Autobiography and Research Synthesis

Autobiography and Research Synthesis

Teaching is one of the most inspiring professions, in my opinion. Teachers teach more to children than even their parents. They develop the next generations. Therefore, I am glad to be a part of a profession that forms such an important part of society. My inspiration for teaching has grown throughout my life, and I am now happy to have a chance to be a big part of many children’s lives. In this reflection, I examine how my childhood teachers have inspired me to want to become a teacher. In the future, I want to inspire people in the same way and ensure that my inspiration is inclusive of all students regardless of their uniqueness.

Life Influences

I was raised in a very strict family with both my parents emphasizing education. They put great importance on academics to the extent of setting a compulsory study time in the evening for my two siblings and me. Our parents wanted us to have a better life and believed education was the best way to achieve this. Due to this early influence, I fell in love with education and put great effort into my schoolwork.

I had a mix of amazing and not-so-amazing teachers at school. Some made learning a fun experience, and some made school life not very pleasant. My amazing teachers had a very big influence on my life and made school a place that I loved to be in. One such teacher was my kindergarten teacher, she was very friendly, and there was energy and excitement in her class. I couldn’t get enough of this experience and was always eager to go to school every morning. She became my role model, and I decided at a young age that I wanted to be a teacher. I remember playing the teacher at home, teaching staffed animals as my teacher would do in school. It was fun then, but then I grew up. The teaching profession is one of the most underappreciated. When I grew up and could make sense of things, I found myself changing my career path. I wanted to do something that would get me more pay or even more respect in society. As a teenager, I started to explore other career options. I thought of engineering, sales and marketing, or even just business management. I ended up not taking any of these paths because I found myself being drawn to teaching. I worked at a kindergarten after school and loved being with the children. They made me feel happy. I was happy about going to school every day. I loved seeing children get excited when they see me. From this point, I knew that I was made to work with children for the rest of my life. My personality was made for teaching. I am very patient, especially with young children, compassionate, and intelligent enough to gather knowledge and effectively pass it on to others. Despite its limitations, I am glad that I chose the teaching profession. I am happy to wake up every day to interact with the students and see them develop their knowledge.

Learner and Future Teacher

As a learner and future teacher, I am embracing the fact that teaching is more than just standing in front of a classroom and speaking out information. There are many factors that need to be considered to make teaching effective, such as the individual student differences that affect their learning. According to Hymel and Katz (2019), North American schools today are very diverse. A typical classroom is made up of diverse students in terms of racial and ethnic backgrounds, gender, and physical and psychological exceptionalities. My goal as a teacher is to always be inclusive. I want to be the type of teacher that considers the differences in students when designing my teaching strategies so that no child is left behind. I would like to be making adjustments so that students with differences that affect their learning can be on the same page with their peers. My current learning as a teacher trainee has already taught me some basic ways to achieve this goal. I am ready to examine the students’ individual differences and differentiate my lessons to include them in the progress of the rest of their peers. My own learning experiences have significantly influenced my goals as an inclusive teacher. When I was young, I would sometimes struggle with some subjects. I needed the teachers to be patient with me and take things slower, but sometimes they would not do so. I want to be different as a teacher. Each of my students should get personalized teaching that coincides with their individual needs.

Research Considerations

In my experience, no teaching style works the same for all students. I am a student, who may sometimes learn differently from others. I have also seen students with differences that affect their learning in the classroom. Therefore, I believe that teaching should be tailored to meet the student’s individual needs. Sousa and Tomlinson (2018) address the importance of tailoring learning to meet the unique needs of students. Creating a student profile before lesson planning is important. The student profile examines the individual student characteristics and level of learning and how they affect their learning in the next lesson. Creating a student profile helps to effectively differentiate the lesson so that all students can access the learning. According to Ismajli and Imami-Morina (2018), creating differentiation in the classroom is important because it helps meet all students’ individual needs. For instance, differentiation enables the adjustments that make the classroom appropriate for the integration of students with special needs. I believe that teachers need training to be more inclusive in their classrooms. My current teaching training is preparing me to identify students with differentiated needs. Gheyssens et al. (2020) also argue that professional development in education should involve the training of teachers to develop their skills in differentiation. This kind of training helps me to achieve my professional goal of being a teacher for all people. Regardless of a student’s background, they will always achieve personal and educational progress if they are a part of my classroom.

