Elementary Final Reflection

Entering into the elementary school, I wasn't quite sure what to expect. I had spent my

first student teaching experience in the middle school, opposite to the majority of my cohort

because of an emergency medical situation with my elementary coop teacher. I was used to

teaching the older students, their ability to follow direction and advanced comprehension levels

compared to the elementary schoolers was going to be quite the switch. I was ready though, and

eager to teach the little ones.

My first time teaching I began with teaching a lesson about community and respect to a

class of first graders. The lesson did not go as planned. I overestimated their ability to complete

the task I had assigned as well as their ability to clean up in a timely manner. I ran over on time. I

was extremely overwhelmed but staying positive. I had a chat with my cooperating teacher,

asking how I could improve and what adjustments I could make; looking for any advice she

could offer. After the conference I did more self reflection and brainstorming on ways to better

grab the students’ attention and how much time i should allot to the clean up process. As the

classes continued, I slowly became more comfortable with the chaos which is an elementary art

room and learned that it's a lot about “going with the flow”, keeping on your toes, and a lot of

laughter.

The elementary school I student taught at was also much more diverse than the middle

school I was at. I felt out of my element in a way but also extremely eager to embrace the culture

the students brought “to the table”. The students were very open and would share parts of their

lives without prompting, the foods they would eat, the languages they spoke, and the clothing

they would wear. They seemed to just be happy that an adult was listening and recognizing their
voice/ presence. This helped me to form quick bonds with a few of the students and slowly build

relationships with others as they learned that I was someone who they could trust. This diversity

not only spanned across various cultures but also learner development levels as well. Through

the “least restrictive environment” setup at the school, I had the ability to teach many children

with physical or mental disabilities, learning just as much from them as they were from me. I

was also able to speak with a few paras in order to find out the ability levels for a few of the

students so that I could directly interact/ teach these student skills and push them to challenge

their abilities.

I feel that my biggest challenge was, and still is, learning how to accommodate my

lessons and instruction for each individual student while challenging them, reaching their zone of

proximal development without surpassing it. I made a few mistakes with this. In a sewing lesson,

a couple of students became extremely frustrated with the project and discouraged in their ability

to complete the tasks assigned. I had to address this frustration immediately and attempt to help

calm the students down while encouraging them to continue. Two of the students I was able to

calm at the time of the frustration, a third student left the class frustrated as he became heated

right at the end of class. I pulled him aside to let him know that I understood why he was upset

and that the next class he and I would work together to get the task completed. This was a

student who has been known for behavioral issues and I was proud of him for not acting out

during this intense emotional time, and I was sure to let him know that. The most important thing

to me as a teach is that my students feel seen and cared for. I never want a student to leave my

class thinking that they are not wanted in my room, even if there are complications that day, or

multiple days. I try to ensure they understand that they are valued, no matter what.
 The most fulfilling part of this entire student teaching experience, for me, had been my

ability to “reach” students who have been labeled by other teachers as “problem” students. In

many cases, the students seem to just be seeking attention and acceptance. As soon as both of

these are fulfilled, they complete their work, follow instruction, and want to help with anything

they can. They are easily my most challenging and most rewarding students to form relationships

with. One student was on the edge of being suspended for fighting another student on the bus, he

divulged this information to me only after I had asked him how his day was going and sat beside

him to listen. I let him know that I was disappointed that he would get into a physical altercation

with another human but that I was glad he was here and that I hoped he wouldn't get suspended.

As he entered the following day, I made it a point to tell him I was so glad he was there. Another

day, the same student was having various issues with someone else in the class. I shut down the

argument each time and separated them. At the end of class, rather than getting mad, I pulled him

aside after everyone had left, and asked him what was going on. The look of relief on his face as

I didn't yell at him was heartbreaking. He explained what was going on and went on his way.

This is why I teach.