A Career As A Teacher's Assistant

From an early age, I felt called to be a teacher. My second grade teacher, who is now my colleague, always tells stories about how I wanted to organize her classroom and help her grade papers. I have always wanted to be a leader. During my teacher preparation program, I worked as a teacher’s assistant in an elementary school. When I first stepped into the classroom as a teacher’s assistant, I knew I had picked the right field. The students’ curiosity and intellectual development throughout the course of a year inspired me. I realized that education is as much about creating an environment where students can thrive socially and emotionally as it is about academic growth. “Powerful learning happens in classrooms where there is lively conversation, …show more content…
“The intent is to ensure that all students explore ideas at a level that builds upon what they already know and facilitates their continued learning.” (Kingore, 2004, 32) In my classroom, I teach a range of students including students who are gifted, have learning disabilities, and speak a language other than English. My experience with these students has taught me that students need to be engaged at their current academic level, even if that level is different than their grade level. It was also through this experience that I realized what a valuable tool technology was for differentiation. The conjunction of individual teacher lessons and daily differentiation on the computer, facilitated the significant growth of the majority of my students on end of the year benchmark assessments. Currently, I am using three technology based programs to enhance my reading instruction. Since students are extremely familiar with technology tools such as computers and iPads, it is a logical decision to incorporate them into my instruction. Through the use of these technology tools, students are engaged with the content at a high level and they are motivated as they monitor their …show more content…
Each year, my district incorporates another technology tool to support our English Language Arts curriculum. “Digital tools can heighten students’ motivation to read by introducing them to new materials, genres, and writing styles and by offering them a way to do immediate research on topics that interest them.” (Rasinski, 2015, 198) During the 2012-2013 school year, my district purchased the subscription for Raz-Kids, which is an online leveled reading program. The following school year, my district implemented weekly requirements for student usage of Accelerated Reader, which is a reading comprehension program. In addition to setting an Accelerated Reader goal, students must be engaged with the program twice a week for twenty minutes. According to Marzano, students develop self-efficacy through setting personal academic goals and tracking their progress. (Marzano, 117, 2011). My students take ownership of their progress by charting their Accelerated Reader goals on the classroom bulletin board. During the 2014-2015 school year, my district purchased the subscriptions for ScootPad, which is an individualized reading program aligned with Common Core State Standards. The purpose of this research paper is to determine the impact of using these three technology programs to enhance students’ reading fluency and

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