The Unconventional Thesis of an Unconventional Educator: A Heightened Performative Autoethnography

Abstract

This is an unconventional thesis about the reflective look back at my first year of teaching. The purpose of the thesis is to advocate for future, new, and current teachers to start using the reflective practice to enhance student learn. It also introduces the new in class reflective practice of Pause, Think, Use. In addition, it takes a look at education concepts, i.e. pedagogy, instructional strategies, action research, auto ethnography, and the new heightened auto ethnography. Due to the level of importance of my students to me, a “Student Spotlight” has been included before every chapter to recognize a student, who made a difference in my life and teaching career.