Pedagogical Competence
Recognize strengths, study theories of teaching, encourage independence and see differentiation as an enrichment to your classroom.
My Vision
Pedagogical competent teachers are aware of the different developmental theories, learning theories, classroom management theories, different teaching methods, and possess knowledge about different curricula and can choose the for the students and the school appropriate strategies that connect to their vision of teaching.
Pedagogical Competence includes teachers' awareness and knowledge of the special needs of students with diverse backgrounds and to use this knowledge to recognize interpersonal cues to create a positive diverse classroom atmosphere.
Every student needs to be treated and taught differently as they grow up in different environments, cultural backgrounds, and past experiences and therefore respond differently to educational practices.
Pedagogical competent teachers can create an environment that allows students to become responsible citizens who are aware of their strengths and know how to construct their own learning. Students should be able to work autonomously but also together with others and consider each other's strengths.
"Teaching involves a lot more than care, mutual respect, and well-placed optimism. It demands knowledge and practical skills; the ability to make informed judgments and to balance pressures and challenges; practice and creativity; interest and effort; as well as an understanding of how children learn and develop. " (Cremin, & Burnett, 2018)
Piaget's constructivist theory is an inquiry-based method and is the learning theory that aligns most with my teaching vision.
Teachers create child-centered authentic lessons that involve learners actively by allowing them to construct their own knowledge and create and test their theories.
It emphasizes a democratic environment and the teachers are a facilitator rather than an instructor. (Cremin, & Burnett, 2018)
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Self-evaluation
During my first year of teaching practice, I was able to develop my pedagogical competency further by having had the chance to teach in many different settings and workgroups. I was able to gain knowledge about a different school system and was able to practice methods according to the vision of the school.
The first goal I set myself was to recognize the individual strengths of every student. This was challenging at first but eye-opening as I started seeing this big variety of personalities, skills, interests, and knowledge in one classroom.
ITEps helped me learn many new methods and approaches, encouraging the child to discover and share his/her own understanding.
We studied the different learning theories and classroom management strategies, I began to find my own preferences of these theories and was able to practice and use these methods during teaching practice.
In DBE I learned about the design process and was able to use this knowledge in creating inquiry-based lessons in my PYP – TP school and applied this competency in my book project.
I became aware of the importance of collaborative learning and found my role during group work.
Creating a CLT lesson I was able to use my knowledge from EIL classes and constructed a lesson where I became a facilitator and which allowed the children to engage in meaningful discussions.
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(Year 1)
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During my second year, I was able to improve my pedagogical competency by learning, discovering and researching how teachers learn best creating a tool that helps teachers become aware of and reflect on their own gender bias. Working together with other teachers and parents it is important to know how to pass on information and apply methods that make other adults motivated and interested even if that requires a change of behavior.
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During my teaching practice, I was able to observe and apply teaching strategies that are preferred by and support students with ASD. I learned these methods by observing my mentor teacher and recognising the needs of the students. In a addition, I did a lot of research about different needs and strengths of students with ASD and how to best support them.
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(Year 2)
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Feedback
"Julia puts a lot of thought into group constellations. She recognizes
the dynamics within the class and can respond and plan accordingly. She informed herself about the
developmental status through conversations, by reading the support plans and through observations.
She moves well between the familiar and the challenging and offers the children a safe framework in which they can develop and grow. When working together
she makes sure that the children are given tasks according to their strengths and offers appropriate support to compensate for any weaknesses."
- Astrid Mitschka (Classroom mentor teacher Year 2)
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"Just like at any school, our learners progress towards independence at different paces. This is something that Ms. Julia quickly noticed, and acted upon accordingly. Rather than give out one-size-fits-all lessons, Ms. Julia provided differentiated ones to cater to the level, needs, and strengths of the students. One of the many techniques she used to achieve this was by having the students create S.M.A.R.T. goals, which she then took into account for the remainder of her internship when planning lessons."
- Waleska Heredia (Classroom teacher Year 1)
"Julia took her responsibilities seriously and was able to manage herself independently. No matter what task was at hand she would ensure it was well done, even her cleaning responsibilities. She was also most comfortable being prepared in advance and would be two steps ahead of programming needs.
Campers adored Julia, her positive energy and confident leadership made them feel safe and happy to participate. She will make a great addition to any team. "
-Sabrina Salhia (Camp Director)
"Julia is a hard worker, who approached her diverse work portfolio with enthusiasm and passion. Her energy and positive attitude never faltered and was consistently a reliable staff member. Julia is a contributor during staff meetings, speaking honestly and always with the best interest of the campers, staff, and the reputation of the camp. She was an instrumental staff member during the transition of Director this summer and was always eager to improve our operation.
Julia always led by example, understanding the importance of demonstrating behavior and program expectations. Despite her competence and confidence, Julia remains open to new ideas, retains a growth mindset, and can see the big picture. She has a keen interest in learning new skills and techniques to better her teaching and leadership methods."
