Turning Obligation into Opportunity
Synthesis Essay
As I begin to reflect on my journey to complete my Masters of Arts in Education several different emotions come to mind. This achievement that only about one in every ten people earn has had many ups and downs. I have found myself feeling confident and eager to share my newly acquired knowledge with my colleagues and students but I have also found myself frustrated and stressed out with the extra workload it put on my already hectic schedule. However, in the end I know not only will it make me a better teacher to my students but a better colleague as well.
My journey started out of obligation. While completing my undergraduate degree in Elementary Education I was required to complete an 8 month student teaching program along with four graduate level courses. It was at this time I got my first real taste of what it was like to be in a classroom full time; to feel like each child was my student and take great pride in their achievements and great sorrow in their short comings. I remember enjoying my graduate classes at Michigan State University, but always feeling like I could be learning more in the classroom of my mentor teacher. I now realize I took these courses for granted. I had the support of wonderful teachers and access to an entire classroom of my peers I could go to with my questions, I could call upon to receive support and affirmation about the choices I was making in my career. I regret not taking advantage of this time because I now realize just how much we can learn from each other as educators.
After these courses I began my career as an elementary teacher at Jefferson Elementary in Coldwater, Michigan. Although I was a new teacher I felt prepared to take on my new role as a lead teacher. These feelings of confidence were in large part due to the education I received at Michigan State University. As I finished up my second year of teaching I could feel the pressure of the 5 year deadline kicking in. I knew that if I did not want to lose all the work I had completed I needed to get back on track with earning my Masters degree. I applied and was accepted to the MAED program at MSU. I was thrilled that MSU offered a completely online degree. Although, I only lived an hour away I knew it would be difficult for me to spend long nights driving back and forth to Lansing only to get up the next day and teach.
I began my first online courses in the summer of 2015. I was enrolled in two courses; TE 842: Elementary Reading Assessment and Instruction and CEP 841: Classroom Management in the Inclusive Classroom. This was by far my favorite semester in the program. When people asked how my Masters program was going I would always reply “ Great, It is so nice to finally have some context to apply my learning to.” I felt my classes were so much more relevant than they had ever been in my undergraduate studies. With each page I read I was reminded of a lesson that I could revamp using my new knowledge or a former student that I could have taught differently had I only know what I knew now. It was also in this semester that I took the course that has had the largest impact on my teaching career; CEP 841.
When I enroll in CEP 841 I did so because in order to accommodate the schedule of our special education teacher a para-pro was pushing into my room with special education students from other classroom. I wanted to be better prepared to teach these students and give them the support they need. I thought I might learn some teaching techniques but what I learned was so much more valuable. I learned about the emotional side of being a special education student. How constant feelings of inadequacy weigh heavy on a child's fragile self-confidence. How these feelings of failure can lead toward a dislike for teachers, learning, and school in general. I began to put myself in their shoes. I thought about the things I enjoyed doing, they were all things I was good at; softball, teaching, and math. Then I thought about being forced to do all of the things that I had failed at; singing, soccer, drawing. I would be miserable and surely frustrated to the point where I would become negative, unmotivated, and defiant. This is what life is like for many students who struggle with behavior and academics. Continuing to throw work at them that is too hard and not providing them with the proper support and scaffolding is not only unfair but is creating a child who does not enjoy coming to school. I realized that a child must be able to experience success and experience it often in order to learn new things. A child must be emotionally supported before they can learn and thrive in any environment. This was probably the most important lesson I learned in my masters courses and it is one I hope to take with me throughout my entire career as an educator.
