Charlene+Irwin

==

=This wikispace logs Charlene Irwin'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.  2010SyllabusPara.pdf ParaChecklist.doc

Placement Course List Goals Contextual Factors FBS Interview Observation of Effective Teaching Lesson Plan, Analysis of Lesson Plan, FBS Feedback form for independent lesson Resume Working Journal Recorded Activities Time Sheet

=Charlene Irwin's= Fall 2009 Paraprofessional Placement Back to Syllabus and Contents List
 * School: || Yankton High School ||
 * Field-based supervisor: || Teri Mandel ||
 * Content area or grade level: || English ||
 * FBS e-mail address: || tmandel@ysd.k12.sd.us ||
 * FBS phone: || (605) 665-2073 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

**Course 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__

Back to Syllabus and Contents List

**Contextual Factors** Charlene Irwin SEED 296 Professor Mary Collins 19 April 2010 Contextual Factors: Yankton, South Dakota High School Yankton is a city of approximately 20,000 people located in the southeastern tip of South Dakota. Built alongside the Missouri River, the town boasts of recreational sites, hunting and fishing, manufacturing and other business opportunities. The city was the capitol of the Dakota Territory in 1860 and was incorporated January 8, 1867. The city currently occupies an area of approximately seven point seven six square miles. Eighty-six percent of its citizens over twenty-five have a high school education. Twenty-four percent have a bachelor’s degree, and seven point six percent have a graduate or other professional degree. The city’s unemployment rate is under three percent. With its crime rate just over half of the national average it is considered an ideal place to live and work. The median age for a person living in Yankton is thirty-seven and the median income per household is 38,648. Yankton is surprisingly lacking in racial diversity. Almost ninety-three percent of the population is white. Hispanics are at two point five percent while American Indians make up only two point one percent of its citizens. Three point five percent of the populace are black, mixed or other. Yankton is home to the state’s first high school created by the Yankton Board of Education, established on February 2, 1875. The school district currently serves an area of two hundred and sixteen square miles and has 2774 students currently enrolled. That number can be broken down as follows: 1191 children are in four elementary schools (Beadle, Stewart, Lincoln, and Webster), 634 students are in middle school (6 through 8 grade) and 949 students are in high school, down from over one thousand at the start of the school year. In addition, there are thirty-six Pre-K and forty-five Preschool students. I was placed in the high school with Teri Mandel who teaches Journalism, one class of Sophomore Composition, and three classes of Junior Literature. There are some repeat students in both the Composition and Literature classes. Teri has been teaching for three years and earned her teaching certificate from The University of South Dakota. Before teaching, she enjoyed a career in journalism. The school newspaper, Woksape, is under her supervision as well. This is a separately paid position in addition to her teaching. Teri’s classroom is very casual and she is well-liked and respected by her students. She has a smart board but rarely uses it because she was on maternity leave when training was available and she does not feel comfortable even though she did receive training later. Her room has a bulletin board upon which student work is displayed. My first few times visiting there were real estate ads for the “House of Usher” complete with pictures on the board. Several were very amusing. Another bulletin board, smaller and at the front of the classroom holds the weeks lesson plans and lunch schedule. Desks are arranged in rows and for the most part they stay that way. However, during the first Journalism class I observed, desks were moved out so that students could sit in teams in a rough circle to play “Adverteasing” a trivia game of advertising. Teri said that the students were coming off one unit and going into another and this was a break for them to keep them engaged. As mentioned earlier, there is an interesting lack of diversity among the students in the school and in this classroom as well. I identified one black student in all of her classes and maybe three of American Indian or Hispanic origin. This lack of diversity was surprising to me when compared to Vermillion Public Schools. Most of Ms. Mandel’s students were unimpaired in anyway that was noticeable. None had physical handicaps. One had been in the resource room until this year because of social difficulties more than for learning problems. He did not respond easily to my small talk but he did fairly well in his schoolwork. When I taught, I was cautioned not to call of one girl to read, presumably because she had difficulty in that area. Another girl showed a lack of maturity in her writing. Ms. Mandel and I found out at the same time that she had lost her mother three years earlier and that may have accounted for her stunted writing ability. However, she was very willing to do whatever she was asked and always made changes to her writing as suggested by the teacher. Ms. Mandel mentioned to me that the girl was frequently out of school and this could be a problem. One other girl wore an ankle monitor but appeared to be at ease with the situation and was not a problem in the classroom. Among the regular kids, there were the inevitable class clowns. They were loud and frequently inappropriate. This was most noticeable in the Composition class. One young man who couldn’t stop talking was actually also doing his work. I did not get to read any of his research paper, but he was writing and the paper was within the guidelines established by the teacher. Another was quite the opposite. If he worked as hard on his paper as he did avoiding it, he would have had an epic on his hands. While some kids were typing their ninth page of the six page assignment, he had only managed forty-eight note cards (from the confines of the principle’s office) and four lines of an outline. I never figured out if he was unable to do the assignment or if he was just avoiding it. Ms. Mandel also dealt with the problem of students not doing their daily assignments. In response to this, and in order to finish “Huck Finn” before preparation for the Dakota STEP, we took a day to read to the students. It seemed a little weird to be reading to sixteen and seventeen year olds but that was the only way to get everyone back on the same page in the teacher’s opinion. Later, when I taught, I had the students take turns at reading an article out loud before we went on to discuss the article in relation to transcendentalism. Yankton High School lacks many of the issues that can lead to problems in other schools such as diversity and socio-economic status. One teacher I interviewed complained that parents were not good enough but compared to other school systems I observed, most of the students in the school appeared to be cared for and have homes to go to. All in all, the school is pretty typically middle class. There are some students who are very impressive and others who are not. The teachers I spoke with were using different methods to get their lesson across and seemed to be doing ok. ** 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.

