TEACHER: Rose Bauer

WEEK: January 17th- January 27th

DOMAIN 1:
Demonstrating Knowledge of Content and Pedagogy

During social studies, we have been working on a New Jersey Region Jigsaw.
There are five groups which have been researching the five different New Jersey
regions; Piedmont, Inner Coastal Plain, Outer Coastal Plain, The Highlands, and Ridge
and Valley. Throughout the two weeks I have read up on the different regions by using
the books about New Jersey in the Bear Tavern school library. Due to close reading, I
quickly came to realize the students working on the Highlands region accidently
looked up the Highlands town in New Jersey.

Demonstrating Knowledge of Students

I learned about the types of additional needs students have in our classroom. For
instance, one student has turrets syndrome. I now know if he calls out to just remind
him calmly by tapping on his desk. In addition, three students have literature IEPs,
while only two have math IEPs. Two students are in basic skills for math, while two are
in advanced skills. Three students are going to speech on a weekly basis. One student
recently graduated the ESL program at Stony Brook Elementary School just last year.

Setting Instructional Outcomes

Objectives of the day are spoken about at morning meeting. After each unit there is a
post assessment. Over the course of the past two weeks, there have been 2
pre-assessments (geometry and opinion writing piece) and 5 post assessments/
assignments (New Jersey region project, multiplication test, place value test, and a
spelling test, fractured fairy tale writing pieces).

Demonstrating Knowledge of Resources

Students and teachers use a variety of resources in the classroom. For reading
students use readworks, the school library, and the classroom library. In writing,
students use Google drive to write and share their writings with classmates and
teachers. In math students use IXL, BrainPop, and multiplication.com. The smartboard
is used mostly as an overhead projector, as Bear Tavern demolished their smartboard
notebook program from all teacher laptops. The smartboard projector has been mostly
used for Go Noodle breaks.

Designing Coherent Instruction

Throughout the two weeks a one teach- one assist method has been established by the
general education and special education teacher. During the last few days, I have been
taking charge in the math lessons, as I am going to teach the Geometry unit. Students
have been using manipulatives and technology to understand key ideas in the past
math unit. I hope to continue these multiple methods of instruction for the Geometry
unit. In reading and writing, students have choice in what books they are reading as
well as what stories they are writing, as long as these choices fall under the topic of
study.

Designing Student Assessments

I designed the pre-assessment for the geometry unit and the students took it on
January 27th. The assessment was a mixture of questions from the entire unit. The
questions were in order from previous school year knowledge to the content which
will be studied in third grade. The assessment was created using the Everyday
Mathematics teacher manual. Total, the assessment contained around twenty five
questions including open ended and multiple choice. The assessments will be used to
create homogenous grouping for geometry centers.

DOMAIN 2:
Creating an Environment of Respect and Rapport

Throughout the past two weeks I have given and received respect. I have spoken to my
students as individuals and therefore I believe they respect me because they feel as
though they know me personally. I feel as though if my students know me, and I try my
best to get to know them, they will continue to respect me. The more you get to know
someone, the more you do not want to disappoint them. I feel as though my students
do not want to disappoint me with poor behavior.

Establishing a Culture for Learning

Going into the school day, I try to always have a smile on my face. I feel as though if I
am excited about the school day, then my students will be. For instance, one of my
students explained to me how they do not like math and how it is their least favorite
subject of the day. I took this as an opportunity to share my passion for math. I
showed the student how math can link to some of their favorite activities (in this case,
mindcraft and other video games), and he seemed to cheer up. I hope in the future I
can continue to share my love for learning with the students, so they can find their
love for learning as well.

Managing Classroom Procedures

Everyday I have helped with period transitions. In the mornings I make sure all
students are handing in their homework, unpacking, and doing their morning work.
Throughout the day I make sure the students are on task. At the end of the day I check
to make sure each student has written in their agendas and have packed up everything
to bring home. In addition, I monitor the bathroom sign out sheet and the library sign
out sheet to keep track of where and what my students are doing.

Managing Student Behavior

In our classroom, the method to managing student behavior is to do so with as little

words possible. For instance, if a student is talking, the teacher will use their
proximity to decrease the chatting.

If a student is off task completely and nonverbal cues are not working, I try to use
positive reinforcement instead of negative. I like to point out what other students in
the room are doing correctly, instead of pointing out what students are doing poorly.

