EVIDENCE AND DESCRIPTION:
In my Behavior Management class I
created my own classroom management plan
for a Kindergarten class. My plan included a
letter to parents/guardians, my rules,
consequences and philosophy, and also
preventative, supportive and corrective
disciplinary strategies. I used my own beliefs
as well as knowledge I gained from my
classmates and professor through group
discussions and presentations.
In my plan I will involve students in
making the rules together on the first day. This
way they can really understand the rationale
behind the rules. Also, I emphasized that rules
and procedures need to be directly taught,
modeled, practiced and reinforced throughout
the year. Students need to know exactly what
is expected of them and young children
especially need to see something and practice
it many times before they will get it. I also
included a letter to parents/guardians to
welcome them to my class and to briefly
prepare them for what is coming that year and
also to help them feel involved in their childs
education.
REFLECTIONS:
Creating this classroom management
plan has helped me move toward mastery of
standard 3a by giving me the opportunity to
plan out how I would collaborate with learners
and families to build a safe, positive learning
climate of openness, mutual respect, support
and inquiry. As a teacher my students need to
be involved in their learning. My rationale
behind creating the rules with my students is
so that they feel they are a respected member
of the class and to let them know I will support
them and be open.
As a teacher I must collaborate with
families so they know I respect and support
them and their child. Although I did not work
with any real parents/guardians I was able to
practice writing a professional yet friendly letter
to them. As a teacher it will be my
responsibility to communicate effectively with
families in order to build a safe, positive and
open learning climate.
Standard 3a: The teacher collaborates with learners, families and colleagues to build a safe, positive
learning climate of openness, mutual respect, support and inquiry.
EVIDENCE AND DESRIPTION:
EVIDENCE AND DESCRIPTION:
(section from scenario)
In my classroom course, Behavior
Management, I did quite a bit of collaboration
with other classmates to promote learner
growth and development, including working
through case studies to find a solution.
Through a series of small group and
large group collaboration, I studied multiple
case studies ranging from preschool to twelfth
grade. The scenarios involved me thinking as
the teacher to resolve a classroom
management issue created by C.M. Charles in
the book, Building Classroom Discipline.
In a small group we read the case
studies together, then, brainstormed strategies
of how we would handle the various classroom
issues presented in order to ensure that
students are learning and growing together
effectively. Then, we brought our ideas to
whole group discussions.
REFLECTION:
Working on and discussing these case
studies with classmates has helped me grow
professionally. They helped me practice
collaborating with others and making decisions,
which is something I will be doing a lot of as a
teacher. I know I will have to cooperate well
with others and make decisions on a regular
basis, especially if there is an exceptional child
in my class or a potential exceptional child.
I studied and discussed real life
scenarios that can and will happen in the
classroom, such as inattention, disrupting,
fighting and defiance. Issues such as these
must be addressed in the classroom in order
for students to grow and learn. Although I was
not actually in a classroom solving these
problems, reading them and talking through
these issues has given me many ideas on how
to deal with different situations. Collaboration
with others is essential to being effective in a
classroom.
As a final point, working through these
case studies with others has helped me mature
as a teacher because I must be able to work
with others to help my students learn and grow.
Standard 10c: The teacher collaborates with families, communities, colleagues, and other
professionals to promote learner growth and development.
EVIDENCE AND DESCRIPTION:
In my class, The Exceptional Learner in
the Classroom, I selected a Common Core
State Standard on recognizing rhyming words
to create a lesson plan involving differentiated
instruction. There are three tiers involved and
each tier is more advanced than the previous. I
used different amounts of scaffolding
depending on the tier. This lesson plan
includes the content, which is the standard, the
process, which is how the students will get
there, and the product, which is the end result.
At the most advanced tier I have
students work in pairs to brainstorm different
rhyming words. Then, they have to create at
least two sentences and draw pictures to go
along with their rhyming words. At the middle
tier I have students work in pairs to create
rhyming words ending specifically with at.
Then, they will draw pictures that go along with
their rhyming words. At the most basic level I
have students working is guided reading
groups to practice rhyming words ending with
at. Then, students will use a prompted
worksheet to write words ending with at.
