Leah+Branaugh

=**This wikispace logs Leah Branaugh'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

Leah Branaugh**'s Spring 2010 Paraprofessional Placement** Home- 605-624-5126 Cell- 605-670-1281 || Back to Syllabus and Contents List
 * School: || Dakota Valley Elementary ||
 * Field-based supervisor: || Mrs. Janet Merrigan ||
 * Content area or grade level: || 2nd Grade ||
 * FBS e-mail address: || Janet.Merrigan@k12.sd.us ||
 * FBS phone: || School- 605-422-3840 ext 423
 * 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 **
 * Time Effectiveness **
 * 1. Focus **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: February 18, 2010 **

On my first day of observation I came into the classroom at 8:30 am, when the school day starts. When I walked in Mrs. Merrigan was getting things in order for the day and students were already working on spelling sentences. I found out that each day when they come in they are to sit down and copy down each spelling sentence three times for practice. This allows for the students to work independently on a lesson that the teacher is not necessarily needed for and give the students a chance to practice their writing and spelling as well. The students were focused on their work and Mrs. Merrigan was able to get somethings ready for the day. Mrs. Merrigan's students also know that they must have their spelling sentences completed before the morning recess or they will not be able to go outside to play, so they also have an extra incentive to get things done on time.


 * <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 2, 2010 **

Mrs. Merrigan began the process of helping students tell time. She stated that it is important to know how to read both types of clocks because you never know where you are going to be and needing to make sure you get somewhere on time and what type of clock will be closest to you. The students all had their own mini clocks that they would put the correct time onto when she would ask the time. When I helped Mrs. Merrigan teach this lesson, I had students tell me the difference between AM and PM on the clock and why each one was important. I advised them as to why they need to know this for doing activities and being to places on time.

<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: 12pt;">3. Monitoring/Adjusting **

While teaching the clock and telling time lesson, Mrs. Merrigan had all the students get out small clocks that they keep in their desk. Each time she would ask a time she would have the students put the time on their personal clock and hold it up when they had the correct answer. She would use different words to try and make the students understand that sometimes they mean the same thing, such as 1:25, or 25 minutes after 1, or 35 minutes before 2. She would make sure the students had practice on each way and make sure there were no questions on the lesson. She then also had a worksheet that the students were to complete after the lesson as another way to make sure they were fully understanding the lesson.


 * <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: February 18, 2010 **

A couple times a week students in Mrs. Merrigans class do an activity called Crawford Math. This is an activity that is done on their own with a monitor, such as myself or a parent volunteer. The students have one minute and twenty seconds to complete the correct answers to a list of math problems by saying the answers outloud. Each student gets only one chance a day to try to complete this task. If they pass it they move onto the next level of problems, but if they do not pass it they get up to 4 chances to pass it before they have to take a practice activity home to their parents for help. When I monitor this, I also help them practice if they do not get it right. If I notice that there are certain numbers they consistently get wrong, I try to go over them to make sure they understand. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Date of observation:** **February 23, 2010**
 * <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 **

The students had a morning activity of completing a worksheet about the steps to creating their own bird feeder. Mrs. Merrigan explained the worksheet to the students and they talked about how to make a bird feeder and why you might want to have one in your own backyard. The students worked independently to complete the worksheet and put the correct steps in order for creating the feeder. All students appeared to be on task and completed the worksheet in the given amount of time. I corrected the worksheet while they were at recess and everyone did well. I found that her students are able to work on tasks without her direct supervision.


 * <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: March 2, 2010 **

The students had different lessons today to celebrate the birthday of Dr. Seuss. The students went into different classrooms to do different subject based activities. I was worried since they would be learning from different teachers that they would not be very well behaved and not concentrating or paying attention to the different teachers. The students however surpised me and were very well behaved and listened and participated in the lessons and really seemed to enjoy the different activities they were able to do. One of the projects was for the students to create their own circus, the students worked hard in the limited amount of time that they had and seemed to be very proud of their work, as they all wanted me to look at theirs and tell me about it. They were motivated to do a good job and have a great finished product.

<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: 12pt;">7. Student Involvement **

Mrs. Merrigan always allows student involvement in her classroom. She often times will ask for the students to answer the questions or participate in group work. One thing she does everyday, is to have one student go to the front of the room in the morning to say the date. The students always raise their hand to be the one who gets to do this. I have seen a different student do it each time I have been there. She will ask them to say the date, example Monday, March 22, 2010. They will then say how many days they have been in school for the year, example 112. They will also then incorporate some type of math into that, whether it is to subtract how many days are left in the school year or to count by tens and hundreds the number of days they have been in school.


