Joshua+Butrous

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 * =**This wikispace logs < Joshua Butrous> 's experiences in the classroom during the spring 2010 < ELED, SEED, PE> (choose one) 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

< Your Name>'s **Fall 2009 Paraprofessional Placement** || School: ||  || Back to Syllabus and Contents List
 * Field-based supervisor: ||  ||
 * Content area or grade level: ||  ||
 * FBS e-mail address: ||  ||
 * 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 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.

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 **
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Time Effectiveness **<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">
 * <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.) **

<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: 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.") **

<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: 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.)) **


 * <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.) **


 * <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.) **


 * <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.) **


 * <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.) **


 * <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.) **


 * <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.) **


 * <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.) **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;"> Back to Syllabus and Contents List

= 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. = <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> 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. 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;"> 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: 12pt;">
 * <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;"> 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;">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.


 * <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: black; font-family: 'Arial','sans-serif'; font-size: 18pt;"> Back to Syllabus and Contents List
 * <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.

= 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;"> || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Description of my activities/participation in the classroom.... **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> ||
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