Idaho State Standard 6
Communication Skills
The first artifact is the notes of the interview with Beth Espinoza, a mathematics teacher at Thomas Jefferson Charter School, which was completed for Literacy in the Content Areas with Dr. Yates and Dr. Copple on December 5th, 2011. The second artifact is Beth Espinoza’s evaluation of my teaching performance for my lesson vocabulary lesson taught on October 6th, 2011 at Thomas Jefferson Carter School also for Literacy in the Content Areas. The third artifact contains a schedule of the day for my classroom management lesson taught on April 19th, 2013 in Curriculum and Instruction
I choose the notes of the interview as an artifact to represent the oral communication technique I used to inquire about the background of Mrs. Espinoza’s teaching career and how she discovered her experiential based teaching and learning method. My second artifact, a written evaluation of my teaching performance, was chosen because it displays the collaboration between my host teacher and myself to understand, improve, and acknowledge the various aspects I can grow as a teacher and what I am already doing well. The last artifact is a PowerPoint slide that was posted for the classroom management lesson I taught. The schedule of the day, including the directions for the activity, was posted at the front of the classroom to provide a visual communication to the students of what was expected. Therefore, I placed these artifacts in standard 6, Communication Skills, because they demonstrate how the teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.
When reflecting on the first two communication techniques used, they demonstrate my ability to use various forms of communication to learn about myself and others in regards to education. I believe it is important as an educator to always be open to criticism so that I can grow into the best teacher I can be and learn from others. There seems to be such a wealth of knowledge from the experience of other teachers that needs to be taped into. Specifically, by inquiring about Beth’s questioning method, I learned that as an educator, to have the mindset of always being curious what students are thinking, you will come up with the questions to ask them. This provides for students to learn and teaching through inquiry, without the teacher providing the answers. Through successful collaboration and communication, this can be achieved and I can become a successful educator.
In reflecting on my lesson I taught, the use of visual procedures and instructions was extremely useful. I previously understood that it is good technique to post visually written what is expected for an assignment so that students have another method of understanding the instructions instead of just verbal. However, the utilization of media to nonverbally display the instructions provided for clarity and support in the task at hand. This was displayed through how multiple times while students were working, they would look to the board where the instructions were located and self-answer their questions. I will definitely implement a visual instruction system in my own classroom to effectively communicate my expectations.. This would specifically look like always ensuring I write the assignment problem numbers on the board where they can easily be read.
I choose the notes of the interview as an artifact to represent the oral communication technique I used to inquire about the background of Mrs. Espinoza’s teaching career and how she discovered her experiential based teaching and learning method. My second artifact, a written evaluation of my teaching performance, was chosen because it displays the collaboration between my host teacher and myself to understand, improve, and acknowledge the various aspects I can grow as a teacher and what I am already doing well. The last artifact is a PowerPoint slide that was posted for the classroom management lesson I taught. The schedule of the day, including the directions for the activity, was posted at the front of the classroom to provide a visual communication to the students of what was expected. Therefore, I placed these artifacts in standard 6, Communication Skills, because they demonstrate how the teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.
When reflecting on the first two communication techniques used, they demonstrate my ability to use various forms of communication to learn about myself and others in regards to education. I believe it is important as an educator to always be open to criticism so that I can grow into the best teacher I can be and learn from others. There seems to be such a wealth of knowledge from the experience of other teachers that needs to be taped into. Specifically, by inquiring about Beth’s questioning method, I learned that as an educator, to have the mindset of always being curious what students are thinking, you will come up with the questions to ask them. This provides for students to learn and teaching through inquiry, without the teacher providing the answers. Through successful collaboration and communication, this can be achieved and I can become a successful educator.
In reflecting on my lesson I taught, the use of visual procedures and instructions was extremely useful. I previously understood that it is good technique to post visually written what is expected for an assignment so that students have another method of understanding the instructions instead of just verbal. However, the utilization of media to nonverbally display the instructions provided for clarity and support in the task at hand. This was displayed through how multiple times while students were working, they would look to the board where the instructions were located and self-answer their questions. I will definitely implement a visual instruction system in my own classroom to effectively communicate my expectations.. This would specifically look like always ensuring I write the assignment problem numbers on the board where they can easily be read.