Report
From International Educator to Fifth-Grade Classroom Teacher: A Two-Year Journey of Adaptation, Student Growth, and Responsible AI Adoption in U.S. Elementary Education
| Τίτλος: | From International Educator to Fifth-Grade Classroom Teacher: A Two-Year Journey of Adaptation, Student Growth, and Responsible AI Adoption in U.S. Elementary Education |
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| Γλώσσα: | English |
| Συγγραφείς: | Shweta Singh |
| Πηγή: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Reports - Evaluative |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Nationals, Elementary School Teachers, Grade 5, Elementary Education, Student Centered Learning, Individualized Instruction, Family School Relationship, Evaluation Methods, Artificial Intelligence, Lesson Plans, Formative Evaluation, Feedback (Response), Global Approach, Reflective Teaching |
| Περίληψη: | This reflective practice paper examines a two-year journey as an international educator transitioning into the United States elementary school system, with particular emphasis on fifth-grade classroom teaching. Moving into a new educational culture required developing fluency in standards-based instruction, differentiated practice, inclusive student support, family engagement, and collaborative professional structures while continuing to draw on strengths cultivated through prior international teaching experience. Fifth grade is analyzed as a pivotal developmental context in which students simultaneously build academic independence, social awareness, and confidence before entering middle school. The paper describes the development of a student-centered classroom community, evidence-informed differentiation, strengthened family partnerships, and cycle-based assessment practices. It also examines the responsible adoption of artificial intelligence as a teacher-support tool for planning, differentiation, formative feedback design, and resource creation. This account demonstrates that successful international teaching is not simply a process of adaptation to a new system; it is an opportunity to integrate global perspective, cultural responsiveness, reflective practice, and emerging technology in sustained service of student learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED681455 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |