Ingredients
for Creating a Master Teacher
-A Synthesis Essay-
By: Lindsey Ferstle
-A Synthesis Essay-
By: Lindsey Ferstle
1 lifetime Inspiration
1 year Time, Patience, and Practice
Weekly Collaboration
Never-ending Passion
A Dose Reflection
Multiple forms Assessment
A Handful Multicultural Education
1 year Time, Patience, and Practice
Weekly Collaboration
Never-ending Passion
A Dose Reflection
Multiple forms Assessment
A Handful Multicultural Education
One of my passions, outside the classroom, is cooking
in my kitchen. I happily get out my
ingredients, follow a recipe, and then enjoy the sweet and savory tastes of
home cooking. I pay careful attention to
detail while creating a scrumptious meal.
No matter which dish, either plain or fancy, it always tastes good if it
had the correct ingredients and a big helping of love. My dishes, filled with love and hard work,
remind me of my career as a classroom teacher.
As I reflect on my journey to my masters, I think about all the ingredients that have gone into creating a master teacher. It began as I watched my mother poured her unconditional love and devotion into creating smart, caring, and well rounded individuals. Outside of our home, I watched as she taught other children at my school in first grade, kindergarten, and later in a self contained Autistic classroom. My mother’s dedication to teaching and guiding children was an inspiration to me. In 2002, I decided to follow in her footsteps and began my formal education at Michigan State University to prepare to become a teacher like my mother.
After four years at MSU, I felt that I was readily prepared for my fifth year teaching internship in fifth grade at Novi Meadows Elementary School. While my professors prepared me with knowledge of teaching and proper etiquette, I was overwhelmed at how difficult it was to become a classroom teacher. I quickly learned that time, patience, and practice went into creating a successful teacher.
I learned valuable lessons during my internship at Novi Meadows. Among them was the need for collaboration with teachers and specialists. During my internship I worked with two general and one special education teacher, as well as a literacy specialist. They taught me that no matter how good you think a lesson is, it is always better when you seek ideas and work with someone else. Collaboration creates richer, more unique lessons, because “two minds work better than one.” Collaboration not only became apart of my life as a teacher, it became a necessary component of my weekly professional training. Each week we met in PLC groups to share, reflect, and revise our teaching. I learned that a teacher’s job goes well beyond teaching lessons and communicating with parents. It is necessary to work with others to become better and stronger.
Throughout my year teaching fifth grade I also learned that time and patience are unique tools that are required for becoming a great teacher. I thought that I could walk into the classroom the first day, teaching awesome lessons, and reaching all learners. I had a huge wake up call. Teaching does not come “naturally,” it takes time, patience, and practice. Luckily, I was able to learn from four amazing teachers who helped mold me into the teacher I am today. They taught me that a little patience and a lot of time and practice would prepare me for my future endeavors as a classroom teacher, and they were right.
After my internship year, I was bound and determined to jump right into the classroom. Due to the underwhelming teaching positions in Michigan, I traveled to Atlanta, Georgia where the weather was warm and the jobs were plentiful. I received a job from a top 10 school in the state as a second grade teacher. I was excited by the opportunity, yet terrified to work with young learners and distinguished teachers. I thought about all the lessons I learned during my internship year, and put faith in my teaching abilities. Today, I have taught three years at Austin Elementary and am proud that my perseverance and ingredients have provided me with the ability to not only love my career, but to always strive to become better at it. After three wonderful years teaching second grade, I felt prepared to take on a new adventure: completing my Master of Arts in Education from my alma mater, Michigan State.
In 2009, I began my masters in Elementary Education with a concentration in Literacy. I wanted to learn new ways to reach diverse learners in all subject areas, especially literacy. Specifically, I knew that I was not as prepared to meet the needs of my diverse classroom with the knowledge that I had. I knew that to excel at teaching reading, I needed to reach beyond a textbook and join an environment that would educate and challenge my teaching. I felt that I had the motivation and determination to balance family, teaching, and obtaining a degree from my alma mater.