REFLECTION:
This assignment is very important for my
teaching. In order to be an effective teacher I
need to be able to teach all of my students no
matter what their learning needs are. Children
vary within and across the cognitive, linguistic,
social, emotional and physical areas and I
must be able to make accommodations and
modifications as necessary while maintaining
challenging learning experiences.
Additionally, this assignment helped me
realize that learners grow and develop
differently and their patterns of learning vary
individually across all domains. Students in my
class will be at many different levels of
development so I must be able to differentiate
instruction accordingly.
Furthermore, this assignment helped me
practice designing and implementing
developmentally appropriate and challenging
learning experiences because I created three
different levels of learning in order to
accommodate students properly.
(Photo by the US Department of Education, used with Creative
Commons rights)
Standard 1: The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social, emotional
and physical areas, and designs and implements developmentally appropriate and challenging learning
experiences
EVIDENCE AND DESCRIPTION:
In my class, The Exceptional Learner in
the Classroom we discussed in detail what
accommodations are versus what
modifications in the classroom are. It was
emphasized that we should work to make
accommodations as often as needed, rather
than modifications. Accommodations do not
changed what is being learned; they help
students learn more efficiently and inclusively.
For a class activity there were four large
poster boards posted on the wall. One was
labeled environmental, the second was
labeled assessment, the third was labeled
organizational and the last poster was labeled
behavioral. These posters represented the
different ways a teacher can make
accommodations in their classroom to help
different children learn. In groups we had to
move around the room and write as many
accommodations we could think of in each
category.
REFLECTION:
(Photo by Summit DD, used with Creative Commons rights)
As a teacher you have to be able to
make accommodations to ensure that every
child is included in the learning environment.
This assignment provided me with examples of
accommodations I could easily implement in
my own classroom. For example, not changing
the room around frequently if there is a child
who is blind in your class, making a behavior
plan, highlighting planners for unorganized
students, or making sure your class is
wheelchair accessible.
Furthermore, knowing many different
accommodations that can be made helped me
to understand that children have many
individual differences and diverse cultures. Just
because children are different does not mean
they cannot meet high standards. Also, this
assignment helped me understand that no
matter what a childs individual needs are, they
can be accommodated in order to ensure an
inclusive learning environment that enables
each learner to meet high standards.
Standard 2: The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high
standards.
EVIDENCE AND DESCPRIPTION:
In my Instructional Media class I chose
a standard and created a Social Studies lesson
plan that utilized technology. I used the
Smartboard to create guided practice that was
interactive and hands-on. I created examples
of the past, present and future first; then,
students were invited to use the Smartboard to
create their own examples. This modeling and
guided practice would prepare students for the
independent practice.
Additionally, I used two website games
to add an interactive, engaging element to my
lesson and to expand the instruction.
Furthermore, in this lesson the students
connect the meaning of the past, present and
future to their life through the examples I
provided and the examples I asked them to
provide. When you make content relevent to
students it is easier for them to learn.
I chose to do an interactive read aloud
with the book, Schools of the Past, Present
and Future by Linda Bozzo because each
child gets to school somehow, so, they will be
able to relate to the book. A teacher can very
easily access prior knowledge by linking the
content to students lives.
REFLECTION:
Creating this lesson plan has been great
practice for me to ensure that I am always
including the necessary components to an
effective and complete lesson plan. Instruction,
modeling, guided practice, assessment, and so
on, are all things I will need to do everyday
while teaching. Children do not learn
information just by being exposed to it once.
They need to see it, practice it and do it many
times and in different ways.
Children learn in different ways, so, it is
important to create lesson plans that use
varied modes of learning, such as, auditory,
visual, and kinesthetic. I chose to create a
Social Studies lesson because as an
elementary teacher I will have to create
lessons in all content areas, including Social
Studies.
Finally, in creating this lesson plan I
practiced effective use of multiple
representations and explanations that capture
key ideas of the discipline. I used the
interactive Smartboard, websites, examples,
hands-on activities, discussion, and a read
aloud. I guide learners though the lesson in
order to promote each learners achievement
of content standards.
(Components from my lesson plan)
Standard 4a: The teacher effectively uses multiple representations and explanations that capture key
ideas in the discipline, guide learners through learning progressions, and promote each learners
achievement of content standards.
