Teaching philosophy:
I have always had a passion for the arts. Whether it be through music, movies, poetry, literature, or any other form of self expression, I have always been drawn to it. Because of this, I knew whatever I did I wanted to do it and be able to make peoples’ voice and experiences the center of it. I wanted to focus on the people in which I am meeting and learn from them as they hopefully do from me. The classroom is often times the first place a person will recognize that they have a voice and with the right environment and encouragement around them, they can learn to unapologetically share that voice. I find English and history to be the two subjects that center around the humanities and the voices of the people the most, so what better way to validate and encourage the next generation to share their voices than through sharing the brave and genius voices of the women and men that have come before them and have left us with a plethora of experience, knowledge, and power in their words.
Proficiency Cases
Explaining and modeling content, practices, and strategies (EMC)
Eliciting and interpreting student thinking (EIST)
Appraising, choosing, and modifying tasks and texts for a specific learning goal (TTLG)
Growth Cases
Leading a group discussion (LGD)
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Checking student understanding during and at the conclusion of lessons (FA)
Personal skills and achievements:
Throughout the time of student teaching I have been treated to more rewarding feelings than I could possibly fathom. Every single day was full of experiences that allowed me to grow as a teacher that I am able to look back fondly on. A few instances that stood out was when the principal for the Chippewa Valley 9th Grade Center reads the morning announcements every day, sometimes he will announce the teacher that has been voted on by students as their favorite or most impactful and there have been multiple times within the semester of student-teaching where students have nominated me for it and the principal has read my name on the announcements. Multiple students said that I was their, “favorite teacher of all time” but one note that stuck out to me said that, “Mr. McDonald makes coming to school feel less draining” the student went on to say, “he makes me want to learn things in history… (and) If I need help on an assignment or just want to chat with him, he is always up to talk! I’m very happy to have him as a teacher.”. That has been the biggest reward I could have ever received within teaching. The thing I want to do most within my classroom is make my students feel safe and not make my class feel like a chore but something that they look forward to. If there is anything that lets me know I am doing the right thing, it is that.
On the last day of student teaching I was given a note (from another student) that read, “I hope all of your future students appreciate you as much as I do. You made me feel safe to speak to…”. I have no awards or professional accolades, but the I do have these, and they mean the most to me.
Teaching experiences:
I have been fully dedicated to the practice of teaching since 11th grade and my “Teacher Cadet” program at Chippewa Valley High School. I had a full year of in-class experience at Wyandotte Middle School while I was in 12th grade and semester-long experiences throughout my time at Oakland University. Throughout the past year I have had experience in the classroom at both the Chippewa Valley 9th Grade Center (Global History) and in the 12th grade English classroom. Oakland University requires that you lead the classroom for a minimum of 5 weeks, I lead the classes for roughly 20 weeks (22 including the breaks). This included taking attendance, making seating charts, designing and proctoring exams, designing lessons, modifying previous lessons and activities for students, etc. I also showed up every day in the previous semester to maintain genuine relationships with the students and to make the transition into full-time student-teaching more smooth for the students themselves. This way they would be able to see me every day and by the end of the semester I had been teaching them for the entire class for more than a month, so by the start of the winter semester I was their full time teacher!
