Andrea+Fee

=**This wikispace logs Andrea Fee'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. 

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

**Andrea Fee's Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Beresford, SD ||
 * Field-based supervisor: || Karen Kirkebak ||
 * Content area or grade level: || first grade ||
 * FBS e-mail address: || karen.kirkebak@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. Upload your course list and put a link to it in 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__

Back to Syllabus and Contents List

**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. Upload your paper and put a link to it in 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.

Back to Syllabus and Contents List

= Professional Interview of FBS = a. Format: word processed b. Recommended length: 1-2 pages c. Include:
 * Granted an extension**
 * 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.

Upload your paper and put a link to it in this section.

Back to Syllabus and Contents List

**Observation of Effective Teaching**

Record your observation of the following ten categories. Use this wiki throughout your placement; remember that these situations will not occur in one day. Record the date(s) of the observation and a paragraph description of the methods/strategies observed.
 * Criteria for Observation of Effective Teaching **
 * Time Effectiveness **
 * 1. Focus **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** February 23, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">At the beginning of class everyday, the teacher announces the leader and helpers for the day. As Mrs. Kirkebak takes roll, the animal and plant helper waters and feeds the pets. The mail helpers hand out mail. The leader helps take roll and the lunch count. As these student complete their tasks, the rest of the class is working on their number scroll. Each student has a scroll, that they are writing all their numbers on in order. **


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">2. Objective/Purpose **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** March 16, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">When I taught my lesson on matter, Mrs. Kirkebak gave the students a small introduction. She told the students that it was important to learn about matter, because it is everywhere. Learning about matter, will help them identify whether or not an object will float. **


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">3. Monitoring/Adjusting **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** March 23, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">During CGI math, the first graders, were learning how to count money. There one problem was a story problem about a little boy who wanted to buy candy. The students had to use the money they were given, to buy at least three pieces of candy. Some of the students did not understand what they were suppose to do, so Mrs. Johnson showed them a different example, so they could get the idea. **

During math, the students had to make certain shapes in a box. Mrs. Kirkebak, read the shape that was to be drawn in that box and had the students trace that shape in the box. After tracing the shapes Mrs. Kirkebak draws the shape on the board so the class can check their work.
 * <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: ** 3/16/10


 * <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: ** February 23, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Every morning after recess and before lunch, the first graders have reading and center time. While some students read, others go to do stations around the room. The students know exactly what to do at each station. When students aren't reading with Mrs. Kirkebak or at a station, they are completing seat work. Each student know what they are to do during reading and center time and they do their task on their own. **


 * <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: ** February 23, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">During science time, the first graders made clouds. As Mrs. Kirkebak gave the class step by step instructions on how to make the cloud, they stayed focused. While the students' clouds were forming, the students stayed focused and watched them. They stayed seated the entire time. **


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">7. Student Involvement **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** March 23, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">During CGI math, Mrs. Johnson, puts a math problem on the smartboard. She then hands out the student's math journals. Then Mrs. Johnson reads the math problem to the students, they are then on their own to try and solve to problem. The students then share their answers with the class. All students are involved in the learning. **


 * <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: ** February 18, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Mrs. Kirkebak's classroom, is very welcoming for first graders. There are posters everywhere, which brighten up the room. One wall is dedicated to the students words that they have learned. Every word that the students have learned is put up on the word wall. In one corner of the room, there is books, with pillow and some stuffed animals, this is the reading corner. The corner looks comfy for the students to come and read during free time. **


 * <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: **3/16/10
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Mrs. Kirkebak asked the class, what matter was. The little girl who answered, was half way correct. Mrs. Kirkebak said that is close, but can someone help out Val in answering what matter is. Mrs. Kirkebak stays positive so the students don't feel bad for getting the answer incorrect. **


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">10. Prompts **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** March 2, 2010
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Today the first graders had to write out their answers in a sentence during seat work. They would all raise their hands for help on how to spell a word. Instead of telling them how to spell it, Mrs. Kirkebak would have them sound it out. Also she would tell them to look back in the book. **

= Lesson Plan and Analysis = = Upload your lesson plan and analysis and put links to them in this section. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (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. =

= Resume = Upload your resume and put a link to it in this section.

