Chelsea Beinborn

Viterbo Practicum Reflection

1. My practicum experience has strengthened my beliefs about how students learn. I have

always believed that all children can learn and my job is to find how and what interests

and excites them. For example, in my practicum I found that a few students were very

reluctant readers. I worked with these students daily providing different mediums to

enhance and strengthen their grade level reading curriculum. We successfully found a

medium that got the students excited about reading. This practicum experience has

strengthened my belief that there isnt a single, best way to nurture learning. Using the

same example, I found that encouraging reading by using a different application,

unfortunately, only lasted for some time. My students are ever-changing in interests,

knowledge, and abilities and I need to keep pace and be open to trying new techniques or

using new resources.

2. I have been working all school year under an emergency license. When hired, I came to a

room that was in need of mass organization and updating. During practicum and the

school year, I have kept all materials accessible and my students know that they can come

to me if they are in need of materials for the general classroom. I have asked for student

input when creating behavior plans, recess or lunch alternative placements, and notes to

parents. I pride myself being an open and honest teacher, which I believe contributes to

creating a positive learning environment. By creating relationships with my students,

they feel comfortable asking for assistance both at school or with home needs. My

students share their experiences in my classroom with their parents, which parents have

praised me for my interactions with their children. By showing I care for my students in
 both academics and as a person, I create a positive learning environment. My elementary

school uses a PBIS (Positive Behavioral Intervention and Supports) system. We pride

ourselves in being safe, responsible, and respectful individuals. I model and encourage

my school moto both in the school and my community. Together, teachers, staff, and

students all help to create a positive learning environment in my school.

3. All students in my classroom have IEPs. During practicum, I received a lot of great

resources to assist in IEP writing and setting measurable goals. My mentor was the best

resource to share different assessments, curriculum, and IEP tips with me in creating

lessons to meet my students specific needs. I have improved tremendously in writing

student specific IEPs and used resources to assist in customizing curriculum to fit with

the students needs and ability. I also have been commended on my ability to collaborate

and use teachers as my resources. One example of this is my co-teaching social skills

groups with our schools guidance counselor. Co-teaching was the best decision I have

made in my first year of teaching. Creating lessons and teaching social skills was new to

me and I received a lot of great information and help meeting my students needs from my

co-teacher.
4. As a special education teacher in an EBD classroom, I am very happy that most of my

students are maintaining their academic grade level. For these students, I continue to use

grade level curriculum mandated by my district which would also meet required

standards. In order to meet some of the needs of my students, I have collaborated with

general classroom teachers to modify the number of problems or the amount of time my

student has to complete an assessment or task. Modifications and accommodations are

included in IEP writing, which would be specific to each student. Beyond modifying

required curriculum, I like to allow students to have choice in how they receive
 instruction, assessments, and complete academic tasks. For example, a student comes to

my room to work on basic math facts. This students general classroom teacher uses a

holey card assessment for fact fluency. My student becomes anxious and shuts down

with timed academic tasks. We found a technology based program that offered the same

math fact fluency assessment in a game form. This examples shows that beyond district

requirements, I base my academic decisions on student specific needs and being open to

flexible assessment options.

5. In my classroom I have two students that are self-contained. While we continue to work

with grade level general curriculum, I give assessments and feedback in different forms

than they would receive from their general teacher. Because of my small group, I have

the two students keep an academic portfolio of completed work. The two students update

the portfolio several time a week and are welcome to look through complete assignments

daily. My students will be taking home portfolios at the end of the school year and their

parents receive a printout for academic progress each week. If I see a student struggling

to grasp a new concept or make a connection, we pull that assessment or task and provide

instruction in a new way or find supplemental materials. Corrections then are able to be

made if the student chooses. With my elementary schools PBIS system, students are

rewarded at any time for outstanding academics or behaviors using Top Dog Behavior

red tickets. I have made it a mission to reward manners as much as possible during this

last semester. Each Friday I do a check-out with these students for both academics and

behaviors and areas that are great or areas that we need to continue to work on. Because

I have built great relationships with these students, I believe they are open to asking

questions or stating if they are not understanding something. Providing feedback is an

 area I want to continue to improve on and continuing finding resources on providing

effective and efficient feedback for academics and behaviors.