For the past two years I have purposefully applied my new learning to my teaching. I have learned new practices, read amazing articles, and collaborated with teachers from all over the world to reflect on our experiences in our Masters program. While all of my classes have given me new ingredients to take into my classroom, three have spiced up my teaching career and has inspired me to fulfill my passion to impact the lives of future leaders.
The class that impacted my teaching the most was TE842-Advanced Methods of Elementary Reading by Professor Nicole Martin. This class helped me explore myself as a literacy teacher, while pushing me to incorporate best practices into my classroom. It focused on the fundamentals of literacy: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Each week, we studied one of these components by reading professional articles, viewing lessons online, and discussing new learning with a small group of teachers through a Live Chat Room.
The weekly conversations were the most beneficial component of the course. Each week, we discussed what we learned, had specific questions from our professor, and thought of new ways to implement new learning into our practice. I closely connected with two professionals teaching similar grade levels and discussed how each reading could impact our classrooms. Together, we created lesson ideas, while encouraging one another to take our course inside our classroom. This collaboration helped me think through my learning in a unique environment. I learned that good collaboration does not need to take place with teachers you personally know or meet face to face. Good collaboration requires professionals to admit their faults, encourage others, and make changes for the better.
During this course I completed an in-depth study on one component of reading: fluency. As a second grade teacher in an affluent community, most of my students are accomplished readers. The majority of my students are able to recall words, read multi-syllabic words, infer vocabulary, and comprehend far beyond grade level. Before this course, I did not realize how critical fluency was in teaching reading. Fluency instruction needs to be explicitly taught, not embedded into lessons. I learned that exemplary teachers used the following strategies to foster fluency in their classrooms: modeling, repeated readings, and give students ample experiences with performing text (poetry, songs, chants, monologues, etc). I used my learning from this course to complete a case study with one child. I planned, taught lessons, and reflected every step of the way. Specifically, the reflection portion of the assignment was most meaningful. I tape recorded and played back my own teaching which helped me hear exactly what I said and did. Tape recording was such a powerful tool that challenged me to think about what I could do differently the next time I taught a lesson like this. This assignment re-taught me a discipline from my undergrad: reflection. Master teachers should not simply teach they need to reflect on their lessons before teaching new ones.
This school year I have been able to use my research, lessons, and reflections from my fluency case study. Rather than teaching fluency as a unit, I have explicitly taught fluency each and every week. My students have benefitted from a more knowledgeable teacher and richly created lessons that explicitly taught fluency.
Another course that impacted my teaching was CEP 842-Instruction in Inclusive Classrooms by Professor Cynthia Okolo. My second year teaching, I was approached by my principal to be the inclusive teacher for my grade level. Since then, I have been working with students that have special needs. This course taught me that the design of instruction needs to be tailored to student needs. This challenged me to rethink my current instruction, and prepare lessons with individual students in mind. I thought about what would be challenging for the students, how I would assess learning, and how all students could connect with every lesson. This thinking was sophisticated, and I was ready a new challenge.
Throughout the course I learned about the difference between accommodations, modifications, and differentiation; Universal Design for Learning, how motivation plays an important role in student achievement, co-teaching and collaboration, and assessment strategies. This course pushed me to change the way I teach, with my diverse learners at the heart of each lesson.
Within this course, we discussed how to help students with behavior challenges. We learned through the STAR legacy module how to create meaningful, independent, behavior plans tailored to specific students. Rather than using a checklist for the teacher to track behavior, I learned that students need to “see” their behavior and track their progress. This has changed the way my students act and interact with others. They have learned to notice misbehavior and make more positive choices.
