Five Dimensions of Learning:
Confidence and Independence- The growth I have seen in myself over the semester has been great. In
the beginning as I stated in my mid-term, the challenge was to pull out that creative side of my students. I have had the
pleasure of seeing each child grow in his and her own way along with my own. I was unsure at first on how to not only
approach my students, but how to use the skills and strategies that I had been taught from previous classes as well as this
one. For me, the light came on when I realized that it was the relationship between each child and myself that would clear
the way for future growth. By creating this relationship, I was able to share my experiences, while helping and guiding their
growth as young story tellers. As I became more sure of my abilities has a teacher, and as I began using those skills and
stratagies as they applied to each child, I saw their confidence grow along with mine.
Skills and Strategies- There are several teaching techniques that strengthened my abilities to work
with my practicum students during the semester. In my mid-term reflections I mentioned the varied learning styles and abilities
regarding reading and writing skills. Although these are things to take into consideration, I learned how to apply strategies
that help each child meet their own goals, while producing their best work. The R.A.F.T. organizer to get started, along with
the feedback forms each student filled out on each other, are just two examples. Once again I found it best to guide the students
in the disered direction, setting boundaries, while letting each student know that their ideas and abilities are the focus
of each exercise. Typing their stories so that they could see their work clearly, read and check spelling, as well as add
more is a strategy that I will take away from my time working with these students.
Knowledge Content- I have seen a marked difference in my understanding of the course content since
we began to read and engage in conversations on the chapters in our text. This kind of interaction is like a hands on activity,
but verbal. The lesson that Rebecca had us do turned what was read, into something tangible which also drives home the importance
of encorporating reading, writing, hands on activities and verbal communication a part of daily lessons. Instruction that
combines these aspects will not only benefit every student in a linquistically diverse classroom, but will connect with the
different learning styles of individual students.
Use of Prior and Emerging Experience- The first half of the semester, I was trying to mesh together
my teaching experience from Emmanuel, with the new knowledge gained from the classes of UNM. While working with the students
of Apache, I was challenged regarding the role of mere teaching principles that will strengthen my students social and emotional
well being, to teaching independent, self-motivated, self-reliant and critical thinking students. The experiences gained during
this time is some of the most critical for me as a teacher. While many of my other practicums taught me how to create lesson
plans, room readiness and so forth, working with my group at Apache provided me with a one-on-one, that I had not experienced
previously.
Critical Reflection- When I first walked into this class, I was not under the impression that teaching
linguistically diverse students had anything to do with personal biases and prejudices. It took me a great while before I
realized that the type of prejudices and biases that were being dicussed in the class were in a way removed from what
I believed prejudice to be. Teaching is the one career, besides maybe a priest, where the differences found in people have
no place in the interactions between teacher and student. Instead it is these differences that should enable the teacher and
class to grow. I have learned however, that the things I say and do in regards to students who are from differening backgrounds
than my own, could be or may hold negative cognitation to my students. Considering my own biases or prejudices before I step
into my own classroom was something I needed to do. I was one of those people who would probably have said, "That is not how
you say that" or "Speak English Please!". Since this class I have re-thought my stratagies on teaching second language learners.
