Staci+Daum

=** This wikispace logs Staci Daum's experiences in the classroom during the spring 2010 ELED 296 ****Paraprofessional Experience **=

This is the first field experience of the teacher education program. Its purpose is to provide insight into the real world of teaching in the K-8 and 7-12 setting. It provides a “hands-on” experience in which students may ask questions and share concerns they may have regarding the teaching profession. The experience will provide an opportunity to observe, record, and assess student behavior, effective teaching practices, and characteristics of different learning environments appropriate for children. This course will provide structure and guidance for the students as they observe, gather information, and reflect on teaching as a career. John Dewey, one of the most famous American educators, wrote extensively about reflective teaching. He defined reflective teaching as avoiding the “routine” and “impulsive” behaviors in favor of taking the time to “give serious consideration” to our actions. According to Dewey, the intelligent person thinks before he or she acts, and action becomes deliberate and intentional. In order for students to secure knowledge and insight from the field experience, their observations and participation have to be made with careful, analytical, and deliberate planning. Paraprofessional students develop their leadership skills while contributing to, learning from and influencing the learning of others. 

Placement Course List Goals Contextual Factors FBS Interview Observation of Effective Teaching Lesson Plan, Analysis of Lesson Plan, FBS Feedback form for independent lesson Resume Working Journal Recorded Activities Time Sheet

Staci Daum**'s Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Beadle Elementary School ||
 * Field-based supervisor: || Sue May ||
 * Content area or grade level: || Kindergarten ||
 * FBS e-mail address: || smay@ysd.k12.sd.us ||
 * FBS phone: || (605) 665-2282 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

**Course List** The course list is a list of all of the courses you have taken, including the ones in which you are currently enrolled. Use a table format and categorize courses in sections. In each section, list the prefixes alphabetically, i.e. ENGL before ESCI. If you have multiple courses with the same prefix, list them in numerical order, i.e. PE 100, PE 271, PE 354, PE 468. Please refer to Rita Book's example. Be sure your name is at the top of the page. Link the course list to the title of this section. It will also go in your electronic portfolio.  Back to Syllabus and Contents List

= Goals =

Write 3 SMART goals that you would like to accomplish during your field based experience this semester. These achievable goals should be based on School of Education Standards (available in Content and Materials).


 * S**pecific
 * M**easurable
 * A**ttainable
 * R**ealistic/**R**elevant
 * T**imely/**T**imebound

Standard:**
 * __Goal 1__

Standard:**
 * __Goal 2__

Standard:**
 * __Goal 3__

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**Contextual Factors**

** TASK ** Write a description of your paraprofessional placement. In your description, include the following: The rubric is on the Contents and Materials page. Link your paper to the title of this section.  Back to Syllabus and Contents List
 * **Community, district, and school factors:** Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.
 * **Classroom factors:** Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangements.
 * **Student characteristics:** Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or students/skill levels.
 * **Instructional implications.** Address how contextual characteristics of the community, classroom and students have implications for instruction.

= Professional Interview of FBS =

a. Format: word processed b. Recommended length: 1-2 pages c. Include:
 * 1) 5 professional questions
 * 2) Field-based supervisor’s responses to the 5 professional questions
 * 3) Description of how the responses relate to the corresponding SOE standards.

Link your paper to the title of this section.  Back to Syllabus and Contents List

