School of Education, UW-Madison. Go Badgers.
My teaching journey began at the red gate
In 2016, I joined the School of Education at UW-Madison as a freshman and hoped to learn some skills that could benefit the next generation. In the same year, I declared my major in Elementary Education and Special Education, because I saw the needs of marginalized students.
Four years later, in the year 2020, I graduated with distinction in front of this red gate. I still remembered the reason for pursuing education as my major, and I would never forget what the teaching experience has brought me.
Teaching experience #1 (2nd grade, General Ed)
@ Crestwood Elementary, Madison, WI
I grew up in a traditional Chinese family. For the past 18 years and so, I went through Chinese education, and it was so different when I entered Crestwood Elementary.
Different from students receiving Chinese education which emphasized competition and discipline as individuals, kids at Crestwood seemed to identify themselves as a community, where they shared family pictures, anecdotes, and happiness with the rest of the circle, sitting wobbly at the carpet.
Based on the observation, I completed my case study around the topics of “community” and “literacy,” where I explored the impacts community brought to literacy, and how they extend to other aspects.
Click to read my case study report
The front door of Crestwood Elementary school. Image source
Teaching experience #2 (6th grade, special ed)
@ Spring Harbor Middle School, Madison, WI
A thank-you letter from a student along with a “thank-you” phrase in Chinese 谢谢
Functional Behavior Assessment (FBA) project
An FBA plan was conducted with the same boy mentioned above. Data was collected through interviews with homeroom teachers and observations. A comprehensive intervention plan was proposed for future behavior support. The plan included the replacement behavior, intervention goal, how to teach placement behaviors, along with a data chart for progress monitoring.
This was my first experience teaching at a middle school. The program paired us, student teachers, with special education teachers as part of the degree requirement. Through this experience, I conducted a case study with one student with ADHD and OHI by identifying his learning gaps using state-wise assessments, including DIBELS, Oral-Reading Fluency Assessment (DORF), Core Reading Maze Comprehension Test, Non-sense Word Fluency, Core Vocabulary Screening, and Spelling Inventory. After comparing the student’s data score with the state standards, I designed two case study lessons targeting the student’s weaknesses and highlighting the beneficial instructional methods for him.
Click to read the case study
Vocabulary Instruction for Students with Learning Disabilities
This report introduced the needs of academic interventions of students with learning disabilities and several methods that could support them, including mnemonic strategies, cognitive strategies, constant time delay, activity-based method, and computer-assisted instruction.
Click to read the research paper
Teaching experience #3 (7th grade, general ed)
@ Sennett Middle School, Madison, WI
An image of me with my favorite students at Sennett.
In order to enhance students’ mathematical thinking skills, I and my partner designed a student-format think-aloud — number talk, along with group-worthy activities in the math class. This class was the one that I found the possibility that every student can stand out as smart.
Click to read my teaching plan.
Teaching at Sennett was not easy. Students at puberty were as tall as me, and they had their own opinions of whether they want to attend my class. However, it was also fortunate that I met this group of students, where they offered me the opportunity to learn what the experiences of students of color look like at school. I listened to their stories, made diagnoses of their achievement gaps, and offered the best instructions I could to elevate their learning experiences.
Explain yourself presentation poster
Teaching experience #4 (mixed grade - 1st, 2nd, 3rd)
@ Sugar Creek Elementary, Verona, WI
Sugar Creek was the place I completed my student teaching. Even though this was my fourth-period teaching, I constantly made mistakes in teaching and continued learning from my mistakes. Watching recorded videos helped me go through the instructions I made in class and offered me the chance to adjust my language, gestures, and even facial expressions as a teacher candidate. Luckily, I passed the state tests and received my dual teaching licenses from Wisconsin state. When I think back, I do enjoy the moments of witnessing students learning, laughing, and growing.
Being with my students is the best moment.
My beloved cohort
Thanks to my teaching cohort 2020. I would never complete my teaching journey without their supports.