Rachel Cason

Reflection #1
During my first placement at Hand In Hand, I think I made gains in the area of flexibility.
I like to be organized and have a set plan, but I know that things dont always go according to
plan in the classroom. Since I was in a preschool class for this placement, it was more difficult to
maintain order than it was in the higher grades I have taught before. As a result, I had to get more
comfortable with being flexible and adjusting my lessons and activities as I went. Thinking on
my feet will be a useful and necessary skill as a teacher, and I think this skill improved
significantly while I was in my first placement.
Even though I was more flexible at this placement, I think I still maintained a prepared
and professional disposition with the students and the other teachers. I tried to take initiative to
assist in any way that I could, but I did not want the teacher to feel like I was taking over her
classroom. At the beginning of the placement, I observed the teachers to see where and when I
would be the most help, and I tried to assist in the most helpful and least distracting ways
possible. Balancing professionalism and friendliness with the students is a bit more difficult. I
struggled at first with getting them to see me as an authority figure, instead of just a helper who
plays with them at recess. After I became more firm with them about discipline, though, they
started to respect me as an adult and a teacher.
At this placement I learned just how important collaboration is among teachers, and all of
them have to maintain warm relationships with each other to make sure the students get the most
out of each teachers instruction. For example, there are often therapists and specialists who
come into the Hand In Hand classroom to work with certain students. The classroom teachers
have to be willing to open their classroom to other instructors, and the specialists have to respect
the teachers time and plans. I tried to exhibit the same respect for all the instructors by

completing my assignments (such as lessons, standardized tests, and projects) at times that were
most convenient for the teachers and specialists. This placement taught me a lot about effective
collaboration that will be useful when I have a classroom of my own.
One area that I know could still be improved is the area of effective discipline. I am not
good at being firm from the beginning, and I may be too sweet and friendly right at first. It
usually takes me a few days to get to know each student before I feel comfortable with
disciplining them, even if the only discipline needed is a firm warning or correction. I think it is a
good idea to get to know each student to figure out how he or she would respond best to
discipline. However, I also know that it is important for a teacher to establish competence and
authority right away so that the students know what to expect. During my next placements, I
hope to be more comfortable with being firm from the beginning, and I hope to find a better
balance of warmth and firmness for every day.

Rachel Cason
Reflection #2
While at Vestavia West, I learned a lot about collaboration. This resource classroom
contained students who rotated in and out at different times of the day, so the special education
teachers had to be in constant contact with the students general education teachers to make sure
they were meeting their goals in each room. Also, there were always several special educators in
the room, and all of them had to collaborate as well. I was able to witness this collaboration as
well as participate in it, as I had to check with lots of different teachers about what strategies
might be best for each student. I know that collaboration will be a large part of teaching, so I am
thankful I had the opportunity to improve those skills in this placement.
I think I also improved in the area of having a warm, friendly rapport with the students. I
am always striving to find a good balance between being a professional and being a friend to the
students, and in this particular placement, I came in prepared to be more firm than I was in my
first placement. This seemed to be a good way to approach the first day, since it required the
students to respect me as an adult and as a teacher. Once I had established that relationship, it
was easier to lighten up and become more friendly. I felt that in this placement, more than any
others Ive had, I was able to balance warmth and firmness effectively.
I also made improvements in communicating with the teachers and the students at
Vestavia West. By getting to know a variety of teachers, especially on the special education hall,
I felt comfortable asking them questions about their students and listening to their advice. I also
learned that the students in my class respond better to short, direct instructions, rather than longer
sentences. Throughout this placement, I had to practice giving instructions this way. I have
mostly worked with older students who are able to comprehend and respond to complicated
directions. This class gave me a chance to practice communicating in different ways that were

more appropriate for the students developmental level.

One thing that I could improve upon is completing tasks and finding resources
independently. At Vestavia West, my teacher recommended a lot of the materials and strategies
that I used for my projects. While I enjoyed learning about these strategies, and I very much
appreciated the suggestions, I also know that I will need to become more capable of independent
research as I continue to grow as a teacher. In my next placement, I will try to take more
initiative to research and implement my own strategies. At the same time, I will try to soak up
every recommendation I can get, and in the future I can hopefully incorporate those strategies
into my own teaching as well.

Rachel Cason
Reflection #3
During my time at OMIS, I learned a lot about taking initiative. Because my cooperating
teacher is primarily an inclusion specialist, we were not always working one-on-one or in small
groups with students. Sometimes we had to find ways to help in a general education teachers
classroom while she was teaching, so I had to figure out what I could do to be helpful but not
cause distractions for the other students. I was also in my cooperating teachers room during her
planning period, so I found ways to learn despite not having any class I was really supposed to
be visiting. During this time, I observed speech therapy sessions, observed fifth grade P.E. class,
and helped classroom teachers if they agreed I could stay. I tried to be as helpful as I could
without encroaching on any teachers authority in the classroom.
I also learned a lot about patience at this placement. I worked with a lot of students who
had specific learning disabilities, and having patience is a crucial quality for teachers who work
with these students because it takes them longer to grasp classroom content. I taught both of my
lessons on strategies for solving word problems, and I was a little discouraged after the first
lesson because my instruction didnt seem to stick. After the second lesson, though, they did
much better because they had practiced two problem-solving skills. One of the students also told
me that she had used the strategy I taught her in her general education classroom, which made
me feel like I was making a difference. Although my students might not learn as quickly as
typically developing students, they are capable of progress and achievement with patience from
the teacher.
At this placement, I also got to review a lot of content knowledge that I have not
practiced in a while. After coming from a placement where I was teaching Kindergarteners to
identify colors, I had to help fifth graders multiply fractions and mixed numbers. Teaching the

students was a great way for me to brush up on the skills I will need to teach upper elementary
students, which I will be doing in student teaching. I was grateful for the opportunity to observe
lessons about different skills and concepts than I have seen in my previous two placements.
Finally, I learned that being willing to really listen to your students is one of the best
ways to earn their trust and respect. One very talkative student gets frustrated if her teachers
dont take the time to listen to her, so when she came to the special education classroom for her
daily break, I made a point to sit with her and talk with her. Because she knew I would listen to
her, she was more willing to let me help her with her assignments, and she trusted me when I
gave her directions and feedback. In my own classroom, I want to show my students that I truly
care about them. By establishing that warm relationship, they will be more willing to listen to me
and trust what I tell them.