 * <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 11, 2010 **

Mrs. Merrigan's classroom is very inviting and a great place for students to learn. I felt this right away when I entered her classroom for the first time. She has areas in the classroom that have fun pillows and chairs for the students to read at. She has also has two tables in the back and on the side where students can work on group work or with volunteers who may be in the classroom. She also has the desks arranged in pods of four and a couple of two so each student has a partner or group to work with when she does activities like that. Mrs. Merrigan also has posters and bulletin boards up in her classroom that may be for the unit they are working on or for a certain holiday that may be approaching. She also has an area of the room that has a hill with skiiers on it, each student is skiing on the hill and can move down the hill with progress in the Crawford Math activities.


 * <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: March 11, 2010 **

Mrs. Merrigan always seems available to her students for help and when they have questions on their homework and papers. One time that I noticed this was when I was asked to help the students with their practice math test and make corrections so they would be ready for the test the following day. Mrs. Merrigan advised the students that she would allow them to make corrections to the practice test and get a better grade by handing it back in. When I was working with some small groups, Mrs. Merrigan would come around and compliment certain students on what they had done correct and advise them to make sure they understood the concept completely before leaving my group. I was able to see that giving the students a chance to change their work for a better grade is a great way to have students really listen to the lesson and try to better themselves. The students seemed to appreciate the help they were given, along with the second chance at a better grade.


 * <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: February 23, 2010 **

Mrs. Merrigan is always encouraging class participation in her room. She is always asking questions to where the students will raise their hand to answer. Today in class the students were asked to take turns reading outloud a story from their Scholastic Reader. Mrs. Merrigan expected all students to be following along with their reader. If a student who was reading did not know how to pronounce the word, she would ask the class to clap out the syllables to help the reader know how to pronunce the word. If the word was still unclear she would try to help the student sound it out or have the student repeate the word after her. If it appeared that none of the students knew the word they would take time out to discuss the correct pronunciation and talk about the definition. Sometimes she will also ask the students to raise their hand by saying "Who can help Leah out with the correct word." The students never seem to be embarassed for having assistance, most appear to be happy that they may have learned a new word.

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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. =

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

= 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;"> 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;"> Each day that I am in Mrs. Merrigan's classroom I work with students during what they call "Panther Reading." This is a time in the morning where they are able to read individually or in groups, depending how many students are in the room. This activity lasts about 30 minutes. Students leave the room to go to other rooms or the library. Mrs. Merrigans room usually has about 10 students, some are her own and a few come in from other classrooms. The students I have had the opportunity to work with in reading have all appeared to be at the same level for reading and all appear to be good readers. The activities that I do with them during reading may vary depending on the book they reading and where they are at in terms of completing projects with the book. The first time that I did this activity, I had a group of four students in a group that were going to start a new book that day. The first step was to do a book walk, meaning we would look at each picture in the book and see if we could tell the story just based on looking at pictures alone. Then I had the students read the book outloud to me, each taking turns reading a page at a time. After the book was completed we talked about the book and compared what happened in the story to what they thought was going on based on just the pictures. The final activity of the day with that book was to talk about cause and effect of the book.


 * <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 this activity is to have the students work on predictions about stories as well as comprehension checks. The students were very close to knowing what the book would be about based off looking at just pictures and were excited that their predictions appeard to be correct. The students also enjoyed reading the book outloud and helping other students when there were words that they did not understand. Mrs. Merrigan also advised me that doing a comprehension check after reading at this level is very important to the student's knowledge of the subject matter. The students were eager to answer my questions about the cause and effect of certain events in the story.


 * Reflection:** I felt as though the activity was a success. When I was done the students appeared to know what the main ideas were in the story as well as some new vocabulary words. I felt as if I did a good job on chosing questions to ask them in terms of the cause and effect. I did find out afterwards that they would be doing a worksheet that would be graded all on the story and the cause and effect of the events that happened. It is important in reading to always know what you are reading and recall certain facts so you can prove that you took the time to read and comprehend the story. Even at a young age it is important for these students to understand cause and effect.


 * <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;"> The students are to read independently outside of class, such as on the weekends, at night, or over holiday breaks. They are to track the number of minutes they read which Mrs. Merrigan is putting on a world map. The more the student reads, the further they travel around the world with their reading. It is the goal of each student to "read around the world" andto see who can complete the task first. For my project, Mrs. Merrigan asked me to create a power point of the contintents and find pictures or interesting facts of each one that she could present to the class later this year when they are done "traveling with their reading." I did research on each continent and presented it in an easy to follow power point. I had informational facts as well as pictures of landmarks that you may find on the continent or animals that might be found there as well.