Immediately following this wonderful semester I experienced my lowest point in my Masters program. In order to receive financial aid I needed to be enrolled in a minimum of two courses each semester. This had not been a problem in the summer but it proved to be extremely difficult while holding a full time job, especially one as demanding as teaching. I was taking two courses; TE 846: Accommodating Differences in Literacy Learners and ED 800: Educational Inquiry. I was extremely fortunate that ED 800 was a self-paced class that allowed me to complete the course when I had time for it; which was hardly ever. I was spending nearly all of my nights and weekends doing school work and I began to feel very burnt out. I even spent three of the four days of my Thanksgiving break alone at my house so I could catch up on the piles and piles of work that had been piling up for my self-paced course. This semester was very difficult for me but I was lucky to be taking another course that had a large impact on me as an educator.
In TE 846 we were required to complete a literacy case study. In this case study I was required to administer a series of assessments to determine a particular student's weaknesses, plan and teach a series of interventions based on the assessments, and then complete a series of post assessments to evaluate the effectiveness of my interventions. This may seem like standard operating procedure for many teachers but it was the first time I was able to see this entire process through. As a second grade teacher I have had anywhere from 24-28 students in my classroom. I collect data and plan interventions but often times I am unable to give each student the support the need because their is only one of me and so many of them. This project allowed me to see how the literacy intervention process could work and how filling those gaps that seem so small can truly make a world of difference in my students as literacy learners. I have since become much more intentional with my literacy interventions. Trying to make each minute of time I spend with my students meaningful and catered to their needs. This class helped me to see what was possible when I carry out the process from start to finish and the success felt by not only the student but by myself was worth all of the extra time and effort.
Feeling overwhelmed by taking two courses while teaching I decided to modify my schedule so I would finish a semester later and take the bulk of my courses in the summer. I was very grateful for taking the spring semester off and jumped right back into my master's program in the summer of 2016. I was again taking two courses TE 838: Children’s Literature in Film and TE 831: Teaching School Subject Matter with Technology. This semester challenged me to find new and innovative ways to reach my students and to continue to teach the same standards in ways that would be more engaging and impactful for my students.
I was beginning to see the light at the end of the tunnel. I had picked up strategies on how to assess and instruct my literacy learners, I was better able to manage my classroom and accommodate all types of learners, and through TE 831 I was able to add another tool to my toolbox; how to best integrate technology into my classroom.
Growing up with computers and the internet I see myself as pretty tech savy. I am the youngest teacher on my team and many of my colleagues often ask me for help with technology. However, even with my youth and technological knowledge I was still not using technology effectively in my classroom. I would have students type a paper on google docs, or research a topic they were writing about but all I was doing was replacing the paper, pencil, and books. I was not using the technology to my advantage to create new enriching and engaging experiences for my students. I learned through this course that the students in our classrooms today are digital natives. That means they have never known a world without technology. So why in a classroom would we all of the sudden create a world absent of technology.
Through this course I learned how to use the TPACK framework which consists of combining technological knowledge with content knowledge and pedagogical knowledge to use technology in my classroom. I am now using my shared classroom cart of chrome books more than ever before. We are currently using the chrome books to engage in web based programs that are easily differentiated to students needs. I know it can be quite difficult as a teacher to give up control and allow someone or something else to teach your students but that is just what I have learned to do. By utilizing these programs each students is able to simultaneously receive instruction at their zone of proximal development regardless of how different it may be from the student sitting next to them. To me that is reason enough to use technology. However, that is not its only benefit, the interactive interface provided by many of these programs provides students with immediate feedback and is engaging and enjoyable for students. Although I know it can be difficult to learn how to use and set up different types of technology in the classroom I feel the positives far outweigh the negatives.
I now find myself in the final semester of my journey and am currently taking just one course, ED 870: Capstone Seminar. This course has been beneficial for me in so many ways. Not only has it allowed me to build a portfolio to utilize to reach parents and potential future employers but it has caused me to revisit and reflect upon all of the work of my masters program. Although this program has lead me through a vast array of emotions, both negative and positive, as I near the end of my journey I know it was all worth it. The information I have highlighted in this essay has changed the way I teach my students everyday, for the better. I now am more cognizant of my actions and their impact on my students. I strive to differentiated my instruction based on student assessments and intervene when necessary. I also challenge myself daily to find better ways to engage my students and make their learning fun and meaningful. I end my journey feeling appreciative of all that I have learned in each and every one of the courses I have taken at Michigan State University. I know that this program has helped me to grow as an educator and change for the better.
