EDE 4941 Critical Task

JessicaPitkiewicz
UniversityofSouthFlorida
Criticaltask
EDE4941

EDE 4941 Critical Task

Introduction
Priortomyinternexperience,Ihaveworkedwithchildrenforfouryears.Workingat
adaycarewithagesof14helpedmepracticeclassroommanagementskillsandbecome
familiarwithstudentsofdifferentages.Manytimesthroughoutthedayatthedaycare
facilitychildrenwouldbecomerowdy,whichendsinclassroomchaos.Iusedmanyskills
Ilearnedthroughteachersobservationsandtrainingtoassistmeinmakingmyclassroom
themosteffective.Ialsoworkedatanelementaryextendeddayandsummercampfora
year,andthesesexperiencescertainlyassistedmewithworkinginmyinternship
classroomthissemesterbecauseIbecameacquaintedwithavarietyofages.Ilooked
forwardtoeveryafternoonwithmychildrenandIknewtheylookforwardtoseeingme.
IfeltasthoughIhadastrongconnectionwitheachofthemandwasabletomaketheir
dayalittlebrightereveryday.Aftercompletingmyoccupationattheelementaryschool,
IknewIfoundmypassionchildren.Now,inmyinternshipclassroom,Itendtohave
priorexperiencewithclassroommanagementandinteractions,whichcertainlyinfluences
myongoingobservations.
InterninginHillsboroughCountryforthepastfewweekshasgrantedmethe
opportunitytoobservethediversityamongstudents.Thisareaisnotedaruralfarming
communitywithahighmigrantpopulation.Therearechildrenofdifferentlinguistic
attributes,culturalbackgrounds/homelives,andbehavioraltemperaments.Withabout
halfofthestudentpopulationbeingHispanic/AfricanAmericanandtheotherhalf
Caucasian,theschoolconsists807students.Iwasgratefulfortheopportunityofmeeting

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somanydifferentstudents!Inaddition,thereisaschoolpsychologistthattalkstothe
studentseverynowandthen.Itisapparentthatthestudentsfeelcomfortablewiththe
psychologistbytheevidentexcitementtheyhavewhenhewalksthroughthedoor!The
studentsknowthatwhenevertheyarehavingaproblem,theycangotohim.
Althoughmycollaboratingteacherssecondgradeclassroomonlyobtainstwelve
students,thereiscertainlydiversityamongstthem,andtherearetwoEnglishLanguage
Learners.Morespecifically,thereisalsodiversitywithinlearninglevels;somebeing
belowlevelreadersandothersabove/average.Unfortunately,theschoolwasrecently
noticedasanERT(extrareadingtime)schoolbecausemanystudentsdidnotpassthe
readingportionoftheFSA.Withthediversityinamongsttheclassroom,onemaythink
classroommanagementcouldbechallenging,butactually,thefeelofmyCTsclassroom
istheopposite.TheenvironmentofmyCTsclassroomisacceptingofallstudentsand
heldwithhighexpectationsforeachindividual.Walkingintomyinternshipclassroom
wasaninstructiveexperiencebecausemanytimesinelementaryschoolsobserversmight
findconfrontationandsometimesopposition.Inoticedalmostimmediatelythat
commotionintheclassroomwasunapparent,andsurprisingly,thestudentsareall
respectfultowardsoneanother.Theclassroomcompletelysupportstogethernessand
friendshipbythewaytheyleanoneachothercollaboratively.

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Asachild,Ialwaysheldmyteachersinhighregards.Ididnotunderstandhowthey
couldhandlethatcrankyboytalkingbackorthehighspiritedteenagerthatrefusesto
complete her homework. I credit teachers for their strength, compassion, and
understanding.Ienviedmyteachersfromaveryyoungage;theywerelikesuperheroes
tome.Teachingmeanspushingeachandeverystudenttofollowtheirheartsbyguiding
them down an optimistic path.In my opinion, being a teacher is one of the most
rewardingjobsthatonecanhave.Byholdingthetitleofafutureteacher,havingmany
beliefsabouthowchildrenlearnandhowyoushouldteachthemisexpected.Mybeliefs
about teaching would be that all students have the ability to learn, teachers should
facilitateacomfortableandexpressiveenvironment,andallstudentslearndifferently.
Belief1
Ibelievethatallstudentshavethecapabilitytolearn.Despitelearningdifferences,all
studentsacquiretheabilitytolearntoacquireknowledge.Theaptitudeoflearninglikely
comesfromactivitiesinwhichoneexcels,pastexperiencesandsuccesses,andinterestor

