Jeremy+Gloden

This wikispace logs Jeremy Gloden's experiences in the classroom during the spring 2010 PE 296 ****Paraprofessional Experience. **
 * [[image:http://photos-e.ak.fbcdn.net/photos-ak-sf2p/v161/129/14/516797802/n516797802_490298_21.jpg width="279" height="312" link="http://www.facebook.com/photo.php?pid=490299&id=516797802"]]

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

**Jeremy Gloden's** **Fall 2009 Paraprofessional Placement** Fred Assam Elementary, Sioux Falls (Brandon Valley) || 757-6285 (Valley Springs Elementary)* Back to Syllabus and Contents List
 * School: || Valley Springs Elementary (Brandon Valley)
 * Field-based supervisor: || Paula Gordon ||
 * Content area or grade level: || K-5th Grade Physical Education ||
 * FBS e-mail address: || paula.gordon@k12.sd.us ||
 * FBS phone: || 351-0760 (Cell)
 * Tuesday, Thursday, and Wednesday afternoon. ||
 * 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.  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. ** Time Effectiveness ** **Date of observation:** **3-8-10** ​ * While Mrs. Gordon is taking role, she has the kids come in and start out with their jump ropes. The students are to work on the six different jumps that they learned at the beginning of the year. After they are done with that, the kids run laps around the gym for one minute as part of their warm-up.
 * Criteria for Observation of Effective Teaching **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">1. Focus **
 * (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="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: 3-9-10 **
 * <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.") **
 * When the third, fourth and fifth grade classes came in today, Mrs. Gordon announced to all three classes that "Today we have to finish our jump rope tests, so make sure to follow my directions so that we can finish these today." A couple of the classes were behind, and Mrs. Gordon wanted to get the tests done quickly so that they could move onto something different.

(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;">3. Monitoring/Adjusting **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 4-6-10

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">
 * Mrs. Gordon had planned on going outside to play kick ball, but it was raining out. She decided to play kick ball in the gym instead. The gym floor was really slippery and dirty today. After a number of students slipped running around the bases, Mrs.Gordon decided to use red fold out mates as bases so that the students would have a larger area to run to, and this would hopefully avoid students slipping and falling.

and help any student that was struggling with a particular jump. She wanted to make sure that all of her students were ready for the jump rope test.
 * 4. Guided Practice**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 3-8-10 **
 * <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.) **
 * When the students came into the gym, they each grabbed a jump rope and started their warm-up. Mrs. Gordon would walk around


 * __Student Motivation__

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">5. Independent Practice ** they didn' t do very well on during their jump rope testing. Mrs. Gordon explained to them that this was the time to get extra practice, and that she would come over and help them if they needed it.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: 3-9-10 **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Students can perform the desired behavior on their own. //Example//: Students are working on their own without teacher assistance.) **
 * Mrs. Gordon introduced a new idea for the students jump rope warm-up. The students were told to work on the jumps that

Gordon had the teams race to see who was the fastest. The students were really excited about the race, and this helped to keep the interest of the students.
 * <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: 3-30-10 **
 * <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.) **
 * Mrs. Gordon introduced an activity about running the bases to her kindergarten, first and second grade classes. The students were put into teams, and each student took their turn running the bases. After the students were given a chace to practice, Mrs.


 * <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: 3-23-10 **
 * <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.) **
 * Mrs. Gordon introduced relays to her kindergarten, first, and third grade classes today. Mrs. Gordon formed the students into teams that would compete in a climbing wall relay. This activity helped to keep all the students involved becaue every one had to work as a team in order to win the race.


 * <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: Daily **
 * <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.) **
 * The gym at Valley Springs is very inviting, and is covered with different sports posters from colleges around the United States. There is also a climbing wall on the north side of the gym for the younger grades to use during class when instructed. Students come into the gym excited for class because they finally have the chance to get up and move around. Mrs. Gordon really cares about her students, and she makes sure that every student learns something new every day.


 * <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 **
 * <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.) **
 * If a student is off and not doing the task right, Mrs. Gordon asks the student what they are suppose to be doing. Instead of telling the student what they need to be doing, she has the student repeat the directions back to her. If the student can't repeat the directions, then he or she is to ask another student for help so that the entire class now understands what needs to be done.

students call out which base she was at. During the activity, if a student ran to the wrong base, she would ask them to stop and tell every one what base they were actually on and which base was the right one.
 * <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: 3-30-10 **
 * <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.) **
 * When teaching the students about running the bases, Mrs. Gordon would actually walk to each base and have the

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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. =

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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.