Assessment was one part of this class that was most beneficial for me. I learned that all students should not have to be assessed in the same way. This new learning has allowed me to challenge my students to use their unique interests in all lessons. For example, when I taught a unit on nouns my students had choices in how they wanted to be assessed. Some options were: creating a poster on www.wordle.com, drawing a picture, creating a performance, or writing a poem. Students all learn differently, therefore they should be assessed in different ways. Using multiple forms of assessment is critical to learn what your students truly understand.
In a classroom filled with diverse learners it is necessary to think about the background of individual students. TE 891-Teaching Across Cultural Differences by Professor Dorinda Carter Andrews taught me five approaches to teaching Multicultural Education. The purpose of Multicultural Education is to transform the self, schools, and society to include a balance of unity and difference while providing equal opportunities for all. In my classroom, I have children from over five different countries and many students who speak a language other than English with one or more family members. It was important for my Masters to include ways to reach a diverse classroom of learners.
In this course I had the unique opportunity to work with a diverse group of teachers from all over the world and create a three day professional development workshop. This collaboration opportunity helped me learn how to approach learning with others and be sensitive to individual differences. This experience translated back into my classroom as I created groups with my own students. I made sure to promote more of an understanding classroom environment where student differences shined. My classroom is a mini model of the world and together a distinctive model of diversity. Through this course I realized the need to further connect that you do not need to give up your own unique identity to belong in our world and assimilate with dominant culture.
My classroom is rich with culture and this course taught me how to celebrate uniqueness. Rather than focusing on “heroes and holidays” I have been able to empower my students to be proud of their ethnic identities. A few of the changes I have made are: displaying a classroom map highlighting where students are from, teaching students words in other languages, and requesting book donations from student families related to their ethnic backgrounds. This course showed me unique and insightful ways to use culturally responsive teaching in my classroom, and I have put them into practice.
Over the course of obtaining my Master of Arts degree from Michigan State University I have gained knowledge that has influenced the way I design and implement instruction. These three courses were the highlights of my master career because they uniquely shaped me into the master teacher that I have desired to become. Each class has given me a new ingredient that I was able to add to my creation of becoming a master teacher.
As I head into the future, I think about my experiences at Michigan State University. I have been molded and created into a master teacher by the great professors at MSU. They have taught me that teaching is a lifelong recipe with many substitutions, deletions, and additions. Some days the recipe may need an extra kick of spice, while others may need an extra dosage of patience. As I look towards my future as a master teacher, I will never forget Harriet Van Horne’s poetic words, and how ingredients always create a masterpiece.
As I reflect on my journey to my masters, I think about all the ingredients that have gone into creating a master teacher. It began as I watched my mother poured her unconditional love and devotion into creating smart, caring, and well rounded individuals. Outside of our home, I watched as she taught other children at my school in first grade, kindergarten, and later in a self contained Autistic classroom. My mother’s dedication to teaching and guiding children was an inspiration to me. In 2002, I decided to follow in her footsteps and began my formal education at Michigan State University to prepare to become a teacher like my mother.
After four years at MSU, I felt that I was readily prepared for my fifth year teaching internship in fifth grade at Novi Meadows Elementary School. While my professors prepared me with knowledge of teaching and proper etiquette, I was overwhelmed at how difficult it was to become a classroom teacher. I quickly learned that time, patience, and practice went into creating a successful teacher.
I learned valuable lessons during my internship at Novi Meadows. Among them was the need for collaboration with teachers and specialists. During my internship I worked with two general and one special education teacher, as well as a literacy specialist. They taught me that no matter how good you think a lesson is, it is always better when you seek ideas and work with someone else. Collaboration creates richer, more unique lessons, because “two minds work better than one.” Collaboration not only became apart of my life as a teacher, it became a necessary component of my weekly professional training. Each week we met in PLC groups to share, reflect, and revise our teaching. I learned that a teacher’s job goes well beyond teaching lessons and communicating with parents. It is necessary to work with others to become better and stronger.
