The contents of the KEEPS domain is a reflection and culmination of every experience acquired as a teacher and student. My time at Long Island University affirmed the idea that critical reflection on teaching pedagogy contributes to excellence in teaching and improving outcomes for all students. As I delved into special education, I was aware of the tremendous task that awaited me. However, I have recognized each encounter as part of my learning curve. Despite facing challenges connecting with students in my first class, I have continued to evolve intellectually, professionally and emotionally. I appreciate each learning opportunity in LIU and view it as a turning point in achieving fulfillment in my teaching career.
Every experience at LIU has emphasized on the importance of the classroom community. Through my introduction essay, I gained exposure to Dewey’s “My Pedagogic Creed.” I have regularly retracted to this book for inspiration throughout my time at LIU. I am intrigued by the idea, “the school is primarily a form of community life in which different communities combine to develop students in the process of living and preparation for future life” (Dewey, 1897). I am inclined to develop a community of learners because of all the negative experiences I encountered as a child. It is traumatic to witness your father kill your mother and further endure his sexual and physical abuse. Through the KEEPS lens, I no longer perceive these traumatic episodes of my life as a weakness but rather as a motivational tool to encourage some of my students facing similar situations. For instance, I have helped students deal with the loss of a parent. Students respect empathetic teachers who relate with their struggles and guide them towards surpassing their limitations.
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Throughout the KEEPS letter, I particularly resonated with the themes of social commitment and empathy. I made it a priority to be involved in each of my student's lives, even beyond the confines of the classroom. I spend a significant portion of the day with my students. I spare some of this time to create a safe space where we can collectively be empathetic towards each other’s experiences. This commitment is in line with my philosophy of student-oriented teaching. I encountered a quote by Sultan suggesting, “We are asking students to change a belief system without changing the situation around them” (Sultan, 2015). Notably, the claim of knowledge is unachievable without considerable effort in achieving social commitment and empathy. I realized that students could not learn effectively if they were struggling cognitively. To proceed with the education process, we must start with mitigating challenges caused by experiences beyond the school environment.
Throughout the KEEPS program, I tried to achieve every claim and connect it to my teaching pedagogy. However, knowledge claim 2 failed to appear on my final grid. I feel that I had the opportunity to meet this claim through Artifact 1: “ CLSP Learning Segments (Part I, II, and III)” in TAL 802 course with Professor Kate Wilkinson. By incorporating a trans-language objective through the three lessons, I tried to enhance child development within linguistic contexts. Education is a conglomeration of people from different cultural and ethnic contexts. I realize that I require additional research and exposure to understand how I can appreciate these differences while teaching curriculum content. With expanded knowledge, I can improve this lesson substantially. I must consider how I can help students who do not use English as their first language, achieve better learning outcomes. Indeed, my interactions in LIU have laid the foundation for further development in linguistic aspects.
My strongest attributes are classroom management and connecting with my students, especially those enduring some kind of traumatic experience. I experienced challenges connecting with my students in my first class. After this encounter, I decided to conduct an in-depth self-evaluation. I realized that I had not determined my true inspiration for becoming a teacher. I initially believed that coming from a high needs community shaped my teaching inspiration. Throughout this program, I was able to create a great atmosphere in my classrooms and established strong relationships with my students. For example, I would appreciate disciplined students with a treat in their favorite restaurant. Eventually, more students became well behaved and together, we established classroom norms. I intend to use the knowledge gained from LIU to ensure I sustain these attributes in classes I encounter each year.
Although my experience as a teacher and student at LIU has proceeded fairly well, I can identify certain aspects of my teaching pedagogy that I need to improve. First, I would like to enhance my approach to engagement and assessment. At times, I experienced problems with getting the students' attention in class, specifically during math classes. When teaching in the future I would like to find engaging ways of approaching math for middle-grade students. I am inclined to this aspect because I successfully implemented Artifact 2: “ Authentic Assessment ” in TAL 822 with Professor Krista Walker. I am planning to further my studies and apply for a position in my district school system. By doing so, I will be in a better position to advocate for student’s needs in school and community environments.
Throughout this program, I have developed in ways I never expected. LIU has developed me into a competent educator, student, parent, researcher and an agent of social change. I came from a large family, which helped me understand that human beings are different, and they each portray different strengths that must be respected. I have to guide students in following their dreams without bias. I can only feel successful if my students achieve their potential. To this end, I conclude by asserting that three forces drive teaching: a sense of truth and purpose, a feeling of responsibility and the need for imagination.
References
Dewey, J. (1897). My Pedagogic Creed . E. L. Kellogg & Co.
Sultan, A. (2015, December 2). The Limitations of Teaching ‘Grit’ in the Classroom. The Atlantic , 1-5. https://www.theatlantic.com/education/archive/2015/12/when-grit-isntenough/418269/
