STANDARD 9: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Reflection is an important measure of growth as music educator. Although the practice appears as though the focus is on the music educator, reflection allows the teacher to consider his/her impact on the people he/she services. When the teacher reflects, he/she can notice the areas in his/her teaching that need improvement and the ones that are proficient. A byproduct of a reflective teacher is a student-centered classroom where the students and the instructor that are growing together. Another way to continue growing as a music educator is to attend professional development events for music education. Organizations such as the National Association for Music Educators hold conferences to provide teachers with professional development. Professional development allows educators to attend workshops, learn information and network. Skills learned at conferences allow teachers to better deal with students, parents and the community.
During my time at Ball State, I have completed reflections for every teaching experience I have had. Looking back over these reflections, I have noticed a great improvement in the way I teach and the way I feel about my ability to teach. I've learned that becoming a successful teacher is a process much like playing an instrument; in the beginning, you don't have many skills or knowledge but the more you do it, the better you get and the more you learn. Professional development conferences and workshops are widely available at Ball State University. The topics range from “The Importance of Music Education” to “Teaching Students with Autism”. When I was a member of the executive board for the National Association for Music Education I was presented opportunities to evaluate the impact I have on the people I serve.
Throughout student teaching, I have kept written weekly reflections that have allowed me to archive my experiences that I may seek them to witness my improvements and things that I need to work on. These reflections were also shared with my university supervisor that I may have a partner in my growth. I have noticed through regular reflection that growth is almost inevitable because the refections act as accountability for the things that you know need improvement. Reflection can also be motivation and encouragement. When I look back at my reflections from field experiences and teaching experiences outside of school, the issues that I needed work on have improved and it enables me to think positively when new problems arise.
The following document is a reflection of week 7 of student teaching. It documents the issues that I have improved on and what I still need work on. It explores different solutions and openness to improving. It applies to this standard because it is a real-life example of how reflections have helped me seek a greater level of excellence in my teaching through acknowledging my weaknesses and celebrating my improvements.
Reflection is an important measure of growth as music educator. Although the practice appears as though the focus is on the music educator, reflection allows the teacher to consider his/her impact on the people he/she services. When the teacher reflects, he/she can notice the areas in his/her teaching that need improvement and the ones that are proficient. A byproduct of a reflective teacher is a student-centered classroom where the students and the instructor that are growing together. Another way to continue growing as a music educator is to attend professional development events for music education. Organizations such as the National Association for Music Educators hold conferences to provide teachers with professional development. Professional development allows educators to attend workshops, learn information and network. Skills learned at conferences allow teachers to better deal with students, parents and the community.
During my time at Ball State, I have completed reflections for every teaching experience I have had. Looking back over these reflections, I have noticed a great improvement in the way I teach and the way I feel about my ability to teach. I've learned that becoming a successful teacher is a process much like playing an instrument; in the beginning, you don't have many skills or knowledge but the more you do it, the better you get and the more you learn. Professional development conferences and workshops are widely available at Ball State University. The topics range from “The Importance of Music Education” to “Teaching Students with Autism”. When I was a member of the executive board for the National Association for Music Education I was presented opportunities to evaluate the impact I have on the people I serve.
Throughout student teaching, I have kept written weekly reflections that have allowed me to archive my experiences that I may seek them to witness my improvements and things that I need to work on. These reflections were also shared with my university supervisor that I may have a partner in my growth. I have noticed through regular reflection that growth is almost inevitable because the refections act as accountability for the things that you know need improvement. Reflection can also be motivation and encouragement. When I look back at my reflections from field experiences and teaching experiences outside of school, the issues that I needed work on have improved and it enables me to think positively when new problems arise.
The following document is a reflection of week 7 of student teaching. It documents the issues that I have improved on and what I still need work on. It explores different solutions and openness to improving. It applies to this standard because it is a real-life example of how reflections have helped me seek a greater level of excellence in my teaching through acknowledging my weaknesses and celebrating my improvements.
The following document is an observation that I did of my cooperating teacher during student teaching. This observation shows a different side of her teaching skills that I don't see in the orchestra classes. I took note of her instructional techniques that apply to both strings and choir as well as those that are specific to vocal settings. This artifact applies to this standard because it shows that I seek additional opportunities to improve my teaching skills.