**Observation of Effective Teaching**

Record your observation of the following ten categories. Use this wiki throughout your placement; remember that these situations will not occur in one day. Record the date(s) of the observation and a paragraph description of the methods/strategies observed. **Date of observation:** 2/16/10 Teacher tells students to write numbers 1-20 on dry eraseboard while taking lunch count at the beginning of the day while students are arriving.
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Criteria for Observation of Effective Teaching **
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Time Effectiveness **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">1. Focus **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The teacher provides a brief transition or preparation activity during the time that students are arriving or switching from the activity just finished to a new activity. //Example//: The teacher puts new vocabulary words on the board for students to define while taking roll.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/2/10 Teacher is reading //A Chair for Mother// but before reading tells the students what she expects them to learn from the lesson. She explains that the object of the story for students to describe what the need or don't need.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">2. Objective/Purpose **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The teacher states objectives for the lesson and/or identifies for students why the lesson is important and useful. //Example:// "Today we are going to learn about fire safety so you know how to make your own home safer from fire.") **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 2/23/10 Teacher walks around class to make sure students are writng letter of the day correctly. She personally stops at certain student's table to make sure they are understanding the instructions.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">3. Monitoring/Adjusting **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The teacher takes the time during instruction to make certain that students understand the material being presented and does what is necessary to be understood. //Example//: The teacher puts another math problem on the board to demonstrate a formula after student questions.)) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 2/23/10 Students are given the opprotunity to practice the letter of the day, both upper-case and lower-case, on worksheets for the teacher to check.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">4. Guided Practice **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Students are given opportunities to practice the behavior specified in the objective(s) after the instruction has been presented. //Example//: Everyone measures chemicals in science, then has teacher check to see that measurements are correct before moving on.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/9/10 Students are working on artwork and are doing activity without teacher assistance. Teacher told instructions and students accomplished activity on their own.
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Student Motivation **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">5. Independent Practice **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Students can perform the desired behavior on their own. //Example//: Students are working on their own without teacher assistance.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/23/10 Students are working on art project and enjoying the project very much. Many students are coming up to teacher telling her how fun the project was. The majority of the class enjoyed activity.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">6. Student Interest/Motivation **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The teacher's instruction results in sustained student interest and students seem to be enjoying the task. Few, if any, discipline problems.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/11/10 Students are reading their "kid writing" and teacher makes students repeat what the writing was about. Students have to listen to others about their "kid writing" and recall what it was about.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">7. Student Involvement **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The teacher makes student involvement an essential part of the learning process by both providing opportunities for it and obtaining it.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/9/10 When I arrived at the classroom in the morning, all students greeted me with hellos and smiles. They were all in their seats waiting to learn.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">8. Classroom Climate **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The atmosphere and appearance of the classroom is welcoming and conducive to learning.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/16/10 Teacher was doing math with students and had an incorrect response but told student that it was a good guess but to think a little harder. She encouraged students to think through their ideas and make sure that it seemed like the correct answer.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">9. Constructive Criticism **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(While letting the student know that his/her response is incorrect, the teacher does something to help the student maintain his/her self-worth.) **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** 3/11/10 Teacher was helping students sound out words while doing "kid writing." Student asked how to spell a word and teacher helped that student sound out the word rather than just telling them the correct spelling. She prompted all students to try first before asking how to do something correctly.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">10. Prompts **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(When students need help, the teacher asks questions or provides suggestions which point the learner toward the correct answer.) **

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= Lesson Plan and Analysis = =<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Link your lesson plan and analysis to the title of this section. (You do not need to hand in anything from the lesson that you co-teach.) You will hand in a hard copy of the FBS feedback form from the lesson. = <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;"> Back to Syllabus and Contents List

= Resume = <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;"> Back to Syllabus and Contents List

= Working Journal: Four Journal Entries =

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt; text-align: left;">Framework for Writing - Use this format of **Description**, **Analysis**, and **Reflection** for __each__ of the four entries. One entry should describe your work with an individual or group of students; one entry should describe your creation of a bulletin board or PowerPoint, or your use of the internet for researching material for a lesson; one entry should describe the lesson you cooperatively teach with the Field Based Supervisor; and one entry can be an observation/interaction of your choice.

