can stay in contact with each
other and share our experiences and methods with one another in a safe environment. I will join
educational groups online that provide good resources for teachers. And I will continue
professional development in my future career.
Overall, I feel very satisfied with my student teaching experience. I feel that I have
learned and grown so much in such a short amount of time. I am grateful for all the teachers I
have met, and to my mentor teacher for accepting me into his classroom. I feel so fortunate to
have had an amazing cohort with experienced field instructors and supportive fellow student-
teachers. It is also very fortunate I was placed at Northville High School when they first began
implementing their IB program. I was able to get various perspectives about the program from
teachers and students about how they feel about the program. My mentor teacher, having
received training to become an IB teacher, has also been able to give me good resources and
advice about the IB program. I know that given all these experiences and supportive teachers, I
know how I will be able to improve my skills and become a better teacher.