Running head: FROM RELUCTANT TO RESPONSIVE 1

From Reluctant to Responsive: An Educator’s Journey

Jessica Wingerd

Azusa Pacific University

EDUC 526
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From Reluctant to Responsive: An Educator’s Journey

History of Coursework

Course Course Title Professor Term Key Learnings

Number Completed

EDUC Essentials in Dr. Spring II  Using the SAMR model to integrate

511 Learning and Kathleen 2017 and immerse technology in the
Technology Bacer classroom.
 Using technology to develop
students’ critical thinking, creativity,
collaboration, and communication.
EDTC Digital Joe Fall II  Creating a personal learning network
517 Communications Bruzzese 2017 using blogs and Twitter
 Finding tools to make instructional
videos for virtual instruction, and the
flipped classroom method
 Using multiple programs to produce
a single lesson or presentation
EDTC Special Topics in Barry Spring I  Techniques for incorporating
527 Educational Bettger 2017 technology into the classroom,
Technology: including blogs, podcasts, and wikis.
Enhance  Teaching students to differentiate
Curriculum with between credible and non-credible
Online sources on the internet.
Resources  Creating and cultivating a personal
learning network using social media.
EDUC Special Topics in Dr. Spring I  Gardner’s theory of multiple
547 Educational Jennifer 2017 intelligences
Technology: Courduff  Incorporating technology to meet the
Learning in the needs of students with diverse
21st Century intelligences.
 Technology tools to enhance
learning, such as Augmented Reality
and Makerspaces.
EDUC Emerging Trends Tim Spring I  Using Pear Deck with Google Slides
548 in Technology Holder 2017 to create an interactive presentation.
 Utilizing Massive Open Online
Courses for both personal and career
development.
 Teaching digital citizenship and
internet safety tools that can help
students use the internet wisely.
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EDUC Capstone Kristi Spring II  Creating a final growth assessment

526 Experience in Hernandez 2017 to evaluate personal progress
Learning and throughout this program.
Technology  Creating a final eportfolio to
showcase accomplishments
throughout this program.

Personal Growth

Throughout this program I not only gained experience and education, but also underwent

personal development. Spiritually, I discovered a sense of purpose in the path that I had chosen

to follow. I also refined my natural talents of organization and resourcefulness through the rigors

and challenges of the teaching program. Finally, I found that I grew in confidence in my abilities

as an educator and as a valuable part of society. All of these have helped me to become more

responsive as an educator despite my initial reluctance.

I initially entered into the program as a last resort. My initial career paths had not gone

the way I expected and I had ended up as a substitute teacher, rather against my will. I did not

know where God was calling me to go and was feeling a distinct lack of purpose in my life.

However, this program opened my eyes to all the possibilities of teaching. Clinical practice

specifically showed me how I could have an impact on the students I taught, not just

educationally but personally. This gave me a sense of purpose and direction in this time of my

life, and showed me that God really does have a plan for bringing me down this educational

journey.

Throughout this program I also found that I further developed some of my personal

strengths. Dr. Clifton writes that “top achievers apply their greatest talents in roles that best suit

them” (Clifton, Anderson, & Schreiner, 2006). In completing the Clifton StrenghtsFinder I was

reaffirmed that organization and resourcefulness were areas that I excelled in. As I learned to

balance school, work, classroom observations, and daily life, I found that I developed much
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better time management skills and gained the ability to craft a lesson out of whatever I had

available. I have enjoyed developing my natural talents and I look forward to using my skills to

benefit my future students.

Finally, in completing these courses I grew in my ability to be effective in the classroom.

Growing up I usually felt uninteresting to the people around me. As a substitute I had difficulty

with some of my assignments and I struggled to feel like I would be successful as an educator.

However, as I began to spend more time in the classroom and gather more resources, I could

sense my confidence growing. I am no longer afraid to step in front of a class, and I don’t

struggle with social anxiety as much as I used to. This alone has been a great personal triumph

for me, and has increased my effectiveness in the classroom.