Conclusion

 I am unsure if teaching is my calling, but I know that I was created with the right personality and skills to become one. Teaching makes me happy, and my teaching strategies also make the students I teach happy. I have been inspired to be a teacher from a young age, and I am glad that I finally get to be in this profession. My goal as a teacher is to be inclusive of all people. I want my teaching strategies to be the kind that considers all the differences of the students so that no child is left behind.

References

Gheyssens, E., Consuegra, E., Engels, N., & Struyven, K. (2020). Good things come to those who wait: the importance of professional development for the implementation of differentiated instruction. In Frontiers in Education (Vol. 5, p. 96). Frontiers.

Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. Educational Psychologist, 54(4), 331-339.

Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students. International Journal of Instruction, 11(3), 207-218.

Sousa, D. A., & Tomlinson, D. A. (2018). Differentiation and the brain. Solution Tree Press

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Autobiography and Research Synthesis Paper Instructions

Rationale: The Autobiography and Research Synthesis Paper is the course benchmark assignment.  It is to reflect (1) influences on your life that led you to become a teacher, (2) key thoughts about the teaching field, and (3) research related to your key thoughts.  You will focus on your development as a learner and your decisions to choose teaching as a career.  Ensure that context is relevant to the topic and does not digress from these topics.  As an academic paper, it is to be supported and illustrated by the body of knowledge in the field, which is to include references to the literature on educational topics.

Alignment with Measurable Learning Outcomes:

This assignment aligns with the following outcomes:

• MLO: A – Demonstrate skills in writing in that incorporate biblical worldview principles.
• MLO: C – Apply information from the knowledge base on teaching and learning to your own teaching and learning experiences.
• MLO: E – As you convey your personal experiences, analyze them in light of principles related to individual differences.

Specific Guidelines

Current APA: The paper is to be formatted in current APA.

Number of Sources: Cite at least 3 sources throughout the paper and list them on the reference page.  One of your sources must be the Sousa and Tomlinson (2018) textbook.  The other 2 sources are to be research articles from academic journals.  At least one of these two articles must be an article you have not used in a previous assignment for this or any other course.  The other article(s) may be ones you have used in other assignments, such as the previous Research Article Review assignment that you have already submitted.  All articles must have been published within the past five years.

Length: This paper must be 4–5 pages from the introductory paragraph to the conclusion, which does not count the title page or reference page.  Per current APA, font is at 12 points, and the manuscript is to be double spaced without any additional space/lines between headings and paragraphs.

Structure: The structure and headings of your paper should align with the rubric and also with the description below.

1. Title Page

• Pagination: In current APA, all pages are numbered.  The title page should be page 1.
• Running Head: The running head on the title page is different than the others.  It should be left-justified, capitalized, and worded as shown here:

Running head: ABBREVIATED ALL-CAPS TITLE

Note that the words “Running head” are inserted before the all-caps abbreviated title and that it is followed by a colon. Also, the “h” in the word “head” is not capitalized.

• Title: The title should not be the name of the assignment (i.e., Autobiography-Research Synthesis).  Instead, it should be a phrase drawn from the thesis statement in the introductory paragraph.  It should provide the reader a hint of the topic and the main idea supported throughout the paper and may be phrased in a clever, unique fashion.  The first letter of all words should be capitalized except for articles (e.g. a, an, the), conjunctions (e.g., and, but), and short prepositions (e.g., of, about), unless they appear as the first word, which is always capitalized.  Center your title and position it near the middle of the page or slightly above the middle.  Do not use bold font anywhere on the title page.
• Other Information on Title Page: Position the items below in the bottom third of the page.

• Student Name
• Course Number
• Liberty University
• Year

2. Introduction: Do not use the word “Introduction” as a heading for this section. Per current APA, it is optional to insert the title again as the heading above the introduction; however, no heading above the introduction is required.  If you choose to insert the manuscript title here, it should be in non-bolded, centered font and should be capitalized that same way as it is on the title page.
   • The running head on the abstract and subsequent pages is different from the running head on the title page. The only difference is that it omits the words “Running head,” so that it looks like this:

ABBREVIATED ALL-CAPS TITLE

• The purpose of this paragraph is to introduce the thesis statement that will be developed throughout the paper. The thesis statement is the main idea you are presenting.  All other ideas will serve to support the thesis statement.

