Tiffany+Buehner

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This wikispace logs Tiffany Buehner'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.



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

 Tiffany Buehner**'s Spring 2010 Paraprofessional Placement** School: Beadle Elementary-Yankton SD Field-based supervisor: Amy Nue Content area or grade level: Kindergarden FBS e-mail address: ANue@ysd.k12.sd.us  FBS phone: 605-661-6808-cell USD instructor Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu Back to Syllabus and Contents List

**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.



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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 **
 * <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;">Date of observation: **
 * <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.) **

While the students enter the room in the morning and begin getting ready the teacher starts the smart board and pulls up the morning calendar and goes through the day with the students.


 * <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: **
 * <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.") **

She begins every day by going over the schedule for the day. She has the students sit on the mat in front and she talks about what they are going to do that day.


 * <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: **
 * <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.)) **

While reading a story one day the teacher stopped because she saw confused looks and explained the book to them. Once the students understood she continued with the story.


 * <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: **
 * <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.) **

The students where shown how to write letters and then they were allowed to work on them as the teacher walked around and help them as needed.


 * <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: **
 * <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.) **

The students are given choice time to work and learn on their own in different areas.


 * <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: **
 * <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.) **

The students were instructed to paint a picture of their home. The students were very productive and worked hard without many interuptions.


 * <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: **
 * <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.) **

Circle time on teh carpet allows students to be involveed and the students can ask question and the teacher can interact.


 * <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: **
 * <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.) **

The classroom is bright and colorful. There are lots of poster and charts on the walls that keep students involved.


 * <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: **
 * <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.) **

Students were allowed to write sentences and the teacher would come around and ask students to tell what they are writing about. She would then tell them good job and help them fix misspelled words.


 * <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: **
 * <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.) **

If needing help with a word the teacher would ask the students to sound it out and then help them sound it our before just telling the students how to spell it.

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= Lesson Plan and Analysis = =<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;"> = =<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.

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= 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.

//It was a Tuesday morning and the students were in their centers for the day. I called students over one by one and went through the abc's with them. Each student sat in a chair at one of the desks facing me. The students were then instructed to say the abc's as fast at they can. I had a flip book of the abc's and I turned the card as soon as the student said the letter. The classroom was noisy but the students sat close so I could hear them.//


 * <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.

//I think the review was helpful. The more pratice the students get with the alphabet the better he or she becomes. The flip book is a helpful way because the students only get to see one letter at a time and is not getting confused by the other letters on a page. Every student was at a different place for letter recognition but all the students continued to work at it. The noisy classroom was at times a distraction because the students would loose focus. Overall the students were excited to try and quickly complete the book. It became a game for the students so they wanted to do their best and make it through.//


 * <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.

//If I would do this again in the future, I would take the students out in the hallway or to a quite place so they can focus better. I would also provide a reward of some kind for when they have completed the flip books successfully three times. I have learned that every student needs to process things differently. Some students would just guess right away if they didn't know a letter but some students would sit quitely and wait for my help. I think this way is very affective if the teacher continues to work with the children everyday.//


 * <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.

//The bulletin board that I created was at the side of the room. I made a spring bulletin board with bumble bees that the students had made as part of my lesson. I covered the board with blue paper for the sky and I cut green paper to make grass. I then hung a red border arround the side to finish the edges. Then I stapled up the students bees and added the title "It's great to BEE in Kindergarten." The board when it was finished was bright and colorful.//


 * <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.

//The reason for the bulletin board was to create a bright spring board that can display the students work. My motivations for the bees and grass was that the students had worked hard on the bees and really wanted them to be displayed not just sent home. The students love to have their work displayed. The board reminds me of all the fun that they have in their kindergarten room. All the students enjoy the classroom and have fun.//


 * <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.

//Looking back on my bulletin board I am really happy with the outcome. The board is fun and the teacher and the students love it. If I could change one thing, I would add flowers and have the bees resting on a flowers. The flowers would have added some more color and fun to the board. Overall the board was very good and I enjoyed making it.//


 * <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.

The lesson I taught cooperatively with my Field Base Supervisor, was a math review on the Smartboard. We had all the students come to the front of the room and sit in front of the Smartboard. The book that Mrs. Neu uses has a computer program to do interactive reviews. We started the lesson by talking about the past lesson and then we started the review.


 * <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.

The reason behind the lesson was to help students review the lesson. The students were very motivated becasue they got to come up front and use the Smartboard. The students answered the questions and enjoyed taking turns up front. The students show their knowledge over the lesson so the teacher could move on.


 * <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.

This lesson worked really well and all the students enjoyed working on it. If anything could change in the lesson I would add more question so the students could work longer.


 * <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.

//I observed a writing workshop with the class. For writing the teacher will read them a book and the stuents will then go and write about something fun that relates. This day, I observed when the teacher read about sharing. The students then went to their desks and wrote sometime when someone shared and they were happy. The students come up with fun storis.//


 * <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.

//The reason behind the lesson is to help students become stronger writers and help them work on their writing skills. All the students were given the chance to think creatively which motivated them to work on it harder.//


 * <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.

//The lesson went well but some students really struggle with writing and needed help or they would just not complete the assignment.//

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= 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.... ** ||
 * 2/11 || .5 || I had a morning interview with my field-based supervisor and set up a schedule for the semester. We discussed the requirements of the class and what had to be done for the class. ||
 * 2/16 || 3.5 || Observed the morning routine and helped the students when needed. I also helped the teacher keep the students together and ready. I also attend PE with the students and watched the interactions of the children in the gym setting. ||
 * 2/23 || 7.5 || I observed the whole day in the classroom and obsevered and beginning and ending of the day with my field-based supervisor. I participated in the lessons and helped the teacher prepare for the next day. I hung posters and graded papers. ||
 * 3/2 || 3.5 || I helped the class with there projects and attended the morning routine with them. I graded papers and completed some set-up. ||
 * 3/3 || 3 || I help with afternoon quiet reading time and observed who the students were reading. We them moved to math where we learned about volume. ||
 * 3/16 || 3.5 || Today I help prepare supplies for the art project. I also helped with snack time. We went on a field trip to the post office and got to see how the mail room works. ||
 * 3/17 || 3.5 || A st. patricks day theme center the day. The students spend the day looking for gold and he person who messed the room up. I read a book to the students today. ||
 * 3/23 || 3.5 || I started my lesson today and taught my lesson. We made bumble bees and completed them. I then made a bulletin board with the bees and put up a title. ||
 * 3/24 || 3 || I co-taught a math lesson today on the smart board. We got to review the lesson and help the students prep for the test. ||

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