Reflection: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I feel as though this is a great lesson and a great idea to motivate the students. Students enjoy being recoginized for the work that they do, and that is what the medals would do for them. I think the power point that I created also was a good way for students to get the basics of the continents of the world. Mrs. Merrigan did not want me to go into a lt of detail as they have not done a unit on contintents yet and may do more towards the end of the year or next year. I think offering incentives or competition is a good way to have students relate to each other as well as learn new material.
 * Analysis:** The purpose of this lesson is to get students to read more on their own and develop their skills as a reader. I think it is a great idea that the teacher has come up with. They are going to have an awards ceremony for those who finished their trip around the world and hand out gold, silver and bronze medals to each student who has completed it. The power point presentation of the continents will help the students get a basic idea for what each continent has to offer and where each is located on the globe.
 * <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;">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;"> The lesson that I taught with Mrs. Merrigan was a math lesson on telling time. The students needed to learn the importance of telling time on a clock as well as digital time. The students worked on knowing the meaning of saying 1:25, or twenty five after one, or thirty five till two. Mrs. Merrigan began by reviewing some basic time telling skills that most students already knew. When she was done, I came up and used a big clock she had to put the hands in different spots and have the students tell me the time and then I had them tell me an activity that they might be doing if it was AM or PM. I also tried to trick them by asking about 12pm, some thought they would eat lunch, while others were sure they were sleeping at that hour. Each student had a small clock at their desk, and I had them work with the person next to them to make sure their times were correct based on the time I said outloud. In Mrs. Merrigan's room she has a microphone system to help the students key in on her voice and block out noises that may be going on around her. I found that to be useful in the lesson to have the students listen to me. After I was done teaching and helping those who had questions, I handed out a worksheet that the students completed in class, I was able to grade it before I left that day to see how they did.


 * <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 this lesson is to teach the students a skill they will need to know for years to come. Telling time is something that tends to be hard for certain students and learning where to put the hands to display a certain time is often difficult as well. I felt that the lesson went well and most of the students seemed to grasp the concect easily. I graded the worksheets that the students had done and may got a only one or two wrong. There were a few students however that did have 5 or so wrong, most of the time I felt as if they probably knew it, but were just careless and trying to get done quickly.


 * <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 felt as if the way the lesson was taught was the way I would do it in the future. I think a good way to learn to tell time is to do it over and over again with practice. I liked it that they each had a small clock that they keep in their desk, I would want one for my students as well. That way they can practice other ways and it is more hands on than just doing a worksheet or saying the answers outloud. I felt as if the importance of going over the AM and PM was also very important. I can remember as a child sometimes not knowing if it was considered AM or PM, especially 12pm and 12am always seemed to trick me. Overall I felt as if the lesson went well and my first time infront of the whole class was a success.


 * <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;"> Everytime that I have been to Mrs. Merrigan's class I have worked with the students and tested them on Crawford Math, which is a basic math facts test. Students get 1 minute and 20 seconds to complete a half page of problems. Students have the ability to pass by getting all the questions correct within the given time. If they pass they move onto a higher level which may have larger numbers or eventually once they pass all the addition levels they will go onto subtraction and if they pass all the subtraction levels they will go onto mixed adding and subtracting problems. The students have four tries to complete each lesson and if they are unable to pass they take home a practice sheet to work on with their parents. This activity is not graded, but at the end of the year their progress is marked and graded. The students will not be docked for taking up to 4 tries to complete each lesson. There was a new student into the class on February 23rd. It was his second day at the school and seemed to be a bright student. I had to test him in the Crawford math to see what level he was going to begin at and he seemed to have a very hard time with it and was very concerned about it counting against him if he could not pass the levels. I tried to help him understand the new concepts and that he would not get a bad grade for not passing the test on the first try. It was hard to make him understand quite a challenge, but in the end I felt as if he understood and it was a success.


 * <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;"> This was the hardest thing I have had to do since being in Mrs. Merrigan's classroom. I felt as if I had to work hard to get through to the new student. It was rewarding to see him pass a level after a few different attempts. It is important for these students to learn basic math facts and be able to pass different levels throughout the year. If students are unable to grasp the begining math concepts it is going to make future math lessons become harder. I think it is a good way to get the students to process the information and use different methods to come up with the correct answer.