My journey started out of obligation. While completing my undergraduate degree in Elementary Education I was required to complete an 8 month student teaching program along with four graduate level courses. It was at this time I got my first real taste of what it was like to be in a classroom full time; to feel like each child was my student and take great pride in their achievements and great sorrow in their short comings. I remember enjoying my graduate classes at Michigan State University, but always feeling like I could be learning more in the classroom of my mentor teacher. I now realize I took these courses for granted. I had the support of wonderful teachers and access to an entire classroom of my peers I could go to with my questions, I could call upon to receive support and affirmation about the choices I was making in my career. I regret not taking advantage of this time because I now realize just how much we can learn from each other as educators.
After these courses I began my career as an elementary teacher at Jefferson Elementary in Coldwater, Michigan. Although I was a new teacher I felt prepared to take on my new role as a lead teacher. These feelings of confidence were in large part due to the education I received at Michigan State University. As I finished up my second year of teaching I could feel the pressure of the 5 year deadline kicking in. I knew that if I did not want to lose all the work I had completed I needed to get back on track with earning my Masters degree. I applied and was accepted to the MAED program at MSU. I was thrilled that MSU offered a completely online degree. Although, I only lived an hour away I knew it would be difficult for me to spend long nights driving back and forth to Lansing only to get up the next day and teach.
I began my first online courses in the summer of 2015. I was enrolled in two courses; TE 842: Elementary Reading Assessment and Instruction and CEP 841: Classroom Management in the Inclusive Classroom. This was by far my favorite semester in the program. When people asked how my Masters program was going I would always reply “ Great, It is so nice to finally have some context to apply my learning to.” I felt my classes were so much more relevant than they had ever been in my undergraduate studies. With each page I read I was reminded of a lesson that I could revamp using my new knowledge or a former student that I could have taught differently had I only know what I knew now. It was also in this semester that I took the course that has had the largest impact on my teaching career; CEP 841.
When I enroll in CEP 841 I did so because in order to accommodate the schedule of our special education teacher a para-pro was pushing into my room with special education students from other classroom. I wanted to be better prepared to teach these students and give them the support they need. I thought I might learn some teaching techniques but what I learned was so much more valuable. I learned about the emotional side of being a special education student. How constant feelings of inadequacy weigh heavy on a child's fragile self-confidence. How these feelings of failure can lead toward a dislike for teachers, learning, and school in general. I began to put myself in their shoes. I thought about the things I enjoyed doing, they were all things I was good at; softball, teaching, and math. Then I thought about being forced to do all of the things that I had failed at; singing, soccer, drawing. I would be miserable and surely frustrated to the point where I would become negative, unmotivated, and defiant. This is what life is like for many students who struggle with behavior and academics. Continuing to throw work at them that is too hard and not providing them with the proper support and scaffolding is not only unfair but is creating a child who does not enjoy coming to school. I realized that a child must be able to experience success and experience it often in order to learn new things. A child must be emotionally supported before they can learn and thrive in any environment. This was probably the most important lesson I learned in my masters courses and it is one I hope to take with me throughout my entire career as an educator.
Immediately following this wonderful semester I experienced my lowest point in my Masters program. In order to receive financial aid I needed to be enrolled in a minimum of two courses each semester. This had not been a problem in the summer but it proved to be extremely difficult while holding a full time job, especially one as demanding as teaching. I was taking two courses; TE 846: Accommodating Differences in Literacy Learners and ED 800: Educational Inquiry. I was extremely fortunate that ED 800 was a self-paced class that allowed me to complete the course when I had time for it; which was hardly ever. I was spending nearly all of my nights and weekends doing school work and I began to feel very burnt out. I even spent three of the four days of my Thanksgiving break alone at my house so I could catch up on the piles and piles of work that had been piling up for my self-paced course. This semester was very difficult for me but I was lucky to be taking another course that had a large impact on me as an educator.
