Erica+Kline

=**This wikispace logs Erica Kline'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.  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

Erica Kline's **Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || St. Agnes Vermillion ||
 * Field-based supervisor: || Carrie Roerig ||
 * Content area or grade level: || 1st grade ||
 * FBS e-mail address: || Carrie.Roerig@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

= 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.

Link your paper to the title of this section.

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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 **
 * <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: Every Morning **
 * Every morning the students come in, hang up their coats and their bags, and immediately go to their desks and pull out previous homework, usually math, and begin working on it. While the students are working on their assignments from the day before, Mrs. Roerig takes attendence, lunch role, and goes through the attendence to see which students are staying after school for the Red and Gold program, riding home on the bus, or walking home/getting a ride from their parents. If the students are done with their assignment, they know to go over to the reading corner and grab a book from their specific bin and go read silently at their desk. After that is all done, the students put their things away and go over to the reading corner for their opening prayer for the day and go through a morning routine.**

3. Monitoring/Adjusting **
 * <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: 3/15 **
 * Mrs. Roerig was teaching a math lesson over grouping things together to count by 5's and 10's. She explained to the class that this is a core of mathmatics/life in general. She explained the it is a lot easier to keep track of your counting when you count by 5's and 10's than it is when you count one by one. After the lesson was done, the kids worked on their assignments by using beans to help them group numbers together.**
 * <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: 3/16 **
 * Mrs. Roerig was teaching a math lesson today, and as a whole, the kids in this class have a hard time understanding a lot of the math assigments we do. With this specific assignment, the kids were having a really tough time grasping what it was they were supposed to be doing. They "just don't get it". So after we realized that they were not able to get started on their own, Mrs. Roerig went up to the smartboard and went through the first problem with the class so they could visually see how to work through the problem.**

This was the same math lesson the kids were having a hard time comprehending. After Mrs. Roerig was done going over the first problem with the entire class, she had the class work on the second problem while we walked around the classroom observing how the students were working on the problem. After each student was done with the problem and had an answer, we went over the problem on the SMARTboard and made sure each student understood it before we moved on.** 6. Student Interest/Motivation **
 * <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: 3/16
 * <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: Every Morning **
 * As I stated above, every morning the children would come in and immediately go to their desks are begin working on a previous math lesson, for example, while Mrs. Roerig would take attendence, lunch roll, and after school plans. The children would do this every morning. It gave them a chance to work independently and try to work on things on their own without guided assistance.**
 * <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: 3/17 **
 * Today Mrs. Roerig taught a science lesson over solids, liquids, and gases. She spent a lot of time going over solids and that solids can be made of many different things such as plants, animals, plastic, etc...After she got done going over the book and giving examples, she handed each student three sticky notes to each student and they were to write "Animals", "Plants", and "Wood". They were then to walk around the room and stick their notes on cooresponding objects that were made of each thing. The kids were free to roam around the room and use what they just learned to post the sticky notes all over. It was very interesting to see which students grasped the lesson, and which ones were still unaware.**

Mrs. Roerig was teaching a math lesson about "grouping" things together and then making a math sentance out of it. She used class involvement by having different kids come up in front of the classroom and would make a story problem out of grouping them together. This gave the chance to be involved in the lesson itself, and made the kids more interested because they were able to write mathmatical sentences about their own classmates. **
 * <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: 3/29

8. Classroom Climate ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> 9. Constructive Criticism ** 10. Prompts **
 * <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: 3/1 **
 * The atmosphere of the classroom was very welcoming. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The classroom itself is very colorful. There is a SMARTboard in the front of the classroom, a reading corner in the front, left corner where they do “circle time” and discuss various different lessons. In the front, right corner, they have a “help table”, where students can go if they are having difficulty on an assignment or need help with something. There is a “word wall” on the left wall of the classroom which goes through the whole alphabet, with words that coincide with that specific letter of the alphabet. Along the right side of the room, there are windows that have long bookshelves lining the entire wall, holding books, games, and toys. The back of the room is where the closets are for the children to hang up their coats, bags, etc…The desks, in the beginning of the semester, were in two rows with two desks sitting by each other, and by the end of the semester, the desks were in pods of three/four
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 3/25 **
 * Mrs. Roerig was teaching a math lesson with the students and they were having a tough time understanding, so there was not a lot of class involvement. When she presented a problem to the students and asked if anyone knew how to get to the answer, no one raised their hand for a while. After a min or so, one of the little boys in the class raised his hand and gave his answer. Although he was wrong, Mrs. Roerig told him good job for trying to figure it out on his own and encouraged him to keep trying because his answer was really close to the correct one. He was the one that ended up giving the right answer later on because he was encouraged to keep thinking and think of where he made his mistake.**
 * <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: 3/29 **
 * This happened about every time the students worked on a writing assignment. Because they are only in first grade, their spelling isn't the greatest. So every time they working on a writing assignment, the students were always asking Mrs. Roerig and myself how to spell certain words. She or I would always tell the students to think about it and sound the word out. We would tell them to look over at the word wall, which shows different sounds to different letters being put together. By telling the students to break the word up and sound it out, they usually got close to spelling the words correctly.**

= 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. =

Back to Syllabus and Contents List = 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. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">[|Resume.docx][|Resume.docx]

= 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: 10pt;">**Description:** Every day I sat back at the help table for students that needed help on writing assignments, math assignments and so on. I was always helping students that were having trouble understand the specific assignment they were supposed to be doing. It was usually the same small group of students that were always coming back to me for help, so I was able to understand their strenghts and weaknesses very well.
 * <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;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> The purpose of the help table I sat at was not to give the students the answers. The purpose was to break the problems down by having the student either using things such as beans or connecting blocks to help them understand the problem. I was just there as an aid. I would make sure to explain to the student why the problem was important and go through the problem step-by-step with the students. I would have the student do as much of the problem by themselves until they got stuck to the point where I needed to step in.