EVIDENCE AND DESCRIPTION:
In my Instructional Media class I created
a concept map about lead poisoning in children
using Inspiration Software. Creating this map
allowed me to explore a different, more
engaging way to present a topic. Instead of just
drawing a web on paper; creating a web using
Inspiration is more organized and visually
inviting. I had to do my own research and
organize the information I found using
Inspiration. I now feel very confident with this
software and could easily show someone else
how to use it.
(Photo by plakboek, used with Creative Commons rights)
REFLECTION:
Now that I know how to use Inspiration,
having students create a web using Inspiration
will not only be fun, but will help them organize
thoughts very neatly. Additionally, making an
Inspiration web could be used to present a new
topic or make connections between other
topics. Students could choose any local or
global issue that is relevant; such as: global
warming, pollution, paving dirt roads, or school
lunches.
I think that learning how to use
Inspiration was very valuable for my teaching. I
can create graphic organizers for my
instructions and have students make different
types of maps during independent practice
depending on the topic discussed. Also, I think
students would find it more interesting and fun
to use this software, rather than having to draw
a web or map by hand. Furthermore, this is
definitely a great program for students who are
struggling writers; since they dont have to
write, their thoughts and ideas will stay neat
and organized.
Working with Inspiration software has
given me a new digital technology to help all
students efficiently and effectively achieve
specific learning goals.
Standard 5l: The teacher understands how to use digital and interactive technologies for efficiently and
effectively achieving specific learning goals.
EVIDENCE AND DESCRIPTION:
In my class titled Theories and
Principles of Reading Instruction, I picked a
Common Core State Standard about
phonological awareness and created a lesson
plan with a supplemental guided reading
lesson. My lesson involved students being able
to produce and recognize rhyming words
ending in at. I used direct instruction first,
followed by instructional modeling, guided
practice, then, independent practice.
My guided reading lesson plan provided
differentiation of instruction for lower achieving
students who need extra practice. Children
learn at all different levels and need to be
guided through learning progressions. In my
lesson plan I presented the content using
multiple representations and explanations. I
used the Smartboard, discussion, question and
answer, modeling and visual representations in
order to guide learners and promote their
achievement of the content standard I chose.
REFLECTION:
Creating this lesson plan with the
supplemental guided reading lesson helped
further my understanding that children need to
be guided through learning progressions. As a
teacher I have to guide children as they learn
to promote achievement and present content in
multiple ways. Children cannot just be told
something one time in one way and be
expected to know it. They have to be taught
using multiple representations and
explanations in order to promote each learners
achievement of content standards. Creating
this lesson provided me the opportunity to
practice how to use multiple representations
and explanations
Standard 4a: The teacher effectively uses multiple representations and explanations that capture key
ideas in the discipline, guide learners through learning progressions, and promote each learners
achievement of content standards.
EVIDENCE AND DESCRIPTION:
In my class titled Theories and
Principles of Reading Instruction I completed a
Running Record Case Study. I chose a child in
first grade and administered a coded running
record using all the appropriate standard
conventions. After I completed the assessment
I examined and discussed the results with the
family to receive their input and feedback.
Then, I worked independently to write up a
case study on the childs strengths,
weaknesses, suggestions for future instruction
and my personal reflection.
REFLECTION:
Administering the running record
allowed me to work independently and
collaboratively with the family to examine the
childs performance data. I showed them and
explained the results. They gave me feedback
and asked questions to better understand how
to help their child move forward from here. I
also examined the running record results
independently in order to write a detailed report
that included suggestions for future instruction.
I used the results from the assessment to
guide future planning for this child. This helped
me to understand students progress and
practice using assessment results to guide
planning for the future.
Standard 6c: The teacher works independently and collaboratively to examine test and other
performance data to understand each learners progress and to guide planning.
EVIDENCE AND DESCRIPTION:
In my Educational Philosophy class I
completed a 30 hour clock experience in a
kindergarten classroom at Bingham Farms
Elementary. There were only nine children in
the classroom, but they were all identified
either ADHD or some behavioral issue. I
learned a lot about working with students who
have individual experiences, abilities, talents,
families and so on. I did a variety of activities
with the students and had to learn their
individual needs in order for the class to run
smoothly. Even though the class was very
small there was a wide range of differences
amongst the students and families.
