Introductory Statement

Through my experiences in Regent’s Secondary Education program, I have grown

professionally in many ways. One of these ways is in my ability to recognize and implement

research-based best teaching practices in the classroom. During my first placement, I struggled to

find ways to implement research-based strategies that fit the curriculum and followed the Covid

guidelines of the school. As I received feedback from my cooperating teacher and my professor,

I was able to learn how to think outside the box and adapt research-based strategies to meet

students’ needs. At my next placement, the Covid guidelines were more relaxed, which enabled

me to implement many new strategies that I was unable to before. Through guidance from my

cooperating teacher and my professor, I was able to implement these research-based strategies

easily and skillfully, while also meeting the criteria of VDOE’s standards, which greatly elevated

my teaching abilities. Additionally, I learned how to properly implement strategies that utilize

technology in the classroom. I learned how to use Kahoot, Youtube videos, audio recordings, a

digital escape room in Google Forms, Quizzes in Google Forms, Google Docs, Google Slides,

Google Classroom, Jamboards, and Schoology in conjunction with research-based practices. For

students who struggled to learn the content, had a 504 plan, were ESL, or had an IEP, I would

differentiate my lessons to meet their needs. I learned how to create “cheat sheets,” allow ESL

and IEP students to read modern translations of older texts, be kinder when grading these

students’ works, ask them to come before or after school to increase their understanding of the

content, and give them chances to redo projects or papers. Also, I learned ways to meet the needs

of every type of learner from Howard Gardner’s list of 7 intelligences. This was possible through

guidance and experiencing teaching in an actual classroom.

 Additionally, for every class period, I used different classroom management strategies to

improve the learning environment and help students learn. Through reminding students of class

and school rules, implementing silence signals, calling parents when necessary, reacting

appropriately to misbehavior, randomly calling on students, developing new strategies to fix

classroom issues in conjunction with my cooperating teacher, and having a system (hall passes)

for bathroom use, I was able to effectively stay in control in the classroom. This skill was

developed mostly during my first placement, as I was at a Title I, public school, with many

misbehaving children that I had to guide towards the right path.

I also grew in knowledge of how to appropriately apply adolescent growth and

development theory and concepts through my program. This was made evident during student

teaching, as I was able to identify certain factors in students when they would misbehave or act

in a peculiar way, since I knew what children their age were experiencing and what variables

could lead to their current behavior in the classroom. Due to this, I was able to create a course of

action to correct the behavior or to notify appropriate officials of issues.

While the program did benefit my ability to grow professionally in many ways, it also

benefited my ability to socially flourish. I improved my ability to exhibit moral and ethical

behavior in all interactions and to use effective oral and written communication. These were

developed throughout my college career by speaking and writing with classmates, professors,

coworkers, students, and friends. Though I never had any issues exhibiting moral and ethical

behavior, I did struggle with communication. Both forms of communication were difficult for

me, as I was homeschooled for most of high school. However, through constant repetition in

college, I was able to become well-versed in these skills.