Back to Syllabus and Contents List

= Professional Interview of FBS = 1. How do you choose which literature you teach? Does the state give you a list that you have to teach? = Usually they are pretty receptive to feedback. I go over some student’s papers with them and they will usually be able to correct most of the issues themselves. =
 * We have selections that we can choose from. There is a storage area that has all of the freshman literature, the sophomore literature, and so on. We plan out what we want to teach throughout the year from that selection. We are just finishing “Huck Finn”, next we will look at transcendentalism with Emerson and Thoreau, and then we will do __Of Mice and Men__ by John Steinbeck. I taught __The Pearl__ once but I didn't like the book because the baby dies and I just can't do it again. **
 * 1) What format do you use when you teach research papers and other written items?
 * I use MLA format. It is standard for English courses. **
 * 1) When you first started teaching, how were you able to come up with all the lesson plans?
 * I was really lucky. The teacher I took over for left me a lot of stuff and my co-workers continue to pass on materials. Having a network really helps. If I have a problem and need a way to teach something, usually one of the other teachers will have something in a file that works well. Now I have a good file to. **
 * 1) How do you deal with the time taken out for the Dakota STEP testing?
 * It is really disruptive but it is important to the school that we do well. We try to do half days of real classes so that everyone continues to move ahead with the lesson plan. We do a lot of training exercises but these are good because they also teach. It is really hard but it has to be done so we make the best of it. **
 * 1) How do you grade these papers that look like much younger children wrote them?
 * 1) Why did you decide to become a teacher after you were a successful journalist**?**
 * I felt like I wanted to settle down so I went back to school to get my MA in counseling. While I was doing that, I did substitute teaching. I liked it so much that I got my teaching certificate instead and I am really happy with my decision. **

Back to Syllabus and Contents List

**Observation of Effective Teaching**


 * Time Effectiveness **
 * 1. Focus **
 * Date of observation: 3/16/10 **
 * Substitute Teaching (aid) for Early Childhood Development Class. The students sang a good morning song to start the day, repeated what day it was, went over the numbers 1 through 5 and talked about what was going on that day. When the day was done, the children sang a good-bye song before they gathered their things. I did not observe this type of a focus activity in any of FBS’s class. She merely went to the front of the room and introduced the day’s activity. She did engage in small talk with students but it did not appear to have anything to do with the lesson. **


 * 2. Objective/Purpose **
 * Date of observation: 4/6/10 **
 * The teacher assigned an article. She asked that they find three sources; one “man on the street”, one authority, and one of their choice. She told the students that as future journalists they would need to know how to 1) find sources 2) question sources 3) transfer the sources words to paper. **


 * 3. Monitoring/Adjusting **
 * Date of observation: 3/18/10 **
 * Observing the Business/Vocational English Class. Mrs. Korton was the teacher. A resource room teacher was in the room to assist students. She read the questions to one student and then read the possible answers. The girl chose the most appropriate answer. The girl was then required to use the five vocabulary words in sentences that she constructed herself. **


 * 4. Guided Practice **
 * Date of observation: 4/15/10 **
 * Students read a __Time__ magazine article aloud by turns and then discussed the implications of the article on the transcendentalist view. Teacher asked questions on the key elements of the article to motivate thought while the reading was taking place **


 * Student Motivation **
 * 5. Independent Practice **
 * Date of observation: 3/18/10 **
 * Students in Journalism class worked on magazine ads. They designed the consumer good and then made an ad in order to sell the good. Students worked with art mediums and computers to generate their ads. **