Your creation of a bulletin board or PowerPoint or your use of the internet for researching material for a lesson ** The lesson you cooperatively teach with the Field Based Supervisor ** An observation/interaction of your choice ** Back to Syllabus and Contents List
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Work with an individual or group of students **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> In class the Kindergarten was working on their "kid writing." One student asked for my help because he couldn't decide what he wanted to write about. We brainstormed some ideas such as what he did at recess, what he likes to watch on tv, and who is favorite person is. He then decided to write about his teacher, Mrs. May. At first he wrote "I like Mrs. May," and ended the sentence there. We still had about 15 minutes of writing time left, so I suggested he write what he likes about his teacher. We brainstormed some more and decided to write his reasons. His writing turned out so well that he teacher told him to take it to the principal and show how far he has come since the beginning of the year.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> When I first arrived at the student's table, I knew I would have a tough time getting him to write anything. He isn't much of a writer, but I knew if I could think of something he really likes then he would write. He likes to draw pictures more than writing as well. I saw that he was drawing the teacher, so I decided to expand on that. Once he was done writing the first part I decided to push him a little farther. He wrote the beginning effortlessly and figured that he could more. All he had to do was put some effort into the work and everything was easy for him.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I think I did the right thing by having this student work just a little bit more than usual. He is very good at vocalizing but needs to work on writing his thoughts down. I think I would have done the same thing that I did. I found it very useful to have him brainstorm for his topic. This made him think of other topics to write about in the future. I think it helped him to realize what thinking and brainstorming can do for him academically.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> My bulletin board was a spring motif. The teacher and I thought about how we wanted it to look and how to get the students involved as well. We decided to do spring because it was so dreary outside the classroom and wanted the inside to look lively and springy. I went to Google and looked up spring bulletin boards. I soon found one I liked that had kites as the background that the students would make and had "kid writing" about how the reasons they like spring. I took a few days to finish the board. It turned out very well.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> The reason I did this specific motif was because the students were tired of seeing snow and no sun. By having them be a part of this activity, it made them think of the sunshine and warm weather. It seemed to have put them into a better mood as well.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I really liked my idea of this project. I excuted it very well and recieved a lot of help from both the students and the teacher. The teacher gave me great feedback and some other tips on future projects. The only thing I would change would be some layout features of the board. I need to keep in mind the whole board and make sure that I have enough room for all the kites and "kid writings" to be hung and seen clearly.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> The lesson I taugh cooperatively with my fbs was about space. I read a book to the children aoub the Earth and the Sun. I then helped the teacher explain the activity we did afterwards. When the students started working on the project, the teacher and I walked around the classroom to make sure students were understanding what to do.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> The class seemed very into the activity and liked that they had a different face teaching them something new. I taught in a similar manner that teacher teaches in so as not confuse them with a differetn teaching style.
 * Reflection:** I thought the lesson went very well. I liked how the teacher helped me out with some things like techniques. One thing I would do differently is the way I explained the activity. In my mind it was clear how to do it but to a kindergartener it was unclear. They had a lot of questions, but these questions helped me figure out what I needed to do differently for my independent teaching experience.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I helped the teacher with quarter testing. I had to lay out square pieces of paper with a number of smiley faces on them. I then had to call over students that needed to be tested on their counting. I would lay out a card with a number on it and then the student would have to match the number to the card with that certain number of smiley faces on it. I also tested the students on how well they could write their numbers.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I did it by showing them a number and having them find that certain number of smiley faces because it seemed to work best that way. I tried it a few different ways to see how the students succeeded more. I had to think on whether or not I could help them out as well.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I learned that each student is a different level in this grade level. Kindergarten is a tough grade to test in because some kids didn't have the same learning enviroment as others did before they arrived here. I took the time to find out how the way each student was tested to help them succeed more as well. I wanted them to know that I wanted them to do well. I think that if a teacher shows students that they want them to succeed they will try even harder to please the teacher.

= 30 hours of field-based classroom participation =
 * **Date** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Hours ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Description of my activities/participation in the classroom.... ** ||
 * 2/9/10 || 1 || Met with teacher and set up schedule for visitation times ||
 * 2/18/10 || 5 || Planned bulletin board, observed classroom, went on recess duty with teacher ||
 * 2/23/10 || 2.5 || Worked on bulletin board, observed classroom, helped out teacher with classroom projects ||
 * 3/2/10 || 2 || Worked on bulletin board, observed classroom, worked on classroom activities, planned lesson plan ||
 * 3/9/10 || 8 || Observed classroom, helped with classroom projects, finished bulletin board ||
 * 3/11/10 || 8 || Observed classroom, did cooperative lesson with teacher (read book, explained instructions for activity) ||
 * 3/16/10 || 2 || Completed lesson plan, did individual lesson, got feedback from teacher about individual lesson ||
 * 3/23/10 || 2.5 || Completed hours, went over checklist with fbs, and did evaluation ||

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