Instruction
It is hard to encapsulate the multitude of instructional leaps I took in PSIII. I believe it was not just a few big lessons I learned, but a plethora of small ones. These transformed me from someone playing the role of a teacher, to believing I am a teacher. I became comfortable in the classroom, with my curriculum, and with the students. For the first time, the were not simply on loan from my mentor, but truly my own students.
One instance stands out however. During my first months at LCI, we had a group of Japanese exchange students visit for a class. My mentor and I team taught the lesson to my 20 students and 20 Japanese students simultaneously. Since they knew no english, we taught the whole lesson without talking at all. This showed me how no barrier to learning cannot be overcome by the committed teacher. Attached are photos of some gifts they gave us in thanks for the lesson. Assessment PSIII again found me experimenting with assessment strategies, from digital creations, written quizzes, performances, and discussions. I refined what I place value on in student work - and now finally believe I have a philosophy which sees the value of process and product. I believe now that these can be graded separately. In doing so, the rehearsal process is given a mark encouraging attendance and group work, but the art itself is upheld in performance.
I also began to move much more heavily into peer and self assessment. This reflective nature I sought to develop in my students, as it will equip them to improve their work in any capacity after school. I began this when I came to believe that the teacher is only a gardener, rather than an engineer. The student will grow without intervention, and need only be watered and trained where to grow. Fostering a critical and self reflective eye shall equip the student to continue in the future to grow unaided. |