BACK IN THE DAY
by: Mark Connors
When I look back to the teacher I was when I applied for the Michigan State Master’s program, I thought I had already figured it out as a teacher. What I was looking for in the program was some extra techniques to fill in the gaps. Looking back now I realize how much I didn’t know and how much I now understand about literacy and its effect on students.
My Goals:
Now in my last class of the Master’s program, and just being done reflecting on my fourth year of teaching, I realize how much I still needed to learn. My first two years were spent surviving the school day and year. Now my focus is on delivering high quality instruction every day I am in the classroom.
Gone are the days of repetitive reading groups choral reading around a table during reading time. I now truly understand what using best practices mean. Reading in my class now is a complete experience for students, who engage, reflect, ask questions, seek answers and debate not only with the teacher but with each other. Students use a variety of tools to help them including white boards, internet, references sources, highlighters and other tools that help them to deconstruct the text so they understand it. Students are working on assignments that meet their needs and help them improve on their reading weaknesses but also assignments that push their strength. It is amazing to see the best practices in literacy instruction that I have learned in action.
I thought technology in the classroom meant showing a movie clip or finding a literacy related site for the students to go on when they were done with the assignment. This Master’s program has taught me that just because it is technology does not mean it is going to help. I have learned to develop and create interactive lessons using our SMART technology in the classrooms. I have engaged my writers by allowing them to use the writing resources on the computer that they will use when they are older. I now understand that technology is a tool that complements effective teaching.
Looking back this Master’s program, I see it has given me an outlet to grow as a professional in risk free environment. I examined areas of my teaching that I never thought deeply about, such as assessments, and now examine those with precision. It allowed me to try new ideas out on my classroom and see what worked and didn’t. Lastly, it has given me a network of other dedicated teaching professionals to rely and work with to continue learning and improving as teaching professionals.
My Goals:
- Use best practices to improve literacy in my classroom
- Integrate literacy technology in the classroom to improve instruction
Now in my last class of the Master’s program, and just being done reflecting on my fourth year of teaching, I realize how much I still needed to learn. My first two years were spent surviving the school day and year. Now my focus is on delivering high quality instruction every day I am in the classroom.
Gone are the days of repetitive reading groups choral reading around a table during reading time. I now truly understand what using best practices mean. Reading in my class now is a complete experience for students, who engage, reflect, ask questions, seek answers and debate not only with the teacher but with each other. Students use a variety of tools to help them including white boards, internet, references sources, highlighters and other tools that help them to deconstruct the text so they understand it. Students are working on assignments that meet their needs and help them improve on their reading weaknesses but also assignments that push their strength. It is amazing to see the best practices in literacy instruction that I have learned in action.
I thought technology in the classroom meant showing a movie clip or finding a literacy related site for the students to go on when they were done with the assignment. This Master’s program has taught me that just because it is technology does not mean it is going to help. I have learned to develop and create interactive lessons using our SMART technology in the classrooms. I have engaged my writers by allowing them to use the writing resources on the computer that they will use when they are older. I now understand that technology is a tool that complements effective teaching.
Looking back this Master’s program, I see it has given me an outlet to grow as a professional in risk free environment. I examined areas of my teaching that I never thought deeply about, such as assessments, and now examine those with precision. It allowed me to try new ideas out on my classroom and see what worked and didn’t. Lastly, it has given me a network of other dedicated teaching professionals to rely and work with to continue learning and improving as teaching professionals.
