Reflection on Great Teaching (Standard 1, Goal 2)
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Artifact Commentary
This paper was created toward the end of my first class in the program, TE 807. The paper’s title is based on a quote used by a high school teacher of mine and serves as an example of great teaching criteria. Throughout the paper, I examine past teachers and try to find common links between them in order to better define their greatness.
Through everything they did, they always kept the student at the center of education. I was always treated like a unique individual and never felt like I was “just another kid” in their classroom. It was much of this caring that contributed to their inclusion in my examination.
I would also like to incorporate a small amount of Standard 2 into this paper, though. Standard 1 clearly states that great teachers must understand the innate diversity present in our students. I would also like to note, though, that upon further reflection, I noticed the innate diversity present in great teaching. Each of these educators noticed that they had a group of individuals, each with different needs, and taught accordingly.
It is these standards that I hope to emulate as a teacher. The paper also exposes my beliefs on the “great teacher”. I still hold strong to these beliefs, even though they were written toward the beginning of my program. Throughout the program, as I make reference to in my synthesis paper, these beliefs are only solidified more as I move to improve, not just my end product, but my process. The great teachers made reference to in the paper strove to make education a process, not a means to an end. They excelled at showing that learning does not stop when the classroom door shuts or the bell rings.
As I move on as an educator, I continue to look for these great educators among my colleagues, as is stated in Program Goal 1. It is this commitment to students and to constant improvement that I would hope never stops in my educational journey.
Through everything they did, they always kept the student at the center of education. I was always treated like a unique individual and never felt like I was “just another kid” in their classroom. It was much of this caring that contributed to their inclusion in my examination.
I would also like to incorporate a small amount of Standard 2 into this paper, though. Standard 1 clearly states that great teachers must understand the innate diversity present in our students. I would also like to note, though, that upon further reflection, I noticed the innate diversity present in great teaching. Each of these educators noticed that they had a group of individuals, each with different needs, and taught accordingly.
It is these standards that I hope to emulate as a teacher. The paper also exposes my beliefs on the “great teacher”. I still hold strong to these beliefs, even though they were written toward the beginning of my program. Throughout the program, as I make reference to in my synthesis paper, these beliefs are only solidified more as I move to improve, not just my end product, but my process. The great teachers made reference to in the paper strove to make education a process, not a means to an end. They excelled at showing that learning does not stop when the classroom door shuts or the bell rings.
As I move on as an educator, I continue to look for these great educators among my colleagues, as is stated in Program Goal 1. It is this commitment to students and to constant improvement that I would hope never stops in my educational journey.