 * Reflection:** I learned new things each time I would get done helping a student. I was able to test myself and think of new ways to approach different problems and would always be critiquing myself. I had a notebook that I would write different strategies I could use the next time a student came back for my help which eventually helped me be a better "teacher" in the long run.

**Your creation of a bulletin board or PowerPoint or your use of the internet for researching material for a lesson**
 * Description: ** I created a PowerPoint on the SMARTboard when I taught my individual lesson. I did my individual lesson on acrostic poetry and included things on the powerpoint such as the definition of acrostic poetry, definition of a noun, and different examples of acrostic poems that I previously had written.


 * <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 did this for my individual lesson so the students were able to visually see what an acrostic poem was and how to correctly write one. For first grade, students would have had a tough time understanding what an acrostic poem was by me just telling them what it is, so by using it on the SMARTboard, they were able to get a visual which helped the students understand the lesson better.

The lesson you cooperatively teach with the Field Based Supervisor **
 * <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 was able to do a self-reflection along with getting a reflection of my individual lesson by my FBS. Mrs. Roerig said that I did a very good job at explaining the lesson and did a great job of helping the students learn about acrostic poetry.
 * <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;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I cooperatively taught a math lesson with Mrs. Roerig. It was a worksheet over "Milly and Billy" and was a lesson over story problems which made the students write out a mathmatical sentance in order to get their answer. Example of one of the problems was "Milly and Billy had 13 fish total. If Milly had 6 fish in her tank, how many fish did Billy have?" We had the students sit infront of us on the floor and we went through the lesson on the overhead projector. So the students answer would be "13-6 = 7"


 * Analysis:** The objective of our lesson was to have the students understand story problems in math and have them write a number sentance out to help them get to the answer.

An observation/interaction of your choice **
 * Reflection:** I thought I did a really good job. It was nice to see Mrs. Roerig's ways of teaching so it helped me get a little big of guidence. I was able to see what methods work and which ones do not.
 * <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;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I helped a group of students that were having trouble with a math assignment from the day before that involved grouping and counting by 5's and 10's. Like I stated above, I got to know the students very well so I knew each student's strenghts and weaknesses, so I knew if the student really didn't understand it or they were just too lazy to do the assignment.


 * <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 always sat at the back help table for students to come to me if they were having troubles with assignments. It was important for me to not just give them the answer and have them go back to their desks. I would make the students go get either beans or their connecting blocks to help them visually see the problem.

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 * <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 always felt good after helping the students who were having troubles with their assignments. I would always reflect on the day before and see changes I could make, so I think I did a very good job at helping the students understand. Seeing them smile and say "Thanks Ms. Kline" was always the most rewarding thing ever.

=  30 hours of field-based classroom participation = 3/25 3/29 3/30 3/31 4/1 4/19 4/20 4/21 4/26 4/28 || 2 2.5 2 2.5 2 2.5 2 2.5 2 2 2 || Observed and helped students with math and science Worked on a writing assignment and math with the students. We worked on a writing project and also helped kids that were having trouble with a math assignment. Observed the kids at PE, computer, and a science lesson. Helped students with any homework they were having trouble on/observed. We worked on a writing project and I helped some of the kids that were having trouble with spelling/observed. Observed/helped with math - I helped some students who were struggling with their math from last week and then co-taught my lesson with Mrs. Roerig we worked on science and writing sentances about liquids, gases, and solids/observed I taught my individual lesson today on Acrostic Poetry. Used the smartboard in my lesson and the kids worked on writing their own acrostic poems. We decided that this was my last observation day. I went around the room and helped kids that were having a tough time on a previous math 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.... ** ||
 * 2/26 || 1 || Met with FBS and toured the school ||
 * 3/1 || 2 || We worked on a writing project that helped them to learn how to write out sentences. There was one of the students that was kind of putting on a fit and so he had to skip out on computers so I helped him come up with some ideas for his assignment. We continued to work on the projects after the students returned from their computer class. ||
 * 3/2 || 2.5 || I helped take down a bullitin board and put some of the students' work out in the hallway because she had parent teacher conferences that night. We also worked on a math assignment that delt with counting "pretend money" and worked on 3 different worksheets. We also had a science lesson about eating healthy. ||
 * 3/3 || 2 || we did different activities dealing with Dr. Suess because it was his birthday this week. We read a couple of the books and did a writing/art project that delt with the book "Oh the Places We'll Go". The students wrote where they would like to go and drew a picture that corresponded with it. We then continued to work on math that used the fake money to help with counting. ||
 * 3/15 || 2 || Today I sat at the help table during math and had three students come back with me and I helped them with an assignment dealing with counting by 10's and 5's. I also helped organize the next few math lessons we will be doing later on this week. ||
 * 3/16 || 2.5 || Worked on math problems at a back table with students that were having trouble. Observed them at recess and PE. ||
 * 3/17 || 2 || Helped the kids with math and observed a science lesson ||
 * 3/22

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