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= 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.

if any of the students need help. After observing the class for the first couple of days, I picked up on the different jumps that they were doing. I eventually started walking around the classroom, helping students when they needed it. There was one particular student in Mrs. Gordon's fifth grade class who was having trouble with his backwards crosses. I decided to break the jump down for the student so that he could understand all of the steps. I first had the student practice crossing his arms in front of him with no jumping. I explained to him that he needed to cross at his elbows (making an X shape) on the downward swing of the rope. I did this so that he could get the motion of crossing his arms down. After the student seemed to have the arm crossing down, I decided to have him practice his crosses while jumping. He struggled putting the two steps together at first, but after about ten jumps, you could finally see the progres that he had made. **<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;">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: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> While Mrs. Gordon is taking role, she has her students come in and start out with their jump ropes. The students are to work on the six different jumps that they learned at the beginning of the year. After she is done taking role, she walks around to see

Analysis: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I saw right away that the student had given up on trying to learn the jump. I went over and explained to him that the backwards cross was one of the hardest jumps to learn, but he could master it if he kept after it. The main struggle that this student had was crossing his arms. Mrs. Gordon explained to me that many younger kids are not use to crossing over to different sides of their bodies. Their brains tell them that the right is the right, and the left is the left. The struggle is trying to break this notion of the brain. I broke down the jump for him so that he could see the different steps, and not try to do everything at once. I wanted him to just get use to crossing his arms and making this motion a habit.

of the backwards crosses in a row. This was a big improvement, and I think the student now realizes that practice does pay off in the end. I really believe that jump roping is an important skill to learn because it can help students with their coordination, quickness, footwork, agility and endurance. Jumping rope is also a great idea for a quick, easy and effetive workout.
 * <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;"> <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I really felt like the student made a great deaI of progress during the short time that I had to work with him. I made sure to check up on him every time that I observed his class. On the last day I was at the school to observe, the student could do about four

grades 3-5 college research and writing project. Mrs. Gordon created this rearch project after realizing that the expectation of college is not necessarily present in every home. Her main goal was to create an awareness of college to all her elementary students, and at least plant the idea of college in their minds. Mrs. Gordon had me take a group of three students who didn't have a college yet up to the computer lab to do some research. This worked out great because it allowed Mrs. Gordon to stay in the gym with the studenrs and watch over them while they wrote their letters. While in the computer lab, I helped the students find the right contact information for their college. The theme for this years letter was college athletics and divisions. Each student was given a school that was at the top of the rankings in their respective sport.
 * <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: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> While trying to decide what I should do for my project, Mrs. Gordon came up with the idea of having me help with the

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">This project is a great way to get kids thinking about college, and to learn more about college athletics. This project can also be a good way for the students to work on writing letters. Mrs. Gordon instructed the students to write neatly so that the person who received the letter could read it. She also explained that colleges wouldn't respond back to a letter that wasn't well written. These instructions helped get the students focused on the way they wrote their letters because every student wanted to recieve something back in the mail.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **

gym for the students to look at any time they are in the gym. If I decide to teach in elementary, this is a project that I may look into starting in my school. There are a number of students that aren't introduced to the idea of college until later on in their schooling careers. I believe that getting kids to think about their futures early in life will benefit them later on because they will know what college is, and the opportunities that they will have in college.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: ** <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I think that this is a great program that Mrs. Gordon has going. In the past couple of years, students from Valley Springs Elementary wrote a letter to the athletic director of different Colleges and Universities asking for a pennant to hang in the gymn. Mrs. Gordon sends a cover letter explaining the project with each student letter. Throughout this project, students have received not only pennants, but posters, a jersey, team pictures, view books and letters. All of the items recieved by the students are hung around the

To learn more about Mrs. Gordon's project, you can visit her blog at []
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">

The lesson you cooperatively teach with the Field Based Supervisor ** and receiving different size balls. Mrs. Gordon was using this activity to get her younger students ready for kick ball. During the first kindrgarten class, Mrs. Gordon took the lead while I observed the students and helped out whenever I could. During the second kindergarten class, I took the lead and Mrs. Gordon stood by and gave advice when needed. I went over the techniques of rolling a ball and gave the students the directions for the activity. After instructions, I split the students into groups of four to practice rolling a ball to each other. Each group had a different size ball, and after the students seemed to get the hang of the activity, I had them switch balls.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Description: **<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Mrs. Gordon and I decided that I would help co-teach with her two kindergarten classes. The activity for the day was rolling