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preferences.(Bohlin,Durwin,Weber,2009)Ibelievethatsupportingthelearningability
ofastudentgoesbeyonddevotion;itisinstillingsentimentintothestudents.Students
needateacherwhosupportsthemandassiststheminmeetingtheirfullpotential.They
needateacherwhoisgoingtoencouragethemtodotheirbest,believeinthem,and
motivatethemtolearn.Withateacherwhoimplementsmotivationinhisorherstudents,
theabilitytolearnincreasessubstantially,andfortunatelytherearemanywaystoinstill
thismotivationinthestudents.Studentsshouldbepraisedtoincreasetheirintrinsic
motivation,whichwillleadtoincreasedsubjectinterest,positiveattitudes,and
persistence.Ibelievethatteachershouldmotivatetheirstudentsusingareferentauthority
base.Ateacherwhohasreferentauthoritywillhaveaclassroomofstudentswhobehave
astheteacherwantsbecausetheyenjoyapositiverelationshipwiththeteacherandlike
theteacherasaperson.(Levin&Nolan,2000)Igeneratedthisbeliefbymakingthe
connectionfromobservedclassroomexperiencesandlearnedmaterialthroughoutthis
semester.TherearemanyinstanceswhereIobservedstruggling,discouragedstudents
achievecompetency.Isatinonmycollaboratingteacherreadingoneononewitha
belowlevelreaderwhohasADHDanddyslexia.Soundingoutwordsinaconstant
struggleforhim.Inoticedthatwhenmycollaboratingteacherpushedhimtokeepgoing
bysayingYouvegotthis!shegainedapositiveresponse.Hewasencouragedtofigure
outtheword,andwhenhedid,shesaid,Iknewyoucoulddoit!Thisalsoconfirmed
mybeliefabouttheselffulfillingprophecy,ortheexpectationthatbecomestruebecause
itwasexpected.Whenstudentsareenthusiasticaboutlearning,theinformationwill
inevitablybecomemoredesiredandsoonthestudentwillbemorecompetent.Iworked

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withmycollaboratingteacheroverthecourseofthesemester,andIobservedmanyways
sheincreasedherstudentsdesiretolearn.Forexample,teachersshouldexcitethe
studentsabouttheupcomingcontent.Nomatterwhatthesubject,mycollaborating
teacherintroducesitwithasmileonherfaceandpepinhervoice.Youcanseethe
studentsbecomeintriguedonetheirteachergetsexcitedaboutsomething.Toputthisin
perspective,wouldyouwanttocompleteamathassignmentthatwasintroducedtoyou
likethisAlright,ImsorrybutwehavetodoamathworksheetnoworAlright,
friends!Areyouguysreadyforsomemath?Iprintedoutthisworksheetforustodo
today!Thedifferenceinyourattitudewillmakethedifferenceinthestudentsattitude.I
believethatastudentscapabilityliesinateachershandsfirst.Asafutureteacher,I
needtofacilitatelearningcapabilitybymotivatingmystudentsandbelievinginthem.

Belief2
Ibelievethatacomfortableandacceptinglearningenvironmentisessentialto
students.Howcanastudentbeexpectedtolearninaclassroomwhereheorshefeels
unwelcome?Inorderforastudenttoreceiveanadequateeducation,theymustbeina

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significantenvironmentwhereeveryoneisappreciated,accepted,andrespectedand
luckilytherearemanyeffectivewaystodoso.Havingstrongstudentteacher
relationshipsisoneimportantwayteacherscanfacilitateacomfortablelearning
environment.Studentteacherrelationshipwillpromoteacademicsuccessandreduce
classroomdisciplineproblems.(Levin&Nolan,2014)Teachersshouldmodel
appropriatebehaviortostudents.Withanenvironmentthatmakeseverystudentfeel
special,astudentsselfesteemwillincreasesignificantly,whichwillendinpositivelong
termandshorttermeffects.Mycollaborativeteacherpromptedthisbeliefbecauseofthe
observationsIhavemadeinthepastfewweeks.Byfosteringemotionalintelligence,
studentswillfeelmorecompetentintheirclassroomenvironment.Competenceisagood
feelingforstudentsbecausebeingsuccessfulinsomethingisimportanttothem.(Levin&
Nolan,2014)Ihaveobservedmostofthesedimensionsduringmyinternship.Thereare
differenttacticstoincreaseemotionalunderstanding,selfmotivation,emotional
regulation,emotionsinrelationships,andrespondingtotheemotionsofothers.My
collaboratingteacherprovidesampletacticstoenhanceherstudentsselfmotivationin
theclassroom.Selfmotivationreferstotheabilitytogeneratefeelingsofenthusiasm
zeal,confidence,andpersistence,especiallyduringchallengesandsetbacks.(Bohlin,
Durwin,Weber,2009)Forinstance,Ihaveobservedastudentgouptomycollaborating
teachertogooverawritingassignmentthattheydidafewweeksago.Thereweremany
errors,notes,andmarkupswrittenonthepaper.Whenthestudentsawthis,he
immediatelyshutdownandhadalookofdiscouragement.Mycollaboratingteachertold
himthattheyweregoingtoworkonit,andmakeitbetter,soshemadehimfeellike

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makingamistakeisacceptable.Theysatandwentovertheerrorsonthepaperwhile
encouraginghimtokeeptryingbyfeedinghimthequotepracticemakesperfect.
Teachershavemoreofapurposethantotransmitknowledgetotheirstudents;theyneed
tocreateasuitablelearningenvironmentthatfacilitateslearningbymeansofrespectand
emotion.Topromoteacademicsuccessintheclassroom,teachersshouldfoster
emotionalintelligence.

