"The Reflective Educator's Guide to Classroom Research" Chapter 1- Reading Response

(Note: If you have never heard of The Reflective Educator's Guide to Classroom Research written by Nancy Dana and Diane Yendol-Hoppey and are thinking of becoming a teacher, I recommend buying a copy or at least reading the first chapter. It's like Pringles - You can't [read] just one [chapter]!)

While reading this chatper, I loved how the authors tied this way of thinking into the way many preservice teachers/student teachers are taught to think. As preservice teachers, we must think in differentiation and how to cater to every student's needs rather than have the "one-lesson-fits-all" mindset. I found that this chapter emphasized straying away from the "textbook curriculum" and instead thinking in terms of the students. It covered:

- what "teaching inquiry" is and why it's called that

- how teaching inquiry is supported by evidence, texts, and studies

- how teaching inquiry ties into differentiation, RtI groups, Data-Driven Decision Making (DDDM) & Progress Monitoring, teacher evaluation, the Common Core State Standards and more!

Reflection:

This chapter not only presented an idea about how to think about teaching, but it showed practical ways of how to implement it. I've seen teachers that are so engrossed in their curriculum that they forget how to differentiate for those students that need more help. I never thought that sacrificing one for the good of the many was a very good philosophy. I like this book because it speaks to me as a student and a preservice teacher about beginning my pattern of thought now. I know that the first years of teaching are hectic; so, it's important that I start thinking like I should now instead of my first year. That way, it will be second nature to me by then and instinctual. I sometimes struggle with thinking outside the box. This chapter showed me that learning to inquire and reflect upon my teaching can be beneficial to my teaching career and students. It got me thinking about how I can start giving my future students an advantage now instead of working from behind once I start teaching in a classroom. I also loved the section about working with other teachers and administrators! I've seen the effectiveness of this and PLCs, even though they can be stressful. It's must easier to have a group of teachers with you instead of standing alone. As an undergraduate, I have already built myself a small community of my peers that I can go to when I need to bounce ideas off someone or need help with an assignment. I believe this is how it should be in a mainstream school: a community of teachers working together. It makes teaching more bearable when the going is tough!

The final thing I learned from this chapter is I should reflect upon my practices now in order to fine tune my skills before going into the field; this way I will be able to adjust to my students through reflection and planning. It's always about the students because it's the teacher's job to make sure they are succeeding. My classroom teacher at the Learning Academy, Ms. Jameson, constantly says, "A year is a long time to influence a student's life. You have to hit the nail every day because what if you don't?" It will create ripple effect, and possibly set that child behind. I know I won't be able to save every child, but that doesn't mean I can't learn to reflect upon my practices and learn from my mistakes just as much as I learn from my successes.

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