It is best to place the thesis statement at the end of the introduction.  It is typically one or two sentences that serve as a transition into the rest of the paper.  Some writers choose to place it as the first sentence of the introduction.  Either option is acceptable as long as the introduction is well written and has a logical progression of thought.

3. Life Influences: This required heading should be centered and in bold. You have a great degree of latitude to explain the life experiences that led you to consider teaching as a career.  However, you may use the questions below to help you think about how to proceed.  Do not simply answer the questions; instead, use them to spark your thought.
   • How would you describe your personality/character traits and to what would you attribute them?
   • What life experiences helped develop you as an individual who has come to consider teaching as a profession?
   • What abilities and skills have you developed that may help you serve as a teacher?
   • Has there been a role model that has influenced you?

4. Learner and Future Teacher: This required heading should be centered and in bold. As with the ones above, use the questions below as suggestions.  This section would be a good place to cite some ideas from your sources, especially as they address your own learning processes and thoughts about becoming a teacher.
   • What learning and teaching experiences have influenced you?
   • How have work experiences impacted you as a learner and future teacher?
   • Have you set goals for yourself as a learner and/or a future teacher? What influenced you to decide on those goals?
   • How has your university coursework so far influenced you as a learner and future teacher?
   • How would you reflect on your own learning preferences? What implications does your learning profile have for your own teaching?

5. Research Considerations: This required heading should be centered and in bold. In this section synthesize your life experiences and thoughts about education with related concepts in research.  Consider topics from Sousa and Tomlinson (2018) and also include at least two research articles from academic journals that address your topic of interest.  The questions below might help:
   • How does research address life experiences you have had in your own educational experience?
   • Is there research that addresses your own educational and/or professional goals?
   • What research have you read that has influenced your thoughts as a learner and a future teacher?
   • What research is there on your own learning preferences and the implications your own learning profile has for your future teaching?

6. Conclusion: This final required heading should be centered and in bold. Although your conclusion should include concepts from the thesis statement in the introduction and should have some alignment with the title of the paper, you should not simply restate the thesis statement.  Wrap up the paper by emphasizing your main idea and draw a clear conclusion.  Typically, a good conclusion does not introduce new information.  The conclusion is where you are to discuss implications for the future about what you have already shared.  Draw together the strands from your life experience, thoughts about teaching, and relevant research that addresses your thoughts about teaching.

References: You are to have at least three academic sources.  One of them must be the required textbook for this course.  The other sources are to be research articles from academic journals.  Although this is an autobiography, you are to support principles mentioned in the paper with legitimate sources. Below is a list of considerations regarding references:

• Textbooks from your other courses may serve as additional references.
• The Bible may be cited in the body of the paper, but it is not to be listed on the reference page. To cite it in the body of the paper, simply use the Scripture reference.  If you quote a Scripture directly, you must parenthetically enter the translation for the first quotation.  Examples:

• • John 3:16 states, “For God so loved . . .” (NIV).
  • Our class recited in unison, “For God so loved . . . “ (John 3:16, NIV).
• Books you have read that have influenced your development as a learner and/or your decision to become a teacher.
• Do not use Wikipedia as a source in an academic paper. Because it is an open platform, the information is constantly being changed by registered users and is not always reliable.
• A variety of resources should be represented: books, journals, online, Christian, secular, etc.

Point of View: Because this is an autobiography, you may use first person pronouns such as “I” and “me,” but do not overuse them.  Do not refer to yourself in third person.

Pronoun Usage: Two problems students frequently have in their writing tend to be (1) pronoun-antecedent agreement and (2) the gender issue of “he or she.”

Pronoun-Antecedent Agreement: Pronouns must agree in number with their antecedents.  It is incorrect to write, “Each teacher [singular] should manage their [plural] own classroom.”

Gender Issue: It is considered sexist if you repeatedly use singular antecedents and follow them up with masculine pronouns.  For example, “Each teacher should manage his own classroom.”  It is also problematic if you redundantly use “he or she” and “his or her.”  (Please don’t use “he/she” or “his/her.”)  There is a solution!

