Critical Compassionate Competencies

Chelsey Hood

4/12/13

EDTE 320 French

CCC: Critical Compassionate Competencies

After reviewing the concept development lesson I wrote related to the environmental superhero project I also reviewed the CCI (Connecticut Critical Instructional Competencies) checklist to continue reflection on my lesson presentation. I also read the article “Beyond the Methods Fetish: Toward a Humanizing Pedagogy” by Lilia Bartolme. Combining my ideas from all of this with the other readings and discussions we’ve had in class I have come to one conclusion: shouldn’t it be common sense that no single method is going to work for every student? I just do not understand why someone would think that a single set of methods is going to work for every student. 

From everything I have learned throughout the entire teaching program I am prepared to be a very flexible teacher. I know that in every lesson I teach I will need to have back up plans and options to reach the variety of learners in my classroom. The article talks about the underachievement of minorities but I do not see how any of my students will not achieve the goals I will set for them and the ones they will set for themselves if I put in the effort to create differentiated lesson plans. I do not see students as groups or with labels. I see students as students, as humans and as individuals. 

When I plan a lesson I start by looking at the Common Core Standard(s) that I hope to teach my students. I then develop an objective around that standard. That is my focus and my goals for my students. Of course these could always change if the situation calls for revision but for the most part my focus and goals for a lesson will remain concrete but from there everything else is a liquid plan. I call my lessons liquid because even as I write them I know that most often much of the plan will change once I am interacting with the students. 

I already said I see my students as individuals and by thinking like that I know that in every lesson each and every student will have a different perspective on the content and presentation of every concept I deliver. When I write a lesson I know that I must think about how each student might respond and what can I do to reach a classroom full of learners, each with their own needs. Regardless of pass successes each student has their own unique challenges and strengths and not every method will be the most effective way of reaching each child. I know that my lessons have to be diverse in the methods used and have multiple branches or options for reaching my students. 

After reading the article and reflecting on my lessons I have realized that I have been taught to teach differentiate lessons and that it is becoming second nature to me because it seems to me that it would be common sense to any teacher that they must find what works for their students. From what I’ve read and discussed in class I am realizing that even though this seems like common sense to me it is not common practice in our schools today, but it will be in my classroom. 

My changes/additions to checklist

IIA: 2 Level of Difficulty
-This section currently as is does not include any positive statements about the difficulty of a lesson or the teacher’s ability to adapt to the needs of the students during a lesson if the level of difficulty needs to be adjusted

Possible Additions:

• Students appear challenged by assigned tasks but not overwhelmed
• With guidance/scaffolding students who are struggling are able to work through a difficult problem or concept
• teacher makes adjustments to questions, problems or assignments if students begin to struggle too much
• teacher goes back to review a concept if students are lacking the knowledge or skill to complete a problem, question or assignment