reflection – Let Them Learn

Final Reflection in 5303

Posted on September 23, 2018 by Chad M. Sanchez

analysis blackboard board bubble — Photo by Pixabay on Pexels.com

This course seemed to have gone by faster than 5302 for some reason. I think it’s because 5302 was the first class and integrating back into the classroom took a lot of time. This course was completely different from that first course and put all of the responsibility on ourselves because there wasn’t an assignment due every week. Instead, we needed to have different ideas of learning represented in blog posts, plan and share our eportfolio’s, and give feedback while receiving it as well. While different, the learning experience still had the same outline of giving ourselves ownership of our product in an authentic experience.

I enjoyed each week because it required us to actually think and share ideas of who truly owns the eportfolio. We also had some deep discussions as to why we should use eportfolio’s and their importance not only in the Digital Learning and Leading program, but after as well. I’ve found though the discussions that the eportfolio is truly our own because we are the ones who is putting our voice into each blog post, each learning experience, and each reflection that we share on here, to me there is no holding back. If we are trying to get better, than it is important to share the experience and reflect on the feedback. Also, the idea that having an eportfolio is important to have because it shows others what we truly learned and can be used during future interviews for other jobs, or even something we can display to all or use for personal reflection.

Our next lesson focused on sharing and evaluating each others eportfolio’s while having others evaluate our own, this came as a scare, but it helps to build that confidence and show that there is no “super student.” We are all in this learning experience together and being able to put aside our fears to make each other better is valuable. It was great seeing the work and creativity in other’s eportfolio’s while giving them feedback they can use to make their product that much better. It also allowed us to communicate outside of the normal classroom setting.

This week brought on a lot of challenges that I didn’t think I would be able to complete. I had fallen behind on paperwork, I felt as if my students were disliking my class and behaving differently, I was to complete in my first dri-triathlon Saturday and was nervous, and grades were due. All of this would have frustrated me before this program, but focusing, and practicing my growth mindset allowed me to think in a different way to accomplish these obstacles. To help in the classroom I used a few PLN’s to help me generate new ideas for student learning. For the paperwork, I had to better manage my time to make sure I completed them.

I feel that I’m growing with every new experience and being able to share those ideas is even more crucial because other’s who are in my same shoes can see that they are not alone. It feels amazing to be able to share these ideas and reflections with others and to know that we in the DLL program are that much closer to accomplishing a goal we didn’t think possible.

Throwback Thursday

Posted on September 13, 2018September 23, 2018 by Chad M. Sanchez

A year ago when I started working at my new school, one of my colleagues talked about joining the Professional Learning Leadership Cadre for our district. Coming from my previous district I had never heard of that. She recommended I submit an application and give it a try and if accepted, it would be a great learning experience for me and to bring back different teachings to my school.

Part of the application process was to submit a video as to why you would want to be apart of the PLLC and what you hope to learn from it. As I was looking through old videos and photos I stumbled across the video I submitted, and although not my best work, it showed me that I already had these ideas of wanting to learn new concepts and tools and be able to share those experiences with my peers, teachers, and colleagues.

I have to give thanks to Maggie Bowler who was my first partner at my first school. She took me under her wing and helped build the foundation of my teaching skills and was someone I could share countless experiences with in my two years in HISD. My first year was definitely a struggle as I was trying to figure out what teaching was for me, learning a system that could function properly because I had little to know training on building a lesson plan or even teaching a lesson, having procedures in place, working with students from different backgrounds who think that school is not for them, and then had to adjust to being in another setting due to circumstances the second semester. In my second year, working with Maggie allowed me the chance to pick her brain, see her initial background in teaching and thought process and learn as much as I can about teaching, supporting students and being a true teacher.

I also want to give thanks to Mary Dowd who instilled as much of her teaching as she could in me, who recommended I try new concepts and teachings, and who was the final push for me pursuing my masters degree. Working with Mary, I gained confidence in myself to step outside my box, be vocal and teach in a different way that doesn’t teach toward the test. She showed me new resources I never thought to use, and constantly told me to not try to reinvent the wheel. She instilled a new passion for teaching in me that wants to help students not just learn in the classroom, but show them that what they are learning can and is applied to their outside of school lives. Leaving my first district was something I was terrified of doing, but once I saw how caring and supportive she was, I knew I had made the right choice to help better myself.