Organizing Physical Space

I was given a desk in the back of the classroom. With my desk I make sure all my paper
copies and books are in a neat pile. In addition, I have added a white board and cup of
markers, expo markers, pencils, and pens to my desk so students can come over and
conference with me. Furthermore, there is a display stand for picture books on the left
side of my desk, which I have put geometry books on, to hopefully intrigue students.

In the overall classroom, I have re-lined up the desks when they start to shift, helped
students re-organize their desks, and have explained to students about how we need
to keep our classroom tidy so we can learn in it.

DOMAIN 3:
Communicating with Students

Throughout the course of the day I take every opportunity there is to talk to my
students. When my students come in each day I greet them at the door so I can ask
them how their previous evening was. We discuss our favorite activities together. On
Thursdays and Fridays I spend lunch and recess with the students. I mostly try to
engage and start of conversation between five students in my class who seem to not
socialize with anyone, and so far, during the four days, we have sparked up great
conversation. My goal is to have all my students communicating with each other.
Ideally I would love to leave my domestic placement knowing no student feels left out.
In the classroom, I have added a section to my desk, where students can come and talk
to me. They can conference and ask me questions. Most of the time, I am up and
moving around the classroom so all students can talk to me when they need to.

Using Questioning and Discussion Techniques

When I am teaching, I love to have my students discuss not only with each other but as
a whole group. Over the past two weeks I have done numerous read alouds. I love
having my students turn and talk with their peers. In addition I love having students
share their predictions and questions with the whole class. Last, I love questioning my
students with the questions Why do you think that? and What in the text makes you
think that?

Engaging Students in Learning

As mentioned before, I love to engage my students by showing my own enthusiasm.

One of my favorite things to do is when my students are reading independently, I grab
my own book and sit (where all my students can see me) and read. This shows my
passion for reading to all my students.

Using Assessment in Instruction

Every lesson I teach there is a formative assessment/ exit slip at the end. I use
formative assessments to evaluate my own teaching. I can see if my students
understand, or are still developing their learning. I look at what works and what does
not work, so I can better prepare for the following lesson.

Demonstrating Flexibility and Responsiveness

Even though I write all my lessons well in advance, I do tweak my lessons right before I
teach them based upon the formative assessment (exit slips) from the previous day. In
addition, when someone is absent we must find time in the school days for students to
make up their missed work. At Bear Tavern we are lucky to have the WIN (What I
Need) period, however sometimes we need to fit these activities in during snack and
other periods of time.

DOMAIN 4:
Reflecting on Teaching

Every day I jot down notes about what went well in my lessons, what I liked and
disliked while observing, and notes about what my students have said. I like to look
back at these notes so I can improve in the future.
Maintaining Accurate Records

All student records are kept in my student teaching binder. I have also received
records from earlier in the school year.

Communicating with Families

On the first day I sent a note home with all my students. I invited all the parents to
email me and follow my professional twitter. On my professional twitter, two parents
have followed me and have talked to me. I was extremely excited, and a bit nervous,
when I found out one is the vice principal at Maurice Hawk Elementary School in West
Windsor Plainsboro. In addition, I have read parent notes written in the agenda
communication logs. For instance, one of my students has been trying out new
medications and the parents have been writing about the trials and what to watch out
for in the agenda communication log. Furthermore, I met one of my students parents,
as she is one of the schools librarians. It was nice to hear how her daughter talked
about me at home. It is nice to know I make an impact.

Participating in the Professional Community

So far I have attended two PLC (school grade level meetings). Although I have been
mostly silent, it is nice to sit in and learn about what grade level meetings will be like
when I get a job in the future.

Growing and Developing Professionally

The school has not had professional workshops thus far, however the school principal
sends a blog to his staff every Friday, called Bear Tracks. This week it featured two
Responsive Classroom articles on positive reinforcement. I have read them in
preparation for Mondays staff meeting.

Showing Professionalism

Everyday I have arrived on time and dressed professionally. All my lesson plans have
been shared with both my cooperating teachers. In addition, all the worksheets,
activities, and articles used in my lessons are printed and copied at least three days
before hand, and put into a labeled folder on my desk, just incase I am ever sick/
absent.