Thedreambegins,mostofthetime,withateacherswhobelievesinyouandtugsand
pushes,andleadsyouontothenextplateau,sometimespokingyouwithasharestick
calledtruthDanRather
Belief3
Ibelievethatallstudentslearndifferently. Ibelievethatallstudentshavethe
abilitytolearn,butfurthermore,theyneedtoberecognizedasanindividuallearner.
Eachandeverystudentthatisintheprocessofgrowinginyourclassroomobtainsa
difference. The difference could be in background knowledge, language, home life,
learningstyle,emotionalresponse,interests,readiness,orcompetency. Studentsarein
needofaneducationsystemthatisabletoalterthecurriculumratherthanthestudentto

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reacheachindividualupmostpotential.Teachersneedtoadjusttheirlearningmaterialto
fiteachstudentsneedsinordertofacilitatelearning.Theyshoulduseflexibilitywhen
addressingstudentsdifferencestomeettherequirementsofeachindividual.Teachers
shouldbeabletodifferentiatepaces,instruction,environment,groupwork,andmaterials.
Mycollaborativeteacherhascertainlyinfluencedthisbeliefbecauseshedemonstrates
differentiationeverydayinherclassroom.Ioftenquestionmycollaborativeteacheron
whysomestudentsareallowedextratimeandwhysomestudentsquizzesaredifferent
thanothers.Aftergettingtoknowthestudentsandtheirdifferences,herreasonsbehind
thedifferentiationmadesense.Priortoareadaloudthatimplementedonaninternship
day,Ihadthestudentscompleteandexitticket.However,Icameintotheclassroomwith
thesameexitticketforeverystudentandmycollaboratingteachermentionedtomethatI
mightwanttothinkaboutdifferentiatingtheassessment.Idecidedtoadjustthenumber,
intensitylevel,andfontofthequestionsforcertainstudents.
Fairisnteverybodygettingthesomething;fairiseverybodygettingwhattheyneedin
ordertobesuccessful

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Shifts&ExpansionofMyBeliefs
Myinitialbeliefs:believinginmystudentsbygivingthempassion/motivationto
learnandtrustingthatallstudentslearndifferently.
Mycurrentbeliefs:Believingthatallstudentshavethecapabilitytolearn;I
believeteacherswhonecessitaterespect,emotion,andenthusiasmprovideanadequate
classroomenvironmentforlearners;Ibelievethatteachersneedtoappreciatetheideaof
allstudentslearningdifferently.
Mybeliefs did notshift drastically, ifanything, Igenerated a more elaborate
outlook behind them. Originally, my beliefs were just my opinion about what is
importantforteacherstoacquireinaclassroom,butnowaftercompletingthesemester,I
am able to identify with these beliefs and call them my own.Becauseof classroom
observations/experiences,Iamabletoappreciatemyoriginalbeliefsandelaborateon
theirimportanceandwhyIholdthemclosetome.

FeltTensions/OngoingWonderings
Thissemester,duringinmyinternship,Iwasgivenwiththeopportunitytoobserve
studentsintheireverydaylearningenvironment.Withthatbeingsaid,Ihavebeen
confrontedwithmanysituationsintheclassroomsettingthatIamobligatedtoquestion.
Whilewitnessingsmallgroupsandstrategicallypickedpairwork,Iquestionifthe
methodofpeerscaffoldingwithatwodifferentlevelstudentseffective,andifitis,are

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bothpartiesbenefiting?Inaninclusiveclassroom,Iwonderifspendingtoomuchtimeon
childreninneedputsothersbehindorcausesotherstosuffer.
AsImoveintomyLevel2fieldexperience,Icontinuetowonderabouttheeffectonthe
exceedingstudentseducationexperienceswhenrequiredtoworkbelowlevelforthe
advantageofothers.

Conclusion
ThesethreebeliefsrepresentmeasaneducatorandthepassionIhaveforthe
profession.Teachershavetheabilitytomakesuchapositivechangeinstudents,soIwill
continuetoquestionthetensionsIamfacedwithinmyfutureexperiences.Mybeliefs
signifyjusticeforthestrugglingstudentsintheclassroomwhoarenotreceivean
adequateeducationbecauseeachandeverystudenthastherighttoanequaleducation.I
seemyselfpursuingmystudentstounderstandhowIcanreachthemindividually.Iwill
notonlybeateacherintheclassroom,butalsoabeliever,motivator,andacaregiverto
mystudents.

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References
Levin,J.,&Nolan,J.F.(2000).Principlesofclassroommanagement:Aprofessionaldecisionmaking
model.Boston:AllynandBacon.

Bohlin,L.,Durwin,C.C.,&ReeseWeber,M.(2012).Edpsych:Modules.NewYork:McGrawHill
Humanities/SocialSciences/Languages.