Clayton+(Shane)+Griffin

=**This wikispace logs Shane Griffin'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. 

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

**Shane Griffin's Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Dakota Valley High School ||
 * Field-based supervisor: || Ms. Michaelson ||
 * Content area or grade level: || High School ||
 * FBS e-mail address: ||  ||
 * FBS phone: ||  ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

**Course List** The course list is a list of all of the courses you have taken, including the ones in which you are currently enrolled. Use a table format and categorize courses in sections. In each section, list the prefixes alphabetically, i.e. ENGL before ESCI. If you have multiple courses with the same prefix, list them in numerical order, i.e. PE 100, PE 271, PE 354, PE 468. Please refer to Rita Book's example. Be sure your name is at the top of the page. Link the course list to the title of this section. It will also go in your electronic portfolio.

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= 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** Dakota Valley High School is located in North Sioux City SD which is in the far South East corner of South Dakota only a few miles from Sioux City, Iowa. The school is small with only 63 Seniors and total enrollment (9-12) of 285 students. North Sioux City has a higher average median family income than the rest of the state at $44,926, it also boasts a lower crime rate than the state. With a violent crime rate of 0.08% North Sioux City is an attractive place to live, especially for whites that make up 95 percent of the population of 2288. According to teachers the only real friction in school is due to class envy. The district has both lower middle and upper middle income students attending. Dakota Valley High School is aggressive in providing an excellent environment for learning. Each student is assigned a personal laptop computer at the beginning of the school year. The district has also purchased several licensed software programs for student’s use. The journalism students are using professional software for the layout of their school newspaper along with the yearbook staff. All the buildings are relatively new and kept very clean and bright. The room I am working in has all the desks in a horseshoe shape to encourage dialogue. There is also a desktop computer in the back set up for student use on special projects. The school uses a block schedule and most classes have less than ten students. This means each student has the opportunity for a lot of attention from the teacher. In the class there are no noticeable grouping characteristics, probably because most of these students have been going to school together since kindergarten. All of the students are white in the class I am teaching. They are all from the local area which may be a problem for me since I grew up in the South; however I do not anticipate a big problem between cultures. My biggest concern is a possible technological gap between me and the students. I anticipate them to be much more tech savvy than I am. I will have to address that to ensure I am able to make the most of the advanced technological resources the school district has provided. There is also one student that is behaviorally challenged. The students in the class have known him since kindergarten and understand his problem. They are able to learn even with his antics. My field supervisor has commented that the most difficult part of the day is teaching in the block schedule they are in. One period is an hour and a half long. Students have a hard time keeping engaged for that long of a period if you as a teacher cannot entertain them. I will have to make sure I can keep the students focused for an extended period. I will also attempt to tie in topics the students are interested in to maintain their focus on the subject. My field supervisor uses kinetic teaching skills in order to keep the class focused and on task. There is a lot of moving around in the classroom. This also helps kinetic learners. The contextual climate of the city and school are primarily positive. The average student should come from a well educated middle class family. Many students in the community have been attending school with each other for their entire lives. Reviewing the test scores the school has achieved shows the school is on the right track and understands what needs to be done to educate students. The school has raised scores on standardized tests for three consecutive years. The school as a whole is satisfactory in every subject.

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= Professional Interview of FBS = = = = =

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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 **
 * <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: March 8, 2010 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Everyday the class is started with a ten minute journal entry on a subject on the board. After attendance is taken students are encouraged to share some of their thoughts with the rest of class.

2. Objective/Purpose ** On this day the speech students began to write a speech for Voice of Democracy, a sholarship contest sponsored by the VFW. The teacher had a two page packet prepared and handed out to each student. She outlined what was expected from the students, the time she expected them to turn it in and volunteered to help with ideas. She then allowed them time in class to begin the project.**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 10 March 10


 * <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: 26 Feb 10 **
 * The students each read a paragraph from a Greek tragedy. After each paragraph the teacher explains the actions in modern terms to ensure students grasp the details. She then asks and answers questions about the reading.**

Students were given an outline for a persuasive speech. The next class the students performed the speeches individually and were graded on deliver, content and properly following the outline.** <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;">4. Guided Practice **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 8 Mar 10
 * <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: 8 March 2010 **
 * The students are preparing for a persuasive speech. The students have been taught how to deliver speeches properly and now must give a three minute speech with a manuscript. Before the speech is said aloud for a grade the students are given time to pair up and practice on eachother for peer review.**

The last half of class the teacher began review for an upcoming test. She had a "jeopardy" game on the smart board. Both teams really enjoyed the game and the review covered the entire exam.**
 * <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: 19 March 2010

Every day before class the students are required to do a journal entry. After the entry the teacher calls on students to read what they wrote. Every day she calls on different students read insuring over time all students share equally.
 * <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: 8 Mar 10

