Haley Dills Autobiography Task PDF

Haley Dills 12/5/24 Autobiography Task My name is Haley, and a passion for lifelong learning and a commitment to fostering an inclusive and equitable clas...

Haley Dills 12/5/24 Autobiography Task My name is Haley, and a passion for lifelong learning and a commitment to fostering an inclusive and equitable classroom environment has motivated my drive toward teaching. I have found this course extremely influential in shaping my notion of effective teaching practices. The course has availed me of many educational theories and strategies. In this essay, I will try to exemplify the learning from the course and how it informs my future teaching practices. The most influential theory that I have learned in class would have to be Albert Bandura's Social Learning Theory, more specifically modeling. Bandura puts a lot of emphasis on the fact that people learn from one another through observation, imitation, and modeling. In our class discussion regarding classroom management, we looked at numerous studies where students were easily able to take on positive behaviors when these were modeled continually by the teacher. I will model not only academic skills but also social behaviors, such as active listening and respectful communication, in my classroom. In so doing, I hope to create a classroom culture where students learn to respect and support one another. Another important theorist influencing my teaching philosophy is Lev Vygotsky and his Social Development Theory, especially the Zone of Proximal Development and scaffolding. Vygotsky's ZPD outlines the difference between what a learner can do alone versus what they can do with guidance. This concept was particularly evident in Task 4, where we explored how differentiated instruction can bridge the gap for students with varying abilities. This concept has furthered my belief in providing appropriate scaffolding for students in their journey toward independence in learning. For example, a reading lesson might start with a shared reading, followed by guided reading groups, and then independent reading with support at each stage. It finds further complementarities in Doug Fisher's Gradual Release of Responsibility model. The GRR model presents a structured approach where the responsibility for learning is transferred gradually from the teacher to the student: "I do" or teacher modeling, "We do" or guided practice, "You do together" or collaborative practice, and "You do alone" or independent practice. The GRR model will help implement a sense of independence for my students while supporting them. As part of the writing unit, I can start by modeling how to brainstorm ideas in a whole-class, teacher-led format. Then, we would break into pairs of students to work collaboratively on drafting paragraphs. Finally, students would then carry out their assignments individually, applying the strategies they learned and previously practiced. In the context of my teaching practice, there are many specific strategies for incorporating these theories. One such strategy is consistently modeling desired behaviors and academic skills. In math lessons, for example, I will solve problems on the board, talking aloud to make explicit the strategies I use. I will also model social skills, such as conflict resolution, by acting out scenarios with students. Another key strategy is providing structured support, based on individual student needs. This may include breaking down complex tasks into more manageable steps and providing tools, such as graphic organizers or sentence starters. For instance, during a lesson in science on ecosystems, I may provide a graphic organizer to help students classify the various types of organisms and the roles they play within an ecosystem. As the students become more comfortable with the material, I would gradually release the responsibility by encouraging them to create their organizers. It is also important to design lessons that transition from teacher-led instruction to independent student work. For example, within a social studies unit about community helpers, I would introduce the concept of different members in the community by leading a discussion and then having students research in groups on one type of helper. Afterward, students will be doing presentations individually on the specific helper they found to present to the class. This follows the Gradual Release of Responsibility model, as the student will continue to be supported until that moment when he/she becomes independent. This course has influenced me deeply to realize the dynamic nature of teaching and learning. I have learned to be observant and responsive to the needs of my students, recognizing that each student brings unique strengths and challenges to the classroom. Reflecting on Bandura's, Vygotsky's, and Fisher's theories has reinforced my commitment to creating a supportive and inclusive learning environment where all students can thrive. Furthermore, the discussions on poverty and how it impacts learning have increased my sensitivity to socio-economic factors that may impact student performance. This realization shall help guide me toward being sensitive and flexible with deadlines and assignments to ensure equity of opportunity for all students to be successful. For example, I learned from a case study we reviewed that providing additional time and resources for assignments can significantly improve the academic outcomes of students from low-income backgrounds. As I begin my teaching career, I will commit to treating all students as equals and have high expectations for each of them irrespective of background or circumstances. I will try to make the classroom a place where every student is respected and appreciated and will apply culturally responsive teaching and differentiated instruction. Moreover, I am committed to lifelong learning, continuously seeking new ideas and strategies that will help me become a more effective teacher in linking lessons to real-life situations. For instance, I will attend professional development workshops and share with colleagues the latest educational research and best practices. I have taken student learning and understanding to be of the essence, often over meeting tight deadlines, providing necessary support and flexibility for all learners to achieve their best potential. That means being open to revising my lesson plans based on student feedback and progress and offering multiple ways for students to demonstrate their understanding. In summary, this autobiography reflects my key learnings from this course and how those will influence my approach to teaching. By incorporating the theories of Bandura's modeling, Vygotsky's ZPD and scaffolding, and Fisher's GRR model, I will be able to create an interactive classroom that provides support. My dedication to equity, lifelong learning, and student-centered practice will lead me to build a positive, inclusive educational experience for all my students.