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Reflection On Teaching

The document reflects on how conducting research and modifying teaching strategies based on findings impacted the author's practice as a new teacher. The author learned they needed to provide accommodations for both English learners and native English speakers to participate. Changing strategies throughout the study and improving ones that benefited students was important rather than removing strategies. One-on-one teaching allowed for more direction and expression from students through oral communication and physical gestures.

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61 views2 pages

Reflection On Teaching

The document reflects on how conducting research and modifying teaching strategies based on findings impacted the author's practice as a new teacher. The author learned they needed to provide accommodations for both English learners and native English speakers to participate. Changing strategies throughout the study and improving ones that benefited students was important rather than removing strategies. One-on-one teaching allowed for more direction and expression from students through oral communication and physical gestures.

Uploaded by

api-372785806
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Jose Modesto

Culminating Experience Reflections


6/30/2023

Reflection on Teaching

Conducting this research study impacted my educator's side in both theory and practice.

As a new teacher, I knew that accommodations for my school population were critical to

progress by supporting students in the best manner possible. Although I was aware of this, I

needed to learn how to make an impact for English learners to participate, as well as those whose

first language is English. From this study, I became aware that changes throughout various

strategies had to be made for students to connect and better adapt their skills through different

frameworks.

Putting in practice a single strategy did not work when summarizing my round 1 findings.

Due to this, changes had to be made for students to perform the skills I expected. Even though

this worked, a different accommodation had to be made for students to keep developing skills at

a fast-paced pace. While preparing the different rounds, I knew students lost attention when

performing repeated practices. I acknowledged the importance of improving strategies that

worked from my readings, so I did. With this in mind, I improved my strategies and tried new

ones that could function. I only did this on the first round since I did not know the student’s

skills. From then on, my only focus was to add similar strategies and improve those that could

still benefit students instead of just taking them away.

I also noticed that students benefit more when teaching is done one-on-one due to

students being directed to a lot more. Students tend not to speak when they have no clue how to

express themselves; however, demanding a response from them will give you a communication

style that might not be oral but with physical gestures. From what I learned, this is a starting
point that is entirely okay since students show some comprehension of repeated words when

being repeated to them and a logical understanding of the context through its surroundings. For

example, if I would express when asking for something, students would bring background

knowledge to comprehend what it meant.

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