For example, all the children had their
own stress ball they could squeeze whenever
they needed it. Another child had his own
special spot he could go to when he was
frustrated. Furthermore, the teacher had to
stop in the middle of lessons and do different
stretches and physical activities in order to
regain the childrens focus.
Photo by Barb Hoyer used with Creative Commons rights
REFLECTION:
Photo by Pratham Books used with Creative Commons rights
This field placement really helped me
grow professionally. This is the first class I was
ever in that had such diverse learners. I was
able to work with and see how my cooperating
teacher worked with these children. My
understanding of individual differences really
grew by seeing the ways the teacher had to
differentiate and accommodate to the
childrens differences. As a teacher I will need
to differentiate and make accommodations for
all learners in my class. Furthermore, I was
enlightened to the fact that every child can
learn and every child has something to offer no
matter what.
I understand that learners bring assets
for learning based on their individual
experiences, abilities, talents, prior learning,
and peer and social group interactions, as well
as language, culture, family, and community.
Every child is different and deserves to be
valued and appreciated for their differences.
Standard 2j: The teacher understands that learners bring assets for learning based on their individual
experiences, abilities, talents, prior learning, and peer and social group interactions, as well as
language, culture, family, and community.
values.
EVIDENCE AND DESCRIPTION:
In my Educational Philosophy class one
of my assignments was to write a research
paper. The topic of my research paper was
teaching children as individuals. I discussed
the fact that children develop individually in all
areas including cognitively, socially and
physically. I also discussed different ways in
which the teacher can make accommodations
and strategies for instruction for childrens
different needs.
For example, children who may seem
difficult or inconsistent need a lot of patience,
encouragement and a consistent schedule.
Children of difference cognitive abilities need
differentiation of instruction and perhaps
individual instruction. Also, a child who is
behind physically may be at risk for falling
behind in other areas including socially and
emotionally. No matter where the childs
development is they will always have strengths
and needs that need to be built off of.
Photo by USAG-Humphreys used with Creative Commons rights
REFLECTION:
Photo by USAG-Humphreys used with Creative Commons rights
Writing this research paper helped me
grow professionally and build my knowledge. It
allowed me to dive into different research
about how children learn and development and
also how to teach children according to their
individual needs. I was able to learn different
strategies that will build on learners strengths
and needs based on the developmental
domains. As a teacher I will definitely need to
understand the developmental domains and
use them to create instruction that builds on
learners strengths and needs. I understand
that each learners cognitive, linguistic, social,
emotional, and physical development
influences learning and knows how to make
instructional decisions that build on learners
strengths and needs.
Standard 1e: The teacher understands that each learners cognitive, linguistic, social, emotional, and
physical development influences learning and knows how to make instructional decisions that build on
learners strengths and needs.
EVIDENCE AND DESCRIPTION:
In my Introduction to Education class I
completed a 30 hour clock experience at Mary
Helen Guest Elementary in a kindergarten
class. I did a variety of activities with the
children including individual and small group
instruction. I gave individual instruction to
children who needed extra help or who were
absent. I also worked with small groups of
children who needed supplemental instruction
on lessons, projects and reading. I had to
make sure the children worked well together in
order to achieve the learning goals my
cooperating teacher wanted them to. Pictured
are some sample activities that I completed
during my field study.
REFLECTION:
Completing this field study helped me
grow professionally by providing me with my
first opportunity to work with children under the
supervision of another professional. As a
teacher I will definitely be expected to help my
students work productively and cooperatively
together in order to achieve learning goals.
This field placement allowed me to practice
helping students do this. I worked with small
groups of students in order to help them
complete their work. I had to guide and model
for learners how to work together to get tasks
done. I know how to help learners work
productively and cooperatively with each other
to achieve learning goals.
Photo by PeoplesBank used with Creative Commons rights
3(j) The teacher knows how to help learners work productively and cooperatively with each other to
achieve learning goals.
EVIDENCE AND DESCRIPTION:
In my Introduction to Education class I
completed a 30 hour clock field experience in a
kindergarten class at Mary Helen Guest
Elementary. After completing this field
placement I was required to reflect on the
practices of the teacher in relation to the
curriculum and different learning experiences
that teacher provided. I also had to indicate
what I thought were strengths and weaknesses
of my cooperating teacher.
