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         ■  Essential Question Essay

 

 

My student teaching semester at Mountain Middle School was a transformative experience, shifting my perspective from the focused discipline of a BMX racer to the multifaceted role of a classroom facilitator. Initially, I approached teaching with a mindset akin to navigating a complex race track – emphasizing precision, control, and adherence to a predetermined course (my lesson plans). However, I quickly realized that a classroom is not a static environment but a constantly evolving ecosystem demanding adaptability.

In the early stages, my focus was primarily on individual preparation and lesson delivery, much like a lone racer concentrating on their own performance. As the weeks progressed, my role evolved into that of a facilitator, guiding students as unique individuals, each with their own learning styles and potential. My initial attempts at orchestrating this dynamic environment were challenging, requiring me to learn how to harmonize diverse voices and manage the natural fluctuations of classroom energy. The student teaching journey, much like navigating a challenging BMX course filled with unexpected obstacles, proved to be both demanding and exhilarating. Just as a racer must adapt to changing terrain and unexpected conditions, I had to cultivate flexibility and responsiveness to the diverse needs of my students.

My time at Mountain Middle School, concurrent with my master's studies, was a period of intense learning and refinement of my pedagogical approach in both mathematics (Algebra) and science (Chemistry, Engineering Design, Light and Sound). These seemingly disparate worlds – the logical structure of mathematics, the experimental nature of science, and the physical discipline of racing – converged to shape my educational philosophy. Teaching Algebra to 8th graders presented a unique opportunity to challenge preconceived notions about the subject's difficulty or irrelevance. By connecting abstract concepts to tangible real-world scenarios, such as the relationships between distance, time, and speed in BMX racing, I aimed to help students view algebra as a practical tool for understanding their surroundings. Similar to how I analyze track conditions to strategize a race, students learned to analyze mathematical problems and develop effective solutions.

The science requirements for teacher licensure presented a significant personal challenge, requiring persistence and multiple attempts to pass the Science Praxis exam over eight months. Despite this hurdle, the science curriculum, encompassing chemistry intricacies, the engineering design process, and the principles of light and sound, offered incredibly rewarding experiences. Each unit emphasized hands-on, inquiry-based learning. The chemistry unit, in particular, ignited genuine student enthusiasm through engaging experiments. The engineering design process, which mirrored the collaborative dynamics often found within a BMX racing team, not only fostered scientific knowledge but also cultivated crucial life skills such as teamwork and critical thinking. The light and sound unit naturally sparked students' curiosity through interactive experiments and demonstrations. Balancing the demands of student teaching with the rigorous requirements of my master's program necessitated meticulous time management and unwavering commitment. The discipline and focus honed through years of athletic training proved invaluable in managing the multifaceted responsibilities of the classroom, mirroring the dedicated preparation required for a race. Furthermore, the resilience developed through overcoming setbacks in racing helped me persevere through the inevitable challenges encountered in teaching. When lessons didn't go as planned or students struggled with specific concepts, I viewed these experiences as opportunities for growth and refinement, much like analyzing mistakes made on the track to improve future performance. This journey profoundly reinforced my belief in the transformative power of education. Witnessing firsthand the impact of a passionate and dedicated teacher solidified my commitment to creating a classroom environment where students feel empowered to explore, question, and ultimately discover their full potential. Just as I strive to push my own limits on the race track, I am driven to inspire students to push their intellectual boundaries and pursue their aspirations.

The semester presented numerous challenges, including navigating i-Ready testing protocols, unraveling the complexities of chemical reactions, and addressing the intricacies of linear equations. My initial instinct, shaped by the structured environment of competitive sports, was to impose a high degree of order. However, I learned that fostering a truly harmonious learning environment requires allowing students' individual voices to be heard and valued, guiding them to discover their own unique "musicality" in the learning process. My own emotional journey mirrored this transformation. Initially feeling overwhelmed by the various demands – grading, lesson planning, and the constant balancing act between teaching and athletic training – I came to realize that striving for an unattainable ideal of a "perfect conductor" was counterproductive. Instead, I learned the importance of allowing the learning process to "breathe," embracing moments of improvisation and spontaneity. Over the course of the semester, I observed significant growth in various aspects of my teaching practice, including classroom management techniques, pedagogical approaches, worksheet design, time management skills, and the implementation of collaborative learning strategies like Kagan structures. I became more adept at crafting engaging and relevant lessons, designing effective and targeted worksheets, and fostering genuine collaboration among students. I also developed more effective time management strategies and learned how to build meaningful and supportive relationships with my students. The light and sound unit, culminating in an engaging escape room activity, exemplified this evolving approach. Rather than simply dictating information, I focused on creating a dynamic space that encouraged student exploration, problem-solving, and collaborative learning. The classroom truly became a laboratory for creativity and critical thinking.

This journey has profoundly impacted my understanding of social justice within the context of education. I now recognize that true equity in the classroom lies in creating a "symphony" where every student's voice is not only heard but actively valued and celebrated. My experience within a project-based learning environment at Mountain Middle School has further solidified my belief in the potential for every child to shine when provided with the right opportunities and support.

My experience culminated in a three-week period of "full assumption," where I independently planned and delivered instruction for a science unit on light and sound and a math unit on geometry. Initially, I experienced a significant "analysis paralysis" – feeling overwhelmed by the open-ended nature of the task. Being told to create an introductory unit on light and sound that met Colorado Academic Standards, with complete autonomy over the content and activities, felt daunting. Planning engaging and effective lessons proved particularly challenging, and I wouldn't have been able to navigate this period successfully without the invaluable guidance and support of my mentor teacher, Dakota Isaak. Once I began the planning process and gained some momentum, it became more manageable. However, a persistent difficulty lay in developing truly creative and engaging activities and lab experiments that would effectively introduce the core concepts of light and sound while also aligning with the standards.

Moving forward, I am committed to continuing to refine my "conducting" skills, striving to create classrooms where students are active and engaged participants in their own learning. I intend to explore non-traditional teaching models and innovative pedagogical approaches that ignite a genuine passion for learning. I will draw upon the resilience and perseverance honed through my athletic background to inspire students to overcome their own challenges and pursue their dreams, ultimately aiming to create a classroom "symphony" that resonates with every student and utilizes imagination to cultivate a fun and engaging learning environment.