Académique Documents
Professionnel Documents
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for
Adam Rohde
By Christina Berchini, MSU Field Instructor
Another recent example of fostering connections between English content and students is one
which the students “dissected” contemporary music as a means by which to delve into
grammatical concepts. Not only is this an inventive way by which to teach historically difficult
(and dry) issues in grammar, but his students are clearly invested in, and appreciative of, such
activities. It is in examples such as these that evidence to me the extent to which Mr. Rohde
works tirelessly to teach English in ways that are purposeful and engaging.
Regardless of age, grade, and academic ability, Mr. Rohde seeks ways to connect to all of his
students. I am truly taken with the rapport he has built with his students, beginning as early as the
outset of the school year. His demeanor is warm, and his feedback, particularly in the area of
written work, is both instructive and supportive. I have witnessed many students receive
individualized attention from Mr. Rohde. Often, he takes such opportunities not just to inform
his lesson planning, but to show his students that he cares about their growth. Overall, his
genuine deportment is an asset to the classroom.
Organizes a Class
Classroom organization is an element of teaching which Mr. Rohde confronts fairly consistently
in his current placement. Through no fault of his own, classroom organization, at times, poses a
challenge, due to the amount of students (in some cases, more than 35), and the very real issue of
varying student ability. These issues, though, present Mr. Rohde with multiple opportunities by
which to demonstrate (and build) his strengths. To this end, he truly believes that teaching
English is not a “one size fits all” matter, and works very hard to teach to the multiple
intelligences and skill levels students bring with them to his classroom. This is evident in the
lessons and activities summarized above, and also in our discussions wherein Mr. Rohde’s
teaching philosophies are made clear. His capacity to teach such large, heterogeneously mixed
groups of students will prove him an asset to any faculty.
As well, Mr. Rohde’s classroom maintains a safe and creative environment, with or without
technology. Mr. Rohde also uses technology regularly for his MSU coursework, curriculum
planning, self-assessments (e.g., digital video-recording, etc.), grading, and attendance. He
clearly has a repertoire of technological experience; it is my hope that he can implement his
knowledge of technology in his full-time placement, as his future students have much to gain
from it.