Lucky for me I had a wonderful
cooperating teacher. She set a great example
for me. This was my first opportunity to begin
to develop knowledge and skills in order to
provide all learners with engaging curriculum
and learning experiences based on local and
state standards. I watched the teacher conduct
meaningful lessons based on the state
standards. She showed me different lesson
plans and introduced me to the state
standards. She also taught me that the
curriculum should be integrated, which I agree
with.
Photo by The U.S. National Achieves photostream used with Creative
Commons rights
REFLECTION:
Writing this reflection paper and
watching and learning from my cooperating
teacher helped me to grow professionally. This
was my first experience in the classroom and
my first opportunity to being developing
knowledge and skills in order to provide
learners with engaging learning experiences. I
was able to watch and reflect on this teachers
practices and look at how they relate to state
standards. As a teacher I will need to continue
to grow and reflect and I develop more
knowledge and skills in order to provide all
learners with engaging curriculum based on
local and state standards. Pictured below is a
excerpt from the paper I wrote.
Standard 9a: The teacher engages in ongoing learning opportunities to develop knowledge and skills in
order to provide all learners with engaging curriculum and learning experiences based on local and
state standards.
EVIDENCE AND DESCRIPTION:
In my Foundations of American
Education class I studied from the book titled,
Foundations of American Education, by James
A. Johnson. Chapter ten, which is a chapter I
was tested on, is about all the different legal
aspects of education. I was required to know
and discuss court cases regarding education,
amendments that effect education, equal
opportunity, affirmative action, information
about teacher responsibilities, including
licensing, certification, liability, and tenure.
Furthermore this chapter discussed families
and students rights, among other laws related
to education. Reading this chapter helped me
to gain knowledge I needed to participate in the
class and online discussions as well.
REFLECTION:
This book has helped me master
Standard 9j by providing me with an
abundance of information regarding the laws. I
know that as a teacher I will be a mandated
reporter of child abuse. I also understand that
as a teacher I am liable for students safety and
that I will be held responsible for negligence; I
can be charged with educational malpractice if
I fail to do this.
Furthermore, I understand that all
students have the right to attend school and
that teachers have in loco parentis powers in
order to keep students safe. Additionally, I
have learned about the Family Educational
Rights and Privacy Act. This act maintains that
teachers must keep all students records
confidential and that their parents must be able
to see their records at any time.
It is essential to understand these laws
and concepts in order to protect yourself and
your students and to know what is expected of
you and your students. Because of this book, I
feel confident in my knowledge of the laws
related to learners rights and teachers
responsibilities.
Standard 9j: The teacher understands laws related to learners rights and teacher responsibilities (e.g.,
for educational equity, appropriate education for learners with disabilities, confidentiality, privacy,
appropriate treatment of learners, reporting in situations related to possible child abuse).
EVIDENCE AND DESCRIPTION:
Throughout my Foundations of
American Education class I was involved in
discussions and group collaboration both in
class and online. We used Blackboard as a
virtual means of communication via discussion
boards. We talked about a range of topics
including teacher tenure, diversity, learner
differences, student searches, and philosophy.
In class we had professional discussions,
lectures and group work. I interacted and
worked with other adults on a regular basis.
For the online discussions the professor
would post a prompt for discussion and my
classmates and I would respond to the prompt
as well as each others posts in a timely
fashion. Pictured below is a sample discussion
question regarding the relationship between
the study of philosophy and the study of
education.
REFLECTION:
Participating regularly in class and
online has helped me develop skills in
collaborative interaction appropriate for both
face-to-face and virtual contexts. As a teacher I
will need to be able to effectively communicate
with people including parents and colleagues in
order to be an effective teacher.
Not only will I have to collaborate with
others in person, but I will also have to
collaborate with others via virtual media, such
as email. It is especially important to be able to
state what you need to say professionally and
respectfully online because people will not be
able to see your body language or hear your
voice. Doing these online discussions has
helped me practice this skill.
Standard 10n: The teacher knows how to work with other adults and has developed skills in
collaborative interaction appropriate for both face-to-face and virtual contexts.