 * <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;"> As I stated before, this was s difficult process and I just felt awful for the student when he couldnt understand it at first and was concerned about his grade. It is nice to see a student as young as this take ownership for their grades as well. I feel that I did the right thing by helping to calm the student down and explain the process fully and also take time out to go over some math facts with the student. I am sure it is hard coming from one school to another in the middle of the year and I hope that I made an impact on him. Unfortunately, I will be unable to see how I affected this student, as I found out the last time I was in Mrs. Merrigan's class that he was a foster child and was only at the school for a week and has already moved onto a new school district. I feel sad for him that he moves around this much, but I do remember him telling me that he had a twin sister that was in another section of 2nd grade at Dakota Valley. At least he has someone to move with and experience a new place with.

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= 30 hours of field-based classroom participation = toured the school, and met some other teachers. || assignments. Assisted small group in a reading activity during "Panther Reading." Worked with students and tested them in Crawford math. The teacher appears to have control of the class at all times and the students are all active participants in class. || we talked about words that they did not know and talked about the story after they were done reading. I corrected the morning bird feeder activity paper which worked on spelling, writing, and putting steps in order of how they happened. The students had indoor recess and I stayed in the room with them while Mrs. Merrigan had recess duty. I tested students in Crawford math again as well as worked with a new student teaching him the Crawford math program. Worked one on one with a student helping with math corrections and to understand why the assignment was wrong. The students were participating at all times today and the teacher used auditory and visual teaching styles to get through to the students. || and summary of the book. I corrected math work sheets, daily language, and input spelling sentences into the computer. I helped a student, in a one on one setting, with his spelling sentences and worked on using proper nouns. While the students were at recess, I corrected more papers. During math the students worked on telling time, Mrs. Merrigan called me up to finish the lesson. I went through a work sheet on telling time and taught the kids about a.m. and p.m. and placement of the hands on the clock. I corrected the math lesson that I taught. Today was Dr. Seuss' birthday. The students went into different rooms for different activities. I helped students out with word problems for math about their favorite Dr. Seuss stories and helped with an art project about his circus story. The students seemed to enjoy the new activities. ||
 * **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.... ** ||
 * 02/11/10 || 30 min. || Met with teacher, talked about expectations, talked about her class,
 * 02/18/10 || 3.5 hours || Met the students, helped with the students spelling sentences, graded spelling and language arts
 * 02/23/10 || 3.5 hours || Participated in "panther reading" by doing a story walk with three children and then listening to them read outloud,
 * 03/02/10 || 3.5 hours || Participated in Panther Reading by having a group of four students read orally to me, helped them fill out a worksheet about the characters
 * 03/11/10 || 7 hours || worked with a small group of students in "panther reading", having the students read the story out loud and talk about cause and effect after they were done reading. corrected papers. helped get conference folders and papers together. worked with 3 different small groups on a review for their math test the next day. ate school lunch with the students. read a st. patrick's day book out loud to the students. walked students out to bus when school was out. ||
 * 03/25/10 || 4 hours || I taught a reading lesson during Panther Reading, corrected spelling sentences and talked with students about the corrections they need to make for their test tomorrow, corrected daily language papers, and test the class on Crawford Math, each student was given 3 chances to pass as many levels as possible. The students seemed to really enjoy the extra chances. The students also had P.E. and were excited about the activity they would be doing, they asked me to come back to get them a few minutes early so I could watch them for a little while. They all seemed to enjoy the game "Sink The Battleship." ||
 * 04/01/10 || 6 hours || I worked with a small group of students in panther reading by just having them re-read the story they were working on and start a work sheet about it. The students had 2 daily language assignments to do, which I then corrected. I assisted students with questions they had while the teacher was out of the room. The students went to guidence today, during which I hid Easter eggs in the classroom filled with candy and a math story problems. The math lesson was about plotting points on a grid and then students completed their easter story problem, I assisted students with questions they might have and helped do corrections. I read a story outloud called "Cloudy with a Chance of Meatballs," the students talked about differences with the book and the movie. I ate lunch with the students and corrected the math assignments while they were at recess. The students had music class today and I hid more eggs in the room for them to find. The end of the day was a movie day. The students watched the movie "Cloudy with a Chance of Meatballs" to tie into reading the book and the end of their weather unit. ||
 * 04/06/10 || 4 hours || Today was my last required day to be in the classroom. I worked with a different teacher's Panther Reading group today, that teacher had to do a test on a new student's reading ability. I had the students read silently to themselves and then we discussed the book by sections. The students seemed to like the group participation and disccusion opportunity. I corrected daily language papers and a reading comprehension paper for Mrs. Merrigan. I also presented my power point to her for her continents reading section, she will have the class do later this week. I walked the students to PE and watched them run their laps. I tested 4 students on Crawford Math and helped Mrs. Merrigan teach a lesson on adding double digit numbers. ||

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