When I first started working in my AVID classes after returning from college in Arizona, I was only told the outstanding positive or negative aspects of the students. I would have rather been told nothing about the students in the class than being told about only extreme positives and negatives.

When I start working with a student, I like to discover their strengths, weaknesses, and personality on my own. I am a firm believer in John Locke's philosophy regarding a tabula rasa in which everyone is given a blank slate. Their actions and words are what defines them on this metaphorical slate. In my opinion, this way of thinking helps to eliminate bias and favoritism. 

Prior to observing, I had always seen the more serious side of teaching. However, I have now observed passion and optimism in the classroom that allows for students to WANT to learn. I want to take the lessons that I have learned through observation and use them in my own future classroom. Although I enjoyed observing Mrs. Collins teach her students, I hope to be able to observe many other teachers throughout my program so that I can learn from a variety of teaching styles. Having completed my first official observation has made me feel both more motivated and excited to start teaching my own class in the future.

In my opinion, the three most crucial elements of digital citizenship are digital communication, digital etiquette, and digital security. Digital communication is important to teach students since it is through the communication that cyber bullying occurs. Digital etiquette also goes alongside digital communication by allowing students to understand that they have to obey by similar rules online as they do in person. As students get older and begin to have social media accounts, it is important that educators stress the need for digital security. With hackers and viruses becoming easier to spread online, students must know how to protect themselves from these risks. 

• appropriate use of instructional technology, including assistive technology; 

• applying principles of UDL and MTSS; 

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners

• appropriate modifications for students with disabilities in the general education classroom

• opportunities for students to support each other in learning 

• use of community resources and services as applicable.

• appropriate use of instructional technology, including assistive technology; 

• applying principles of UDL and MTSS; 

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners

• appropriate modifications for students with disabilities in the general education classroom

• opportunities for students to support each other in learning 

• use of community resources and services as applicable.