Anthony+Galvin

=**This wikispace logs Tony Galvin's experiences in the classroom during the spring 2010 PE 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

**Tony Galvin's Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Elk Point Jefferson ||
 * Field-based supervisor: || Mr. Clercx ||
 * Content area or grade level: || Middle school social studies and PE ||
 * FBS e-mail address: || Justin.Clercx@k12.sd.us ||
 * FBS phone: || 605-356-5828 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

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 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** March 8th
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In the first 5 minutes of class Mr. Clercx asks the students questions as to what they remember from the lecture the day before. Such as "what are some of the duties of the executive branch". **


 * <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: ** March 10th
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In gym class Mr. Clercx had all of the students sit down on the gym floor then he went into detail as to what the lesson plan for the day was. He stated that the students were to grab ten pins a mat, bowling ball, and a score sheet. After the students did those objectives he went and gave them examples of how to take the score. **


 * <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: ** March 11
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In gym class Mr. Clercx would shout out a a score scenario such as "if the bowler scores a strike, how many more bowls do you add to is score? Answer would be the next to bowls add 10 plus the 2 bowls to that frame and then add the other two bowls on top of it". **


 * <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: ** March 11
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">After Mr. Clercx stated the objective of bowling he allowed students to get into groups and take turns bowling and if any students had any questions Mr. Clercx would assist them. **


 * <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: ** March 11
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students bowling in gym class while the teacher looks on **


 * <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: ** March 11
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">It was easy for the students to be interested in bowling because it is fun so Mr. Clercx didn't have to spend much time on students getting off task. **


 * <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: ** March 10
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Again student involvement was high in gym class because students genuinely like bowling and any time they needed help they asked their peer or Mr. Clercx for help. **


 * <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: ** March 12
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The atmosphere in gym class is very inviting, the teacher had classic rock n roll songs blaring on the speakers while students were bowling, students were having fun with each other and there was no arguments or fights over who's turn it is to bowl. **


 * <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: ** March 12
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">A student in class was chewing his gum loudly and the teacher told the student to chew his gum with his mouth shut so he wouldn't distract the students, the student complied with the teachers request and was not a problem for the rest of the period. **


 * <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: ** March 12
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">When it came to simple math problems with taking the score Mr. Clercx instructed the students to count with their hand if they had problems counting. **

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= Lesson Plan and Analysis = =<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> =

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= Resume = <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;"> 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;"> In gym class when the students were learning how to take score for bowling I helped group of students go over their scores and show them what mistakes they made and gave showed them were their mistakes were and showed them the proper way to score the points.


 * <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;">In this situation of helping the students make score they are scoring the points right it was just teaching them how to get them to memorize how the scoring works, after a couple tries the students usually memorized the scoring system. 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;"> Teaching the students how to take score in bowling, the teacher went over how to score when someone has a spare or a strike and how to add those up, after going over the examples we allowed the students to start bowling and taking score, we walked around and help students make corrections to their score and show them were the mistake was made and how to avoid it the next time.


 * <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 get out into the teacher world and have to teach this lesson the one change I would make is to invite someone that works at the bowling alley to help teach the students how to take score, otherwise I thought everything went well in this lesson **<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;">This was one of the easier lessons to teach the students because they really wanted to learn how to bowl and also learn how to keep score.The one thing that I would change is have someone from the local bowling alley come in and describe the scoring process to the students.


 * <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 gym class Mr. Clercx had all of the students sit down on the gym floor then he went into detail as to what the lesson plan for the day was. He stated that the students were to grab ten pins a mat, bowling ball, and a score sheet. After the students did those objectives he went and gave them examples of how to take record the score.


 * <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;"> This lesson plan is as basic as it gets, and it helped that the students really wanted to learn how to bowl so there wasn't any problems with students getting off task or misbehaving


 * <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;"> The only thing that I would change about this lesson plan is have someone that has more knowledge about bowling so that way the students can learn how to throw the bowling ball down the lane with different spins so that way the students can find the most comfortable way to bowl

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= 30 hours of field-based classroom participation =
 * [[file:Paraprofessional Recorded Activities.docx]] ||  ||   ||

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