InTASC Standard #3

During the Fall semester of 2018 in EDUC 101- Introduction to Teaching, I gained experience at an after-school childcare program through the YMCA. During this experience, I observed and helped the children during snack time, homework time, and playtime. I also developed positive relationships with the students. Along with this experience, I worked collaboratively with my classmates to create a virtual toolbox full of resources that address various issues that I could face during this time, or in the classroom in general.

Analysis of What I Learned

This experience taught me that when children are motivated, they are more likely to be engaged in the activity. When children are interested in the learning environment, the more inclined they are to desire to learn. The more self-motivated a child is, the more apt they are to complete a task. I also learned that being a caretaker of young children in a low-income community can be challenging. Obstacles are bound to arise; however, it is important to build a safe, positive learning environment full of openness, mutual respect, support, and inquiry. Having a supply of resources is very helpful during these trivial times. I was able to gain skills in collaboration by working productively and cooperatively with my peers using Trello, an online creative platform, to devise my own toolbox of resources. The Trello board was a useful apparatus to have during my time at the YMCA in the case I was unsure what to do about something. Using different interactive technologies in the classroom expands learning from face-to-face to beyond. I channeled John Dewey’s theory during this experience, as he believes that people learn best through a hands-on approach. In this after-school setting, students were able to interact freely about their environment. I think this is one of the main reasons a lot of children focus better during this time.

How This Artifact Demonstrates my Competence on the InTASC Standard

I collaborated with the students as well as the leader of the program to create a safe and positive learning environment. The children were motivated to complete tasks, which created a positive mood. I made sure to manage their space and time with me between work and fun in order to engage the learners. Having a time set aside for homework followed with a time for play is a great way to keep students motivated. During work time students worked alone, with the opportunity to ask for help. This helps teach the students to first try on their own, but that help is available if they begin to struggle. This helps build learner capacity. After this experience, I feel more comfortable knowing how things work among a group of children.