Teacher Interview

Teacher Interview

            Megan Truesdale is special education resource teacher in school La Grange School District 102, her focus is in special education. Her students are blended (kindergarten to 5^th grade). Her classroom is not your typical classroom—she teaches and provides additional support to students who need help in math and reading. These students are general education students who receive these “pull-out” (special education) services in a smaller environment.

            All efforts directed toward building positive relationships with students and creating classroom community are steps toward preventing management problems (Woolfolk, 2019, pg. 524). Ms. Truesdale was asked a series of eight questions in regard to her teaching methods. When asked about her classroom management structure, she stated that her classroom is not your typical classroom full of 26 kids, instead she shares her classroom with another resource teacher. She explained that because of the difference in her classroom space/arrangement, she does her best to make her room more relaxing and welcoming. She stated the reason she creates this relaxed environment is, “because not every kid wants to be pulled out in front of their peers to go get help with whatever they need.” She stated that there are rules and redirections within this setting, as well as reminding the students in her classroom to be mindful of each other and the other teacher, and students within the classroom.

Spaces for learning should invite and support the activities you plan for your classes, and they should respect the inhabitants of the space (Woolfolk, 2019, pg. 518). Ms. Truesdale’s take on creating a relaxed and comfortable environment for her students is spot on. She addressed the need for comfortability, but also focused on the importance of making sure students are respectful in this learning space.

When the question was posed to Ms. Truesdale on how she connects her lessons to the real world, she pointed out that her curriculum focuses on D.I. or direct instruction and that the stories are sometimes “hard to follow.”  She stated that because the stories presented in D.I. are difficult for the students to follow, she believes it is important to connect the stories to personal experiences—helping the students better relate to the content. She stated that this also helps to build relationships with students, creating a “basic flow of information” based on these real-life connections.

Declarative knowledge develops as we integrate new information with our existing understanding. Making the information to be remembered meaningful is important and often the greatest challenge for teachers (Woolfolk, 2019, pg. 334). Ms. Truesdale uses declarative knowledge when connecting the stories in D.I. with real-life experiences. When she makes this relation between real-life and the story content, the students find the story content more meaningful—increasing reading comprehension and memory retention.

 According to the Premack principal, a preferred activity can be an effective reinforcer for a less-preferred activity (Woolfolk, 2019, pg. 273). When Ms. Truesdale was asked about her “tips” for keeping her students on track she explained that her students are made aware that they are on a timed schedule and have to keep going, however, she realizes that some students may need a break. (i.e. a drink of water). This type of preferred activity is a reinforcer to continue through the learning activity in a timely manner. She points out that as they get to the 4^th and 5^th grade it is their “job” to advocate for themselves when they need something—helping them to be part of the decision-making process.

Differentiated instruction is a flexible approach to teaching that matches content, process, and product based on student differences in readiness, interests and learning needs (Woolfolk, 2019, pg. 576). When asked about the ways in which she differentiates in the classroom, Ms. Truesdale explained that it is very important to continue with the specified learning content, while being sure to modify the ways in which the content is presented—based on individual student need.

This interview was a great exercise in getting a first-hand opinion about “life in the classroom” from a teacher. The topics covered and the strategies used are ones I will carry with me into my future classroom. I believe connecting with students helps them to not only feel comfortable in the academic setting, but also helps them to connect the academic material to real-life situations. I believe that differentiated instruction is the most important strategy used in today’s schools. I believe to effectively teach students; the educator must identify and understand “where” the student is at academically—“meet the students where they’re at.”

Woolfolk, A. (2019). Educational Psychology. New York, NY: Pearson Education          America

Teacher Interview Video