Sabrina+Steffensen

= = =This wikispace logs Sabrina'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

**Sabrina's Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Beresford Elementary ||
 * Field-based supervisor: || Mrs. Deb Bonte ||
 * Content area or grade level: || 3rd grade ||
 * FBS e-mail address: || Deb.Bonte@k12.sd.us ||
 * FBS phone: ||  ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

 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: Understands Difference** My goal for my field experience is to observe the different learning styles among the students in the class and create my lesson to reach each of the students and their different learning styles. I also want to observe different methods my FBS uses to reach the students in different subject areas.
 * __Goal 1__

Standard: Manages and Motivates** Another goal is to be observe how to maintain a well-managed classroom. This can be done through setting rules and establishing respect among the students and the teacher. I also would like to learn ways to make the students WANT to be in my classroom and learn. I do not want my students to dread coming to school everyday.
 * __Goal 2__

Standard: Communicates** Another goal of mine is to learn how to communicate effectively with my students, their parents, and other faculty around me. I believe that relationship is very important to maintaining an effectively classroom, so I am hoping to gain an understanding of how to go about establishing a relationship with students.
 * __Goal 3__

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 **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  **= ​ I was unable to completelly interview my FBS because there was not enough free time during my first visit to my placement site. I will have a full interview done by next week. 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. Mrs. Bonte worked with individual students on problem areas on a reading assignment while I led a game that helped the students practice their math facts. As students fixed or finished their incorrect work with Mrs. Bonte, they were allowed to join the game with me and other students. This prevented downtime as well as motivated the students to finish their work. After the students were caught up on their reading homework, Mrs. Bonte began the math lesson.
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">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; 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: 2/25/10 **
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">Mrs. Bonte tells her students the plan for the afternoon as soon as they get in from lunch and recess. She also wraps up her lessons by explaining to her students WHY they were learning particular things, such as “it is important to know your math facts by heart because it will make future math lessons easier.”
 * <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: 2/25/10 **
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">If students are not doing as well as they should be on practice assignments, Mrs. Bonte will go back and review with the class as a whole. She also walks around the room and checks the students’ work to make sure they are on the right path.
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">Mrs. Bonte leads the class as they do part of a math worksheet. Each student reads a problem out loud and then works the problem while the rest of the class follows along. Mrs. Bonte is there to correct them when they make a mistake but she usually helps students figure it out on their own.
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">Mrs. Bonte has students complete the second half of most assignments on their own and turn them in for a grade. She also assigns review worksheets for students to complete on their own.
 * <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: 3/1/10 **
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">Mrs. Bonte is a very interactive teacher in all of her lessons. She is always up and moving, and she gives examples that students can relate to. She also gives visual cues and asks questions to engage the students. 7. Student Involvement ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Mrs. Bonte has the students participate actively by asking them to come to the front of the room for demonstrations. She is also very supportive when a student has a personal story that relates back to whatever the content of the lesson.
 * <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: 3/15/10 **
 * <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;">
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 3/15/10 **
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">The classroom is decorated with a large amount of educational posters, and some of the students' exceptional work is also displayed. The classroom is very inviting, and the atmosphere feels very much like a home setting.
 * <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: 3/26/10 **
 * <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.) **

On several occasions, Mrs. Bonte has had to point out to students that their answers or responses are incorrect. However, she gives students the benefit of the doubt by allowing them to correct assignments they did poorly on, and she also points out that even she makes mistakes and that its okay to be wrong sometimes.
 * <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: 3/22/10 **
 * <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="font-family: 'Arial','sans-serif'; font-size: 12pt;">Mrs. Bonte often will help students figure out their own questions rather than just handing them all the answers. She is a big advocate for thinking outside the box and using higher order thinking skills in order to answer a question that a student is struggling with.
 * <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: 3/31/10 **
 * <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.) **

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=**  and  and  **= =**<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. **=

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= = <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 student was absent for a couple school days because of state youth wrestling. When he got back to the classroom on the Monday after, he was behind in his math lesson. While the rest of the students went outside for recess and then to PE class, he stayed in the classroom and worked one-on-one with me to catch up on his math so he would be ready to continue with the rest of the class when they got back into the classroom for the afternoon.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I volunteered to work with the student because I figured that my FBS had other things she could be doing, but I also thought the one-on-one interaction would be beneficial in building a relationship with the student. My FBS has always told me that relationship is key to classroom management. Throughout the lesson that I explained to the student, I tried to come up with analogies that he would understand. I used some connections that my FBS used while she was teaching the whole class. He is a very good student so it was not too difficult for him to catch up on the math lesson and homework, but it is still much easier when the child is in class the first time the lesson is taught.