6. My classroom has a pretty challenging group of kiddos. When I was hired, it was

stressed that this is a tough job and a challenging room, and the administration was

hesitant on hiring a brand new teacher to fill the position. I believe what is special about

my teaching is my ability to create lasting relationships with my students and continue to

maintain my flexibility with the various challenges I face. I would definitely say that my

classroom is stressful and that some days are mentally and physically draining, but I also

see the huge impact that I have on students. Most of my students need someone that truly

cares about them, listens to them, and maybe sees what they need without them having to

say it. My teaching is special because I know how to help my group of students; I know

when to talk or when they just need me to listen. I know what they excel in or what they

struggle with. I hold high expectations but make sure they arent set up for automatic

failure.
7. Deciding to be an educator was not something that happened quickly. After college and

working in other professions, I finally saw that I, myself, love school. I continue to have

a need to further my education, but have finally found a career I want to invest in. I

strive to be up-to-date with technology to improve education and teaching. Masters

programs and reading certificates are all tempting me as I continue to complete my

current certificate. Education is someone that I truly enjoy and by furthering my own

education I can only improve my teaching abilities. Day to day I continue to seek out

role model teachers. Using them as a resource and to help guide my teaching decisions

benefits both myself and my students. I also continue to reflect on my teaching, my

 lessons, and my goals to improve upon each year. I believe that with continued

education, reflection, and resources my teaching can only improve.

8. This was the first year I have ever dealt with IEPs or attending IEP meetings. It was truly

an eye-opener to the amount of paperwork and meetings a special education teacher

faces. I have maintained approximately fifteen students on my caseload this school year,

all requiring a meeting and continued IEP. I have gained huge knowledge and confidence

in attending IEP meetings. The first two I dont remember saying anything during the

meetings, but my last few I have been the lead in. IEP meetings can be intimidating,

especially because I have had very strong opinioned parents and teachers not agree to

modifications or services for my student. I again pride myself in maintaining my

flexibility and open-mindedness to others feelings and opinions. IEP writing is

something that I continue to work to improve but during this school year and coursework,

have found some great resources to improve my writing, goal setting, and goal

measuring. Early this school year, I went to an excellent IEP writing workshop where I

received and shared some great IEP tools that benefitted everyone in my department.
9. My practicum experience has been tremendous. I have had the pleasure of working

under the best mentor you could ask for and it has made a world of difference. One of

the most memorable moments during my practicum was with a student that I see for the

co-taught social skills class. We have created a pretty awesome bond but this student still

struggles with regulating his emotions. Last month, he was really struggling to keep his

behaviors appropriate and was asked to leave our social skills class five minutes early due

to being extremely disruptive and defiant. He came back to my classroom about fifteen

minutes later with tears in his eyes and a huge, amazing, unlike him apology. This

student is one of those that I know I have had a huge impact on. He said later that day
 that he wants me to take him home with me. This example signifies the changes that I

can help make to better a students life. One of my self-contained students also will be

able to return to a regular classroom with only math support next year. That is a huge

step and one that I see where my teaching is helping these students be successful in

school.
10. I hope to be remembered as a caring, understanding, sensible, and hardworking teacher. I

will have all but one student on my caseload next year and look forward to being a

constant for them while at the elementary school. I will continue to work in the

department with my mentor but will also continue to use my mentor and other coworkers

as great resources to improve my teaching. I look forward to more years with my

students and believe that they also look forward to having a caring teacher with them

through their education journey. Students and staff will continue to see me be a role

model both at school and in the community; I will continue to model being a safe,

responsible, respectful individual. I am aware of some major staffing, building, and

scheduling changes for next year and view this as something to be excited about. Change

is scary and sometimes difficult but it can also turn out to be amazing.