EDH 7326 Week 8 Reflection
· How do I see myself? As a supervisor, I see myself in a state of flux. I am a work in progress, learning, growing and changing. The more I learn in my university course, the more I change my mindset, specifically from evaluative and directive style to cognitive coaching and student centered style. I am learning to let the students direct their learning through reflection and inquiry, rather than hand them information in the “sage” role. My commitment to students remains focused throughout this change. My mindset is one of “students first”. I am here to support and assist them, in the way that is best for their learning and growth. I am hanging on to the “gatekeeper” identifier, and am not sure I will ever be able to change that, or if I want to. Teaching is an honorable profession and children deserve the best teachers possible, who make them love learning. · How do I want to see myself? I want to see myself as a more competent person in my role as a supervisor. I have strengths, but I also have many areas in which I’d like to grow. I find my practices are aligned in many ways with best practices, but in other critical ways, I can improve. I want to see myself as a more supportive coach rather than being as directive as I have been. I want to be the person who makes a difference in the pre-service teacher’s quest for teaching excellence. I want to support them in their learning. I want to be responsible for helping turn out amazing teachers, so their students have an amazing educational experience. · How do I think others see me? I’m not really sure how others see me. I think my students see me as nice, caring, and also a bit strict in some ways. I am flexible and keep the students best interests in mind in all things, but also hold on to some rules and constraints. I hope my students see me as knowledgeable and there to help them. I’ve had students tell me they are nervous when I come in to observe them, but also feel comfortable when we pre and post conference. I feel that most of my students and I have a great rapport. I am working hard to develop the trust necessary to make our collaborations more meaningful. I’m seeing positive results in the relationships I’m developing not only with my PSTs but also with their collaborating teachers. I’m working hard to foster these relationships for the best interests of them, their interns, and ultimately their students. · How do I see others? My view of others is changing. As an evaluator, I’ve become slightly jaded and cynical about the expertise and aptitude of some teachers. However, after learning about the differences between evaluation and coaching, I realize why many of the teachers I worked with were uncooperative and resistant to change. I now understand that the change has to come from the teacher for it to be a real change, and not just a performance done for the benefit of the observer. The teacher as inquirer, identifying their own areas for growth, is a more effective model then having an outside observer identity and prescribes a solution. If I were to ever return to that position, I think I would be so much better at it, by allowing the teacher to take the lead in their growth process. Jim Nolan commented on one of my reflection posts, noting my thoughts about this, and I took it to heart. I can start by assuming the pre-service teacher I’m working with (or in service teacher) has the ability and determination to move in a positive direction, and then adjust if needed in a more directive approach. Dr. Burns discussed this as well in our last class, and I think it makes sense. Assume competency, and become more directive only if necessary. · How do I want others to see me? I want others to see me as a valuable resource. I hope my care and concern for my students is evident. I work hard to be responsive to the needs of my students, flexible and creative in attending to their individual strengths and areas of focus. I want to be seen as an advocate for each student, and a facilitator of positive change.
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