Competency 4
Think Critically and Reflectively
For competency 4, “Think Critically and Reflectively,” I have chosen three artifacts. For the first sub-competency, “Develop a personal vision of inclusive educational practice,” I chose the Multicultural Teaching Philosophy Statement from EDCI585. This paper allowed me to consider my own family background and how I have come to be who I am. That same question must be asked of the students in my classroom. Everything about their life impacts who they are and how they learn. As a teacher, I must constantly be reflecting on the factors outside of school that impact students when they are in school. This reflection can never go away. It’s a constant process of watching students grapple with the knowledge and experiences they bring from home while navigating a different world of knowledge in the classroom.
The second sub-competency, “Identify the relationship of discipline to the broader field of education,” is represented by the artifact “Content-Area Materials, ELL Strategies, and Assessments” from EDCI559. This artifact exhibits part of an English lesson in an English Language Learners class for newcomers. One of the Haitian students from the lesson is then extensively observed. His family history, access to literacy materials, cultural interactions, and relationships are explored. I had to ask myself “what knowledge does this student bring with him and how can I use it to help him grow his English proficiency?” After learning about his family background, I could examine what type of English Language Learning strategies would help the student in school. As a reflective teacher, it is important to always take into account how these strategies may need to change over time because the student's knowledge will also adjust and change as he learns.
The final sub-competency, “Critically evaluates theory and practice,” is demonstrated by the Teacher-Made Language Assessment from EDCI557. This artifact required that I examine the reasons for assessment and how assessments impact student learning. To properly assess students who are learning English, I have to be open to learning about their background and culture. There is a certain amount of assessing of student culture that must happen to know how to adequately evaluate their needs and provide proper instruction. Going forward, I must recognize that it is imperative to know what education, academic and otherwise, a student brings with them to my classroom. New knowledge can only grow if their “old” knowledge is embraced and built upon.
