How I’ve Grown…
I began my graduate program at Michigan State University after my 3rd year of teaching. It had become apparent to me that although I had been prepared well in my undergraduate teaching program, there was much more to learn. I also thought the time was right, being a young, single teacher who thrived on challenges. I was right and I’m glad that I accepted the challenge, however I never thought that I would have grown the way I did. I am now a married, slightly older, and much more experienced teacher finishing my 6th full year of teaching and 2nd school district experience. As I look back at my goals statement, I wonder how I knew exactly what would help me get to the place I am today.
In the spring of 2008, I chose three main professional goals on my application to Michigan State. First, I wanted to learn and increase my knowledge of educational practices and skills. Second, I was interested and intrigued by the flexibility of the online format of classes. Third, I was highly interested in the two concentration areas that I chose, literacy and special education. I was especially drawn to the special education degree because the focus was on teaching special education students in the general education classroom. Several of those ideas were absolutely on target, and others have further developed throughout my studies.
During my time at Michigan State, I did increase my knowledge of educational practices and skills. I learned many helpful strategies that I have used directly in my classroom. I am a more knowledgeable and developed teacher ready to teach the wide variety of students that now populate my classroom. I also have learned many things about technology and how to use the internet to supplement my classroom instruction. One of the greatest surprises during my degree program was the amount of community that the professors were able to achieve in completely online classes. Utilizing chat rooms, discussion forums, and online posting boards are all productive ways to bring greater community to the students when class is not in session. As well, these tools can help to bring parents into the classroom, which is extremely valuable for the students.
When I began the master’s program, I thought that I would only be dealing with minor special education issues as a general education teacher. I was most definitely wrong. Not only did inclusion continue to be a major trend in schools, it became much more widespread and now almost all students are served in general education classrooms. As a general education teacher, I serve many special education students. Some of those have severe learning disabilities and emotional disorders. During my time studying at Michigan State I have not only become more knowledgeable in dealing with these types of students, but also more confident in my skills and abilities in the special education area.
Overall, I have become a more knowledgeable, confident, and skilled teacher during my master’s program. I have learned how to use and test research-based strategies to ensure that my students are learning. These are things not explicitly stated in my original goals statement, but definitely qualities that I had desired. I have not only met my original goals, but I far exceeded them in the teacher that I have become.
In the spring of 2008, I chose three main professional goals on my application to Michigan State. First, I wanted to learn and increase my knowledge of educational practices and skills. Second, I was interested and intrigued by the flexibility of the online format of classes. Third, I was highly interested in the two concentration areas that I chose, literacy and special education. I was especially drawn to the special education degree because the focus was on teaching special education students in the general education classroom. Several of those ideas were absolutely on target, and others have further developed throughout my studies.
During my time at Michigan State, I did increase my knowledge of educational practices and skills. I learned many helpful strategies that I have used directly in my classroom. I am a more knowledgeable and developed teacher ready to teach the wide variety of students that now populate my classroom. I also have learned many things about technology and how to use the internet to supplement my classroom instruction. One of the greatest surprises during my degree program was the amount of community that the professors were able to achieve in completely online classes. Utilizing chat rooms, discussion forums, and online posting boards are all productive ways to bring greater community to the students when class is not in session. As well, these tools can help to bring parents into the classroom, which is extremely valuable for the students.
When I began the master’s program, I thought that I would only be dealing with minor special education issues as a general education teacher. I was most definitely wrong. Not only did inclusion continue to be a major trend in schools, it became much more widespread and now almost all students are served in general education classrooms. As a general education teacher, I serve many special education students. Some of those have severe learning disabilities and emotional disorders. During my time studying at Michigan State I have not only become more knowledgeable in dealing with these types of students, but also more confident in my skills and abilities in the special education area.
Overall, I have become a more knowledgeable, confident, and skilled teacher during my master’s program. I have learned how to use and test research-based strategies to ensure that my students are learning. These are things not explicitly stated in my original goals statement, but definitely qualities that I had desired. I have not only met my original goals, but I far exceeded them in the teacher that I have become.