 * 6. Student Interest/Motivation **
 * Date of observation: 3/16/10 **
 * Played the game of “Adverteasing” as a break from one content area to the next. Students were put into teams and asked trivia questions about past and current ads, spokesmen, a products. Students were motivated and learned about how advertisers capture attention before starting on their ads. **


 * 7. Student Involvement **
 * Date of observation: 3/16/10 **
 * Sophomore Comp class began working on their research paper. Students were encouraged to go do an internet search to find appropriate materials to base their research papers on. Students were allowed to go to the school library to check out their finds and were also encouraged to use the public library and state system to find the information. **


 * 8. Classroom Climate **
 * Date of observation: 3/16/10 **
 * There were three bulletin boards in the room. One contained weekly lesson plans for all classes held in the room, one had a project on “The Fall of the House of Usher” (real estate brochures made by the students) and the final board contained newspaper artwork done by a student as well as “happy thoughts,” i.e. thank you cards, little notes. The room contained works of art on all walls and one abstract statue. There were computers on the outside walls of the room. For a room in which literature was taught, there weren’t very many books. There were a couple dictionaries in the back but they had no prominence. (I later found that all extra books were kept in a storeroom near the classroom.) Desks were in the standard line formation and were kept that way almost all of the time. The room was conducive to study but not any different than hundreds of other classrooms in the country. **


 * 9. Constructive Criticism **
 * Date of observation: 3/18/10 **
 * In a discussion of “Huck Finn” the instructor asked for an opinion on the people in the story (the duke and dauphin, the feuding Grangerfords and Shepherdsons, and the drunk and Sherburn). The instructor gently led the students to an understanding that the duke and dauphin were con-men and that Huck and Jim went along with them for their own reasons, that the Grangerfords and the Shepherdsons were representative of the North and the South, and that Sherburn, for all his talk was not an honorable man. She did not ridicule answers, instead she led the students to the correct answers. **


 * 10. Prompts **
 * Date of observation: 3/16/10 **
 * Instructor asked open-ended questions such as, “What do the duke and dauphin bring to the raft?” “What were Huck and Jim trying to escape?” “What does Huck want to do?” “Where does he want to go?” “Katie, what do you think….?” **

= Lesson Plan and Analysis =

=Evaluation: Students will be graded on their letter to the editor. Letters will be graded in accord with the following rubric. =  //**Letter To The Editor**//
 * Title** – Understanding Transcendentalism and applying it to today’s world.
 * By** - Charlene Irwin
 * Subject** – American Literature
 * Grade Level** – 11
 * Overview:** Students will research the transcendentalist movement and apply it to their own lives. They will access works from the transcendentalist period and from today and see if they can find similarities. They will apply transcendental ideas to problems faced today to see if it has any relevance. Students will read “The Biology of Joy” from the textbook (Article from Time magazine, 2005).
 * Materials:** Literature Textbook, pps. 189-192, WebQuest assignment from previous day.
 * Methodology:** Students will discuss the WebQuest entitled “Transcendentalism” (attached). They will have answered five questions about transcendentalism and one more about how this concept affects them. They were assigned to read “Self-Reliance” by Ralph Waldo Emerson. They will read the article “The Biology of Joy” in class and l answer questions 4 and 5 on page 192 of the textbook. These questions ask them to assume that they are Emerson and write a letter to the editor (of Time) agreeing or disagreeing with the findings in “The Biology of Joy.” Students should try to imitate the tone and language of Emerson and use “Self Reliance as a guide. Students will support their conclusions with evidence.
 * Total Points**_
 * GRADE** _

letter format are correctly placed and punctuated || most features of letter format are correctly placed and punctuated || a few features of letter format are correctly placed and punctuated || the letter has a salutation, body, and close ||
 * Points || 4 || 3 || 2 || 1 ||
 * FORMAT || all features of
 * CONTENT || excellent use of Emerson's “voice” to address the claims of the article || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">good use of Emerson's “voice” to address the claims of the article || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">fair use of Emerson's “voice to address the claims of the article || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">poor use of Emerson's “voice to address the claims of the article ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: left;">CONCEPT COMPREHENSION || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">excellent understanding of transcendentalism || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">good understanding of transcendentalism || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">fair understanding of transcendentalism || <span style="display: block; font-family: Times New Roman,serif; text-align: left;">poor understanding of transcendentalism ||


 * Standards Met**

11.R.1.1 Students can apply cause and effect clues to extend vocabulary.

11.R.2.2 Students can read fluently to comprehend grade-level text.

