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        ■   Pictures

 

 

 

 

 

         ■  Video embeds

 

 

 

 

 

         ■  Essential Question Essay

 

 

 

 

 

 

          ■ Process Paper

My student teaching semester was a profound metamorphosis, a journey from a focused BMX racer to a conductor orchestrating a dynamic classroom symphony. Initially, I entered the classroom like a rider on a complex track – disciplined and rigid, expecting precision and control. However, the classroom was not a static course but an ever-changing ecosystem.

             In the beginning, I was the lone racer, focused on my own performance and lesson plans. But as the weeks progressed, I transitioned to a conductor, guiding students as individual instruments, each with unique potential. My attempts were initially clumsy, struggling to harmonize diverse voices and manage the ebb and flow of energy. Life presents challenges, and the student teaching journey was demanding yet exhilarating, akin to navigating a challenging BMX course. Just as a racer adapts to changing terrain, I had to be flexible and responsive to diverse student needs. My experience at Mountain Middle School, while pursuing my master's, was a whirlwind of learning, refining my pedagogical approach in math (Algebra) and science (Chemistry, Engineering Design, Light and Sound). These worlds—mathematical logic, scientific experimentation, and the physical demands of racing—converged to shape my educational philosophy. Teaching Algebra to 8th graders was a unique challenge, dismantling preconceived notions of math being difficult or irrelevant. Relating abstract concepts to real-world scenarios, like distance, time, and speed connected to BMX racing, helped students see algebra as a tool for understanding the world. Just as I analyze track conditions, students learned to analyze problems and develop solutions.

            The science requirements to become a teacher offered a very challenging yet rewarding endeavor, it took me 8 months and four separate tries to pass the Science Praxis bar exam. From chemistry intricacies to the engineering design process and light and sound, each unit offered hands-on, inquiry-based learning. The chemistry unit sparked genuine excitement through experiments, and the engineering design process, mirroring BMX team collaboration, instilled scientific knowledge and life skills like teamwork and critical thinking. The light and sound unit ignited students' natural curiosity through experiments and demonstrations. Balancing student teaching with my master's program required meticulous time management and commitment. The discipline and focus honed as an athlete proved invaluable in the classroom, mirroring race preparation. Resilience from overcoming racing setbacks helped me persevere through teaching challenges. When lessons faltered or students struggled, I used these experiences for growth, just as I learn from track mistakes. My journey reinforced the power of education to transform lives. Witnessing the impact of a passionate teacher, I committed to creating a classroom where students explore, question, and discover their potential. Just as I push my limits on the track, I inspire students to push their boundaries and achieve their dreams.

           Challenges were numerous: i-Ready testing, chemical reaction complexities, and linear equation demands. My initial approach, honed on the track, was to impose order. But I learned that true harmony comes from allowing students' voices to resonate, guiding them to discover their own musicality. My emotional journey mirrored this transformation. Overwhelmed by dissonance, grading, lesson planning, and balancing teaching and athletics, I learned that I couldn't be a perfect conductor. I needed to let the music breathe, allowing improvisation and spontaneity. I've seen growth in classroom management, pedagogy, worksheet design, time management, and teaching strategies like Kagan management. I've become adept at crafting engaging lessons, designing effective worksheets, and fostering collaboration. I've learned to manage time effectively and build genuine student relationships. The light and sound unit, with its escape room, exemplified this approach. Instead of dictating, I created a space for exploration and collaboration. The classroom became a laboratory for creativity.

This journey impacted my understanding of social justice in education. True equity lies in creating a symphony where every voice is heard and valued. I've learned that a project-based school has the potential for every child to shine. I will continue to refine my conducting skills, creating classrooms where students are active participants. I will explore non-traditional teaching models, igniting passion for learning. I will use my resilience to inspire students to overcome challenges and pursue their dreams, creating a symphony that resonates with every student, using my imagination to create a fun and engaging learning environment.