Kelsey Loughran

Practicum Reflection Responses

EDUC 630
5 December 2017

1. This experience validates for me that every student learns differently. There are many
different styles that can be incorporated and many diverse strategies that can be used to fit the
needs of students. Not only does their learning style play a part but so does their home life and
background. Students bring a lot with them when they come to school and as educators we
have to help students overcome and sort that so they can successfully tackle the day.

During my practicum the student I worked with struggled the most on the days right after he was
out late with his family. He talked about how his mom was constantly making trips to a city 2
hours away nightly and that they would just drive there, hed sit in the car while she was with
friends, and then drive home. It was difficult for that student to sit at school and accomplish his
work. It was important for me to give him time to sort out how he was feeling before starting our
academics those days.

2. To create a positive environment, I encourage students to be themselves, to be open and I

make connections with students. The second they enter my classroom, I greet them with a smile
and a handshake, hug, or high five (their choice). This instantly makes a connection. For some,
that is the first contact with an adult all morning. I have conversations with my students about
their interests and what is going on in their lives. These small gestures make students feel
welcome and in turn, create a positive environment.

3. Customizing learning for my students is done but using a variety of manipulatives and small
groups. I use pictures to model new concepts, manipulatives to help grasp those concepts, and
small groups and one on one time to reinforce those concepts. Math workshop is one area that I
do this in. Each small group focuses on specific skills that need to be mastered in the way that
best fits the students in that group. Hands on activities, like educational games, keep students
engaged and eager to learn.

4. Working one on one and in small groups helps inform my instruction. When working with
students in that way I can easily see what they are grasping proficiently and which areas they
need more work in. I can then prepare materials and lesson to meet those needs. Together, the
students and myself can set goals and work toward achieving those goals.

5. Immediate feedback is given to students when working on on one or in small groups. I am

able to tell them in that moment if they are on the right track to mastering a concept and can
guide them. When not working in small groups or one on one, students are given a rubric with
their assignment for feedback.

6. I think what was unique about my teaching during my practicum is that I completed my hours
while still teaching my general education third grade classroom. I used before school and during
my preps to work with students to complete my practicum requirements. The student that I
worked with was a former student I taught social studies to. It was unique to see how many
gains he had made from third to sixth grade and to see the areas he still struggled. Having met
this student prior to working one on one with him helped build rapport. Building that rapport
made our time together more successful.

7. To continue improving on my teaching, I will continue to learn. I will attend workshops, take
education courses, and read professional development books. I will also plan to observed by
my administration team and other teachers to get their feedback on how I can improve my
practice.

8. Participating in the IEP was a positive experience. In the past, I have been to IEPs that
parents were not as receptive as we hoped. The IEP I was in for practicum was the exact
opportunity. The parent that attended was supportive asked questions and was on the same
page as the team to help her child succeed. Experiencing both types of reactions will help me in
the future when working with families.

9. The most significant moment I had during this practicum was different that a typical a ha
academic moment. The moment that had the most significance to me was when I finally got a
student to open up to me on his own. The student I worked with during my practicum was very
private and had a non typical home life. He had a dad in jail he never got to see, a step dad in
and out of jail and a mom on probation with no car and a night shift job. He had these burdens
on his shoulder and his behaviors reflected this. One day while working on his math, he just
looked at me and told me what was going on in his life and how it made him feel. I was so
honored he chose me to tell these things too without prompting. He also talked about how he
wanted to make different choices and started to ask me questions about going to college.
Building that connection and now knowing that a student feel comfortable and can use me as an
source means so much to me.

10. I hope to be remembered in a positive light. I hope that students remember as someone
who made them feel important. I hope they gain confidence and sense of pride that carries them
through life. I hope that other teachers remember me as not only hard working but someone
who was determined to make a difference. I want them to remember me as an advocate and a
leader.