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Student Teaching Spring 2024 Reflection

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56 views

Student Teaching Spring 2024 Reflection

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api-691109264
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Student Teaching Reflection Spring 2024

Madison Peters

As a part of the Elementary Education Program at Dakota State University, I was placed

in a second-grade Personalized Learning Classroom at Harrisburg Horizon Elementary in Sioux

Falls, SD to complete my final student teaching experience. In this experience, I had the

opportunity to learn from and work with my mentor teacher, Amy Christensen, and her class of

twenty-four learners. Over the course of the semester, I have had numerous opportunities to

experience and learn more about teaching at the elementary level. I have been able to apply what

I’ve learned in my courses and other field experiences to this student teaching experience.

Being placed in a Personalized Learning (PL) classroom meant that our second-grade

class works alongside a third-, fourth-, and fifth-grade class. Learners move between the four

grade levels depending on where they are at in their learning journey. The teachers play the role

of a “facilitator” in their own classrooms, where they support learners who are working at their

own pace by pulling “coaching sessions,” where learners are called up to meet with the

facilitator, either in a small group or one-on-one, depending on the situation. PL has been a

completely new experience for me; however, I have learned so much about how it works, the

facilitator’s role, the learners’ role, and how it best supports learners.

Alongside learning PL, I have also learned a lot about classroom management, lesson

planning, and instructional strategies. During my time as a student teacher, I transitioned from

observing my mentor teacher to taking over the classroom for four weeks. During that time, I

took on the role of the regular classroom teacher, where I planned lessons for multiple subjects,

used curriculum to support my teaching, and implemented a variety of instructional strategies,

such as small group, whole group, differentiated learning, think-pair-shares, and more. I
completed a work sample, where I taught a phonics unit for nine days, and included a pre-

assessment, formative assessments along the way, and a post-assessment at the end. While taking

over the classroom, I also practiced classroom management, where I became more confident and

consistent as the semester went on.

I am thankful for my time as a student teacher. I have grown tremendously in my

abilities, confidence, and knowledge of an elementary classroom teacher. I am excited to put

forth what I have learned and experienced as I continue my journey in becoming a teacher.

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