Running head: INTRODUCTORY STATEMENT 1

Introductory Statement

Regent University

Maria Sutton
INTRODUCTORY STATEMENT Sutton 2

I have learned so much in the past two years that it is hard to know where to begin. The

person I was at the start of the program had no idea of the professional she would become in such a

short span of time. Before student teaching, I obtained a wealth of intellectual knowledge. This

treasure trove included a plethora of instructional strategies1 as well as classroom management

techniques2. Armed with these resources, I prepared for the next stage of the program. Although I

had some practical experience at that point in time, it seemed minimal compared to my head

knowledge and barely scratched the surface of what I would soon encounter. I was aware I had a lot

to learn in that regard, yet I approached student teaching with as much confidence as I could muster

and, soon enough, took my first few steps into the unknown.

During my student teaching experience, I established and developed the qualities and

practices of an effective teacher. By converting knowledge into experience one opportunity at a

time, I gained professional wisdom. One important area I transitioned into was classroom

management. I was equipped with the best research-based strategies, yet I had to find my own

balance between those and my personal teaching style. Ultimately, I prioritized a positive classroom

environment while informing students of boundaries and expectations. When certain students

expressed confusion or discontent over an expectation3, we discussed it. I tried to help them

understand why it was important or necessary. After all, my goal isn’t to control students. It is to

prepare them for the world outside of our classroom. My students received positive affirmations and

encouragement daily, and I hope they feel more confident as they continue on in their studies.

Another important area I found myself challenged in was student interactions and

involvement. During student teaching, I quickly learned the importance of providing clear

instructions for every aspect of a lesson. Whether it pertained to class practice activities or

1 Some of my favorites are 3-2-1, Stop and Jot, and Four Corners.
2 Provide students with a cool down space, lead by example (check your own tone and attitude), etc.
3 One expectation was for in-person students to complete schoolwork during asynchronous times before and
after the live session. Some students wanted to wait until they returned home to complete work.
INTRODUCTORY STATEMENT Sutton 3

independent practice assessments, I created and implemented both written and verbal instructions. I

repeated them as often as necessary for students who were off-task and clarified my expectations

when students asked questions. Similarly, I discovered how to respond to student questions in real-

time. My flexibility grew, and eventually I was able to embrace the unexpected instead of dreading

it. I also learned to anticipate specific questions and therefore avoided them (mostly) through

intentional planning.

Looking back on my growth as a professional, I am proud of all I have learned and the ways

I have grown throughout the past several months. I feel confident in my abilities, although I am

equally aware of areas I can improve upon. I feel confident in my ability to incorporate technology

in meaningful ways and have done so using Kami, Kahoot, and Google Jamboards for student-

centered class activities. I also feel equipped to design comprehensive lesson plans. While I have

always included details, I am also including specific questions to ask students. I consider what

students I will pose these questions to as I truly think through a variety of possible scenarios.

Overall, I feel that my combined knowledge and experience have prepared me for a permanent

place within the workforce. I am excited to see what the future holds!