Ross+V.+Crumly

=**This wikispace ****logs Ross V. Crumly's experiences in the ****classroom during the spring 2010, 296 ****Paraprofessional Experience **
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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

**Ross's Spring 2010 Paraprofessional Placement** Back to Syllabus and Contents List **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
 * School: || Centerville ||
 * Field-based supervisor: || Jamie Parish ||
 * Content area or grade level: || Physical Education grades 1-12 ||
 * FBS e-mail address: || Jamie.Parish@k12.sd.us ||
 * FBS phone: || 605-661-0223 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

= 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


 * __Goal 1__**
 * Students will learn how to win more effectively.**
 * Standard:****2.** Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performance.

Students will learn how to live an effective health style. Standard:**3. Students will participate in physical activity to achieve and maintain a health enhancing level of physical fitness.
 * __Goal 2__

To have students develop teamwork in the class setting. Standard:** 4. Students will develop responsible and respectful personal and social behavior in physical activity settings.
 * __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.

= 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.



**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. Mr. Parish brings equipment into the gym as the students are entering. He then instructs them to take their seats and wait for all the preparations to be made. He then addresses the class.
 * <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: **3-8-10, 3-9-10
 * <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.) **

Mr. Parish starts class with explaining what the class will be doing for the day. He has them perform several warm up laps and stretches and explains that these exercises will help the students become prepared to perform in class. He then explains the game of the day, explaining that this game will help with coordination, respiration, and overall better physical health.
 * <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: **3-8-10, 3-9-10
 * <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.") **

After explaining the game to the class Mr. Parish will ask the class if they have any questions about the rules or about the game in general. The two teams will play to a certain score, and when a team wins Mr. Parish will change a couple players on each team in order to make the teams more equal. After splitting up the teams, Mr. Parish will let the students play on their own for a couple of games without a lot of interruption. This gives the students the chance to learn how to play with each other and to show sportsmanship. After the students play a game or two under close supervision, Mr. Parish then allows the students to play without much interaction from himself. This allows the students to learn self discipline and how to play fair with their other classmates. Mr. Parish chooses games that he knows the students will respond well to. During my time in Centerville, Mr. Parish chose to have the students play kickball. The young students really seemed to like this game, and I noticed that the more the students like the game that they are playing then they are more likely to play harder and have more fun. Mr. Parish gets his students involved in class by assigning them different tasks during class time. At the beginning of class he may have a couple of them help set things up for the days activities, he may designate them to a certain job during the game, and at the end he may ask them to help put everything away. This gets the students involved and makes them feel like they are helping out with the class. In a physical education class the atmosphere is always pretty high. The students love to play games and move around. No matter what game they are playing the students take to it very well and always play hard, and they always seem to be having fun. There are always some students that are not as good at the game that they are playing then some of the other students in their class. Mr. Parish does not make them aware of this. He treats all of his students as equals, and when a student makes a bad play Mr. Parish does not mock them, but he offers encouragement that makes the student want to work harder for the next play. If a student may not understand the game, or may not be physically capable of performing overly well, Mr. Parish will help them by explaining a rule or adjusting the game so that the student can be successful. Back to Syllabus and Contents List
 * <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: **3-8-10, 3-9-10
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(The teacher takes the time during instruction to make certain that students understand the material being presented and does what is necessary to be understood. //Example//: The teacher puts another math problem on the board to demonstrate a formula after student questions.)) **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">4. Guided Practice **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: **3-8-10, 3-9-10
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Students are given opportunities to practice the behavior specified in the objective(s) after the instruction has been presented. //Example//: Everyone measures chemicals in science, then has teacher check to see that measurements are correct before moving on.) **
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Student Motivation **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">5. Independent Practice **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: **3-8-10, 3-9-10
 * <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="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: **3-8-10, 3-9-10
 * <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;">7. Student Involvement **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: **3-8-10, 3-9-10
 * <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="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: **3-8-10, 3-9-10
 * <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.) **
 * <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: **3-8-10, 3-9-10
 * <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="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: **3-8-10, 3-9-10
 * <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.) **

= 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. =

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= Resume = <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Link your resume to the title of this section. Back to Syllabus and Contents List

= Working Journal: Four Journal Entries =

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


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Work with an individual or group of students **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **During one of the first days that I was observing Mr. Parish, I was asked by Mr. Parish to play a game with the students. I was able to play the game with the students and interact with them in a social way.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **At first I did not understand why Mr. Parish thought that I should play with the students. I then realized that he wanted me to feel comfortable with them, and at the same wanted them to have a comfort level with me as well.


 * <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 thought that I was only suppose to merely observe my FBS, to view how they taught and interacted with their students. I was caught a little off guard when asked to play a game with them. I later realized that the reason for this was so that I could better interact with the students so that I could feel more comfortable with me, and likewise me more comfortable with them.


 * <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;"> I used the internet to do research for my lesson plan by looking up history on the game that I would be teaching and the proper techniques used in 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;"> I believe that the game that I choose to research would not only be fun for the students but would also teach them a way to stay healthy outside of class.


 * <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;"> Research on the subject matter was not hard at all. After researching what I needed for the lesson I drew up a lesson plan on my computer about the history of the game, the technique's and the strategies used, and a detailed plan for how to play the game.


 * <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;"> On the last day of class that I attended I taught the class how to play kickball.


 * <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 by teaching the students how to play kickball that it would not only allow them to learn how to live a healthy lifestyle, but it would also teach them teamwork and fair play. This game will not only keep them healthy in school but it will also give them initiative to be healthy in their everyday life.


 * <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 started out the class period by having them go through a quick warm up. I then explained that we would be playing kickball that day. I gave them a quick history of kickball, explained to them several strategies, and expressed to them how playing this game would be fun and healthy for them. I then split them into two teams and we played the game for the remainder of the class period.


 * <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;"> On one of the days that I visited Centerville I had the opportunity to help Mr. Parish with the track meet that Centerville was hosting on that day. During the day I was able to get a first hand experience on what it is like to run a track meet.


 * <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;"> My thoughts on witnessing how a track meet is run is that I would one day like to be a athletic director and to see how one works in their job was very beneficial to me.


 * <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;"> During the track meet I was able to see how Mr. Parish ran everything very smoothly. It was very good experience for me and I was very happy to be a part of that. Not only did I get to witness how he handled students during the day, but I was also able to interact with many other teacher and faculty.

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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.... ** ||
 * 2-18-10 || 1 || Met with instructor, went over schedule, viewed first class. ||
 * 2-23-10 || 1 || Observed class, interacted with students. ||
 * 3-8-10 || 8 || Observed class, interacted and played kickball with students ||
 * 3-9-10 || 8 || Played kickball with younger students, walked around class and helped students with questions. ||
 * 3-10-10 || 8 || Played with students, co-taught first class. ||
 * 4-6-10 || 2 || Taught two classes, had students play kickball and played the game with the students. ||
 * 4-13-10 || 3 || Helped work the track meet with Mr. Parish, walking around and getting a feel for how the administration part of teaching is done. ||
 * 4-22-10 || 2 || Taught my final class how to play dodge ball. Finished up with hours. ||

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