reflection
As an educator, each year I have learned new strategies that help me grow professionally. Although I made the decision later in my career, pursuing my Masters degree in Inclusion Education has been a tremendous experience. Through the courses in the MSEd program at the University of New England, my confidence in my ability to implement these instructional strategies has grown exponentially.
I need to ensure all of my students are given the same opportunities to learn and receive equal instructional practices. Students with disabilities have earned the right to have the same as those students without disabilities. The Special Education courses I have taken have enabled me to learn much about the Individuals with Disabilities Education Act (IDEA) and the processes of the Individualized Education Plan (IEP) writing, as well as the Behavior Assessment (BA) process. Additionally, I am now confident in providing modifications for my students, as necessary.
Motivation and student discipline are definitely key elements for learning. The strategies I have learned promote the best interests of my students. I understand that I must use the diverse approaches in order to fully motivate the students in my class. By using research-based theories, Anderman and Anderman (2010) state that teachers influence students through daily interactions and greatly influence their successes and failures. Classroom management greatly depends on the self-efficacy of the students. If the students believe that they can be successful with the lesson, they are less likely to misbehave (Anderman & Anderman, 2010).
Various ways to differentiate my instruction are as follows: by assigning students into groups, promoting on-task behavior, or engaging students into talking about classroom procedures or group processes (Tomlinson, 2001). Tasks are to be perceived as meaningful and aligned in the students best interest.
My teaching practices are greatly influenced by my enrollment in the MSEd program. These courses have prepared me to be a more effective teacher and to increase my confidence in differentiating my lesson plans. I am pleased with what I have learned from the UNE program and strongly believe that I have grown immensely as a professional educator.
References:
Anderman, M., & Anderman, H. (2010). Classroom motivation.
Upper Saddle River, NJ: Pearson Education, Inc.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: ASCD
I need to ensure all of my students are given the same opportunities to learn and receive equal instructional practices. Students with disabilities have earned the right to have the same as those students without disabilities. The Special Education courses I have taken have enabled me to learn much about the Individuals with Disabilities Education Act (IDEA) and the processes of the Individualized Education Plan (IEP) writing, as well as the Behavior Assessment (BA) process. Additionally, I am now confident in providing modifications for my students, as necessary.
Motivation and student discipline are definitely key elements for learning. The strategies I have learned promote the best interests of my students. I understand that I must use the diverse approaches in order to fully motivate the students in my class. By using research-based theories, Anderman and Anderman (2010) state that teachers influence students through daily interactions and greatly influence their successes and failures. Classroom management greatly depends on the self-efficacy of the students. If the students believe that they can be successful with the lesson, they are less likely to misbehave (Anderman & Anderman, 2010).
Various ways to differentiate my instruction are as follows: by assigning students into groups, promoting on-task behavior, or engaging students into talking about classroom procedures or group processes (Tomlinson, 2001). Tasks are to be perceived as meaningful and aligned in the students best interest.
My teaching practices are greatly influenced by my enrollment in the MSEd program. These courses have prepared me to be a more effective teacher and to increase my confidence in differentiating my lesson plans. I am pleased with what I have learned from the UNE program and strongly believe that I have grown immensely as a professional educator.
References:
Anderman, M., & Anderman, H. (2010). Classroom motivation.
Upper Saddle River, NJ: Pearson Education, Inc.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: ASCD