Standard 2: Works with Students as Individuals
It is of the utmost importance to connect to students. Being that many of my students and myself come from very different backgrounds, this was something that was completely necessary for me to achieve. The socioeconomic discrepancy of my students is great – I have students who are extremely poor and those who I have yet to see repeat an outfit. In order to gain students’ trust and respect, I need to be able to relate to all of them as a group and as individuals at the same time. For instance, I have a student who has Asperger’s Autism. One of his assignments that was done in class is the first artifact present. The assignment was during the No Disrespect unit, in which we were examining what we as individuals place value on in relationships. I asked students to list at least eight qualities about themselves that they value, as well as at least eight that their ideal partner would have. This particular’s student’s voice and personality comes out on the paper, in which he ideally looking for a girl who is “strong” and “a skilled fighter”. He enjoyed this assignment enough to share his qualities with the class. Also present in a case study in which I examined a particular student who has a hard time within my focus class. This student is bright, but has been written off by many before as dumb. In this study, I worked with him on an individual level in order to have him invest in his class and his own education. Directly related to that was an inquiry project in which I directly focused on challenging apathy within the classroom, as well as intrinsic vs. extrinsic motivation. By addressing the students that can often fall into the cracks, the ideal is that my classroom will run smoother and I will be able to connect to and reach all of my learners.
Artifact 1: Student Work from a Student with an IEP
Artifact 2: Case Study
domalskicasestudy.docx | |
File Size: | 141 kb |
File Type: | docx |
Artifact 3: Inquiry Project