In TE 846 we were required to complete a literacy case study. In this case study I was required to administer a series of assessments to determine a particular student's weaknesses, plan and teach a series of interventions based on the assessments, and then complete a series of post assessments to evaluate the effectiveness of my interventions. This may seem like standard operating procedure for many teachers but it was the first time I was able to see this entire process through. As a second grade teacher I have had anywhere from 24-28 students in my classroom. I collect data and plan interventions but often times I am unable to give each student the support the need because their is only one of me and so many of them. This project allowed me to see how the literacy intervention process could work and how filling those gaps that seem so small can truly make a world of difference in my students as literacy learners. I have since become much more intentional with my literacy interventions. Trying to make each minute of time I spend with my students meaningful and catered to their needs. This class helped me to see what was possible when I carry out the process from start to finish and the success felt by not only the student but by myself was worth all of the extra time and effort.
Feeling overwhelmed by taking two courses while teaching I decided to modify my schedule so I would finish a semester later and take the bulk of my courses in the summer. I was very grateful for taking the spring semester off and jumped right back into my master's program in the summer of 2016. I was again taking two courses TE 838: Children’s Literature in Film and TE 831: Teaching School Subject Matter with Technology. This semester challenged me to find new and innovative ways to reach my students and to continue to teach the same standards in ways that would be more engaging and impactful for my students.
I was beginning to see the light at the end of the tunnel. I had picked up strategies on how to assess and instruct my literacy learners, I was better able to manage my classroom and accommodate all types of learners, and through TE 831 I was able to add another tool to my toolbox; how to best integrate technology into my classroom.
Growing up with computers and the internet I see myself as pretty tech savy. I am the youngest teacher on my team and many of my colleagues often ask me for help with technology. However, even with my youth and technological knowledge I was still not using technology effectively in my classroom. I would have students type a paper on google docs, or research a topic they were writing about but all I was doing was replacing the paper, pencil, and books. I was not using the technology to my advantage to create new enriching and engaging experiences for my students. I learned through this course that the students in our classrooms today are digital natives. That means they have never known a world without technology. So why in a classroom would we all of the sudden create a world absent of technology.
Through this course I learned how to use the TPACK framework which consists of combining technological knowledge with content knowledge and pedagogical knowledge to use technology in my classroom. I am now using my shared classroom cart of chrome books more than ever before. We are currently using the chrome books to engage in web based programs that are easily differentiated to students needs. I know it can be quite difficult as a teacher to give up control and allow someone or something else to teach your students but that is just what I have learned to do. By utilizing these programs each students is able to simultaneously receive instruction at their zone of proximal development regardless of how different it may be from the student sitting next to them. To me that is reason enough to use technology. However, that is not its only benefit, the interactive interface provided by many of these programs provides students with immediate feedback and is engaging and enjoyable for students. Although I know it can be difficult to learn how to use and set up different types of technology in the classroom I feel the positives far outweigh the negatives.
I now find myself in the final semester of my journey and am currently taking just one course, ED 870: Capstone Seminar. This course has been beneficial for me in so many ways. Not only has it allowed me to build a portfolio to utilize to reach parents and potential future employers but it has caused me to revisit and reflect upon all of the work of my masters program. Although this program has lead me through a vast array of emotions, both negative and positive, as I near the end of my journey I know it was all worth it. The information I have highlighted in this essay has changed the way I teach my students everyday, for the better. I now am more cognizant of my actions and their impact on my students. I strive to differentiated my instruction based on student assessments and intervene when necessary. I also challenge myself daily to find better ways to engage my students and make their learning fun and meaningful. I end my journey feeling appreciative of all that I have learned in each and every one of the courses I have taken at Michigan State University. I know that this program has helped me to grow as an educator and change for the better.