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    Edu 695 Truongrefldiscourse

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    Edu 695 Truongrefldiscourse

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    api-259338931
    31 views3 pages

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    edu 695 truongrefldiscourse

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    31 views3 pages

    Edu 695 Truongrefldiscourse

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    Truong 1

    I have been truly blessed to be in a profession that I am so passionate about and


    wholeheartedly enjoy. I learn so much from my students on a daily basis and deeply appreciate
    the reciprocal nature of learning that occurs in the classroom. It is my firm belief that I am a
    lifelong learner not only professionally in the field of education but also personally. In
    education, there is an integral connection between student performance with motivational theory,
    teaching methods, and classroom management. The odds of students achieving their full
    potential are greater if educators work to understand these relationships and are willing to try
    new theories/methods/strategies in their own practices. Research, theories, and strategies are
    forever growing and changing, yet the constant factor throughout best teaching practices are to
    best meet the varied needs and multiple intelligences of the learner(s).
    In understanding the different theories; social cognitive, goal orientation, expectancy-
    value, attribution, and self-determination, educators can better attach different motivational
    applications/strategies to observable characteristics in hopes of increasing student motivation
    (Anderman, 2010, p.6). We as educators must keep learning so to grow and adapt to the ever-
    changing nature of the classroom. It is important to understand not only the theories but also
    equally as vital is to be able to make quality observations, create a positive learning environment,
    and to form positive relationships with learners. It is through the achievement of these factors
    that effective classroom management strategies, and differentiated instruction tailored to the
    learner can truly occur. It is very important to me that my learners understand that it is fine to
    make mistakes and are encouraged to take risks. These tasks can often be daunting thus, in the
    safe comfortable environment of our classroom; I model taking risks, making mistakes, and the
    celebration of successes on a daily basis.
    Truong 2

    As I reflect back on my amazingly positive UNE experience, I can honestly say that it has
    made me more confident in trying new theories and instruction. I no longer am fearful of trying
    new things and am excited to try new endeavours for it may better my current teaching practices.
    This I feel is largely due to the opportunities that UNE has provided in being able to try more
    new things and seeing its potential firsthand, than I had ever imagined. I honestly believe that
    every class has changed me for the better be it through discussions, assignments, or readings. I
    now see that I can lead from where I stand for I have learned more about myself than I could
    ever had foreseen. In terms of trying new things in both theory and instruction, I was always
    hesitant for I was fearful of not doing the task correctly. I am more confident in my abilities now
    for I have learned so much and have had the backing of an increased bank of epistemology and
    educational strategy tools to support my journey in being a lifelong learner. My students have
    also benefited for they have gotten to experience a wider instructional range and witnessed my
    growth along the way. I am truly blessed to be able to link my learnings during my UNE
    experience to better my relationships with my colleagues, learners, parents, community, etc. I
    feel that this experience has greatly improved the quality of my life; my personality in me
    becoming more vocal about my own ideas and also professionally in terms of my own
    contributions towards educational growth. I would honestly recommend this phenomenal UNE
    program to everyone.




    Truong 3

    REFERENCES
    Anderman Eric M. and Anderman, Lynley Hicks. (2010). Classroom Motivation (1st Edition).
    Upper Saddle River, NJ: Pearson Merrill Prentice-Hall.
    Brualdi, A. C., & ERIC Clearinghouse on Assessment and Evaluation, W. C. (1996). Multiple
    intelligences: Gardner's theory. ERIC Digest

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