As I reflect on what I have learned in the Content Area Assessment course, I definitely see room for improvement in my teaching. I can see three main areas that need work.
First, I need to differentiate my teaching for ELLs and higher level students. Because I used to be a Resource Specialist, I am good at differentiating instruction for students with disabilities or for the lower 1/3 of the class. However, I have neglected to differentiate my assignments for English Language Learners and higher performing students. I think I have not done this because I have had only one ELL in the past, and have never had any high performers! So, this is new territory for me.
Next, I really need to incorporate more technology into my teaching. Reviewing the NETS standards has been incredibly helpful for me because I have had time to reflect on what I have achieved and areas that I need to incorporate technology. Short of using google docs, remind.com, and the smartboard, I really haven't incorporated technology. This is sad considering how many resources there are available and how they can provide a much more dynamic learning environment for students.
Finally, I need to incorporate more student choice and project-based learning into my teaching. Currently, my students are given a writing assignment or worksheet and are guided through completion. This is acceptable, but not desirable. What I need to be doing is giving students choices of many different projects they can complete to meet the standards and learning targets. Allowing students to have choices is useful because it allows them to show what they know through an assessment that reflects their best learning modality. It also gives students choice in and ownership of their education.
So, while I am doing an acceptable job teaching, my students would benefit by me making improvements to my teaching and assessment style.
Wednesday, October 19, 2016
Friday, September 30, 2016
Personality & Teaching
I recently had the opportunity to take a Jung Typology Personality Test. I was curious to see my results as I was required to take a similar test about ten years ago for a college assignment. Not surprisingly, my results were exactly the same. ESFJ.
If you aren't familiar with the Myers-Briggs or Jung Typology tests, they basically ask you to rate which of two scenarios you prefer. Then, based on your scores, you are assigned four-letter that represent your personality. These letters are either E or I (extroversion or introversion), S or I (sensing or intuition), T or F (thinking or feeling), and J or P (judging or perceiving). Each of these letters is a component of the whole of your personality.
My results have indicated that as an ESFJ, I am very oriented toward other people (extroversion), like to deal with facts and tangible outcomes (sensing), take a more subjective view and appreciate what I feel are the important, "big-picture" issues in life (feeling), and that I enjoy structure and feeling in control (judging). On the flip side of the coin, I am less oriented toward ideas, possibilities, analytical thinking, and spontaneity (or as I like to say, chaos).
So then, how does this play into my choice of content area in teaching, or my approach with students?
Well, eschewing analytical thinking and embracing the subjective, it is no wonder that I have chosen English Language Arts as my content area, rather than say, Math or Science. I believe this is the extroverted and feeling side of my typology coming through; the side that connects with rich imagery through language and seeks to feel and experience what an author is trying to convey. While I do have a place in my heart for say, Mathematics, it simply doesn't give me the "warm fuzzies" that literature does.
And, in my relationships with students, my ESFJ-ness (see, English teachers get to make up words!) shines through even more clearly. While I am very organized and provide a predictable and structured environment for my students (judging), I am mostly characterized by my students as a teacher-facilitator-friend (extroversion, feeling). To me, building a strong rapport with my students is the absolute top priority, and I am constantly working to understand the fullness of their lives and not keep them closed into the little box of "student." I am always projecting students 10 years down the road to see if I like the picture of their future. If not, I have some work to do as their teacher, because, let's face it, my job isn't just teaching English, it is teaching success in life.
This approach to student learning seems to coincide with the results from the other survey I took, the Grasha-Reichmann Teaching Style Survey. The Grasha-Reichmann Survey divides instructors into the categories of Expert, Formal Authority, Personal Model, Facilitator, and Delegator. I scored Personal Model and Delegator. This means that I model for students how they should complete assignments, but then delegate the actual responsibility onto them to complete the work. Since my personal model is, "I do, we do, you do," this makes perfect sense. First, I show my students how to complete work, then we practice together, and finally the students complete some work on their own. This progression helps them grow confidence in their ability to be independent with their school work. If my Jungian type were more authoritarian and rule-based, or more permitting of spontaneity and chaos, you would see only "I do," (i.e. lecture), or "You do" (i.e. complete independence). However, my personality type and teaching style is more of a "training wheels" type of approach.
Having never considered my profession through the lens of personality type, I have found this moment of introspection to be incredibly valuable. Additionally, it has really helped to clear up some of the reasons I make the choices that I do make on a day-to-day basis as a teacher. I encourage all teachers to take a Myers-Briggs or Jung Typology test, as well as the Grasha-Reichmann survey and consider your strengths and weaknesses as a teacher through the frame of personality.
