Hi! My name is Beth Rogers, and I currently teach fourth grade at Springfield Plains Elementary inClarkston, Michigan. I taught fifth grade here last year, so while I’m in a new grade level, at least I’m familiar with the building and know most of my colleagues!
The road to where I am as an educator today has been, as they say, “long and winding.” My formal training as teacher came from Kent State University, but the beliefs that drive my classroom practice come from personal experience both as a teacher and a parent. I am a far better teacher today having worked with three boys of my own, each with their own gifts and challenges. I understand my students better, and am able to speak to their parents as both a teacher and a fellow parent.
I am constantly searching for classes and workshops to make me a better educator. I am fortunate that our district provides some wonderful training, such as Conscious Discipline, and Lucy Calkins Writing and Reading Workshops. However, I knew that eventually I wanted to obtain my master’s degree. After talking with colleagues and exploring different program options, I decided to pursue my master’s through this program. I am excited that I can work through it with my teaching partner Kiryn. It’s so much easier when you have a buddy with whom you can collaborate/complain/conspire !
As a learner, I find that I am both auditory and verbal-linguistic. I am the person who wants to hear the speaker and take my own notes, rather than just copying from an overhead or relying on a handout. In a group setting, I want to have structure and organization – someone handing out tasks and assignments. I am also an “ideas person,” the one who loves to put a creative spin on things. Recently my team was discussing hallway displays, and I came up with this “grand idea” of having a huge (5ft. tall) paper pumpkin at the entrance to the hall, with a vine trailing off of it and all the way down the hall. We then added giant pumpkin seeds that we had each fourth grader write a “seed story” (Lucy Calkins) on, and also “Did you know” fact cards about the life cycle of seeds. Even though it was a ton of work (love those parent volunteers), it turned out great.
In the classroom, I am very mindful of all the learning styles. I have explained learning styles to my students, and the reason I teach things in a variety of ways. In math for example, I will verbally explain, write on the board, and also demonstrate with manipulatives. I encourage the children to use whatever method works best for them; I reinforce constantly that our brains all process differently. I try to be aware of those kinesthetic learners in my class, and make physical accommodations for them. Stress balls are learning tools in my classroom, not toys. I look forward to using technology as an additional tool in the classroom, which will meet the needs of all my learners. The students are always excited to use it, and as I get more comfortable, I know I will be too!
The road to where I am as an educator today has been, as they say, “long and winding.” My formal training as teacher came from Kent State University, but the beliefs that drive my classroom practice come from personal experience both as a teacher and a parent. I am a far better teacher today having worked with three boys of my own, each with their own gifts and challenges. I understand my students better, and am able to speak to their parents as both a teacher and a fellow parent.
I am constantly searching for classes and workshops to make me a better educator. I am fortunate that our district provides some wonderful training, such as Conscious Discipline, and Lucy Calkins Writing and Reading Workshops. However, I knew that eventually I wanted to obtain my master’s degree. After talking with colleagues and exploring different program options, I decided to pursue my master’s through this program. I am excited that I can work through it with my teaching partner Kiryn. It’s so much easier when you have a buddy with whom you can collaborate/complain/conspire !
As a learner, I find that I am both auditory and verbal-linguistic. I am the person who wants to hear the speaker and take my own notes, rather than just copying from an overhead or relying on a handout. In a group setting, I want to have structure and organization – someone handing out tasks and assignments. I am also an “ideas person,” the one who loves to put a creative spin on things. Recently my team was discussing hallway displays, and I came up with this “grand idea” of having a huge (5ft. tall) paper pumpkin at the entrance to the hall, with a vine trailing off of it and all the way down the hall. We then added giant pumpkin seeds that we had each fourth grader write a “seed story” (Lucy Calkins) on, and also “Did you know” fact cards about the life cycle of seeds. Even though it was a ton of work (love those parent volunteers), it turned out great.
In the classroom, I am very mindful of all the learning styles. I have explained learning styles to my students, and the reason I teach things in a variety of ways. In math for example, I will verbally explain, write on the board, and also demonstrate with manipulatives. I encourage the children to use whatever method works best for them; I reinforce constantly that our brains all process differently. I try to be aware of those kinesthetic learners in my class, and make physical accommodations for them. Stress balls are learning tools in my classroom, not toys. I look forward to using technology as an additional tool in the classroom, which will meet the needs of all my learners. The students are always excited to use it, and as I get more comfortable, I know I will be too!