 * <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 learned that flexibility is a neccessity in a classroom. Not all students can be in school everyday, so coming up with effective ways to catch students up is very important. I also learned that when students do have to miss a day of school, it can be very difficult for them to learn the next lessons unless they have that basic understanding. It is also important to have a relationship with parents so they c.an inform you of expected absences in advance and be proactive in their child's education


 * <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;"> For my project, I created a PowerPoint using the science book that was provided by my FBS as well as some research I found on the Internet. The PowerPoint was easy to create, due to my strong technology background. I chose colors and fonts that caught the eye but were easy to read and follow. I also used some animation that would interest the students and keep their attention. My FBS told me that she does not usually use her projector, so a PowerPoint would be very exciting for the students.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I thought that a PowerPoint would be a terrific visual aid for the students to follow. I kept in mind that I did not want to just read word-for-word off the slides, so I kept the text to main points and concepts, and then further explained the ideas to the students. I also made sure that I called on the students and asked them plenty of quetions regarding the information that was being presented to them. I really wanted to hit home with the students, so I made as many connections to familiar ideas as possible.


 * <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 really think that the PowerPoint was a great idea. My FBS was very intrigued and impressed by the excitement of the stduents and willingness to participate in the lesson. She even told me that she will consider using it in her future lessons. If I could go back and change one thing that I did during my lesson it would be to highlight the most important terms right away at the beginning so the students would have that knowledge to begin the lesson.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Description:** I cooperatively taught many different lessons with my FBS, but only one of them was planned for in advance. It was a science lesson that led into the science lesson I taught independently. I basically taught the lesson on my own, but my FBS chimed in with information that I missed. She was very nice about letting me lead the discussion, but she was also very helpful in reminding me to recap and point out certain points that I missed.
 * <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;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I enjoyed teaching the lesson with my FBS. It took the edge off to have her thethere to answers questions that I didn't know, but I think the students really enjoyed having me there to teach 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;"> The cooperatively taught lesson went much more smoothly than I imagined it would. I did not stray too far away from the usual style of my FBS because I do believe that her teaching style is very effective. If I could change one thing about the lesson, I would have been more confident and not afraid to speak up when a student was fiddling and not paying attention

.
 * <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;"> An often overlooked duty of a teacher is lunchroom and recess duty. When my FBS asked me to join her for both, I was somewhat hesitant but afraid to say no, so I went along. The responsibilities include making sure the students are eating and not messing around, as well as helping to clean up spills when accidents happen. For recess duty, I walked around the playground and made sure students were not fighting, but I also had the opportunity to interact with them and even join in some of their activities. There was one instance that a boy (not in my class) was hurt and I was the only one close enough to take care of it.


 * <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;"> Lunchroom duty and recess duty are two responsibilities of teachers that are unavoidable, no matter how unpleasant they might seem. I actually enjoyed being able to get up and walk around outside of the classroom. It was fun to interact with the students on a more personal level and see what sports and games they enjoyed on the playground. Most students were very excited to have me with them and barely left my side. I felt very loved and respected by the students even though they have only known me for a few weeks.


 * <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 loved having the time outside of the classroom with the students. It gave me a change to get to know them a little bit better. When the student was hurt and I was there to help me, it made me see how important these jobs are. I also believe it was great for me to experience the inevitable lunchroom and recess duty because it will no doubt be a responsibility of mine when I am in my own classroom in the future.

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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.... ** ||
 * 2/25 || 3 hrs. || Went over expectations and introductions, I helped correct papers and led an activity with my FBS. She is very interactive so I observed while helping her around the room. ||
 * 3/1 || 4 hrs. || Worked with a group of students on math activity and led a game while my FBS worked with individuals. I also observed the library time that they take once a week and met with the Elementary Principal. During the student's recess time, I interviewed my FBS on contextual factors. ||
 * 3/15 || 3 hrs. || Helped students with math assignments and corrected papers. I also discussed evaluation and grading procedures with my FBS. ||
 * 3/22 || 3 hrs. || Helped students with math assignments, corrected papers, lead discussion for science. I also helped my FBS with lunch duty and recess duty. ||
 * 3/26 || 4 hrs. || Gave spelling test and dictation test, helped with Jump Rope for Heart. ||
 * 3/29 || 3 hrs. || Helped with math lesson, co-taught a science lesson with my FBS. ||
 * 3/31 || 3 hrs. || Lead science discussion, co-taught another science lesson with my FBS and worked with an individual student on a math assignment he missed due to an absence) ||
 * 4/7

4/9

4/12

4/14 || 3 hrs.

3 hrs.

3 hrs.

2 hrs. || Worked with individual students on their Accelerated Reading quizzes. Helped students with math worksheet.

Recess duty, lunchroom duty, corrected assignments and helped students during a math lesson

Went over a science worksheet with class as a whole, attended PE class and assisted the PE teacher in activity. Taught science lesson on my own and went out with students for recess. ||

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