Thinking back and reflecting on this video, I must say I learned a lot by joining the PLLC although I initially didn’t want to. Thinking back further than that, in my second year of teaching I volunteered to be on the TELPAS committee because I wanted to take on more roles and learn about types of students. I can say that being a part of both committees showed me different avenues of learning about how to best support students, it was just one-sided with teaching. I got to learn more about the types of students that were on my first teaching campus and how their thinking was molded, how they learned and how to help them be successful in learning another language.

Being a part of the cadre introduced me to a new system that my district initiated this semester so it prepared me to be ready for the change. Each meeting we had gave me a chance to be outside my comfort environment and see another aspect of my district, working with other professionals who want to better themselves, schools, and students. It was scary at first, but once I understood that everyone was just as lost as I was helped us all become comfortable with the learning. The same can be said being in the DLL program, we come in thinking others are “smarter” than use but in actuality we are new to the experience and have to learn together.

Both learning experiences have helped me grow as an educator, as a learner, and as a person. Without them, I don’t think I would have made it into this program because my learning would’ve been stagnant or I would have had a fixed mindset and would just be a basic teacher who only works inside the classroom between the hours of 8-4.

As I continue to look forward, this video helps teach me where I’ve been, where I am at, and where I am going. I’ve decided to recommit to the cadre to see what else I can learn, and hopefully teach them some of the things I’ve learned going back to school. I also hope to find other venues of learning and continue to grow as an individual while giving back just like Maggie and Mary did for me. To the both of you, I thank you for everything.

Reflection in the classroom

Posted on August 30, 2018September 23, 2018 by Chad M. Sanchez

photo of person writing on notebook — Photo by JESHOOTS.com on Pexels.com

Several of my students in my Pre-AP classes were upset with me today as they saw a low grade in their grade book. Many of them responded with questions like “I did what you asked, why did I get a 90?” or ” I did the assignment, why did I get a 50?”Many of them were disgruntled, frustrated, angry and confused when I told them to calm down and let me speak. It’s as if they’ve never received a failing grade before or told that their work didn’t meet certain standards. What if they’ve grown up being taught that as long as you do the assignment, you’ll get a good grade? Or if you just write about anything and that’s enough? As I heard and felt the frustration, I thought back to the questions I had in my first graduate course.

As I wrangled up my students and waited for their attention, I stated the reasoning for their grade. I told them that although they did the assignment, they were lacking a crucial aspect. Yes they were supposed to write, but they were also supposed to reflect on experiences that they’ve encountered in the first full week of school, and over the previous weekend. They were still confused as to what that was so I showed them an example I had written.

In the first scenario, I talked about what I did at a birthday party. Ate food, played games, had fun, then went home watched a movie, and fell asleep. I explained that this is what most of their writing looked like, then I showed them another example, not the best, but they got the idea.

In the second example I started out with my day being rough because I was running late, scrambling to gather my things, get out the door, and get on the road. On the way to work, I talked about how I listened to a podcast that gave words of inspiration and that my day would improve. Next I described how I felt like I was making a difference because my students were learning, asking questions and working on their assignment. To wrap it all up, I talked about how when I got home, I spent quality time with my children, how my daughter told me she loved me and how my son gave me a warm hug and that I felt like my day improved exponentially like the podcast said it would. It’s as if a light bulb went on the the children’s head.

One of my students was significantly upset and choose to have a minor confrontation with me about his grade. After a couple minutes of arguing, he got to work. He poured all of his frustrations and anger into the journal entry and when I read it, I knew I had reached him. He was no longer was upset, but rather proud that through our discussion, he was able to see the flaws in his writing and achieve success in something so simple.

One by one, I could see my students writing take form, explaining how they felt, emotions that were hidden, and joy they never knew existed. That initial student shared his response with the class, and I could feel that they made a connection with his thoughts because they all felt the same. Students were sharing their entries with one another, giving feedback, asking each other questions and gaining an authentic experience they wouldn’t have thought possible. Hopefully now when we have a writing assignment, they’ll continue to use the feelings and experience from today, and use it to guide their future writing.

I learned a lot from that first graduate course and that overall, reflecting on each day, each assignment, each grade, was a crucial component. Now that I’ve experienced it, I can continue to teach my students the importance of reflection in their everyday lives.