To assist in avoiding both of the problems above, it is recommended that you write in plurals as consistently as possible.  For instance, use students, principals, teachers, parents, schools, etc., instead of their singular counterparts.  Follow these antecedents up with “they” or “their.”  This avoids the gender issue altogether.  When you find that you must use a singular, you may periodically use “he or she” or simply restructure the sentence to avoid the “he or she” if possible.  Rare use of it is fine.

Academic Integrity: Every paper will be evaluated for originality by SafeAssign, which reports to the professor the degree to which your paper is suspected of plagiarism.  The following tips will help you avoid plagiarism:

Direct Quotes: No more than 10% of your paper should be made up of direct quotes.  Therefore, do more summarizing and paraphrasing than quoting.  Short quotes should be in quotation marks and longer quotes should be indented (see current APA).  If you do not set off direct quotes in this manner and/or do not cite them, it is plagiarism.

Ideas and Facts: If the idea or fact is not your own, you must cite its source.  When not directly quoting, summarize or analyze the idea in your own words.

Submit the Autobiography & Research Paper by 11:59 p.m. (ET) on Monday of Module/Week 5.

Autobiography and Research Synthesis Paper Grading Rubric

Criteria	Levels of Achievement
Content 70%	Advanced	Proficient	Developing	Not present
Title, Introduction, Thesis Statement, Conclusion 15%	21 to 23 points A well-constructed introduction presents a clear thesis statement and is strongly aligned with the title and body of the paper.	16 to 20 points A clear thesis statement is introduced, conveys a thesis, and aligns somewhat with the title and body of the paper.	1 to 15 points The thesis statement is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.	0 points Not present
Life Influences 15%	20 to 22 points Personal background provides a strong context for the subsequent section and provides a clear understanding of the individual.	15 to 19 points Personal background provides a basic context for the subsequent section and provides a basic understanding of the individual.	1 to 14 points Personal background does not provide sufficient context for the subsequent section and/or fails to provide an understanding of the individual.	0 points Not present
Learner & Future Teacher 20%	27 to 30 points This section provides a strong descriptive reflection of the individual as a learner and future teacher and logically progresses from the previous section.	21 to 26 points This section provides a basic description of the individual as a learner and/or future teacher and relates to content of the previous section.	1 to 20 points This section insufficiently conveys an understanding of the individual as a learner and/or future teacher and may not contribute to the logical progression of the ideas presented.	0 points Not present
Research Considerations 20%	27 to 30 points Relevant research from textbook and at least two journal articles is meaningfully applied to topics in the paper.	21 to 26 points Research is included from textbook and at least two journal articles is on the same topic as those in the paper.	1 to 20 points Research does not sufficiently draw from textbook and at least two journal articles.  Research topics do not relate to other topics in the paper.	0 points   Not present
Structure 30%	Advanced	Proficient	Developing	Not present
Mechanics & Composition 15%	21 to 23 points Paper is free of errors in spelling, grammar, or punctuation. College-level writing style displays exceptional composition with all of the following elements: coherent, cohesive, effective sentence/paragraph structures, logical progression, and transitions.	16 to 20 points Few errors in spelling, grammar, or punctuation. Clear writing style displaying basic composition with most of the following elements: coherent, cohesive, effective sentence/paragraph structures, logical progression, and transitions.	1 to 15 points Multiple errors in spelling, grammar, or punctuation. Writing includes pervasive errors in multiple categories: coherent, cohesive, effective sentence/paragraph structures, logical progression, and transitions.	0 points   Not present
Current APA 15%	20 to 22 points Citations are appropriately implemented and are formatted per current APA. At least 3 references are strong, legitimate academic sources, include course textbook, and are correctly formatted per current APA. Overall paper is formatted per current APA: running head, page numbers, title page, spacing, indentions, margins, and headings.	15 to 19 points Minor errors regarding appropriate implementation and/or current APA formatting of citations. At least 2 references are from legitimate academic sources and include course textbooks; few formatting errors according to current APA. Few errors in paper format per current APA: running head, page numbers, title page, spacing, indentions, margins, and headings.	1 to 14 points Multiple errors regarding appropriate implementation and/or current APA formatting of citations. Multiple references are from questionable sources; multiple formatting errors according to current APA. Multiple errors in paper format per current APA: running head, page numbers, title page, spacing, indentions, margins, and headings.	0 points Not present