Reflections: Student Teaching Experience at Lyndon B. Johnson High School
During my Block 2 student teaching placement at Lyndon B. Johnson High School in Laredo, Texas, under the mentorship of Coach Amanda Perez, I had the opportunity to bridge theoretical knowledge with practical application in a dynamic educational setting.
One of the most impactful lessons I designed and implemented focused on developing students' muscular strength and endurance through FitnessGram assessments, including curl-ups and push-ups. Aligning with TEKS 2A and ELPS standards, the lesson emphasized safe, structured physical activity and encouraged students to analyze and evaluate their personal fitness levels.
Recognizing the diverse needs of the student population, I incorporated culturally responsive and differentiated instructional strategies. For English Language Learners, I utilized peer assistance and modeling techniques inspired by the SIOP model, ensuring language accessibility within content instruction. For students with special needs, I adhered to individualized education plans (IEPs) and provided appropriate accommodations to facilitate inclusive participation.
The lesson's structure promoted active engagement through a sequence of warm-ups, targeted exercises, and cool-downs, fostering both physical competence and fitness literacy. Formative assessments, including reflective writing and exit tickets, enabled students to articulate the importance of muscular strength and endurance, while providing me with insights into their understanding and areas for further instruction.
Throughout this experience, Coach Perez provided constructive evaluations that highlighted my strengths in lesson planning, classroom management, and adaptability. Her feedback affirmed my ability to create an inclusive and effective learning environment, and guided my ongoing professional development.
This student teaching experience has been instrumental in shaping my educational philosophy, reinforcing the significance of empathy, evidence-based practices, and equity in teaching. As I advance in my career, I am committed to fostering environments where all students are empowered to achieve their fullest potential through physical education.
Reflective Teaching Statement: Insights from My Student Teaching Experience
Understanding Curriculum: Formal and Hidden
Exploring Instructional Approaches
Identifying Learning Styles
Attributes of Effective Teachers
Academic Engaged Time
Ethical Teaching Practices
Balancing Personal Life and Professional Responsibilities
During my student teaching experience, I came to appreciate the multifaceted nature of curriculum. As defined in Those Who Can, Teach, curriculum encompasses “all the organized and intended experiences of the student for which the school accepts responsibility,” extending beyond textbooks to include teaching methods and classroom interactions .
I observed the formal curriculum through structured lesson plans aligned with the Texas Essential Knowledge and Skills (TEKS), ensuring that students met specific learning objectives. Simultaneously, the hidden curriculum revealed itself in the daily interactions and social dynamics within the classroom, teaching students values, attitudes, and behaviors implicitly. Recognizing this duality prompted me to reflect on how my teaching practices influence not only academic outcomes but also students' personal development.
Engaging with various instructional approaches allowed me to adapt my teaching to meet diverse student needs:
Direct Instruction: I employed this teacher-centered method to introduce new concepts, providing clear explanations and guided practice.
Indirect Instruction: Encouraging student-led inquiry fostered critical thinking and problem-solving skills.
Experiential Learning: Hands-on activities enabled students to connect theory with practice, deepening their understanding.
Independent Study: Assigning projects and reflective journals promoted autonomy and self-directed learning.
Reflecting on these approaches, I recognized the importance of flexibility and responsiveness in teaching, ensuring that instructional methods align with students' learning styles and objectives.
Understanding that students have varied learning preferences—auditory, visual, and kinesthetic—was pivotal in my teaching practice. By incorporating diverse instructional materials and activities, I aimed to create an inclusive learning environment that caters to all students. This awareness reinforced my commitment to differentiated instruction and the continuous assessment of student engagement and comprehension.
Through observation and self-reflection, I identified key attributes that contribute to effective teaching:
Positive Attitude: Demonstrating enthusiasm and empathy fosters a supportive classroom atmosphere.
Subject Matter Expertise: A deep understanding of content enables clear and accurate instruction.
Theoretical Knowledge: Applying educational theories informs instructional strategies and classroom management.
Practical Experience: Learning from real-world teaching experiences enhances adaptability and problem-solving skills.
Teaching Skills: Effective communication, organization, and assessment techniques are essential for student success.
Reflecting on these attributes has guided my professional development and highlighted areas for ongoing growth.
Recognizing the significance of academic engaged time—the period students are actively involved in learning tasks—prompted me to design lessons that maximize student participation. By incorporating interactive activities and formative assessments, I aimed to maintain high levels of engagement, thereby enhancing learning outcomes.
Ethical considerations are integral to teaching. I strived to embody the following characteristics:
Moral Deliberation: Making thoughtful decisions that prioritize student well-being.
Empathy: Understanding and responding to students' individual needs and circumstances.
Knowledge: Staying informed about educational policies and best practices.
Reasoning: Applying logical thinking to resolve classroom challenges.
Courage: Addressing difficult situations with integrity and professionalism.
Interpersonal Skills: Building positive relationships with students, colleagues, and the community.
Reflecting on these ethical dimensions has deepened my understanding of the teacher's role as a moral and social leader.
Navigating the intersection of personal and professional life is a complex aspect of teaching. I believe that while educators have the right to privacy, they also bear the responsibility of upholding the values and standards of the profession. This reflection has heightened my awareness of the impact of personal conduct on professional credibility and the importance of modeling appropriate behavior for students.
