Goal #4:  Diverse Learners

The beginning teacher understands and respects students' differences and creates instructional opportunities that are adapted to diverse learners.

To demonstrate my respect and understanding of student diversity and to demonstrate my ability to adapt to diverse learners, I am submitting several artifacts: a TPRS lesson, several assessment items, a classroom modification model, and my philosophy statement.

During my student teaching at Raytown High School, I incorporated several Total Physical Response (TPR) activities.  At the beginning of each section in Chapter 6, I would introduce a mini-cuento that incorporated the new vocabulary.  I would present illustrations using the overhead projector.  Then, I would read the story out loud using gestures and pointing to the overhead to give cues for new vocabulary.  This allowed students the opportunity to visualize the new vocabulary as well as hear it used in a variety of ways.  This method of teaching adapts to all types of learners: kinesthetic, auditory and visual. 

During my student teaching experience, I was able to assess students in a variety of ways.  In assessment artifact A, students were assessed on their ability to create a story with given set of pictures.  Students were asked to use the new vocabulary, using a possessive adjective once and writing two sentences per picture.  There were four pictures students had to write about.  Students were able to interpret the situations in their own way.  This was a very open ended form of assessment.  In Assessments B and C, students were given a letter much like a Dear Abby letter.  They had to respond by giving advice to the girl as to how she can become a better student.  Students presented these letters in class.  In Assessment Artifacts D, E and F, students are formally assessed in the areas of listening, reading, writing, and translations.  These are assessments from the textbook that I cut and pasted to create an assessment that assessed all parts of learning a language.  Students that were more auditory learners performed better with the listening part of the examencitos, students that were more visual learners performed better on the reading and labeling parts of the examencitos.  However, not all students needs can be met in an inclusive classroom.  Several modifications should be made in order for  these students to be successful also. 

During my placement at Pleasant Lea Middle School, I was able to help the Special Education teacher administer the Woodcock-Muñoz for an ESL student.  I had to administer the test completely in Spanish since the student did not speak any English.  It was important for me that this student be tested because his teachers believed that he was not at the level a seventh grader should be.  The results of the test proved otherwise.  It was a wonderful experience for me because I was able to help a Hispanic student who otherwise might have ended up in a special education program. 

In an educational psychology class, I wrote a classroom modification model for teachers to use for students with special needs, especially students living with ADHD.  I myself have lived with ADHD and am more aware of the modifications that need to be made that not only benefit these students but all students in the classroom.  By helping students become more organized, providing low anxiety activities in the classroom, and by minimizing distractions, all students can succeed, without pointing out particular students.  As stated in my philosophy statement, I believe all students have the capabilities to learn, and as a teacher, I wish to foster and develop an internal motivator in my students that will give them the drive to succeed.