= Working Journal: Four Journal Entries =

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt; text-align: left;">Framework for Writing - Use this format of **Description**, **Analysis**, and **Reflection** for __each__ of the four entries. One entry should describe your work with an individual or group of students; one entry should describe your creation of a bulletin board or PowerPoint, or your use of the internet for researching material for a lesson; one entry should describe the lesson you cooperatively teach with the Field Based Supervisor; and one entry can be an observation/interaction of your choice.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Work with an individual or group of students **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> In the mornings, while the class is doing their morning routine, the classroom volunteer works with a couple of students. She helps them finish their daily work that they need help finishing. Today, Mrs. Kirkebak had me work with one of the little boys. He had a lot of work to get caught up on. I worked with him on his math worksheets. In math, they were working on adding and coming up with different names for numbers.


 * <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;"> It was hard to get the little boy to work on his worksheets. He knew what he was doing, but he just did not want to complete the work. I tried many ways to get him to work on his math. First I just tried motivating him by telling him that he could do it, but he just kept getting distracted by everything. That's when I realized that I needed to move him to a table that faced the wall and move everything from the table. This helped and he completed his work.


 * <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;"> Looking back, I realize that trying to motivate him was a hard task, but I accomplished it. Every first grader is easily distracted. In the future, I will know how to help a student become motivated. Also next time, I will be able to help the student quicker since I have had some experience.


 * <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;"> In preparation of Spring, I put up a spring bulletin board in the back of the classroom. I placed two ducks that were standing on puddles on the bulletin board. Then I put rain drops around the background.


 * <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 reason why I decided to make a spring bulletin board, was because it is the beginning of spring. Also, because the weather outside has been kind of gloomy. The bulletin board also adds color to the room.


 * <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;"> Putting up the Spring bulletin board, was a great idea. It helped bring in the Spring season. When I have my own classroom, I will put up bulletin boards in the classroom, to help add color. Also they show the students the different seasons.


 * <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;"> In preparation of St. Patrick's Day, the students were going to make Lepercons. Mrs. Kirkebak has a lepercon pattern that her students make each year. The lepercon is made out of construction paper, with a step by step process. To help teach the students how to create their lepercons, I went around showing the students how to do a step if they still didn't understand.


 * <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;"> Every time a student rose their hand, I knew that they were gonna need help with what they were suppose to be doing. Knowing that some students were going to need a little extra help, I made sure to pay extra attention to the steps. With an art project that we were doing, it was hard to show the students how to do a step, without doing it for them.


 * <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;"> After helping Mrs. Kirkebak with the art lesson, I know how to present an art lesson to first graders. Also I have an art lesson idea for when I go out into the teaching field. In the future, if I were to teach the lesson by myself, I will hand out each part to the project separately. This way the students can complete the step with the teacher.


 * <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;"> During centers, I worked with small groups of students. Each time, I would take few students out into the hallway and read with them. The students would take turns reading one of their books to me. Sometimes the student could not read a word, so they would ask for help. I would then help them with the word that they were struggling with.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> When a student had trouble with a word I had to help them. It was hard not to just give them the word, but to help them learn, I needed to sound it out for them. Sometimes the student would have troubles putting all the sounds together to create the word.


 * <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;"> Reading with small groups of students, gave me the opportunity to help teach a small class to read better. Also it gave me ways that I can help my students when I become a teacher. I will be able to help my students sound out words.

Back to Syllabus and Contents List

= 30 hours of field-based classroom participation = routine. Also I helped around the classroom when needed. || it was Dr. Suess's birthday, so I got to read Dr. Suess books to the first graders. || noticed every small detail of the classroom when it was out of order. It was entertaining, to see the students so engaged in and determined to catch the leprecons. || there, I helped the substitute teach the class. ||
 * **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.... ** ||
 * 2/18/10 || 15min. || First meeting with my FBS. ||
 * 2/23/10 || 7.25hrs. || First observation, I spent the entire day with the class. I learned their daily
 * 3/2/10 || 7.25hrs || Another whole day in first grade complete! Today we made leper-cons. Also
 * 3/16/10 || 7.5hrs || Today in first grade, the students were trying to catch a leprecon. The students
 * 3/23/10 || 7.75 hrs || There was a substitute today. The students are very set on their schedule. While I was

Back to Syllabus and Contents List