Eliazeri+Niyonizigiye

=**This wikispace logs Eliazeri Niyonizigiye 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

Eliazeri Niyonizigiye **Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Jolly School ||
 * Field-based supervisor: || Kelly Fischbach ||
 * Content area or grade level: || PE/2-5th grader ||
 * FBS e-mail address: || Kelly.Fischbach@k12.sd.us ||
 * FBS phone: ||  ||
 * USD instructor || Mary Collins, Phone: 605-677-5155  begin_of_the_skype_highlighting <span class="skype_pnh_text_span">605-677-5155  <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">605-677-5155   <span class="skype_pnh_mark">end_of_the_skype_highlighting , 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.

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= Goals =

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">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.

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**Observation of Effective Teaching**

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">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. When student enter the classroom the supervisor asks the students to sit in line while she takes attendance. The students have to stay quit or else they don’t play as long as they should.
 * <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;">Date of observation: **2/23
 * <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.) **

That teaches students respect, and listening skills.
 * <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: **2/23
 * <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.") **

Before students play a new game, the teacher explains to the students why the game is important. The supervisor taught a game relating to Olympic games that where going on during winter games.
 * <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: **2/25
 * <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.)) **

. The students are given an opportunity to play the game.
 * <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: **3/2
 * <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; 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: 10pt;">**(Students can perform the desired behavior on their own. //Example//: Students are working on their own without teacher assistance.)** Students are told to run for four minutes.
 * <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

When students where playing a game called swim fish swim they enjoyed the game, no discipline where given.
 * <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: **3/19
 * <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.) **

All students are involved in PE class. The supervisor uses games that involve everyone in the classroom.
 * <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: **3/26
 * <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.) **

The classroom is very welcoming; it has tips on how to stay active and currant events that are going on in sports or activity world.
 * <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: **3/4
 * <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.) **

When students don’t listen she gives them warnings that after warning they have to sit out until they understand what they where doing wrong. 10. Prompts ** When a student asks the teacher tips on stretching, she uses questions and examples in the 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: **4/1
 * <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: 12pt;">
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: **4/8
 * <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. =

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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="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In Jolly Elementary I worked with a group of students on stretching before playing. I instructed the students on some of the basic stretches that we use all around PE classes. We start with the upper body then down to the lower body then after stretching they wait on instructions from my supervisor. 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="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Stretching is often neglected so I chose stretching because it improves our flexibility; it improves muscle balance around a joint, thus improving posture. It reduces the chance of injury when playing a sport or in everyday activities. It increases the blood and nutrient supply to muscles and cartilage, thereby also reducing muscles soreness after training. 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. Stretchig in the classroom worked real well its something that I will try to use in the future. It gives young students valueable lessons on keeping the body stretched.
 * <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;">
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">

I researched a new team game that was new to the students and the game involved condition, communication, and teamwork.
 * <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.

I chose the game because it teaches the student to communicat with each other while working together to accomplish a goal. It also keeps them health.
 * <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 game went real well, got alot of positive feed backs from the students and supervisor. This game I will use in the future because of the feedbacks I got.
 * <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 plan that I chose to cooperatively teach with the Field Based Supervisor was Team handball. It’s a team sport in which two teams of seven players each (six outfield players and a goal keeper) pass a ball to throw it into the goal of the other team. The team with the most goals after two periods of 30 minutes wins.
 * <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.

Team handball requires equipment (ball, goal, court). May hold the ball for up to 3 seconds, my dribble the ball, but can double dribble, can run with the ball for 3 steps- any longer it is traveling, stalling is not permitted and players cant strike, grab or tackle an opponent, no player except the goal keeper may dive for a ball rolling on the ground. I chose the game becuse it teachs teamwork, commuication, and undertanding what your doing.
 * <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.

Team handball went real well and I will apply in my future classes, the supervisor told me that will use the game again because it truined out to be very good game.
 * <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.

I observed the different styles the supervisor uses when communicating with her students sometimes she talk when giving instructions and other times she uses symbols.
 * <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.

Those styles worked well because they taught the students to use their sense, when she uses the communication part they use listening sense and when she uses symbols they use their eyes to see the instructions that she is giving.
 * <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 liked those styles so much that I adapted them when she gave me the opportunity to teach a lesson. I also learned that there are different ways to teach not just one way from those symbols and signs.
 * <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.

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= 30 hours of field-based classroom participation = 3/16 || 40min 2hr30mn || jump ropes woked on slidig with groups of fours || 3/22 || 1hr 1hr || swim fish swim || 3/25 || 2hr30min 2hr30min || NFL 360 || 3/29 || 1hr 1hr || packman game || 4/1 || 2hr30min 2hr30min || NFL 360 || 4/8 || 2hr30min 2hr30min || packman/ kick ball crazy kick ball || 4/19 || 1hr 1hr || crazy kick ball dodge ball under hand || 4/22 || 1hr 2hr30min || NFL 360 dodge ball under hand taugt lesson ||
 * **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 ** ||
 * 2/23 || 30min || first day with the FBS obserived the instructer in the gym. ||
 * 2/25 || 40min || obserived kids play hocky in the gym FBS interview. ||
 * 3/02 || 30min || students played gym hocky. ||
 * 3/04 || 40min || team hocky ||
 * 3/05
 * 3/18 || 2hr30min || sliding game ||
 * 3/19
 * 3/23
 * 3/26
 * 3/30
 * 4/6
 * 4/9
 * 4/20
 * 4/23 || 1hr || taught leson ||

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