If you aren't familiar with the Myers-Briggs or Jung Typology tests, they basically ask you to rate which of two scenarios you prefer. Then, based on your scores, you are assigned four-letter that represent your personality. These letters are either E or I (extroversion or introversion), S or I (sensing or intuition), T or F (thinking or feeling), and J or P (judging or perceiving). Each of these letters is a component of the whole of your personality.
My results have indicated that as an ESFJ, I am very oriented toward other people (extroversion), like to deal with facts and tangible outcomes (sensing), take a more subjective view and appreciate what I feel are the important, "big-picture" issues in life (feeling), and that I enjoy structure and feeling in control (judging). On the flip side of the coin, I am less oriented toward ideas, possibilities, analytical thinking, and spontaneity (or as I like to say, chaos).
So then, how does this play into my choice of content area in teaching, or my approach with students?
Well, eschewing analytical thinking and embracing the subjective, it is no wonder that I have chosen English Language Arts as my content area, rather than say, Math or Science. I believe this is the extroverted and feeling side of my typology coming through; the side that connects with rich imagery through language and seeks to feel and experience what an author is trying to convey. While I do have a place in my heart for say, Mathematics, it simply doesn't give me the "warm fuzzies" that literature does.
And, in my relationships with students, my ESFJ-ness (see, English teachers get to make up words!) shines through even more clearly. While I am very organized and provide a predictable and structured environment for my students (judging), I am mostly characterized by my students as a teacher-facilitator-friend (extroversion, feeling). To me, building a strong rapport with my students is the absolute top priority, and I am constantly working to understand the fullness of their lives and not keep them closed into the little box of "student." I am always projecting students 10 years down the road to see if I like the picture of their future. If not, I have some work to do as their teacher, because, let's face it, my job isn't just teaching English, it is teaching success in life.
This approach to student learning seems to coincide with the results from the other survey I took, the Grasha-Reichmann Teaching Style Survey. The Grasha-Reichmann Survey divides instructors into the categories of Expert, Formal Authority, Personal Model, Facilitator, and Delegator. I scored Personal Model and Delegator. This means that I model for students how they should complete assignments, but then delegate the actual responsibility onto them to complete the work. Since my personal model is, "I do, we do, you do," this makes perfect sense. First, I show my students how to complete work, then we practice together, and finally the students complete some work on their own. This progression helps them grow confidence in their ability to be independent with their school work. If my Jungian type were more authoritarian and rule-based, or more permitting of spontaneity and chaos, you would see only "I do," (i.e. lecture), or "You do" (i.e. complete independence). However, my personality type and teaching style is more of a "training wheels" type of approach.
Having never considered my profession through the lens of personality type, I have found this moment of introspection to be incredibly valuable. Additionally, it has really helped to clear up some of the reasons I make the choices that I do make on a day-to-day basis as a teacher. I encourage all teachers to take a Myers-Briggs or Jung Typology test, as well as the Grasha-Reichmann survey and consider your strengths and weaknesses as a teacher through the frame of personality.
Why I Teach
If you ask a teacher why he or she decided to enter the profession, they will probably say something along the lines of wanting to make a difference in the lives of young people or wanting to change the world. If you ask a new teacher you are likely to see a far off dreamy look in their eyes while the rehash Whitney Houston’s song, “Greatest Love of All.” But, any teacher with more than a few weeks under his or her belt might also admit to having their fair share of struggles. As the principal at my school says, “This isn’t Candyland, people!” So, it is safe to say the profession provides its share of rewards and challenges.
I fell into teaching quite by accident. Having been laid off from my job as a college registrar in the economic crash in 2009, I found myself on unemployment and having to move back home to my small, rural hometown. After battling unemployment for two years, I decided enough was enough, that my old career was dead, and it was time to move forward onto brighter horizons. I wanted a job that above all else provided job security. I wanted a profession in high demand. Mostly, having decided to stay in my rural hometown, I wanted a job my town actually had to offer me. So, I started substitute teaching to give it a try. Little did I know I’d fall in love with teaching. Now, after five years as a teacher, though I experience my ups and downs with the profession, I feel fairly grounded in my decision that this is my true career path.
Although I spent a few years teaching Special Education, I have found that I am much happier as an English Language Arts teacher. I am currently working at Opportunities for Learning Public Charter School as a 7th, 8th, and 9th grade English teacher.
Although I spent a few years teaching Special Education, I have found that I am much happier as an English Language Arts teacher. I am currently working at Opportunities for Learning Public Charter School as a 7th, 8th, and 9th grade English teacher.
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