P1 – Practice intentional inquiry and planning for instruction.
This program standard means that the instructional and behavioral management strategies used in the classroom are personalized to the diverse needs of each student. This program standard was exemplified through an observation of my first period classroom and mentor teacher [1].
The teacher opened with a general conversation with the present student about his weekend (“Hey, Student A. How are you feeling? How was your weekend?”). It was an authentic opening that attempted to engage the student in a conversation about how he was feeling. The phrasing seemed intentional as the student appeared to be in low spirits. He displayed sour facial expression and was walking around the classroom listlessly. The student was relatively unresponsive to the teacher’s attempts to assess. Consequently, the teacher gave the student verbal instructions three times regarding the start of class. The student’s responses were somewhat dismissive of starting class or working (“I don’t even know if I want to work today” or “What’s even the point of doing anything?”). In response, the teacher wrote the schedule on the board. The student’s responses indicated that he was not sure that he was going to work today and the teacher let him know that he always had to choice about whether or not to work [2].
The teacher chose very specific instructional strategies when interacting with the student. She was kind and firm with him about her expectations. This opening reflected a strong use of knowledge of the student’s prior behavior as well as authentic concern about the student’s emotional state. It felt appropriate for the student’s abilities and emotional state.
This piece of evidence demonstrates my emerging understanding of how to use appropriate instructional and behavioral strategies with emotional and/or behavioral disabilities through observational learning [3]. Watching my mentor teacher exhibit various theoretical strategies in a practical setting allowed me to explore how these abstract concepts manifest in the classroom setting. I was able to observe how to engage in an authentic attempt to connect with a student who was rapidly shutting down. I also was able to see how prior knowledge and behavioral strategies combine to create an interaction [4]. In regards to student learning, this is important because I need to have a toolbox of these abilities and be able to select them with care to the diverse needs of my students [5]. One way I can improve my effectiveness in this area is to practice recognizing the socio-emotional cues of my students and consider how I can address those needs while still accomplishing content area work [6].
My bPortfolio 