Throughout my year teaching fifth grade I also learned that time and patience are unique tools that are required for becoming a great teacher. I thought that I could walk into the classroom the first day, teaching awesome lessons, and reaching all learners. I had a huge wake up call. Teaching does not come “naturally,” it takes time, patience, and practice. Luckily, I was able to learn from four amazing teachers who helped mold me into the teacher I am today. They taught me that a little patience and a lot of time and practice would prepare me for my future endeavors as a classroom teacher, and they were right.
After my internship year, I was bound and determined to jump right into the classroom. Due to the underwhelming teaching positions in Michigan, I traveled to Atlanta, Georgia where the weather was warm and the jobs were plentiful. I received a job from a top 10 school in the state as a second grade teacher. I was excited by the opportunity, yet terrified to work with young learners and distinguished teachers. I thought about all the lessons I learned during my internship year, and put faith in my teaching abilities. Today, I have taught three years at Austin Elementary and am proud that my perseverance and ingredients have provided me with the ability to not only love my career, but to always strive to become better at it. After three wonderful years teaching second grade, I felt prepared to take on a new adventure: completing my Master of Arts in Education from my alma mater, Michigan State.
In 2009, I began my masters in Elementary Education with a concentration in Literacy. I wanted to learn new ways to reach diverse learners in all subject areas, especially literacy. Specifically, I knew that I was not as prepared to meet the needs of my diverse classroom with the knowledge that I had. I knew that to excel at teaching reading, I needed to reach beyond a textbook and join an environment that would educate and challenge my teaching. I felt that I had the motivation and determination to balance family, teaching, and obtaining a degree from my alma mater.
For the past two years I have purposefully applied my new learning to my teaching. I have learned new practices, read amazing articles, and collaborated with teachers from all over the world to reflect on our experiences in our Masters program. While all of my classes have given me new ingredients to take into my classroom, three have spiced up my teaching career and has inspired me to fulfill my passion to impact the lives of future leaders.
The class that impacted my teaching the most was TE842-Advanced Methods of Elementary Reading by Professor Nicole Martin. This class helped me explore myself as a literacy teacher, while pushing me to incorporate best practices into my classroom. It focused on the fundamentals of literacy: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Each week, we studied one of these components by reading professional articles, viewing lessons online, and discussing new learning with a small group of teachers through a Live Chat Room.
The weekly conversations were the most beneficial component of the course. Each week, we discussed what we learned, had specific questions from our professor, and thought of new ways to implement new learning into our practice. I closely connected with two professionals teaching similar grade levels and discussed how each reading could impact our classrooms. Together, we created lesson ideas, while encouraging one another to take our course inside our classroom. This collaboration helped me think through my learning in a unique environment. I learned that good collaboration does not need to take place with teachers you personally know or meet face to face. Good collaboration requires professionals to admit their faults, encourage others, and make changes for the better.
During this course I completed an in-depth study on one component of reading: fluency. As a second grade teacher in an affluent community, most of my students are accomplished readers. The majority of my students are able to recall words, read multi-syllabic words, infer vocabulary, and comprehend far beyond grade level. Before this course, I did not realize how critical fluency was in teaching reading. Fluency instruction needs to be explicitly taught, not embedded into lessons. I learned that exemplary teachers used the following strategies to foster fluency in their classrooms: modeling, repeated readings, and give students ample experiences with performing text (poetry, songs, chants, monologues, etc). I used my learning from this course to complete a case study with one child. I planned, taught lessons, and reflected every step of the way. Specifically, the reflection portion of the assignment was most meaningful. I tape recorded and played back my own teaching which helped me hear exactly what I said and did. Tape recording was such a powerful tool that challenged me to think about what I could do differently the next time I taught a lesson like this. This assignment re-taught me a discipline from my undergrad: reflection. Master teachers should not simply teach they need to reflect on their lessons before teaching new ones.
This school year I have been able to use my research, lessons, and reflections from my fluency case study. Rather than teaching fluency as a unit, I have explicitly taught fluency each and every week. My students have benefitted from a more knowledgeable teacher and richly created lessons that explicitly taught fluency.
