Roberto Tejeda

My personal philosophy on education:

Getting to know my students is my priority to ensure that they are getting the education they need to succeed as well as education that is engaging with them. I understand that some stuff can be boring to give out but trying to make it as fun to them can attach their creativity to expand in ensuring that they are becoming engaged in the subject. In the clinical setting, I am seeing much of what I have learned in class being used in the classrooms with gifted students as well as making sure that students are not bored and connecting lessons with the students.

"Gifted students can sometimes be offered independent work or even identified to work with a more creative design to allow them to learn more about the lesson." (Education Weekly, 2018). By allowing gifted students flexibility in a seating or in assignment allows the gifted student to give a wider range of possibilities to the lesson. Gifted students might like a challenge and talk to them about their likes and dislikes allows them to create challenges within their scope. A gifted student should not get more work, but they should get more challenging work. Gifted students should always need the flexibility to explore their limits.

"The idea that the teacher knows that the student will have success allows the student to believe in themselves to be successful." (Borich, 2017). If I ever have a student with behavioral needs then ensuring that I am patient and have this established within my classroom management plan will be helpful. While many students can run a teacher out of patience, it is critical that you make time for the behavior the student needs. The attention I might give the student might be the only attention this child is getting.

Students learn because they are captivated and ensure that you can engage them in 10 minutes or less that will allow you to keep them engaged (Medina, 2014). When a student enters a classroom they are immersed in a visual aspect of the classroom where they are stimulated visually. This visual aspect of a classroom increases memory by 65% (Medina, 2014). The more stimulation you bring to the classroom the more likely you are to have the student fully engaged.