Jessica+McIntire


 * This wikispace logs Jessica's experiences in the classroom during the spring 2010 ELED 296 ****Paraprofessional Experience[[image:DSCF2013.JPG width="350" height="302"]] **

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.  2010SyllabusPara.pdf ParaChecklist.doc

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

Jessica**'s Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Beresford Elementary School ||
 * Field-based supervisor: || Kelli Carlson ||
 * Content area or grade level: || 1st Grade ||
 * FBS e-mail address: || kelli.carlson@k12.sd.us ||
 * FBS phone: ||  ||
 * 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. Rita Book course listing.pdf 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.
 * **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.

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= **Professional Interview of FBS** =

b. Recommended length: 1-2 pages c. Include:**
 * a. Format: word processed
 * 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.

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Observation of Effective Teaching

Criteria for Observation of Effective Teaching Time Effectiveness 1. Focus Date of observation: **//16 February 2010//** (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.)
 * 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. **
 * //Everyday when the students come inside from morning recess the teacher hands out a story problem. The children are excited and eager to read what the story problem is about. They read the story problem to themselves and then they take a bathroom break. They then come back into the classroom and read the problem again to themselves and then discuss the story problem with their parter. Then they go over the story problem as a class.//**

<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;">Date of observation: **//23 March 2010//** (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.")
 * //Everyday there is always one student who is responsible for making change(coins) for the number of the day on the calendar. Today the student had to make 23 cents. The teacher went through each coin and asked the class what it was, how much it was worth and how many of them would make a dollar. They discuss that if they give the clerk a certain amount of money how much they would be getting back. The teacher explains that in a real life situation they would get money back and that the store woudln't keep it.//**

<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;">Date of observation: **//30 March 2010//** (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.))
 * //During the math story problem today the students had a problem that they had to use fractions in. The teacher had the students think about the answer on their own then talk with their partner about their answer. The class then came together and discussed the answer and how different students came to get that certain answer. The teacher had a handful of students come to the board and demonstrate how they got their answer. Some students got it, others didn't. The teacher then went to the front of the classroom and used pieces of papers to demonstrate fractions and the answer. She tore the paper in 1/2 (the story problem dealt with 1/2). The students that didn't understand the problem on paper understood it better when the teacher showed them visually.//**

<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;">Date of observation: **//25 February 2010//** (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.)
 * //During the math lesson today the teacher had me hand out blocks. Cubes equal 1, Talls equal 10 and Flats equal 100. The teacher then asked the students to use those blocks to make a number. For example 34. They would use 3 talls and 4 cubes. Then the teacher used the overhead projector and started doing addition problems. 34+12. She would ask them to do the problem and show their work by using the blocks. I would then walk around and check their work. Lastly, the teacher would have different students come up and show how they got their answer.//**

<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;">Date of observation: **//6 April 2010//** (Students can perform the desired behavior on their own. //Example//: Students are working on their own without teacher assistance.)
 * //The teachers has the students take out their work book and tells them what pages are due. She then goes over one to two problems with the class to show them how it is supposed to be done. Then when the students seperate into groups for center time the students that are assigned to their silent seat work, work on their problems in their work book. They know what to do because the teacher already went over what to do with each set of problems. She does at least one or two examples from each page so students understand what needs to be done.//**

<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;">Date of observation: **//4 March 2010//** (The teacher's instruction results in sustained student interest and students seem to be enjoying the task. Few, if any, discipline problems.)
 * //Today the students had a spelling test. First though, they got to play a spelling game to practice their words. They got to bowl. The student would get a word, then write it on the white board. If they got it right they got 1 point. If they didn't get it right they didn't get that 1 point. After they spelled their word they get two chances to bowl. The number of pins they knock down is the number of points they get.//**

