Self+Development+Plan

Self Development Plan

After going through the lessons that I've taught and reviewing what worked well and what didn't, I've noticed that I need to start making my lessons more interactive. I want to start incorporating more group work into the classroom environment, to equip my students with better social interaction skills in the target language. In my university, I am the reading and writing teacher (there is another teacher for listening and speaking) but I'm not a big fan of this arrangement. I think that listening and speaking are quite important and are intertwined with reading and writing. Many times, it helps students to say something aloud and then try to write what they just said. The relationship is connected. Therefore, I think that speaking and listening should also be elements of my classroom. Here are some websites that I found that I will use to help incorporate productive group work into my classroom: [] [] [|http://www.ascd.org/publications/books/109018/chapters/Defining-Productive-Group-Work.aspx]

Also, what I am noticing is that I need to review the stages of second language acquisition. My students are intermediate level students but they are at different stages of language development. I have some that can understand quite well but have trouble speaking and I also have some that can read very well and comprehend the text, but are unable to write with much accuracy, with respect to standard English grammar. I think I'm going to devote some more time to reviewing the different stages of SLA and language transfer and interference. [] [] I'm also going to review my textbook from a previous class, "Second Language Acquisition".

Another way I can improve my teaching is to incorporate more of the multiple intelligences in my lesson plans. And along with the multiple intelligences, I have also recently learned of the 12 traits of 'genius' that should be emphasized in the classroom as well. Thomas Armstrong has a book, "Awakening Genius in the Classroom", that explores the 12 traits of 'genius' that every person exhibits and how to bring out those traits in your students. It's a great book and has a lot of ideas for getting students motivated and tapping into their natural curiosity and motivation for learning. One of the main points that Armstrong emphasizes is that in order to awaken genius in the classroom, you've got to be in touch with your own traits of genius and be open to experiencing new things and reawakening the genius in yourself, if it is something that you have been neglecting. His recommendations for reawakening genius in yourself ran the gamut from learning a new instrument or new language, to taking up arts and crafts or planning a garden. Anything that used to inspire you as a child can be a gateway to reawakening your genius as an adult.

I would also like to share this checklist from a class that I am taking this semester. It has listed some traits of turnaround teachers and I found it to be a good list to look over, to see if you're a teacher that displays many of these attributes.

//Place a check mark by the items already being implemented. Place a plus sign by items you would like to improve or strengthen.//

//___//Creates and sustains a caring climate ____ Is nonjudgmental ___Aims to meet developmental needs____ Looks beneath “problem” behavior for belonging and respect____ Reaches beyond the resistance ___Is available/responsive____ Uses humor/smiles ___Offers extra individualized help____ Is flexible ___Has long-term commitment____ Shows patience ___Creates one-to-one time____ Uses community-building process ___Actively listens/gives voice____ Creates small, personalized groups ___Shows common courtesy____ Creates opportunities for ___Respects others peer-helping ___Uses appropriate self-disclosure____ Uses cross-age mentors (older ___Pays personalized attention students, family/community ___Shows interest members ___Checks in ___Gets to know hopes and dreamsCreates connections to resources ___Gets to know life context____ Education ___Gets to know interests____ Employment ___Shows respect____ Recreation ___Fundamental positive regard____ Health, counseling, and social services

//Place a check mark by the items already being implemented. Place a plus sign by items you would like to improve or strengthen.// __Builds a democratic, inclusive community__Goals and dreams __Practices equity and inclusion__Gives meaningful responsibilities __Aims to meet developmental needs for power/autonomy and meaningIncludes and engages marginalized groups __Provides opportunities for decision making__Girls/Women __Provides opportunities planning__Students of color __Provides opportunities for problem solving__Students with special needs __Empowers students to create classroom rules__Infuses service/active learning __Holds regular and as-needed class meetings__Uses adventure/outdoor, experience- based learning Infuses communication skills into all__Offers community service learning experiences__Offers peer-helping __Reading__Offers cross-age helping __Writing__Offers peer support groups __Relationship__Uses cooperative learning __Cross-cultural__Provides ongoing opportunities for personal reflection Creates opportunities for creative__Provides ongoing opportunities for expression dialogue/discussion __Art__Uses small interest-based groups __Music__Uses group process/cooperative learning __Writing/Poetry__Uses restorative justice circles in place __Storytelling/drama of punitive discipline __Engages students—especially those on Provides opportunities for students to use/ the margin—in a school climate contribute their improvement task force __Strengths and interests__Invites the participation and contribution of family and community members in meaningful classroom activities—not just cookie-baking!

//Place a check mark by the item already being implemented. Place a plus sign by items you would like to improve or strengthen.// ___Sustains a high-expectation climate___Uses rituals and traditions ___”No-excuses/Never give-up”___Recognizes strengths and philosophy interests ___Aims to meet developmental needs___Mirrors strengths and interests for mastery and challenge to address concerns/problems ___Believes in innate capacity of all___Uses a variety of instructional to learn strategies to tap multiple ___Focuses on whole child (social, intelligences emotional, cognitive, physical, spiritual)___Employs authentic assessment ___Understands the needs motivating___Groups students hetero- student behavior and learning geneously ___Sees culture as an asset___Continuously challenges ___Challenges and supports (“You racism, sexism, ageism, can do it: I’ll be there to help”) classism, homophobia ___Connects learning to students’ interests,___Helps to reframe problems to strengths, experiences, dreams, goals opportunities ___Encourages creativity and imagination___Conveys message to students ___Conveys optimism and hope they are resilient ___Affirms/encourages the best in others___Sees students as constructors ___Attributes the best possible motive of their own knowledge and to behavior meaning ___Articulates clear expectations/___Teaches critical analysis boundaries/structure___Encourages self-awareness of ___Disciplines strictly and fairly moods and thinking ___Provides clear explanations___Relates to family and ___Holds students accountable community members with ___Models boundary-setting/adaptive high expectations distancing___Calls home to report students’ good behavior and achievements ___Helps family members see students’ strengths, interests, goals