Adam+Broders

= = = = =This wikispace logs Adam's experiences in the classroom during the spring 2010 PE 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

**Adam's Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Paker ||
 * Field-based supervisor: || Bill Leberman ||
 * Content area or grade level: || K-9 ||
 * FBS e-mail address: ||  ||
 * FBS phone: || 297-3456 ||
 * 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. Upload your course list and put a link to it in 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**

** TASK ** Write a description of your paraprofessional placement. In your description, include the following: The rubric is on the Contents and Materials page. Upload your paper and put a link to it in 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.

Upload your paper and put a link to it in 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. As the students enter the gym at different times Mr. Leberman has the students run a set number of laps around the gym. This allows all the students to be present for the warm up. The students go through a static stretch at the beginning of the class. **
 * Criteria for Observation of Effective Teaching **
 * Time Effectiveness **
 * 1. Focus **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Date of observation: ** **3/1


 * <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: 3/1**
 * For this lesson Mr. Leberman exampled to the students that good healthy habits as such running on the playground and eating right would help them become healthier individuals. The students would take their pulse before the activity and then again after to make sure they were achieving a good heart rate.**


 * <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: ** **3/2**
 * Giving the students directions for the activity that they were going to perform and following it up with showing them what that activity would look like.**


 * <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: 3/2**
 * While the students begin the activity you assigned them to do ask them to do a set number. Make sure to give each students time to practice and help them understand to proper way to perform the activity.**

At about the 2nd grade level the students know the proper technique to the activities that Mr. Leberman has them preform in their warm up. After telling them what skill to perform the students work without the help of Mr. Leberman.**
 * <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

Mr. Leberman allows the students to select activities that go along with the lesson plan on Wednesday's. This allows the students to develop skills and have fun and enjoy class at the same time.**
 * <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

Each and every students has a chance to perform the activity or skill for that day. But not everyone can go perform the skill at the same time to allow others to watch and help fellow classmates develop the skill. Arranging a set time that each group in doing the skill is important.**
 * <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: ** **3/9

Make sure the gym is ready for use and your activity is set up when the students arrive to let them know that you have something planned for them.**
 * <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: ** **3/9

Let the students know they are doing a good job but at the same time assist them in making the process of learning the skill easier for them.**
 * <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: ** **3/9

Show the students the proper way to perform the skill and then ask them to perform the skill right after or at the same time you are to provide them feedback to help them learn the skill.**
 * <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: ** **3/9

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=** Lesson Plan and Analysis **= =** Upload your lesson plan and analysis and put links to them in this section. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (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 **= Upload your resume and put a link to it in 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;"> I was able to work individually with a kindergartener named Danny. When working with Danny he was very excited to be in the gym for PE. Danny had developed quicker than other students in his class. With being more developed he became frustrated while his classmates were performing the activity. I challenged him to help his classmates with encouragement.


 * <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 in helping Danny encourage others while performing will allow him to develop patients. He is always excited to come to class but needs to be supportive to his classmates to make the class fun and exciting for them 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;"> Reflecting back on the individual work I did with Danny I thought back on my early childhood. When thinking back I was not supportive to my classmates during activities I thought were easy to perform. I was confronted about the actions I was showing toward my classmates and understood I had to change. Danny maybe to young to understand why he should be supportive toward his classmates but will be thankful as he grows older.


 * <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: ** I developed a bulletin board that was located directly outside the gym where the students could see and read it as they were coming to class and also leaving. My bulletin board asked one question with the question being Why is Physical Education so Important? This question was located at the top of the board in very visible colors. I then listed ten reasons why Physical Education was important around the board which were also very visible to see.


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analysis: ** One of my reasoning into becoming a Physical Education teacher is my belief that Physical Education is important. I wanted to make this bulletin board to help students understand why Physical Education is offered to them and why they need to take advantage of the course.


 * <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;"> When I presented the bulletin board to the classes and explained a little about each reason why Physical Education was important I then asked the students if they could think of other reasons. One change I would make to the board would be to also list the reasons the students answered. Another change that I would make to the board would be rewording some of the reasons to the question to help students better understand the concept of the reason.


 * <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 was able to cooperatively teach a lesson with Mr. Leberman on dribbling and passing a soccer ball. Four sets of cones were set up in a line across the gym with five feet in between. The 3rd grade students split into four groups of four with two students on each side of the cones. One student from each group dribbled the ball through the cones and then passing the ball to the next student. Each student had the chance to dribble the ball through the cones twice.


 * <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;"> With four groups of four students, Mr. Leberman and I thought that everyone had a good opportunity to be a part of the activity at once. The distance in between the cones was set five feet apart to allow the students to be successful in the activity.

<span style="font-family: Arial,Helvetica,sans-serif;">
 * <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;"> With the number of students in the class not every student was busy throughout the activity. We should have split the students into smaller groups to make sure every student was busy at all times. The distance between the cones could have been closer to allow for a more difficult challenge for the students.


 * <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 3/2 I showed up to the gym for class with Mr. Leberman. When we went into the gym we discovered that the heat in the gym was not working. Mr. Leberman had to overcome this problem quickly before his next class. Mr. Leberman and I checked the old gym to see if it was being used. He then had me walk to the home room of the 4th graders to tell them that we would be in the old gym.


 * <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;"> To make the learning environment more comfortable for the students Mr. Leberman decided to move his class to the old gym. Sometimes everything is to going to go as planned and to be able to overcome set backs is a great part of being a teacher. The old gym is smaller then the new gym so the lesson plan had to be changed.


 * <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 hockey lesson that played now this day because of the heat not being on was a great activity for the old gym. The activity could be controlled better in the old gym. The students were more comfortable in the old gym by not having to stop the activity for students to put on more clothes to stay warm and then for them to take off because they were getting to hot.

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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.... ** ||
 * 2/17 || 4 || Interview/Observation of the classroom ||
 * 3/1 || 4 || Observation in the classroom ||
 * 3/2 || 4 || Observation ||
 * 3/3 || 4 || Observation ||
 * 3/8 || 8 || Teach a Lesson to the 3rd and 6th graders/Observation ||
 * 3/9 || 8 || Observation ||

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