After completing the Mastery Self-Assessment, my score placed me in the range of Master Teacher. As a Master Teacher, I have developed a variety of instructional strategies, classroom management approaches, and other teaching techniques that have assisted me in my classroom. The top five teaching strategies that are important to me as a Master Teacher are using “reinforcers”, making connections with my students, communicating with the students, parents, guardians, and case managers, never stop learning, and stop and listen to your student’s understanding of the material you present.
One classroom management practice, I employ is the use of “Reinforcers.” Surprisingly high school students, especially the current freshman, are still extremely
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However, this is not always enough to transform a student’s behavior, particularly if the student does not believe the reward is valuable enough to modify their behavior. Therefore, to order to address my dilemma on the implementation of rewards in my classroom, I survey the students at the beginning of the year and selected their top three ideas. However, this year I attempted to upgrade my incentive program by implementing a ticket type of an incentive program that uses homework passes, food, extra privileges as rewards. Selecting incentives identified by my students demonstrates to them that I value their opinions and desires thus making a connection between them and me. As for the homework passes, I still require my pupils to practice how to solve mathematical equations, therefore I selected to use a “½ Homework Pass.” Students would still be obligated to complete half of their homework, but they would receive full credit for their assignment allowing both the student and teacher win in this …show more content…
It is important to recognize when students are struggling with a concept for the reason that they do not comprehend your language or example. So often, while listening to my co-teacher instruct, I hear “crickets.” Often continuing on with their lesson, I observe the students’ faces and realize, “we need to back up, and they are missing something.” So that is exactly what I ask my students, “Okay! Who’s lost and where did we lose you?” In response, I start at the beginning, however I change the language and provide simpler examples with frequent requests for a volunteer to explain to me in their words the concept we are discussing. Listening for the silence in the classroom identifies a disconnection for the students. Re-evaluating your presentation constantly during instruction improved your lesson and increases their