Another course that impacted my teaching was CEP 842-Instruction in Inclusive Classrooms by Professor Cynthia Okolo. My second year teaching, I was approached by my principal to be the inclusive teacher for my grade level. Since then, I have been working with students that have special needs. This course taught me that the design of instruction needs to be tailored to student needs. This challenged me to rethink my current instruction, and prepare lessons with individual students in mind. I thought about what would be challenging for the students, how I would assess learning, and how all students could connect with every lesson. This thinking was sophisticated, and I was ready a new challenge.
Throughout the course I learned about the difference between accommodations, modifications, and differentiation; Universal Design for Learning, how motivation plays an important role in student achievement, co-teaching and collaboration, and assessment strategies. This course pushed me to change the way I teach, with my diverse learners at the heart of each lesson.
Within this course, we discussed how to help students with behavior challenges. We learned through the STAR legacy module how to create meaningful, independent, behavior plans tailored to specific students. Rather than using a checklist for the teacher to track behavior, I learned that students need to “see” their behavior and track their progress. This has changed the way my students act and interact with others. They have learned to notice misbehavior and make more positive choices.
Assessment was one part of this class that was most beneficial for me. I learned that all students should not have to be assessed in the same way. This new learning has allowed me to challenge my students to use their unique interests in all lessons. For example, when I taught a unit on nouns my students had choices in how they wanted to be assessed. Some options were: creating a poster on www.wordle.com, drawing a picture, creating a performance, or writing a poem. Students all learn differently, therefore they should be assessed in different ways. Using multiple forms of assessment is critical to learn what your students truly understand.
In a classroom filled with diverse learners it is necessary to think about the background of individual students. TE 891-Teaching Across Cultural Differences by Professor Dorinda Carter Andrews taught me five approaches to teaching Multicultural Education. The purpose of Multicultural Education is to transform the self, schools, and society to include a balance of unity and difference while providing equal opportunities for all. In my classroom, I have children from over five different countries and many students who speak a language other than English with one or more family members. It was important for my Masters to include ways to reach a diverse classroom of learners.
In this course I had the unique opportunity to work with a diverse group of teachers from all over the world and create a three day professional development workshop. This collaboration opportunity helped me learn how to approach learning with others and be sensitive to individual differences. This experience translated back into my classroom as I created groups with my own students. I made sure to promote more of an understanding classroom environment where student differences shined. My classroom is a mini model of the world and together a distinctive model of diversity. Through this course I realized the need to further connect that you do not need to give up your own unique identity to belong in our world and assimilate with dominant culture.
My classroom is rich with culture and this course taught me how to celebrate uniqueness. Rather than focusing on “heroes and holidays” I have been able to empower my students to be proud of their ethnic identities. A few of the changes I have made are: displaying a classroom map highlighting where students are from, teaching students words in other languages, and requesting book donations from student families related to their ethnic backgrounds. This course showed me unique and insightful ways to use culturally responsive teaching in my classroom, and I have put them into practice.
Over the course of obtaining my Master of Arts degree from Michigan State University I have gained knowledge that has influenced the way I design and implement instruction. These three courses were the highlights of my master career because they uniquely shaped me into the master teacher that I have desired to become. Each class has given me a new ingredient that I was able to add to my creation of becoming a master teacher.
As I head into the future, I think about my experiences at Michigan State University. I have been molded and created into a master teacher by the great professors at MSU. They have taught me that teaching is a lifelong recipe with many substitutions, deletions, and additions. Some days the recipe may need an extra kick of spice, while others may need an extra dosage of patience. As I look towards my future as a master teacher, I will never forget Harriet Van Horne’s poetic words, and how ingredients always create a masterpiece.
“Cooking
is like love. It should be entered into with abandon or not at all."
Harriet Van Horne
Harriet Van Horne