JeffNolte

=** This wikispace logs Jeff Nolte's experiences in the classroom during the spring 2010 SEED 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]

**Jeff Nolte's Spring 2010 Paraprofessional Placement** Personal: 605-759-5758 || Back to Syllabus and Contents List
 * School: || Canton High School ||
 * Field-based supervisor: || Jeremy Ask ||
 * Content area or grade level: || Algebra II, Trig, Calculus ||
 * FBS e-mail address: || Jeremy.Ask@k12.sd.us ||
 * FBS phone: || School: 605-764-2706
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

= Course List = 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). Back to Syllabus and Contents List

**Contextual Factors**



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= Professional Interview of FBS = Back to Syllabus and Contents List

**Observation of Effective Teaching** Mr. Ask had the students each work on a different problem on the board to get class started. Use the time to get the rest of the lesson ready. Date of observation: 3-4-10 ** Today Mr. Ask stated "Today we are going to work on Transformation Matrices and learn what they are used for. This is the last section in this chapter on matrices." **3. Monitoring/Adjusting** Mr. Ask noticed the kids not wanting to pay attention and not focusing, so he changed to having the kids work independently on an quiz. **4. Guided Practice** In Trig. class Mr. Ask had individual students come up to the white board and work out a problem one at a time. he helped them if they didn't know what to do next. Assigned in-class homework. Students were given time to get it all done in class. ​ ​​ Students were told that their homework could be done in class if they followed along and the lesson went well. The students listened to the lesson and were told that they could do the work on the white board when done. Once the lesson was completed, the student's jumped up and began their work on the board. They were able to get their points by doing the work on the whiteboard. Students each did a problem on the white board after completing their test. This kept the room from getting too loud also. Every day students come into the room relaxed. Mr. Ask is a very relaxed teacher and the students obviously enjoy his classes, because they are often engaged and ready to learn when they arrive. Mr. Ask readdressed a problem when a student gave the worng answer. he wrote the problem on the board and had the student work out the problem aloud, coaching them along the way to get the correct answer. While a student was working on the white board Mr. Ask noticed an answer was not reduced. He told the student to take a 5 out and the student then noticed that she wasn't done. She had everything right except for reducing the answer. Back to Syllabus and Contents List
 * Time Effectiveness ****1. Focus **
 * Date of observation: 3-2-10 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">2. Objective/Purpose
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 3-2-10 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation:3-2-10 **
 * <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: 2-25-10 **
 * <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:3-9-10 **
 * <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: 2-23-10 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">8. Classroom Climate **
 * Date of observation: Daily**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">9. Constructive Criticism **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 2-23-10 **
 * <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: 3-2-10 **

= Lesson Plan and Analysis = = = = Resume = Back to Syllabus and Contents List

= Working Journal: Four Journal Entries =

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: ** <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> On 3-2-10 while working out a problem on the white board, I noticed a student who was getting confused about how to proceed. While I was looking over the problem I noticed a few errors and decided to jump in and help him out. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">
 * <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: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> While looking over the answers he was coming up with the student had a perplexed look on his face, it was obvious that he wasn't conifdent with his answer so I started to work on the problem for myself. He had inadvertantly switched a couple of signs causing his addition and subtraction to be wrong. When I approached the student he seemed thankful for the assistance. I pointed out that he might have a sign wrong and asked him if he was confident math was correct. he quickly noticed the sign was wrong. We got that fixed and he was able to complete the problem without any further assistance. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: ** <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I feel like I handled the situation correctly. I didn't give the student the answer, but I did point in the direction of the problem. He was able to then figure out how to get the problem corrected. This way he was still able to learn on his own and to double check his work.


 * <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: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> While trying to decide how to handle this project we were talking about all the different things kids need to understand while in Algebra II. With this information I created a short powerpoint showing the equations and materials that will be covered in an Algebra II class.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> This project is something that would be used the first day of class to let the students know what to expect during the year. It could also be modified to show were the class is at for the year, and to show the class all the things they worked on after the year is complete.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">This was a difficult portion of the Para experience for me. I was trying to figure out what could be done in a math class that had some staying power. I can see myself creating a powerpoint such as this one to assist in the classes I will someday be teaching. Every class has information that needs to be retained for the next level. This powerpoint will help keep myself and the students on track.

Analysis: **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> The lesson seemed to go over very well. We captured their attention right away by adding a problem to the homework from the previous day and then asked them to try and solve a problem with the infomation that we would be learning during the new information. The first problem was easily done by the student's, the second problem a few students get the answers right, but didn't know how or why they were correct. Once we presented the new formula needed to complete the second problem the students realized how easy it was to do the work. We kept their attention for the duration of the lesson and everyone wanted to answer the question, because he offered a reward for all correct answers.
 * <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: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I was able to cooperatively teach a lesson with Mr. Ask during two class periods. During the First Algebra II Class Mr. Ask took the lead and I assisted with drawing diagrams and helping those students with questions. During the next class period we switched role's. I walked the students thru the review of the previous day's lesson and presented the new information. We reviewed the lesson on circles with their center at the origin and then presented them with how to find the center of a circle not on the origin not at the origin, along with finding the radius.
 * <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;">Reflection: **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I believe the lesson went well. The students seemed to be engaged with the lesson and wanted to be involved in class. Mr. Ask even commented that he could see the students were more involved and willing to listen by me just being up at the front of the room, rather than in the back. Being at the front of the room felt natural. I enjoyed working my way thru the lesson, and feel that the students did learn a new idea from our joint lesson.


 * <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: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> In class Mr. Ask often has kids work at the board many times they work in groups of 2 or 3 students. Today after the lesson we did just that. I sent the students to the board and had them work problems on the board. Many of these student were able to complete the problems without any assistance. Others needed some guiding here and there to accomplish the task.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">By doing the work on the board it is much easier to see who is understanding the main points and who isn't. I had to pay close attention to those groups of students who didn't get it, while those who understood just asked to see if their answer was correct.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I really enjoyed teaching using this style. It keeps the kids interested, because they are up on their feet, not sitting in a desk for 50 minutes. The kids seem to be more engaged in the learning environment and enjoy the time to be up and moving. This is a practice that I will use in my own classroom someday.

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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.... ** ||
 * 2-18 || 1 || Met with Jeremy Ask, discussed packed and talked about what he expected form me, and what I was hoping to learn and do during this experience ||
 * 2-23 || 3.5 || Observed in trig. and algebra II classes. ||
 * 2-25 || 2 || Sat in on Trig class. Students learning about matracies. ||
 * 3-2 || 3 || Observed Trig Class, and Algebra II classes. I find in funny that the students are working on some of the same thing that I am learning during my math classes. I also helped a student who was having some problems adding binomials. ||
 * 3-4 || 2 || Observed the Trig class and interviewed Mr. Ask for my written assignment. ||
 * 3-9 || 7.5 || Observed a full day of classes today. I have been preparing to do the joint experience and to teach a solo lesson in Algebra II. We will be doing the joint lesson tomorrow. ||
 * 3-10 || 5 || Observed in the morning trig class and then assisted my FBS in teaching lessons in the next two Algebra II classes. Everything went well and the students seemed to enjoy the class. ||
 * 3-23 || 3.5 || Observed in Trig and Algebra II. Next week I will be completing my para experience by teaching a lesson. ||
 * 3-30 || 4 || Did my Solo lesson today in Algebra II. Lesson went well, started with an explanation, had them do work on the whiteboard and then reviewed the lesson. ||

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