I currently teach English 9 and English 10 at a suburban school in south-east Michigan. In my classroom I work to engage my students daily in reading and writing tasks that push them to think critically, consider new perspectives, and engage in the world around them. The ability to teach English language arts effectively to my students requires me, as their teacher, to be capable and confident in my knowledge of the subject matter and consider my students' opinions and interests in order to offer encouragement, increase engagement and interest in the content, and learn from them as well. This is done while also educating my students to be successful in my class and as they progress in their lives. Everyday I make efforts to prepare and educate myself so that I will be able to effectively teach my students. and look for ways to support students in and out of the classroom. My position as a student council adivisor and debate coach both provide me new opportunities to have an impact on my students. I believe strongly that the process of teaching and knowing my subject matter is also a learning process for me and that to truly know my subject matter is to know that there is always something else to learn or improve on.
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The organization of my classroom is designed to allow students to interact and engage with one another. The desks are in pods of four that face the front. This is meant to allow students to collaborate and share ideas in small groups. Students often have the opportunity to discuss with one another or move around the room to form various groupings.
In the classroom, students have access to tools and materials and I work to help my students familiarize themselves with where these items are located early on in the school year so that they are completely comfortable in the classroom. Additionally, in the classroom, the students have access to independent reading books to use both in class and at home during the school year and Google chromebooks for classroom use.
Students are organized in small groups for their daily work in order to offer a sounding board and support for classroom activities. Additionally, students often work in a variety of group configurations-developed based on interest, skill level, or at random. This not only allows for peer support but also helps students develop relationships with classmates and ease in working with a variety of individuals.
Students' collaboration extends from short introductory assignments to more extensive assignments, such as research projects. Additionally, students often have opportunities to utilize available technology resources in pairs, small groups, and as a whole class.
In my school district, there is an emphasis on reading apprenticeship (RAISE) and the use of thinking routines to enhance critical thinking (Cultures of Thinking) One of the ways that I work to scaffold the information within lessons and prepare students for their lessons and assessments is by integrating Cultures of Thinking and RAISE strategies and routines. By breaking content down content within a lesson students are able to lay out their thinking more clearly and see the complete process. This is also a focus for the classwork that students engage in.
Students also often engage in academic games and utilize technology resources/tools during class time.
The integration of technology in the classroom is an integral part of our students' education experience. I am always looking for ways to integrate new tools, resources, and new media experiences in the classroom. However, more importantly, with these tools and resources, I am looking to use technology in the classroom in a thoughtful, purposeful way, including to track student progress, not just for the sake of inclusion.
In the classroom, I have found success with using Google Classroom, as well as other Google tools, Kahoot, Quizlet, and Socrative.