but Mrs. Gordon was quick to remind them of what they were suppose to be doing.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: **<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> The cooperative lesson seemed to go over pretty well. For a kindergarten class, I was kind of surprised at how well the students listened and sat quietly while I gave them instructions for the activity. Once they broke out into their groups, the students picked up on the main idea of the activity and things went very well. There were a couple of times when different students got off task,

first lesson. I think the lesson could have went a lot better if I had more time to prepare, but I think I did very well with what I had to work with. It felt akward being in front of all the students at first, but that feeling went away after I finally got into the lesson. The students really seemed to enjoy the activity, and they were all engaged in their groups.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reflection: **<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> I think that the lesson was a success. I tried to pick up as much as I could from listening and watching Mrs. Gordon in the

just started fitness testing, so she told me I could pick an activity for the students who were not participting in the fitness testing during the class period that day. The activity that I picked was called “Red light, Green Light.” There was one student, called the “stop light”, at the end of the climbing wall facing away from the climbers. The other students in the class were instructed to line up at the other end of the climbing wall, and wait their turn to get up on the wall. Students were then told to begin climbing one by one, leaving an arm’s length of space between each other. The goal of the activity was to be the first person to touch the stop light. At any point, the stop light could call out “red light” and turn around. If any students were caught moving after red light being called, they are out of the game. The game resumes when the stop light calls out “green light.” I decided to use this activity because it seemed like an easy activity for the students to pick up on in between their fitness tests.
 * <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: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In teaching my lesson, I decided to teach the kindergarten, first and second grade classes on the climbing wall. Mrs. Gordon

had to listen for directions on when to stop, and to also make sure they were listening to the rules of the game. I believe that the climbing wall can be a good tool in helping kids work on their balance and coordination. During the activity I had to watch all the climbers carefully to make sure they were following the rules of both the game and the climbing wall. I also had to monitor the speed of the activity in order to make sure that every student was getting involved.
 * Analysis:** The activity was intended for the students to learn to listen to directions while they were up on the climbing wall. The students

up the activity. I had to speed up the activity because there were too many students just standing around waiting their turn. I decided to become the stop light in the activity so that I could determine when to say stop. This way every students would get a chance to climb on the wall. I think that if I were to teach an activity on the climbing wall again, I would pick a different activity. I felt like the activity was kind of a flop because it didn’t get all the students involved as much as I would have liked. Mrs. Gordon told me afterwards that even she has lessons that don’t work out sometimes, and she told me not to let it bother me. I think this was a good expeience because I now know what I need to consider when I'm looking for activities when writing my lesson plans. I need to find activities that have little down time so that every student is involved for the entire time that they're in the classroom.
 * Reflection:** <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I tried to follow my lesson plan as closely as I could during the first class, but I had to make some changes in order to speed

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= 30 hours of field-based classroom participation = ball tag. Also got a tour of the school. || for my contextual factors paper || Mrs. Gordon whenever she needed it. || whenever she needed it. || whenever she needed it. || whenever she needed it. help the students get ready for kick ball. || student's scores for the sit and reach. || wall in the school's gym. experience. ||
 * **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.... ** ||
 * 2/17/10 || 45 minutes || * My first meeting with my FBS. Observed a 1st grade P.E. class. Class played a game of
 * 2/24/10 || 45 minutes || * Interview with my FBS. Also asked additional questions in order to obtain more information
 * 3/8/10 || 7 hours || * Observed grades K-5 at Fred Assam Elementary in Sioux Falls. I interacted with the students and helped
 * 3/9/10 || 7 hours || * Observed grades K-5 at Valley Springs Elementary. I interacted with the students and helped Mrs. Gordon
 * 3/23/10 || 4.5 hours || * Observed grades K-5 at Valley Springs Elementary. I interacted with the students and helped Mrs. Gordon
 * 3/25/10 || 4 hours || * Observed grades K-5 at Valley Springs Elementary. I interacted with the students and helped Mrs. Gordon
 * Co-taught my first class. Helped teach Kindergarten class how to properly roll a ball. This activity was to
 * 3/30/10 || 4.5 hours || * Observed grades K-5 at Valley Springs Elementary. I interacted with the students and helped Mrs. Gordon with fitness testing in grades 3-5.
 * Helped two students from the fifth grade with their college internet search. They had to look up mailing information for their college so that they could send a letter to that particular college. ||
 * 4/6/10 || 4 hours || * Played kick ball with grades K-2. I helped Mrs. Gordon with fitness testing in grades 3-5. I wrote down the
 * 4/8/10 || 4.5 hours || * Taught my first lesson today to grades K-2. I picked out a new activity for them to use on the climbing
 * After classes were done, I went over the information that my FBS had to fill out, and wrapped up my para
 * Total || 37 hours ||  ||

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