Personal Communication and Ethics
ED 634 (Substitution for SPED 664)
Overall Course Reflection
Personal Communication and Ethics was one of the first classes that I took at MSUM. In this class, we focused on developing strengths as leaders, improving our communication skills, and developing plans to expand both personal and professional development. One of the first main things that we did during this course was take the StrengthsFinder assessment, which gives your first five ranked strengths, based on an extensive assessment. My five strengths were identified as competition, achiever, activator, significance, and communication. While some of these strengths made sense to me, such as competition and achiever, some of the others surprised me. By understanding these strengths, it has allowed me to approach teaching in a more intentional manner. I feel as though I am a better teacher, because I am able to identify their diverse strengths that they bring, even if they are not.
A huge aspect of this course were group discussions. There were less written assignments, and we were graded on being able to articulate and discuss with our peers. This was something that challenged me a bit. Talking to students is easy! That has never been a part of the job that scares me. However, expressing myself to colleagues, peers, or even parents in a professional or academic setting has often been a source of anxiety for me. I find that my thoughts can feel jumbled, or I worry about being misunderstood or judged. Interestingly, this was a topic that we openly explored during the course. Through structured opportunities to practice, I began to build more confidence. Effective communication isn’t just about being able to convey myself well, but to actively listen, thoughtfully respond, and come at the situation with empathy. By the end of the course, I felt far more prepared and comfortable contributing to discussions, and I recognize this as a skill that will continue to serve me in both professional and personal contexts.
Course Artifacts
Reflection #1
My first reflection is a reflection that I wrote about the 12 elements of team engagement from the book Strengths Based Leadership. In this reflection, I discussed the elements which I agree with, and which elements that I would like to try to add to my workplace. I believe that one of the most important things in order to have an engaged team is for team members opinions to count. When teachers advocate for something for our students, it is important that our ideas are considered, as we are the ones who see our students on a daily basis. Something that I don’t have access to in my workplace is the element “I know what is expected of me at work.” For instance, our district is very concerned with MCA scores, but at the same time, tells students that these scores don’t matter. I included this artifact because it demonstrates my ability to critically analyze leadership frameworks and apply them to my own workplace. This reflection shows how I think deeply about what motivates and engages people in their work, and how I can use that understanding to better support my colleagues and create a positive, effective learning environment for my students.
(Creation time: 1 hour)
Reflection #2
This artifact is a reflection that I wrote on which leader has had the most positive influence on my daily life. Throughout this reflection, I talk about how my dad is a leader, and what qualities he possesses that make him an effective leader including his self-reliance, courage, and commitment. I included this artifact because it demonstrates my ability to identify leaders in my life, regardless of official titles that they have been granted. This is something that I hope to embody in my own life, and I use his example to guide how I support, lead and advocate for my students every day.
(Creation time: 1 hour)
Reflection #5
My final artifact is a reflection that I wrote about how I felt I have grown in my leadership skills. Not only am I now able to identify my top five strengths, but I am also able to use those strengths to help me teach in a more direct way. I am better able to articulate to students what strengths they bring. For example, a student might not have strength in a specific content area, but they have great strength in competition or activating others. As I continue to teach, I plan to make sure that I am incorporating strategies that align with my strengths, creating more engaging and effective learning opportunities for my students. I included this artifact because it shows how I grew throughout this course, and how I will continue to grow throughout my teaching.
(Creation time: 1 hour)