Best Practices

This page contains evidence of artifacts that I believe they were supportive for my skills which enhance my teaching for professional growth. As well, I have linked and reflected on each competency area.

Best Practices

Professionalism Competency

Planning for learning Competency

Managing learning Competency

Implementing learning Competency

Monitoring and Assessment Competency

Reflection Competency

One of my best experiences that I have ever had was involved in voluntary activities because it serves the community. Attended a seminar about the safety and how to use the fire extinguisher correctly, which was certainly effective (see PDP, professionalism). This experience gave me a clear idea about fire extinguisher and how it is important to know how to use it. From my background knowledge, I always thought it would be easy to use fire extinguisher. Actually, it's not as easy as I thought regards to the training that I did with the Firefighters. I learned the importance technique of fire extinguisher which allows me to learn how to extinguish a fire quickly and safely. Also, how to be attentive if there is a fire at the school to be extinguished in its early stages before it becomes bigger.

As a student teacher attending a seminar about the safety and how to use the fire extinguisher correctly is crucial to save lives of students and teachers and protecting the property of the school. In addition, it helped me to increase my knowledge in fire disaster. Obviously, I gained lots of skills such as decision making by giving ideas to allow students to attend this event and be aware of the fire. The value of getting experience about fire extinguisher reflected positively on my beliefs and attitudes to develop my professional skills as a future teacher. I believe that each teacher should involved in the seminar to extend their knowledge on the importance of fire disaster. Also, make teachers and students aware of the importance of using a fire extinguisher to reduce the risk of accidents and death. Finally, this experience is considered as best practice with the staff because it helped me to build my professional skills and the awareness about the fire disasters around us. As you can see that I already discussed in my teaching philosophy about getting involved in the voluntary activities. (See teaching philosophy, professionalism).

From my perspective, the second most important aspect of demonstrating the professionalism was Food International Health Day and Fundamentals of Differentiations (see PDP, professionalism). I chose this as my best practice because it helped me to work collaboratively with teachers to make it successful. I believe in attending events and workshops helps the teachers enhance their skills, knowledge and become more effective communicator in the community. Food International Health Day taught the students the importance of healthy food and how to avoid unhealthy food which is one of the essential values that should be taught and highlighted in the curriculum in every school. Obviously, the events reflected positively on students’ beliefs and attitudes because they were interesting to know about the healthy food. For example, students were asking lots of questions about the bad effects of unhealthy food and how to choose the good one. Consequently, students brought healthy food in the next day of the events. This great experience is considered as best practice because it helped me to convince the students to choose the healthiest food and extend their knowledge on the importance of healthy food. As I discussed in my teaching philosophy the importance of involving in voluntary activities (see teaching philosophy, professionalism).

Attending meeting of Fundamentals of Differentiations was the one of the best practice I have ever had because it showed the benefits of strategies in learning and teaching. Also, attending it with the teachers has expanded my knowledge of teaching strategies and have shown me that teachers and supervisor truly care about the well being of each student. During the meeting, teachers were asked to bring up strategies of teaching and discuss how to use differentiation in the classroom with the students. Recently, I developed my teaching skills and strategies that can meet with the students’ needs. I believe that students can Improve their academic performance if the teacher looks at their levels and their ability in learning. It was an interesting meeting for me to see different teachers from different grade levels in one place and how they work together for the benefit of the school and their students. It taught me that communication and cooperation are essential for the teacher to address and discuss the needs of students and curriculum to continue working efficiently and effectively. As a result, attended this meeting made me realize the value of the input of every teacher. So, in the future, I will continue attending meetings to get the skills and knowledge about work in different areas (see teaching philosophy, professionalism).

Creating differentiated activities helped me to meet students’ needs through looking at the different students’ level. The meeting that I attend about fundamentals of differentiations, helped me as a student teacher to create appropriate activities for all levels of students such as low, medium and high achiever students (see PDP, professionalism). For instance, I did lesson about phonic e and I create a worksheet with different questions. The low achievers matched the picture with the sound, medium achievers found the correct sound and high achievers write the correct phonic and gave more example. As a result, students improved well in the learning when I considered their levels to match their needs in learning. It was a significant impact on their learning through using differentiated activities. It helped me to be more aware about students’ levels and their needs. This is one of the best practices because it helped me to focus on the student's performance, which helped them to complete the activities on time.

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Considering implementing a reward and motivation chart were effective to increase students’ enthusiasm towards learning and affected students’ behaviors positively. Also, it is critical to the learners’ success and it leads students to be motivated during language learning activities. Because of that, I have created a motivation chart and I used a ClassDojo app to encourage the students in learning and to manage the discipline in the classroom. For example, I created a motivation with color so each group has a color to see which one deserve to get points. The idea of creating groups was to let students collaborate and work with each others as one hand. The app was very effective to manage their individual behavior by taking points off or reward them by giving them points (see PDP, managing learning). Consequently, students had positive effects from their efforts by enjoying the learning process, good grades and improving their language abilities. These strategies motivate students to continue working toward their goal and develop their proficiency in behavior and learning in the classroom. Based on my belief that I discussed in my teaching philosophy (see teaching philosophy, managing learning). It helped me to manage the student discipline and increase their performance because they were very excited to participate and behave well. In addition, it was a supportive strategy for me as a student teacher because I noticed that the low student achiever worked hard to improve their performance.

One of the best practices was implementing strategies for managing students’ behaviors. The strategies that I used and it was effected were displayed the classroom rules on the wall and using total physical response to grab students’ attention. For example, if the students did not listen to me or playing during the lesson, I said immediately one, two, three and the students respond by saying look at me. This helped me to deliver the lesson in appropriate time because the students knew the rules and this assisted them to behave properly during the lesson. So, I believe that is one of my best practice because its increase student success and create a productive and cooperative learning environment(see PDP, Implementing learning.

Applying formative assessment was a successful strategies to support students in the continuous development through monitoring their performance during the semester (see PDP,assessment competency). So, to improve student's learning I was giving formative assessments such as homework, creating posters and doing a presentation which helped me to provide ongoing feedback through the assessments. These assessments have been a mainstay for me to monitor student's learning. To be more specific, it helped me to identify their strengths and weaknesses and target areas that need work. It also helped me to recognize student's weakness to address problems immediately. Consequently, the performance of low achievers was improving because of the giving feedback that helped them to improve their academic performance.

Consequently, the performance of low achievers was improving because of the giving feedback that helped them to improve their academic performance. In addition, it develops my assessment skills by implementing the formative assessment which it showed the impact of assessment skills on the students (see teaching philosophy, monitoring and assessment).

Receiving feedback from both my MST and MCT throughout the four years of teaching practice were the most effective strategies to improve many teaching skills (see PDP, reflection competency). It was a huge improvement from the beginning until now because I have gained many teaching strategies and one of them is students centered. Implementing this strategy was a little bit tough at the beginning because it is all about 21 century of teaching and focus on students themselves. I stand up with this by learning strategies online and applying MCT recommendations which were more useful for the academic growth in teaching. This belief was disused in my teaching philosophy (see teaching philosophy, reflection competency).