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">8. Classroom Climate ** 9. Constructive Criticism ** While going over vocabulary words, the students were giving answers to what the new words meant. When one student gave a wrong answer she told him it was a very good try but she was looking for something else.**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 26 Feb 10 **
 * This classroom is used for Lit, Journalism, Yearbook and Speech. All themes are seen in the room. The wall is covered with newspapers, speeches, pictures etc. The desks are in a U shape to encourage participation. The room is clean and professional.**
 * <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: 8 Mar 10

While a student was giving an impromptu speech a student did forgot the conclusion he had prepared. The teacher stopped the student and asked him what his main idea was in the speech, when he answered she asked him what was his proof. After that answer she simply told him to make that a couple of sentances and that would be a fine conclusion to the speech.** Back to Syllabus and Contents List
 * <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: 9 Mar 10

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

= Resume = <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;"> Back to Syllabus and Contents List

= Working Journal: Four Journal Entries =

A Freshman speech class was writing a speech about thier generations role in the country's future. I helped some of them find materials to write on.
 * <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;">Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Without trying to force anything on them I wanted to give them good ideas on what would be acceptible topics.


 * <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;"> It is difficult to find the line between getting students to do what you want and telling them exactly what to do, especially at this level. I learned early that the Freshmen can surprise you with thier ability if you let them go with enough direction. It is just difficult to know how mch direction is enough and how much is too much. Especially when different students are at different levels.


 * <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 created a power point presentation to accompany the lesson I taught. It went very well. I handed out notes for the students to fill in while I went through the slides.


 * <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 I could reinforce the information I gave the students if I gave not only a lecture but also visual evidence through the powerpoint and let them take guided notes. In this manner I could teach to both visual and audio learners.


 * <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 the powerpoint with guided notes went very well. I will probably do it again in the future, the main thing I will change is to streamline the notes along with the powerpoint more closely. The students seem to get more caught up in getting the correct notes down than listening to the lecture. They interupt if they miss a word in the notes and it takes away from the learning time in the classroom


 * <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;"> I assited the FBS with a final review of the Greek Tragedy Media for a 12th grade english class. I led a discussion that explored the relevance of the story to today's social issues.


 * <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 guided the students into a discussion about women equality and how much or how little it had changed since Media was written. I wanted them to understand how literature can be used to reflect on personal motives that are timeless in nature.


 * <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;"> It was more difficult than I had anticipated to lead the discussion. I felt like I did more lectureing than discussing. I would like to learn better strategies on getting students to come to realizations without telling them.


 * <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;"> I was present at the parent teacher conferences with my FBS. I was a little surprised at what happened.


 * <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 think everyone interested in teaching should do this before they graduate. It is eye opening what parents talk about to thier students teachers.


 * <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;"> On several occasions a parent would speak to the teacher, weather they had ever met or not, about the students personal habits. There was much more information shared between parent and teacher than I had ever imagined. I am sure it is good for the student, but a teacher has to be ready to hear just about anything about thier students and deal with it.

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= 30 hours of field-based classroom participation = field supervisor's techniques for teaching || students on speech prep and execution. ||
 * **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.... ** ||
 * 26-Feb-10 || 1 || My first day of observation. 12th grade English. Primarily observed
 * 8-Mar-10 || 3 || 12th grade English and Freshman Speech. Observed FSO, worked with
 * 9-Mar-10 || 5 || Freshman Speech and Journalism classes. Observed speeches, worked with students on preparing stories for print. ||
 * 10-Mar-10 || 3 || 12th English and Freshman Speech. Observed FSO, worked with speeches, gave insight into speech topic. ||
 * 11-Mar-10

12- Mar-10 || 5

3 || Freshman Speech and Journalism classes. Helped students prepare for persuasive speeches. Edited stories for students prior to going to print.

12 English - Did teachers assist class. Spoke about "Media", the Greek tragedy and how it is still pertinent to today and relationships. ||
 * 16-Mar-10 || 1.5 || Freshman Speech. Students gave speeches on Voice of Democracy. Prepared manuscripts and CDs to be sent into the VFW for competition ||
 * 19-Mar-10 || 1.5 || Freshman Speech. One student had missed three classes. I took her to a workroom and caught her up, we then went back into the class and participated in a "jeopardy" game to prepare for an upcoming test. ||
 * 19-Mar-10

25-Mar-10 || 3.5

1.5 || Parent Teacher Conferences. Sat in with Ms Michaelson during parent teacher conferences. Good learning experiences on how parents treat teachers and what is expected from teachers of high school students.

This was my solo teaching day. I taught Parliamentary Procedure. It went well. All the students were courteous and attentive. I was surprised at how well it went. ||

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