Educational Studies (EDU-5011)

        I have spent the last four months being a student in Educational Studies.  This is my first class as a graduate student at Johnson State College.  While attending this class, I have read different educational texts, had many discussions, participated in a group presentation, and written two papers.  Through all of these activities I have learned many things about education and about myself.
         This class has opened my eyes to the diverse beliefs and theories in education.  This semester we read and discussed many past and present learning theories.  It helped me to see that there are so many ways that education can be approached.  I believe that the best educators do not rely on just one theory but immerse themselves in all of the possibilities.  The most important thing for an educator to understand is his or her students.  Once you truly know your student as learners and people, it is much easier to choose the best path for their education.  It is about constantly adjusting and improving your teaching, so that your students may have the most success.

         One way to best meet all students needs is through creating an inclusive learning environment.  I had the privilege of participating in a whole class discussion about inclusiveness in education and within our society.  An inclusive educational system is not something that can happen for overnight, but it has already started to begin within our state of Vermont.  Mara Shapon-Sevin (2007) states, “This is my hope for all of us- that we are able to turn our loving attention to the task of creating a just society.  And that we begin that task by living inclusively from the beginning” (p. 238).  Students will benefit from being surrounded by all different types of learners.  They will learn to be part of a diverse community and care about those who are both similar and different from them.  If students grow up in an inclusive learning environment, hopefully that will inspire them to create a more inclusive world. 

        I grew up within a school district that believed and still believes in inclusive learning.  I did not realize that other people my age did not have the same learning experience as I did.  Reflecting back on it now, I know that growing up in an inclusive learning environment made me a better student, teacher, and human being.  I fully agree with Mara Sapon-Shevin (2007) in her belief that, “Inclusion allows us to acknowledge that the traditional categories of “able bodied” and “disabled” don’t make much sense because we are all complex humans” (p. 22).  I learned how to be apart of an educationally diverse learning environment.  I learned that everyone has something to give, and I learned how to learn from my peers.  It showed me how to work with people who were very different from me.  I think the skills I learned from being a student in an inclusive school have helped me to work more cohesively with my fellow teachers and better help my students find success.
        While working on my Educational Life Story Interview, I was able to reflect upon myself as an educator along with my strengths and weaknesses as a person.  I first read the book The Stories We Live By: Personal Myths and the Making of the Self  by Dan McAdams. McAdams (1993) writes, “Through knowledge come power and mastery, and knowing the world (or self) can be likened to conquering one’s own external (or internal) environment” (p. 141).   This personal interview process helped me to learn more about myself.  I reflected upon my past experiences and how they have molded me into the person that I am today.  It gave me more knowledge about myself, which gave me the power to be a better educator.
         While working on my Learning Environment Project, I was able to observe and reflect upon the environment in which I teach.  I observed my own classroom along with the other first grade classes at my school.  I observed these learning environments with these four questions in mind: How well does the learning environment support learning and growth?  How well does the learning environment demonstrate support for difference?  How well does the learning environment create a safe and secure atmosphere?  How well does the learning environment address the conditions and actions that lend to discrimination?  I was able to recognize that there were a lot of positive things happening within my school.  Teachers were working hard to meet the needs of all their students and create Universally Designed lesson plans.  They were also working to create safe and secure learning environments through the use of PBIS and Responsive Classroom practices.
        I was able to observe that there were some improvements that could be made.  Within some of my observations, I noticed that male students were receiving more attention than female students, and I now want to work to fix this at my school.  These young girls must be shown that their ideas and education are just as important as their male counterparts.  I believe that the boys were being called on more often to keep them engaged and focused but there must be a better way to attain this without taking away from other’s learning.  I think that as educators we are so stressed by the many demands that are placed upon us but we must think creatively on how to engage all students.  We must also work to include everyone in classroom discussions, so that every voice is heard.
         I think the most important thing I will take away from this class is that every educator must be purposeful.  As an educator, my words must be chosen carefully.  I must create learning activities that are thoughtful and well planned out.  Students should be engaged and they should be given different ways to successfully access the information being shared.  I should consider everyone’s needs when creating my class environment, so that every student may feel safe and secure.  Every action and decision I make as an educator should be done with the focus of creating the best learning opportunities for all my students.
         This class has made me want to create an inclusive classroom that best meets the needs of all my students.  It has helped me to reflect upon myself as a person, my qualities as a teacher, and the environment in which I teach.  Participating in Educational Studies has inspired me to be constantly trying to create the ideal learning environment.

References

McAdams, D. P. (1993). The stories we live by: Personal myths and the making of the

         self. NY: Guildford Press.

Sapon-Shevin, M. (2007). Widening the circle. Boston, MA: Beacon Press.

Characteristics and Development of Diverse Learners (EDU-6235)

           I have been attending the course Characteristics and Development of Diverse Learners for the last four months.  This is my first semester as a graduate student at Johnson State College.  I have participated in discussions, written papers, created lesson plans, and read many educational texts.  These experiences have taught me about graduate school, myself as an educator, and education in general. 

            This course has shown me what to expect from graduate school.  I have learned that the relationships you create with your peers are vital for success.  Your peers are there to edit your writing, grow your thinking, and engage in class discussions.  This course had a relaxed feeling that allowed for whole class discussions where everyone felt comfortable to participate.  I learned from my peers’ thoughts and that information they shared in discussions and presentations.

            I was able to learn about myself when completing my Developmental Self-Study.  We read and discussed many different learning theories.  We were then required to apply some of these learning theories to ourselves.  I was able to reflect upon my own development and how I was affected by the different events in my life.  These events molded me into the teacher I am today.
       Through applying these learning theories to myself, I was able to think more deeply about them.  For example, from this experience I decided that I do not agree with John Bowlby’s theory of attachment.  I do agree that children need to develop an attachment with an adult but I do not agree that it has to be primarily with a mother.  I came to this conclusion because of my own experience of growing up with both a mother and father that cared equally for my needs.

            I have learned a lot of information about specific learning disabilities and accommodations that can be useful.  While this information was helpful to learn, this class has reaffirmed my belief that the most important thing an educator can do is get to know his or her students.  Forming a connection with your students and understanding them as learners will help you to become skilled at accommodating their weaknesses and highlighting their strengths. 

            As a first grade teacher, this course has made me more aware of creating Universally Designed lessons.  I believe that my lessons already incorporated some Universal Design but this course has made me want to create lessons that inspire even more student independence and success.  I want every lesson I teach to meet all of my students needs and for my students to have many different ways to access the information.

            Universal Design allows for the concept of inclusion to run more smoothly.  This course has also confirmed my belief in the importance of an inclusive classroom.  I think that students can learn so much from participating in a classroom that is diverse.  They can learn to be a part of a learning community and work together.  These are skills that will serve them well in a workplace.  I believe every child has the ability to learn and that every child has something important to share with his or her peers.   

            Characteristics and Development of Diverse Learners was helpful and a great introduction to graduate school at Johnson State College.  The activities were interesting and well designed and the peers within the class enhanced my learning.  I was able to learn more about my beliefs and myself as an educator.