Zach+Pogany

=**This wikispace logs Zach Pogany's experiences in the classroom during the spring 2010 SEED 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.  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

**Zach Pogany's Spring 2010 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Parker High School ||
 * Field-based supervisor: || Ms. Cindy Froiland ||
 * Content area or grade level: || Grades 7-12 ||
 * FBS e-mail address: || Cindy.Froiland@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. 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 =

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.

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**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.
 * Criteria for Observation of Effective Teaching **
 * Time Effectiveness **
 * 1. Focus **
 * Date of observation: Everyday **
 * At the beginning of her creative writing classes, Ms. Froiland would bring up her lesson plan for the day on the SMART board. She did this so that every student could see what was planned for the day before they actually got to start class. This seemed to be very effective so student new what was going on for the day. In addition to that, students also got to see what was planned for the week so as they might be able to plan ahead.**


 * <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: 2/18/10 **
 * Ms. Froiland was giving students in her creative writing class a lesson on how to write fables. She detailed the purpose of the fables by showing how they have been used throughout history. She also helped show a clear objective by be detalining the various plot elements needed in a fable.**


 * <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: Everyday **
 * One of the major requirements for all seniors at Parker High School is too develop some sort of senior project. This can range from anything like a speech, video, or a demonstration. Students are then required to present their projects to the public. Ms. Froiland was charged with reviewing and grading these senior and had students come in numerous times to get comments and have her tweak or adjust anything that needed to be done.**


 * <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: 3/12/10 **
 * Students were tasked with being able to correctly identify the amount of stressed and unstressed syllables in a Shakespearean sonnet. One student was having trouble grasping this concept so Ms. Froiland sat down with this person and did the first line as an example. After the example the student proceeded to finish the assignment.**

In the speech class, students had to come up with a speech on a current event or controversy. Students were expected to do research and come up with a topic on their own. The students were then left to themselves for the rest of the period to come up with these ideas. **
 * <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: 3/16/10


 * <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: 2/23/10 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In Ms. Froiland's study hall class, one student was acting up in particular because he wasn't being allowed to go to work. This student was being very disruptive for the rest of the students. Ms. Froiland then proceeded to tell him that if the kept his grades up he would have this period free and be able to make it to work on time. After that statement, the student settled down and eventually got his grades up and didn't have to take study hall. **


 * <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: 03/04/10 **
 * In the speech class, Ms. Spurell (another teacher I was observing) asked the students what type of speech they would like to do next. Each student contributed to what they would like to do. After that, they decided and this seemed to be really effective because each student got to share what their ideas were.**


 * <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: Everyday **
 * Everyday when students come to Ms. Froiland's creative writing classes they sit down in which ever seat they like because no seating chart is used. This gives the idea that the classroom is very laid back and relaxing because Ms. Froliand gives students a lot of freedom as to what they can do. No fighting or talking really goes on in the classroom because Ms. Froiland seems to keep everything under control through the calming atmosphere of her classroom.**


 * <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:3/25/10 **
 * In the speech class, a student was giving a speech on the salem witch trials. The student fell short of the time limit mark and didn't meet many of the requirements for the speech. After the speech was done, Ms. Spruell then told the student what she did well (content etc.) and told her what else she needed to do to improve future speeches.**

During Ms. Frolilands senior English Classes, she has them journal on various different prompts. These prompts range anywhere from what they were doing for Easter to other things going on in school. These journaling activities seem very effective in expanding students creative writing capacities. **
 * <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;">Date of observation: 3/12/10

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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. =

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= Resume = <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. 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.


 * <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;"> When working with the students on the debate lesson, I was asked to help explain debate in greater detail and help them with the research side of the activity.


 * <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 explaining to them and helping them with research, it was obvious that most of the students were lost. Not many of them knew how to correctly cite evidence in speeches. After some work with each, it was becoming clearer that the students were starting to grasp these concepts.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: I think that in the future it would be better to work with groups of students who might not posses as much knowledge on these various topics as I do. **


 * <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;"> In Ms. Froiland's senior English classes, they were learning about the different types of sonnet and then were assigned to write them. I decided to go with a power point explaining each different type of sonnet and showing what all entails a Shakesperrean Sonnet.


 * <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 decided to put each of the different major types of sonnets on the presentation to show each student a comparison of how different each could be. I then put an example in the presentation of one of Shakespeare's famous sonnets so as to outline how many syllables are in each line and what each one needs in order to be deemed a sonnet.


 * <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 thought the example I put in the presentation was really helpful for the students. I gave them an example to go off of so they could visualize what one actually looks like when they wrote their own.


 * <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;"> The lesson I cooperatively taught was on Shakespearean Sonnets. Ms. Froiland thought that this would be very helpful because they had to write their own and thought that me showing them how to do it would help them write their own. I also handed out the students a small activity identifying the number of symbols in each line.


 * <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;"> It was very apparent that the senior knew what to do. After I gave all the various instructions, they went right to work and had very little questions for either myself of Ms. Froiland.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: It was very obvious that the students learned from what I helped teach. After I was done they immediately went to work on their own sonnets. **


 * <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;"> In a seventh grade grammar class I was observing, Mrs. Pesika was reprimanding the students who had late work due for the quarter.

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 * <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;"> It was very obvious that the students knew the seriousness of not turning in late work for the class. If they didn't turn all of it in, they could be in danger of failing the class.
 * <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 felt that Mrs. Pesika affirming the seriousness of not turning in this work could possibly result in a failing grade in the course and the students knew this as well.

= 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.... ** ||
 * 2/16/10 || 2.75 || Discussed what I needed to do for the class ||
 * 2/18/10 || 2.75 || Observed a lesson on fables ||
 * 2/23/10 || 2.75 || helped with vocab posters ||
 * 2/25/10 || 2.50 || observed middle school grammar classes ||
 * 3/4/10 || 2.50 || observed speech class ||
 * 3/11/10 || 3.5 || discussed my lesson plan for co-teaching ||
 * 3/12/10 || 3 || co-taught lesson on sonnets ||
 * 3/16/10 || 2.5 || observed students giving speeches in speech class ||


 * 03/23/2010 || 2.5 || observed sophomore english class ||
 * 03/25/2010 || 1.5 || observed speech class ||
 * 03/30/2010 || 2.5 || taught the initial debate lesson ||
 * 04/01/10 || 1.5 || had students give speeches from the debate lesson ||