Professional Documents
Culture Documents
Education 302-303
Prof. Sara Leo
Final Reflection Section
Final Reflection
Over the past few months I have been blessed to work with and grow
Christian High School. The culmination of that blessing was the theorizing
circumstances shaped (or didnt shape) the Unit plan, the construction of the
plan itself, and the effectiveness of the Unit plan as a whole and what Ive
learned as a result.
mentor and I began this process of determining what I would be teaching on,
I didnt have very much say on the matter. I suppose that I understand this;
the school has a specific curriculum that they want to follow, its difficult to
break from that mold, and no one wants a student intern they have never
met trying to run the show. Thankfully I did not end up teaching what was
Unit that strung together several disjointed topics in the 1960s, which I then
would have had to teach before Calvin Colleges Spring Break; but thanks to
suggested such an early date for the Unit he wanted me to teach (this was at
Branch in late April. Political Science is my minor and I have a love for the
Unit plan, I was again faced by the challenges of restriction. The restrictive
challenge was that I needed to teach all of the same specific facets of the
content and same perspective on the content that had been taught in
previous years. The key then became teaching these facets while also adding
overwhelmingly white, in a class with only one Hispanic student. After our
the public schools 22% of students are Hispanic/Latino (OLAS 6). The text
dived into the complex issues of race and immigration as part of our history
and culture, yet when the immigrants dont look like us its easy to reject
When I began to construct the plan itself there were a few things I definitely
important that I try and relate the content area to the students; and third, it
was important that I covered the required material while also engaging the
students on the Congress from facets that these students werent exposed to
while also not overstepping my bounds as a student intern. These are the
The next step is the construction of the plan itself. It is because of the
large group activities, small group activities, and simulations. These were to
help me engage the students minds and bodies as well as provide some
level of autonomy. This also included giving the elected class president and
subconsciously help the students reflect upon the questions and issues of
passing laws that they were being challenged by. It also meant including
when I realized that some of the things I wanted to do just wouldnt work,
either because of school policy or the specific context of the classroom, and I
was forced to edit, alter, or completely change what I had planned and
having taught the same lessons year after year without too much change.
what at times was a more optimistic but perhaps unrealistic picture for
learning.
and what Ive learned as a result the experience. I only ended up teaching
two of the four lesson plans that I constructed, and those four were situated
specific effectiveness of each of those two lessons can be found with the
lesson plan for each day. But more generally I think that the Unit was
effective, but there are definitely some hurdles. For one I think that the ideas
say so. There is a group of students, who all know each other, that are placed
in a classroom together and work together; but outside and after the class
these kids ultimately just revert back to their traditional cliques. When OLAS
cant help but look to my discussions with my mentor Nate Vanderzee, who
identified the self-segregation along racial lines within the school (OLAS 245).
learn how their actions affect the success or failure of the group, but you
cant really do that if your classroom isnt that close-knit socially just
students to address these issues with a special kind of unity, the class
worked and yet it didnt work. What Ive learned is that once I am a teacher it
address bigger issues that may feel theoretical and far away for some
students, like the reality of white privilege, but are very close to other
given me much to ponder, wonder, and reflect on. I met and taught real
people with real struggles, not just theoretical ones in an Education textbook.
I also got to develop a practical Unit plan which, despite the things I was still
required to include, I can confidently call my own. This was an essential part
Oakes, J., Lipton, M., Anderson, L., Stillman, J. (2013). Teaching to change the