By developing me spiritually, cognitively, and affectively, this program has helped

develop me into an educator who is more responsive to the needs of my students and more

prepared to meet those needs. As I begin my next step in my teaching journey I look forward to

new areas of personal growth and development.

Professional Growth

One of the greatest impacts this program has had on me is by encouraging me to grow

professionally. I entered the program feeling like I already knew how to be a teacher, and I was

quickly proven wrong. Throughout the various classes and clinical practice, I found that I

changed my perspective on being an educator, adjusted my mindset towards educating diverse

students, and gained valuable experience towards becoming an effective educator.

When I began this program I had served as a substitute teacher for about a year. I did not

really enjoy being in the classroom as a substitute, but I loved learning and sharing my

knowledge. I took on teaching as a career not because I was passionate about it, but because it
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was convenient. Completing this program has changed my perspective on being an educator by

providing me with useful tools and encouragement to becoming an effective teacher. I have

grown from a reluctant student into a teacher who is eager to begin working with students in the

classroom.

As an educator I have become much more understanding of the diverse needs of the

student body. I grew up a GATE and AP/Honors student who had little tolerance for those I

viewed as too lazy or unmotivated to succeed in school. I have since become much more aware

of the diverse backgrounds and needs of my students, and have developed ways to be responsive

to those needs. One of the ways I can do this is by differentiating my lessons for various student

needs. This means as an educator I must “build lessons, develop teaching materials, and vary

[my] approach so that all students, regardless of where they are starting from, can learn content

effectively, according to their needs” (Edutopia, 2018). Working in both an accelerated and a

collaborative class in my clinical practice term gave me ample opportunities to apply these types

of teaching strategies. I feel that by changing my mindset and gaining experience I have greatly

developed my responsiveness as an educator.

My greatest accomplishment in this program was completing my semester of student

teaching. I entered clinical practice nervous and unsure of myself, until I was thrown into

teaching within the first week. I rapidly gained experience and confidence, and I developed

wonderful relationships with my master teacher, my students, and even the parents. This was my

first realization of what being a teacher will truly be like, and by all accounts I was excelling. By

the time I left I felt less like a student and more like an educator, and now I am eager to begin

working in my own classroom.

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This program has helped define my perspective on being an educator and my mindset

towards teaching diverse students, as well as providing me with invaluable professional

experience. I have been transformed from a disillusioned substitute into a responsive educator. I

finally feel that I am in the career that I was designed for and that I have been well-prepared to

be successful in it.

Technical Growth

I have always considered myself technologically savvy. I can quickly and easily learn to

navigate a variety of devices, systems, and programs. My biggest area of growth was in knowing

how to utilize the technology I was familiar with to enhance student learning. Specifically, I

grew in my ability to use digital tools to give assessments, which has helped me gather useful

data and make informed teaching decisions. Over the course of this program I became very

familiar with using Socrative, Google Forms, and Pear Deck in the classroom.

My master teacher was a proponent of using Socrative for online assessments, and as a

result I found that it was an incredibly useful tool. Socrative allowed me to gather data on student

performance instantaneously. I could see which questions students were missing and what

student scores were even while they were still taking the test. This data helped me understand if I

needed to modify the test or if I needed to reteach any concepts. It also allowed me to provide

feedback to the students immediately. Finally, the Space Race mode made classroom quizzes fun

and engaging for students, and they enjoyed competing for the most correct answers. Through

using Socrative I came to understand the benefits of using technology for assessment both in data

collection and class engagement.

I introduced Google Forms to my master teacher as a way to give both formative

assessments and surveys. I used the surveys to gather data on student learning, such as how they
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were studying and what they liked or where struggling with. Using Forms helped me look at the

data for both individual students and the class as a whole. I also appreciated that it connected

with Google Slides to collate the data into readable formats such as graphs, making grading

much more efficient. Using Forms for assessments also meant I could use the graphs to quickly

see which questions needed to be revised or retaught, aiding in the data collection process.

Overall, Forms helped me develop the ability to gather information about students and to make

that information useful.

