Meeting Standard Six: In face-to-face debriefings, journal writing, and formal self-analysis the student teacher demonstrates the positive acceptance of feedback and makes a thoughtful response to it. Classroom planning and implementation demonstrates that the student teacher has internalized and is making use of feedback. Beyond the classroom, the student teacher avails him/herself of professional publications, conferences, and workshops to improve his/her practice and to develop the habits necessary for continued professional growth.
I approached each debriefing session with my mentor with a mindset of professional growth and improvement. Good teaching requires reflection, and the debriefing sessions serve as a positive space for me to reflect on the day’s lesson and to acknowledge my strengths and weaknesses. During each lesson, I kept a mental and written record of the successes and shortcomings to discuss in the debriefs. My mentor gave me ideas for how to make improvements in upcoming lessons.
Beyond the classroom, I have attended several professional development workshops. I attended a pre-service teacher’s conference at Roger Williams University and a conference focusing on high school and college writing. I really enjoyed the opportunity to interact with and share ideas with like minded professionals.