<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;">Date of observation:**//1 April 2010//** (The teacher makes student involvement an essential part of the learning process by both providing opportunities for it and obtaining it.)
 * //The students were able to celebrate Easter today at school. The teacher took the students to the park for an eater egg hunt and for snack. Each student got 6 easter eggs. Six different easter eggs and a fluffy stuffed animal. Some students had a difficult time finding certain easter eggs. Once everyone thought they had found all the eggs we made sure eery student had what they were suppose to. They didn't. We then told the students that a certain number of eggs were missing and that they were still out there around the park somewhere. Every single student ran out to the park in hopes of finding the missing eggs. Eventually, they found them The students then had snack. Before we walked back to the elementary school the teacher asked the students to pick up 10 sticks on the play ground in order to help the park people out. Every student went crazy trying to find the most sticks and trying to find the largest stick!//**

<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;">Date of observation: **//16 February 2010//** (The atmosphere and appearance of the classroom is welcoming and conducive to learning.)
 * //This is my first day actually in the classroom observing. The room is very cozy. Cluttered is a word I would use, but not to the point that it looks sloppy. The walls have posters, pictures and learning examples plastered all over them. The desk are in the center of the room. The reading area has a couch and a lounge chair that look comfortable. The room has two windows so it is very bright.//**

<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;">Date of observation: **//16 March 2010//** (While letting the student know that his/her response is incorrect, the teacher does something to help the student maintain his/her self-worth.)
 * //The students always play a spelling game before a test. They were playing a target game today. One of the students came up to spell the word "childhood" and the girl actually spelled it wrong. She spelled it chidhood. The teacher told her it wasn't wright but d her to look at it again and see if it looked right. The little girl shook her head and knew that it was not right. The teacher broke the words apart for her. Child and hood. The girl knew she spelled hood right. The teacher then went on to say child very slowly. The girl then realized that she was missing the L in child. She wrote it in and the teacher told her she figured it out.//**

10. Prompts <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: **30 March 2010** (When students need help, the teacher asks questions or provides suggestions which point the learner toward the correct answer.) Back to Syllabus and Contents List
 * //During reading time the teacher reads out loud with the whole class. They read the story together and then she asks questions about the story. One story they were reading was about trees. To make sure students were paying attention she would ask questions about the picture on a certain page. What they read on that page was directly shown in the picture basically. She asked a student about what kind of tree was on a page. The answer was obvious if you had read that page. The student answered wrong and the teacher told the student to look again and the picture and at the words that he had so called read. He then answered and his answer was right.//**

= **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.** =

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= **Resume** = Back to Syllabus and Contents List**
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Link your resume to the title of this section. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">[[file:JessicaMcintire_Resume'.doc]]

= **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.**

<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;"> A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation. **

<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;"> Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit. **

<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;"> A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future. **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Your creation of a bulletin board or PowerPoint or your use of the internet for researching material for a lesson <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;"> A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation. **

<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;"> Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit. **

<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;"> A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future. **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The lesson you cooperatively teach with the Field Based Supervisor <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;"> A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation. **

<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;"> Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit. **

<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;"> A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future. **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">An observation/interaction of your choice <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;"> A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation. **

<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;"> Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit. **

<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;"> A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future.

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

= **30 hours of field-based classroom participation** =

helped student finish test ||
 * 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.... ** ||
 * 16 Feb 2010 || 30 minutes || Met with field-based supervisor. ||
 * 23 Feb 2010 || 3 hours || Observed math and reading ||
 * 25 Feb 2010 || 3 hours 5 mins || Observed pe and spelling ||
 * 4 March 2010 || 3 hours 10 mins || Observed recess, pe, spelling, center time, art project easter bunny ||
 * 16 March 2010 || 8 hours 5 mins || Observed math, recess, music, guidance, team taught, center time,
 * 23 March 2010 || 4 hours 15 mins || Observed opening, flag pledge, weather, math(flashcards) and reading ||
 * 30 March 2010 || 4 hours 10 mins || Observed opening, flag pledge, weather, calendar, counting money ||
 * 1 April 2010

6 April 2010

13 April 2010

20 April 2010

29 April 2010

3 May 2010 || 4 hours 25 mins

4 hours 20 mins

3 hours 15 mins

4 hours

1 hour

2 hours || Celebrated Easter, went to the park for egg hunt/snack

Art project, lunch, reading, guidance, music

lunch, music, guidance and reces

Lunch, reces, guidance, science, reading, music

Lesson/Powerpoint Presentation discuss

Presented Powerpoint and Lesson! ||

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