11.R.3.1 Students can analyze and explain literary devices within text.

11.R.4.1 Students can analyze a text within cultural, geographical, and historical context.

11.R.5.1 Students can analyze factors that influence the credibility of informational sources.

11.W.1.2 Students can write a document analyzing how a work of literature mirrors the themes and issues of its historical period.

= 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 = Charlene Irwin = 805 W. Clark Street. Vermillion, SD 57069. 605-659-4858. __charlene.k.irwin@usd.edu__

EDUCATION
Bachelor of Arts, English (May 2009). The University of South Dakota Master of Special Education (Expected December 2011)


 * WORK EXPERIENCE ** :

Vermillion Public Schools; St. Agnes Elementary School 2009 Substitute for teachers in elementary Schools as needed. Continue curriculum as directed by regular teacher.
 * Substitute Teacher **

Department of Languages, Linguistics, and Philosophy. USD 2002 – 2006 Provided staff support for diverse group of educators. Facilitated with problems and marshaled contact between students and appropriate personnel. Assisted with budget, oversaw purchasing of office supplies, textbooks and large equipment. Supervised work-study and contracted personnel. Managed office.
 * Department Secretary **

Assistant Manager
Northwood Assisted Living Center. Vermillion, SD 2000 – 2001 After hire as Cook/Med Aide promoted to Assistant Manager. Oversaw crisis situations in a calm manner including suicide attempt, broken hip, missing resident, and a snowstorm. Planned and prepared menus, assisted clients with personal care.

Primary Community Supports Instructor
SESDAC. Vermillion, SD 1998 – 1999 Hired as Community Supports Instructor and promoted in nine mos. Managed bulk mailing business including supervising workers, keeping mailing deadlines, utilized US Postal Service. Planned and coordinated Care Plans, Provide personal care and dispensed meds.

=== Licensed Daycare Provider State of Nebraska 1994 – 1998 Cared for children in a home setting from three mos. to eight years. Created and maintained billing records. Offered nutritious meals. Provided preschool training. ===

Friendship Program Inc. Omaha, NE 1987 – 1994 Procured/managed Department of Education Food Program for facility garnering over fifty thousand the first year, over one hundred thousand subsequent years. Billed state/local entities and managed sliding scale private payers. Extensive contact with State/local personnel in regards to contract compliance reviews, quality control. Reconciled budgets, Provided customer service to families and participants from 19 to 105, including elderly, mentally ill, learning disabled, chronically ill.
 * Office Manager **

Proficient with Word, Excel, Power Point, Ability to multi-task
 * Specialized Skills **

= 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.

I assisted with Dakota Step training exercises. The students were reading different scenarios and had to choose the correct designation for them. Among them were fallacies, red herrings, non-expert testimony, and such others. As I worked with the students I enjoyed listening to their thought processes as they worked through each reading. At one point, Ms. Mandel gave an incorrect response. Later, while working with a group I realized her answer was incorrect. She checked and realized that her answer sheet had been marked wrong. I believe I handled the situation correctly and that her feeling were intact and the students were able to understand the problem better because of my reasoning it out. I really enjoyed walking through the classroom that day and enjoyed my interaction with the students. I did not give away answers that day except for the one mentioned and even with that one I led the students through my reasoning process so I think I actually taught them. I have really been working on not giving students the time and space to figure things out and although I feel I have a long way to go with that issue, I am closer than I was before observing Ms. Mandel.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Work with an individual or group of students **

Project for the Junior Lit Class, March, 2010. Create a Web Quest in order to guide the students in researching the Transcendentalist movement. I prepared the web quest and it was given to all three Junior Literature classes at the end of March. Students were taken to the computer lab in order to do the assignment. The assignment was well received and appeared to be easily understandable since there were very few questions regarding content. Most students were able to answer the questions within the allotted time but some had to work on them later. Students worked quietly and appeared to be engaged in the research. I observed very little of the disruption common to the class while they work. Results were handed in but I never heard if they were graded or how the students did on achieving the objectives of the assignment. I think that after having seen the process through from start to finish, I could make a much better web quest. It may have been too simplistic in nature to afford the students a real benefit although I think that they did come away with more knowledge than they started with. I also included several website for them to look for answers but I myself only read parts of the websites so they may have been redundant or not useful to the students. The biggest problem I noted with the project was that the students did not understand that the reflection questions after they had performed the quest were the most important questions to answer since these linked transcendentalism to their lives and belief systems. I would say that my efforts were fair but there is definite room for improvement when I do another web quest.
 * <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 **

Are you a Transcendentalist?

