Standard 6: Communication Skills
The teacher uses a variety of communication techniques to foster learning and communication skills.
Reflection
The succeeding artifacts belong to Standard Six because they represented my communication skills. When I started this path toward education I knew that, as was English my second language, it would take time and dedication on my part to reach my goal of becoming a teacher. As an undergraduate student, I wrote a response paper for a book from John Dewey. I was immersed in the ideas he presented and I devoted time to write my response. I felt proud of my accomplishment because my paper received an A; also, the comments of my professor on how my usage of English Language had improved over the year were very pleasing to me. I would like to inspire other students who like me struggle with something, language or skills, to reach for the starts. Everything that one set as a goal can be done with effort and constancy, I am proof of that.
The second artifact is a performance task scenario. Since Common Core will be implemented to the system soon, it is necessary to be able to communicate clearly to the students what is expected from them. Learning to construct a performance task scenario provided that tool. During my internship year, teachers were learning to elaborate good performance task and for many of them looking at a worksheet like G.R.A.S.P.S. was something new. I felt blessed because during my undergraduate class I was able to created one performance task and own it for my specific subject matter.
The third artifact in this standard is an exemplar of my communication with my lead teacher. This artifact belongs here because it shows my competency to communicate and collaborate with my co-workers. It is a proof of my wiliness to listen to others and accept help and constructive criticism from others. As a whole the communication techniques that I have developed during my time teaching helped to foster leaning and grow as teacher.
The succeeding artifacts belong to Standard Six because they represented my communication skills. When I started this path toward education I knew that, as was English my second language, it would take time and dedication on my part to reach my goal of becoming a teacher. As an undergraduate student, I wrote a response paper for a book from John Dewey. I was immersed in the ideas he presented and I devoted time to write my response. I felt proud of my accomplishment because my paper received an A; also, the comments of my professor on how my usage of English Language had improved over the year were very pleasing to me. I would like to inspire other students who like me struggle with something, language or skills, to reach for the starts. Everything that one set as a goal can be done with effort and constancy, I am proof of that.
The second artifact is a performance task scenario. Since Common Core will be implemented to the system soon, it is necessary to be able to communicate clearly to the students what is expected from them. Learning to construct a performance task scenario provided that tool. During my internship year, teachers were learning to elaborate good performance task and for many of them looking at a worksheet like G.R.A.S.P.S. was something new. I felt blessed because during my undergraduate class I was able to created one performance task and own it for my specific subject matter.
The third artifact in this standard is an exemplar of my communication with my lead teacher. This artifact belongs here because it shows my competency to communicate and collaborate with my co-workers. It is a proof of my wiliness to listen to others and accept help and constructive criticism from others. As a whole the communication techniques that I have developed during my time teaching helped to foster leaning and grow as teacher.
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