(B) Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development;
The following course syllabi reflect how this competency was met through my graduate studies:
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Academic and Career Planning
At my middle school, I worked individually with students who were failing one or more of their classes and helped them create academic goals for themselves based on their future career aspirations. We explored future careers that they were interested in, looked up colleges that offered programs in those fields, and noted the requirements to get into the program. For example, one student loved designing buildings, so we looked up information about architecture programs and prerequisites for applying to the program. The student learned that she needed to work harder in math in order to become an architect and joined a homework club to get extra help. I believe that when students see the connection between their current school work and their future opportunities, they become more engaged and motivated.
At my middle school, I worked individually with students who were failing one or more of their classes and helped them create academic goals for themselves based on their future career aspirations. We explored future careers that they were interested in, looked up colleges that offered programs in those fields, and noted the requirements to get into the program. For example, one student loved designing buildings, so we looked up information about architecture programs and prerequisites for applying to the program. The student learned that she needed to work harder in math in order to become an architect and joined a homework club to get extra help. I believe that when students see the connection between their current school work and their future opportunities, they become more engaged and motivated.
| Goal Worksheet |
Action Research
For my action research project I examined the effectiveness of infusing mindfulness-based practices with emotional regulation skills training in a small group in order to reduce classroom disruptions in first graders. The first grade teachers were concerned by the number of disruptions being caused by a small group of students, so I had those students participate in a twice weekly, four week long, 30 minute small group which taught mindfulness-based yoga practices and emotional regulation skills. The teachers were given pretests and posttests to evaluate the student's’ emotional regulation skills and frequency of classroom disruptions. Results from the study showed that this intervention was effective at reducing classroom disruptions and increasing emotional regulation for the students.
For my action research project I examined the effectiveness of infusing mindfulness-based practices with emotional regulation skills training in a small group in order to reduce classroom disruptions in first graders. The first grade teachers were concerned by the number of disruptions being caused by a small group of students, so I had those students participate in a twice weekly, four week long, 30 minute small group which taught mindfulness-based yoga practices and emotional regulation skills. The teachers were given pretests and posttests to evaluate the student's’ emotional regulation skills and frequency of classroom disruptions. Results from the study showed that this intervention was effective at reducing classroom disruptions and increasing emotional regulation for the students.
| Action Research Paper |
