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Reflection Paper-Educ-2301 1

This reflection paper discusses the author's observation of an art classroom at Royse City High School. The author observed how the teacher, Mrs. Wallace, accommodated students with special needs and ensured positive interactions among all students. Mrs. Wallace encouraged creative expression and was open to students' needs and concerns. She implemented a variety of teaching styles and assignments to engage different types of learners. The author learned about an educator's responsibilities from Mrs. Wallace and was encouraged to become a teacher to provide equitable education for all students, including those with special needs.

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94 views3 pages

Reflection Paper-Educ-2301 1

This reflection paper discusses the author's observation of an art classroom at Royse City High School. The author observed how the teacher, Mrs. Wallace, accommodated students with special needs and ensured positive interactions among all students. Mrs. Wallace encouraged creative expression and was open to students' needs and concerns. She implemented a variety of teaching styles and assignments to engage different types of learners. The author learned about an educator's responsibilities from Mrs. Wallace and was encouraged to become a teacher to provide equitable education for all students, including those with special needs.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running Head: REFLECTION PAPER 1

Reflection Paper

Briana Cuarenta

EDUC-2301

Dr.Rhonda Reed

April 24, 2022


Running Head: REFLECTION PAPER 2

Reflection Paper

The time had come again. I walked into the same art classroom from last semester and

was welcomed again by Mrs.Wallace. The class that I observed last semester is still located at

Royse City High School. The class remained with the same amount of students and a mixture of

grades that ranged from 9th and 12th. Now, instead of writing a reflection paper that focuses on

learning styles. I will describe the interactions between students and how special populations

were accommodated.

Learning from experience, I decided to be more involved with students and get more

personal with Mrs.Wallace. Of course, there were boundaries in place to keep the relationships

professional. With that in mind, I had the privilege to understand students' struggles and

acknowledge those who are considered to be in special populations. Mrs.Wallace didn't disclose

information to protect the student's privacy. That's why my observations are only subjective and

possibly inaccurate. Despite the possible populations present, Mrs.Wallace was always open to

accommodate any student's needs. The interactions she had with her students were always

positive, of course with the occasional disagreement. But, despite the disagreements, the students

were always comfortable speaking their minds. In general, the assignments always had a variety

of choices for the students to choose. There was this one time when the student had concerns

about whether the drawing was appropriate enough. Mrs.Wallace explained to me that she wants

to encourage them to be creative and expressive. That's why she is not super strict on the content

that is being drawn. She of course said that there are limits to what is allowed, but mostly she

accepts anything.

Besides observing, I learned about the responsibilities and requirements needed to make

lessons. Especially the learning styles, and the mixture of teaching philosophies. Mrs.Wallace did
Running Head: REFLECTION PAPER 3

an excellent job of utilizing visual, kinesthetic/tactile, and solitary learning styles. For instance,

an assignment called Hanging in the balance required students to come up with a concept that

can be hung from a coat hanger. The elements had to be 3D and hung from the hanger. This is

just one example of how I will implement a variety of choices so that students feel comfortable

with an assignment. Additionally, Mrs.Wallace took the extra step to show me her

responsibilities and the tasks she is required to do as a teacher. For example, the programs that

are implemented by the school district and the evaluation process that the school district does.

Overall it was a good experience that encouraged me to become an educator. There were

these moments when the students were getting comfortable and started asking me questions.

Specifically, asking for help and guidance on their assignments. I will take it a step further for

special populations that need assistance to achieve equitable education. I believe that every

student deserves the chance to succeed. We as future educators must accept and accommodate to

make it happen.

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