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Emily Ude April 24, 2013 EDUC 201-01 Personal Growth Statement Before I began my observation hours, I was

absolutely sure that I wanted to become a secondary mathematics teacher. However after being placed in a number of different classroom environments, I have more doubts than prior to observation. Throughout my week long experience, I observed a ninth grade algebra class, a special education social studies class, a seventh grade mathematics class, an academic support classroom, along with two life-skills classrooms that consisted of severely autistic and Downs Syndrome students. Beginning the school day observing the ninth grade algebra was everything that I expected. The teacher, Mr.Goetz, used a do now in order to reflect on the previous lesson and get the students into the correct mindset. He did an efficient job at guiding the students to breakdown and analyze the mathematical equations and help them arrive at the answers. Throughout the lesson, Mr.Goetz had to keep the students on task, especially the male students. He remained interested in what the students were trying to express but, continued to keep them moving on with the lesson. Mr. Goetz had a nice presence about him and always made note to praise the students for being involved even if their answers were incorrect. However, I disagreed with his method of test administration. After a majority of students handed in their test, Mr.Goetz began to call students out by name if they had not completed it; Lets go Jamie! Hand it in. I did not agree with how the teacher called attention to the students who were still working on the test. I think that each student should have the opportunity to complete his or her work without having to rush or be embarrassed.

A class that I became very interested in was the academic support classroom. In this classroom, children who are eligible for an IEP (Individualized Education Program) report during one period to work on incomplete classwork or tests from other teachers in the building. The class size ranged from five to eight students with one teacher and one paraprofessional. I found this classroom to be interesting because the teacher must accommodate his or her daily lesson plan to the individual work that they receive from the students each day. The teacher must have an understanding in each subject throughout the building because they must assist the students in a multitude of subjects. Throughout the week, the teacher to student ratio appeared to be sufficient because not each student had incomplete work every day. However come Friday, the teacher and paraprofessional could have used much more help. Often Friday is dedicated as a testing day throughout the building and students are sent to academic support with their unfinished test. Many of the students came with tests from multiple subjects because they are eligible to receive additional testing time. As the end of the period approached, the teacher and paraprofessional became frantic to have the students complete the tests because they had to be returned to the corresponding teachers. At this point, I witnessed something that I could not withstand. The teachers began to give the students the correct answers and have them write the answers down on the tests in their own handwriting. I could not believe what I was witnessing. It became obvious that this had been done frequently throughout the school year that the students would simply procrastinate until the end of the period so that they would be given the answers rather than having to learn the information. Becoming an academic support teacher intrigued me for two reasons. Firstly, it is clear that this program is in need of change. I can only imagine that such practices are not only

occurring in this building but, throughout the entire education system. Secondly, these students who are especially need in academic assistance are simply falling through the cracks. They are not learning or benefiting through their schooling because all of the work is being done for them. I would like to become involved in this program because I would like to take efforts in changing this system and assist those students who continue to struggle. Unexpectedly, I was also placed in two life-skills classrooms. One of the programs was located in the high school and consisted off ten students who ranged in age from fourteen to twenty-one. The second program was located in the middle school and consisted of four students who ranged in age from eleven to thirteen. This program is brand new to the school district and has already begun to make a huge difference in the students lives. The classrooms were taught by one teacher and assisted by three paraprofessionals. Each student is eligible to an education until they are twenty-one years of age and then receive a certificate of completion after they graduate from the program. Students are taught simple mathematics and English, however the curriculum is driven toward daily activities such as cooking, cleaning, technology, and current events. When the students become of age, they will also receive experience in the work field. For half of the school day, students were accompanied by a paraprofessional and gained experience in the work force such as the supermarket, pharmacy, or book store. Many of these students will never have the privilege to receive a drivers license and this program teaches them how to travel throughout the community. Though this curriculum is much different than the New York State Standards, in only two years these educators have already begun to have a huge impact on the students lives.

I found the observation hours to be extremely informative and a great experience. Though observation has made it much more difficult for me to choose a concentration, it has given me even more passion to become a teacher. I hope to one day touch the minds of students the way that many of those teachers did throughout the week.

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