My master teacher and I discovered Pear Deck at the end of my clinical practice. Pear

Deck is a tool for combining Google Slides with interactive formative assessment. Their

philosophy is that “students who feel engaged in material relevant to their lives and who feel a

sense of belonging or connection to their teacher and peers, are more likely to stay in school…

[and] show better classroom behavior” (Pear Deck, 2018). Using Pear Deck helped me transform

my lectures into interactive discussions while also helping me gather data from the lesson, and it

has become one of my favorite tools to use.

Using formative assessment tools such as Socrative, Pear Deck, and Socrative not only

encouraged me to incorporate more assessment into my lessons, but helped me realize the

potential for digital tools in education. I began the program reluctant to use technology, but now

I embrace the efficiency, interactivity, and utility that these tools provide for educators and

students alike.

Life Long Learning Plan

It is essential for an educator to continue the process of learning both content and

pedagogy throughout their career, as well as learn how engage with the student culture. Part of

my teaching philosophy is to help children understand the inherent value of learning, and
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therefore I need to be diligent to model that in my own practices. I have been blessed with an

abundance of curiosity about any subject, particularly history and culture. To continue gathering

information and perspectives, I often watch documentaries or read online articles about topics

that look interesting. I also occasionally search the local library or Barnes and Noble for

publications about my favorite topics. Finally, I subscribe to RSS feeds for the Smithsonian and

National Geographic, which helps me discover new or relevant topics to research.

I need to also stay informed about new technologies and methods of teaching throughout

my career. To assist me in this learning journey I follow several educational pages on Facebook,

including TedEd, Edutopia, and Education Week. These pages often contain opinions, articles,

and tips regarding teaching practices or technology options for the classroom. This currently also

serves as part of my personal learning network, since it allows me to interact with other

educators in the comments. I also frequently consult those around me who have an interest in

new technology, such as my dad, my brother, or my fiancé. This helps me stay aware of the

arrival of technology that can be beneficial in the classroom.

Finally, as an aspiring middle school teacher I need to understand the culture of my

young students in order to help form relationships. To do this, I frequently talk to my students

about their activities, interests, and hobbies. I then conduct some online research on these topics

so that I can engage with them on their level. While this may seem like a simple step to take, it

makes a big difference in understanding the ways my students think and behave. It also helps me

stay aware of trends that can impact the classroom environment or even their safety. By making

efforts to continually learn about content, pedagogy, and student interests, I hope to remain an

informed and relevant educator.

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Conclusion

When I began this program, I was reluctant to fully immerse myself in what I viewed to

be “teacher culture.” I had decided my credential and degree was a means to an end, a way for

me to make money to help start a family. I began my program determined to go through the

motions with as little inconvenience as possible. However, as I learned more my perspective

began to change, and I feel that I have been transformed into a responsive educator. My ability to

understand student learning needs has greatly improved, particularly regarding English learners,

special needs students, and students with diverse backgrounds. I am more empathetic toward

students’ struggles and have developed a passion for forming relationships with students to help

them achieve success in school. These changes have even become evident in the way I engage

with the students I substitute teach, and the students have commented on how it makes a

difference.

I also entered the program feeling that there was little I could learn about using

educational technology. I was proficient on the computer and thought I knew everything I would

need to know. Thankfully I had a receptive attitude towards my educational technology classes,

and I was able to greatly enhance my understanding of how technology is using in the classroom,

particularly for assessments. Many of the technology skills I have applied have already been

well-received in the classrooms I worked in, and I am grateful for the plethora of new

information and skills I acquired. Overall, I would conclude that my educational journey has

been one from reluctance to responsiveness, and that it has made a positive impact on how I now

view my chosen career.

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References

Clifton, D. O., Anderson, E., & Schreiner, L. A. (2006). StrengthsQuest: Discover and develop

your strengths in academics, career, and beyond. New York, NY: Gallup Press.

Edutopia. (2018). Differentiated instruction. Retrieved from

https://www.edutopia.org/blogs/tag/differentiated-instruction

Pear Deck. (2018, March 14). Active learning + Pear Deck. Retrieved from

https://help.peardeck.com/article/76-pear-deck-research