Reflection
As a World Language teacher, there are many new studies and tons of new information about language acquisition that impacts our field on a daily basis. Language acquisition is a relatively young field of study, and I think that incorporating best practices for our students is extremely important. With that being said, I am sometimes afraid that the upper echelons of education are causing those of us in the schools to look before we leap. What I mean by that is that there seems to be immense pressure from society, the Department of Education, the school districts, the Superintendents, and upper administration. This pressure is causing a feeling of too many hands stirring the pot. What I loved about SEU567, and being able to complete this final project, was that I was able to step out of the pressures and think to myself about what my study and expertise in the field has shown.
Through completing my final project and setting up ideas that I thought were important in a Spanish classroom, I have actually been able to implement more of this in my curriculum. Standardization within my school does not allow me move too far from the curriculum, but I can certainly try to add my own ideas in. For example, I have incorporated different cultural quests in my classroom. I’ve developed a lesson that links in with the students’ history classes. Through a mural by Diego Rivera, the students can understand capitalism and communism from a Mexican perspective. The kids will also complete a Web Quest designed to explore both side of Bullfighting in Spain. I may not be able to take the students to Spain, but I can certainly bring aspects to them.
Additionally, I’ve incorporated technologies such as Google Voice, Microsoft Office, and the Internet to bring the world closer for the students. These technologies allow the students to gain a better understanding of the tools and skills that they will be asked to demonstrate in their future. Informed teaching is important to me as I continue growing in education.
SEU 567 Final Paper.docx
Reflection
The artifact chosen for this category is a PowerPoint presentation that discusses the connection between working memory and mathematical anxiety. This presentation discussed the clinical definition of mathematical anxiety, how and when it generally presents itself, and its effects on students learning. The presentation focused on how mathematical anxiety effects students working memory and the effects of social support on perceived mathematical abilities. After looking at these issues I looked at possible solutions to lower mathematical anxiety. Many of the solutions require support from parents, teachers, the community, and schools.
I feel this fits into the planning and preparation category because as a mathematics teacher I need to be aware of possible ways to lower my student’s anxiety. On a small scale being aware of possible solutions allows me to include them in my lesson plans. On a larger scale it allows me to work with other teachers to create a plan across students high school career (and possibly middle school and elementary school depending on the district) to better support students and stop mathematical anxiety before it starts. This means working directly with elementary and middle school teachers to ensure core concepts are taught before they reach abstract mathematics courses. It also means working within the district to create summer and after school programs for students who need extra support with the core concepts.
As a teacher it can be difficult to realize that while I can plan accordingly to reduce mathematical anxiety it can be difficult without additional support of parents and the community. In addition to planning lessons and assignments with additional practice of the basics mixed with abstract questions, teachers can make themselves available after school to support their students if there aren’t programs already in place. Reaching out to parents with successes can also help students and raise their confidence by focusing on their success or progress within the course. Also, creating a community within the classroom that encourages success and progress so that students feel safe to make errors is very important.
Before this assignment I wasn’t aware that mathematical anxiety was a common struggle for students. I found the information so compelling and directly related to my teaching that it became the focus of my thesis. I think being aware of the issue and how it affects us as educators and as a country is half of the battle. As a teacher it is important to plan and prepare lessons, units, activities, and assessments with the effects and ways to lower mathematical anxiety in mind. This allows students to be assessed on what they actually know, not what they remember in the moment when they are feeling anxious about the topic. It is also important to share the information with other teachers and parents to create a community where students feel confident enough to show what they have learned.
Artifact 2 Mathematics Anxiety powerpoint.pptx
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