As you explore literature, it is important to think about what is valid and not valid in your own world. Use the following websites to explore transcendentalism and find out if you think it’s a good idea. Think about why these authors chose this path and if they were authentic in their beliefs. [] [] [] [] []


 * 1) What is the history of American Transcendentalism? How did it start? Which literary period did it grow from? What societal factors led to the movement? Who started the trend?


 * 1) Transcendentalism was centered on a small area of the United States. Where was that area, and why was it concentrated there?


 * 1) What was American Transcendentalism?


 * 1) Name five leading authors of the American Transcendental movement and some of their works.


 * 1) Some American authors found transcendentalism silly. Who were they? What didn’t they like about it?


 * 1) In today’s economy, do you think that the transcendentalists could survive with their beliefs intact? What would they say about the current financial crisis?

Are you a transcendentalist? Is Transcendentalism just a moldy old idea or are there still some valid points that can be used today?

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**The lesson you cooperatively teach with the Field Based Supervisor** I taught the Sophonore composition class cooperatively with Ms. Teri Mandel on April 15, 2010. The students were working on their research papers using MLA format. I was able to answer questions about MLA format and assist with technical questions. I walked around the room asking the students about their respective papers and many of the subjects researched were surprisingly complex. They ran the gamut from the history of baseball to a study of various blood diseases, their diagnosis and treatment. There were two disruptive students in the classroom. One was loud and talked a lot but he also appeared to be working hard. His paper was around six pages long at this point and he had only gotten partway through the body. The other student was less loud but more a problem. He wanted to talk to me. He “didn't know how to do an outline.” He had had to be sent to the principles office earlier in the week in order to work on his required 50 cards reference cards. To this point he had only completed forty-eight but the instructor let it go. He had not even gotten to the point of putting the first word down on his paper. The boy seemed bright but would not stay on task, would not take the lesson seriously, and would not stop trying to talk with me. He was an exercise in frustration. Before the end of class he left his computer and moved to the front of the room in an effort to talk with Ms. Mandel and me. Since there were only five or so minutes left, she allowed this. Other students joined him and we all talked for a few minutes. The rest of the class was for the most part well-ordered. The majority of students were working hard and their questions to me were genuine. There were a lot of bathroom breaks, a lot of, “I forgot my cards. Can I go to my locker?” but things settled down fairly well within fifteen minutes of starting the period. I cannot say that this was the most positive teaching experience I have ever had, but I really enjoyed interacting with the kids and found many of them to be intelligent and hard-working individuals. I am concerned about my ability to get disruptive students on task especially since the regular teacher didn't have much luck in that area either. I intend to really concentrate on this aspect of my training in the future.

Whenever there is a passing period at Yankton High School, one will find the instructors huddled in small groups out in the hallways. I didn't know this at first so I wondered why Ms. Mandel was always late to class. She invited me about the third time she went the first day I observed and I thought, one more responsibility? As I continued to join the English teacher group, I found that this mini-meeting was invaluable. Teachers were not only able to watch the students, (and I assure you this hallway was much more orderly than I have seen Vermillion hallways when I have had the pleasure of arriving just in time for passing period) but they were able to share strategies, problems, advice for lessons, and all sorts of other how-to's. This time of sharing taught me a great deal about how other teachers dealt with issues and showed me that really we were all at a loss at times. As we talked about where this book was or why that student was having a bad day or how to deal with a difficulty teaching a concept, I learned many valuable lessons. I have always been one to think I had to figure out my own problems. This taught me that the networking I have been learning about this semester is real and really important to the profession. I wouldn't change a thing about this “responsibility.” Back to Syllabus and Contents List
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">An observation/interaction of your choice **

= 30 hours of field-based classroom participation = 3/10/10 || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Hours ** 1 || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Description of my activities/participation in the classroom.... ** Initial meeting with Teri Mandel, FBS. ||
 * **Date**
 * 3/16/10 || 7 || Observed Journalism, Study Hall, Sophomore Comp, 3 Junior Am. Lit ||
 * 3/18/10 || 6 || Observed same, plus observed Mrs. Korton teach one Business & Vocational English, visited with resource room instructor and interviewed main School Secretary ||
 * 3/25/10 || 5 || Observed same, Co-Taught Lit, Comp, Talked about Webquest assignment ||
 * 4/6/10 || 7 || Observed same, Co-Taught Lit Comp, Turned in Webquest assignment, helped grade papers ||
 * 4/15/10 || 5 || Observed, Co-Taught Sophmore Comp, Taught Junior Lit; Transcendentalism lesson comparing "Time" magazine article "The Biology of Joy" with Emerson's "Self Reliance" ||

Back to Syllabus and Contents Listype in the content of your page here.