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    Hughes Domain 3 Reflection

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    api-281394649
    Through various experiences working with children, including traveling to Honduras, student teaching placements, and volunteer programs, the author has improved their skills in three areas of teaching: communicating with students, using questioning and discussion techniques, and engaging students in learning. No single experience provided all of their learning, but collectively the experiences exposed them to different age groups and cultures, allowing them to develop an understanding of effective communication and the ability to adapt their teaching style. They were able to experiment with and refine their questioning skills and lesson planning in both large and small group settings. Most importantly, they learned that engaging students means tapping into their interests and finding ways to encourage curiosity.

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    Hughes Domain 3 Reflection

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    73 views3 pages
    Through various experiences working with children, including traveling to Honduras, student teaching placements, and volunteer programs, the author has improved their skills in three areas of teaching: communicating with students, using questioning and discussion techniques, and engaging students in learning. No single experience provided all of their learning, but collectively the experiences exposed them to different age groups and cultures, allowing them to develop an understanding of effective communication and the ability to adapt their teaching style. They were able to experiment with and refine their questioning skills and lesson planning in both large and small group settings. Most importantly, they learned that engaging students means tapping into their interests and finding ways to encourage curiosity.

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    hughes domain 3 reflection

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    Through various experiences working with children, including traveling to Honduras, student teaching placements, and volunteer programs, the author has improved their skills in three areas of teaching: communicating with students, using questioning and discussion techniques, and engaging students in learning. No single experience provided all of their learning, but collectively the experiences exposed them to different age groups and cultures, allowing them to develop an understanding of effective communication and the ability to adapt their teaching style. They were able to experiment with and refine their questioning skills and lesson planning in both large and small group settings. Most importantly, they learned that engaging students means tapping into their interests and finding ways to encourage curiosity.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    73 views3 pages

    Hughes Domain 3 Reflection

    Uploaded by

    api-281394649
    Through various experiences working with children, including traveling to Honduras, student teaching placements, and volunteer programs, the author has improved their skills in three areas of teaching: communicating with students, using questioning and discussion techniques, and engaging students in learning. No single experience provided all of their learning, but collectively the experiences exposed them to different age groups and cultures, allowing them to develop an understanding of effective communication and the ability to adapt their teaching style. They were able to experiment with and refine their questioning skills and lesson planning in both large and small group settings. Most importantly, they learned that engaging students means tapping into their interests and finding ways to encourage curiosity.

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    Reflection

    Artifacts:

    Honduras
    Field Experience (Shaler Area Elementary School)
    Practicum (Elfinwild Christian Education)
    Pulaski Elementary School/Lunch Buddy Program

    Components:

    3a: Communicating with children


    3b: Using questioning and discussion techniques
    3c: Engaging students in learning

    Not one specific experience contributed to my knowledge, but rather


    collectively these involvements helped me grow in communicating with students,
    my ability to use questioning and discussion, and engaging students in learning. I
    have had many opportunities to work with children throughout my life. The four
    listed above have given me a great understanding of what it is like to be a teacher.
    In order to communicate effectively with students, I must understand each
    child. Having the chance to travel abroad to Honduras allowed me to see not only
    the different styles of teaching, but how different cultures communicate. Seeing
    how the people in San Pedro Sula speak with one another gave me a whole different
    view on how I need to approach people (students). Everything said is valued in their
    culture. Value is a key component in the study of Blueness and in my future
    classroom. Having experiences with a wide range of ages also helps in
    understanding communication. From my practicum with preschoolers to the schools
    in Honduras, I covered ground. I know how to appropriately crouch down when
    talking to a three year old and the personal space of a 16 year old. Knowing the age
    range of students gives me an idea of how to approach them.

    I have learned how to master the ability to use questioning and discussion
    techniques. Again, it helps to know the students. In my observations and
    practicum/field experiences, I was able to take the first couple of days to take notes.
    I learned what works and what does not work. It also helps that I have observations
    in various grade levels, so I know what is appropriate for certain ages. I also have
    firsthand experience in questioning/discussion through my field experience. In
    creating two lessons, I was able to connect with the students and have direct
    conversation with them. I put to use skills learned in my classes; I kept some, while
    discarded insufficient ones. I have experience with a large group (field experience)
    and a small group (Pulaski). Through both groups, I experimented with different
    approaches. I found that is much easier to approach two students as opposed to 25.
    I found myself easing into things and doing an adequate job when I was one-on-one
    with a child. I learned that I need to work on and discover more techniques for my
    group approach.
    All of my opportunities deal with engaging students in learning.
    Learning/teaching is not a difficult task, if approached correctly. The main thing I
    learned through this is that as a teacher, I need to uncover the interests of the
    students. Each child has a different taste. In Honduras, something as simple as a
    bible story was fascinating to the children, simply because of the language barrier.
    The children were curious to exchange meaningful yet completely foreign
    utterances. Deciphering English and Spanish was learning in itself. Through the
    preschool experience, I learned how to simplify my teaching techniques in order for
    the four and five year olds to understand. In my field experience, I used a lesson
    plans to test the students knowledge about the United States. I grew in that
    opportunity in that I practiced my ability to teach and keep students intrigued. And

    at Pulaski, although I was not in a classroom setting, I was able to practice my oneon-one skills. I could engage the students in learning through play. In every
    experience, I found that when I was engaging students in learning, they engaged
    me. My knowledge improved greatly through these involvements.

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