-Peter Vooys (Camp Director)
Self-evaluation and Feedback
Personal Development Goal 1 - Year 1
Personal Development Goal 2 - Year 1
Personal Development Goal 3 - Year 1
Personal Development Goal 4 - Year 2
Evidence-The Little I-am-me: (24 children from age 3-6)
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I directed the entire musical, I wrote the script based in the book “The little I-Am-Me”, together with the children I created the costumes, helped the children think of a choreography, practiced the songs with them and we built a set (all within 2 weeks)
I recognized the different strengths of the students and gave them roles and responsibilities according to that.
Evidence- Math measurements lesson
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I created a lesson connected to the constructivist learning theory. The lesson was an introduction to the main topic measurements and the subtopic measuring of length. The students brainstorm what can be measured, why it is important to measure length, the students find objects in the classroom estimate the length, and measure it afterward.
I chose an active learning approach to introduce this topic. This method creates a connection to real-life problems and involves actively, exploring the context through discussions, problem-solving, and case studies. Active learning approaches place a greater degree of responsibility and I will take over the role of a facilitator rather than an instructor.
"Content/ learning goal was developed together with the students, age-appropriate language, and approach.
All students had a chance to contribute to the lesson"
-Barbara Cox (Mentor teacher)
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Year 1 (PYP school)
Evidence- CLT lesson
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The students were encouraged to interact with each other with a great deal of responsibility from the children. The students worked together in groups and worked autonom without me interfering.
All students participated in the lesson, they talked and discussed their pictures and presented their stories to the class.
The pictures being used allowed students to have a meaningful conversation about aspects of the real world, for instance, animals, environment, and cultural surroundings. The fact that I included group work in the communicative language lesson had an advantage on the effectiveness of student´s learning because it gave them the chance to learn from hearing the language used by peers, developing fluency more easily and getting used to possible different accents of other students. Everyone participated in and improved their collaborative skills.
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Year 1 (PYP school)
Evidence- Breathing exercise
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During a drumming lesson, a student kept making remarks to another student that upset her. When another teacher asked him to leave the room to work on other things and he kept making hurtful remarks.
He threw a bottle at her when leaving the room and she threw her headphones after him. Following, the teacher started confronting him about that loudly outside and the student in the classroom started crying because she was sorry about throwing the headphones I lend her. I comforted her, and let her know that I was just glad that she wasn't hurt and that I understand that it is sometimes difficult to control one's own emotions, I asked her how I could support her and let her know that we will talk about it later with the other student.
I noticed that all students were very anxious due to the loud noises and fight, so I decided to do some breathing exercises with them to calm them down again and then returned to the lesson doing an activity they already knew from the lesson I held last week.
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This shows my flexibility to adapt my teaching methods and content based on the classroom atmosphere. I have already build a repertoire of different methods to calm down students and was able to apply it instantly.
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Year 2 (students with ASD)
Further Development
I want to learn strategies to make each child's strengths visible to them. I think it is so important to let the students know that teachers do not only look at grades but notice and value social competencies just as much. A child might struggle with one area of a subject for example English spelling but shows great strength in writing creative stories.
I want to learn strategies for intersubjectivity where children with different understandings and knowledge can help each other come to a shared understanding.
I need to gain more knowledge of how to teach children with different needs.
In my TP school, I focused during the first 3 weeks on supporting a child with dyscalculia. I learned to use manipulatives and taught her one on one at her speed.
I worry about how I would have been able to provide the needed attention and support when teaching the entire class?
I already requested these topics as lesson content during one of our workshop lessons.
I want to observe other teachers and lecturers on how they help students recognize their own strengths, build up their self- confidence, use these strengths as a teaching source and learn how to support students with various needs.
In DC we were asked to read different books, “What kind of citizen” by Westheimer was one of them. Westheimer’s book made me realize the impact teachers can have on students and made me reflect on what kind of citizen I want my students to become.
During my future teaching career, I want to encourage my students to ask the question of why and show curiosity, to gain a better cultural understanding and respect for cultural differences.
I envision a classroom that builds bridges between different cultures.
(Westheimer, 2015)
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(Year 1)
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In addition to my goals from last year which I was able to work on during this year, I would now like to research different ways students can become aware of their own strengths by themselves. To do so, I will research online, ask and observe my lecturers and future mentor teacher.
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Furthermore, I would like to create more lessons that incorporate the interests of the students and use this as a motivation but also a real-life connection to the subject. This will be the goal for next year's teaching practice and will be implemented in the planning of the lessons. In order to so it is important to also improve my interpersonal competence. I need to build a good relationship with my students so they can share their interests with me. Good observation of student-student interactions is also important.
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(Year 2)
Bibliography
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Cremin, T., & Burnett, C. (2018). Learning to teach in the primary school. London: Routledge.
Westheimer, J. (2015). What kind of citizen?: Educating our children for the common good. New York and London: Teachers College Press.