Reflection: In joining the AUSL Teacher Residency Program, I never expected any of the experience to come easy for me. I expected hard work and challenges as I took on the responsibility towards becoming an active learner in developing the skills to become an urban educator. Through many resources, such as reflections, videos, and score cards, I have learned how to use the feedback from the Mentors and Mentor Resident Coaches to improve my practice. I have used their suggestions to modify my planning, instruction, and behavior management techniques. At times this year, I felt completely defeated and even questioned my abilities as an educator as i struggled to find a teacher identity that was reflective of my individual personality and aligned with the expectations of the environment around me. Seeking out the input of others was beneficial and helped me realize the essential components of this critical learning process. Communicating with other residents, a neighboring teacher, reflections for our NLU coursework helped me channel some of the interior issues that I was experiencing and may have had trouble verbalizing. Communicating with my MRC proved beneficial in it providing windows of observations for other residents in their classroom settings, to gain an understanding of the use of different teaching styles and strategies. As I look back to last June, when I first stepped foot into the National Louis University building, remembering greeting our 5th grade students at The Chicago Academy in August, nervously walking into room 308 at the National Teachers Academy in November with our new third grade class, I acknowledge the strength and dedication that have contributed to my continued growth and development throughout the program. I know that I have established critical relationships with peers whom have provided positive realms of support throughout this process, and realize that the journey of my role is just unraveling as I prepare to become a teacher of record for the first time in my life. I know that my true abilities and personality have yet to unfold, and my job is to work hard to prove that I am capable of becoming a strong leader, teacher, and advocate towards providing students with a rigorous and equitable learning experience. I am excited about and look forward to all the new opportunities and experiences that I will encounter as a member of the Marquette School Of ExcellenceTeam. I know that I am not the same teacher that I was last June. I have acquired some critical skills and tools that I will continue to improve upon as a member of the AUSL network. Understanding Statement As I take on the responsibility of instilling the notion of becoming a “life long learner “amongst students, I acknowledge that as an educator I must also assume that same position. Furthermore, as a first year teacher, I realize there are still skills I still do not possess but the role of an educator is an on-going reflective process (Charney 1991) I now understand that in order to become a successful and culturally responsive teacher, I must learn how to refrain from “teaching defensively” and “assume positive intent” amongst students and their families, with the understanding that respect and positive behavior does not look the same for everyone (Le page 2005). I have a moral and ethical responsibility for the academic and social success of each one of my students and failure is never an option (Jensen 2009). If I am to hold students accountable for certain classroom behaviors and expectations, it is my job to introduce, model, teach, and constantly allow opportunities for students to practice the behaviors I want to see (Charney 1991; Jensen 2009). I acknowledge that while misbehaviors are expected I must always show empathy for students whom detract from acceptable behaviors under the realization of poor decision in accordance with individual student abilities or as an indication of a “poorly planned activity” on my behalf as an educator (Charney 1991; Jensen 2009). I understand that in order to accomplish a community of life long learners, intrinsic motivation should guide student learning through authentic learning experiences that eliminate extrinsic factors by rewarding students through unexpected and verbal praise (Le Page 2005). Moreover, as an educator my goal will be to acknowledge the diversity and individual experiences that students bring to the classroom to delineate from having a sense of pity guide instruction and classroom practices, through the use of a strength based approach for student learning and by setting high expectations for each individual student
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