VI.+Reflective+Journals

= A. Monthly Logs/Journals =

= B. End of Practicum Self-Evaluation = Over the course of this semester, I have discovered many qualities and attributes that I have been using in the past as a general education teacher that were created or founded in Gifted best instructional practices. I have always pushed my students to think beyond and to challenge themselves and others thinking. I know specific traits for Gifted learners as well as for the Exceptional learners. I know the difference between a high-achiever/high-ability learner and a Gifted learner. I feel that knowing these qualities and traits of all spectrums of my students' learning styles has and will continue to help me meet the needs of all the students in my classroom and to finally be able to differentiate for all learners.

The relationships I have made as a gifted specialist and through my graduate classes have given me an inexhaustible network of support and resources. If I need a particular tool or lesson plan, I know who to contact. If I need advice or support, I know who to contact. Student and parent relationships have given me insight into how to better meet the needs of my gifted learners. I also know I have parental support if needed. I have grown attached to these students and their needs. I feel as though I am always fighting for their success.

Many of my students hungered for learning and instruction that interested them. Many squirmed when they were challenged to think "outside of the box" or "outside of the grading scale". I was amazed at how engaged my students became during lessons that involved creative dramatics, obtaining and exploring a concept, and expressing their knowledge and learning through their strengths and alternative assessment. I feel as though I can get students more engaged and involved and invested in their learning. I know that I must continue to challenge them and push them toward success. I went to the Alabama Council for Teachers of English's conference this year; Jim Burke was the keynote speaker. His presentation was based on the new way of developing a unit plan -- through basing it around a big idea or question. I just smiled. Though it was difficult developing a concept-based unit, it makes a whole lot of sense. Lesson plans and unit plans will be considerably easier to design around a concept rather than a vague standard. You can cover several of those pesky standards within a concept-based unit, and it seems like the students find their learning more meaningful because of its varied connections. In my classroom, students are engaged through hands-on activities, through flexible grouping, through a combination of tried and true curriculum with alternative assessments, and through the opportunity to explore and pursue interests and expression.

Samford's Gifted program has provided me with the training and a multitude of resources to be a successful Gifted specialist in the coming years. I am not just an English teacher anymore. I have knowledge and resources to share that are valuable to my fellow educators. I feel as though being a Gifted specialist is what I was always meant to be. I found that developing the concept-based unit was the most personally challenging; however, once it was done and implemented, I could see its benefits. I will also have this resource forever. Learning about the affective and socio-emotional needs and how to address those needs in your curriculum was the most rewarding personally to me. I felt the information and knowledge I gained from that subject matter and course helped me with classroom management adjustments. The knowledge helped me with that frustration. I know I can better teach and support my students and their learning from what I have learned in the duration of the Samford Gifted Program.