Growth Statement Education Program

As I reflect on my experiences on the Graduate Special Education Program I recall all of

the unheard terminology regarding the education field, terms such as differentiation, scaffolding
and tiering instruction. That now are second nature to me now, but at the beginning made me feel
apprehensive. I was worried if I was able to catch up to the more experience classmates, some of
who were already out in the field teaching. They all were so familiar in creating lesson plans.
They understood what the common core standards were really about and they even knew how to
make unit plans. As a career changer I was fortunate to have taken EDUG 805 Integrated
Learning I: Social Studies and Language Arts for the At Risk /Disabled Student. This course
provided me with a strong foundation in understanding the Common Core Standards for Social
studies. In addition, I was able to really get the essence of the community environment that is so
prevalent in Manhattan College, especially in the Education Department. I had the opportunity to
create lasting friendship with classmates. We all shared in this new journey together really made
me see the importance of collaborating as it something that I see in many classes and in school.
It really was a welcoming environment, where each classmates experiences and opinions were
valued. Where it made it really easy to connect and work with wonderful teacher and professors
who instill in me the desire to continue on this path towards becoming an educator.
Equally important I was able to learned content material that would become an essential
component of the teaching instruction. In taking EDUG Mathematics Instruction for the At Risk,
English Language Learner [ELL] and Disabled, I was able to accomplished something that I
thought was impossible and that is to not fear but to learn, appreciate and enjoy math. With this
course I was able to learn new ways and approaches to solving math problem. The approach that
I found to be the most intriguing was bar modeling in solving fractions, percentages and ratios. It
made me reflect on how much math has changed and how helpful it would have been to learn to

solve fractions using this method. As a visual learner I found that bar modeling, fraction strips
and algebra tiles is the perfect way to introduce and teach fractions and algebraic equations to
students. It definitely makes math more interactive, hands on and allows students to work with
each other in a more dynamic and stimulating way.
An important and essential skill I learned in this program was how to administer and
make psycho-educational evaluations on a specific student. With EDU 787 and 789 I was able to
learn about the different types of tests that are administered to students. These tests consists of
the WIATT-II tests, in which I was able to gather valuable information on a students strength,
and weakness in difference areas, such reading and writing. I learned about different tests that are
administered to elementary school students. Furthermore, I was able to learn with the
continuation class EDUG 789, how to formulate lessons plans and smart objectives based on a
students IEP. Knowing this information would be very helpful as an educator as I am prepared
in creating lesson and instruction that fit the student needs and encourage success achievement.
As a future special education teacher it was essential to acquire all of the necessary
knowledge on working with students with special needs. The course that provided me an in depth
look at understanding all the different types of disabilities was EDUG 778 Nature and Needs.
Reflecting on what I learned from this course I am confident that I am prepared to be an effective
teacher of students with disabilities in any special education setting. Whether it is through
fieldwork observation, researching and presenting information on a disability and even studying
for the exams, the course EDUG 778 has opened the door for the reasonable application of
teaching methods and strategies of all exceptional in children. After taking EDUG 778, Nature
and Needs of the Exceptional Individual, I have a better understanding of the history and laws of

special education, I am knowledgeable of the characteristics demonstrated by each of the

disabilities and the process by which to request and receive services. In addition, I know how to
accommodate and design a lesson that meets the unique needs of learners.
AS an educator there is always a need to grow and to help develop the teaching style that
is the best reflection of oneself. One of the courses I took was EDUG 704 Group Dynamics and
Human Relations and EDUG 781, Behavior Management, which both really helped me in seeing
how attitude has a huge impact in teaching. Not only does it impact oneself, but also our
students. Reflecting and celebrating our classmates in class really allow me to see the value of
building open relationships and of fostering a community environment in the classroom.
Furthermore, during this semester I was able create my own discipline statement that reflects the
behavior management theories I most identify with. I gravitate towards allowing students to the
ability to self-reflect and self-monitor their own behavior. It is essential to build the capacity of
establishing student- teacher relationships that encourages students to develop the responsibility
to make choices and to adhere to any of the consequences if the beginning of a lifelong lesson
that will transcend far more than the classroom. This democratic approach helps the student
become more aware of the impact they have in the classroom environment and among their
classmates.
The time I spent in student teaching was an important step towards putting all that I have
learned into practice. Student teaching gave me the opportunity to experience first-hand what it
is to manage a classroom, to learned that that sometimes perfectly planned lesson plans will not
go as planned and to realize that at every possible moment there is always an opportunity to
grow. This was being a teacher is ultimately about, it is our ability to reflect on the things that

work and those that did not and to continually search for ways to improve our practice. The time
in the field has really been the most important part of the program.
I look forward to my future career as a teacher, there is undoubtedly something very
satisfying in seeing all the hard work and hours of planning come to a conclusion here at
Manhattan College. Yet, I know that this marks on the beginning of my journey into becoming a
successful and effective educator.