Colin+O'Sullivan

=**This wikispace logs Colin O'Sullivan'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

Colin O'Sullivan's **Fall 2009 Paraprofessional Placement** Back to Syllabus and Contents List
 * School: || Dakota Valley High School ||
 * Field-based supervisor: || Ellen Gant ||  ||   ||   ||   ||
 * Content area or grade level: || Biology/Environmental Science ||
 * FBS e-mail address: || ellen.gant@k12.sd.us ||
 * FBS phone: || (605) 422-3820 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

=**Colin O’Sullivan**= = **Course Listing** =

Major: Chemistry


 * CHEM 121 || General Chemistry I ||
 * CHEM 122 || General Chemistry II ||
 * CHEM 201 || Organic Chemistry ||
 * CHEM 202 || Organic Chemistry II ||
 * CHEM 305 || Analytical Chemistry ||
 * CHEM 314 || Physical Chemistry I: Classical Thermodynamics ||
 * CHEM 315 || Physical Chemistry II: Chemical Thermodynamics ||
 * CHEM 316 || Physical Chemistry III: Quantum Mechanics ||
 * CHEM 317 || Physical Chemistry IV ||
 * CHEM 405 || Instrumental Analysis ||
 * CHEM 410 || Biochemistry ||
 * CHEM 420 || Chemical Research ||
 * CHEM 460 || Chemistry Capstone ||

Cluster: Creative Writing


 * MORN 101 || Passport: First Year Seminar ||
 * MORN 102 || Composition and Communication ||
 * ENGL 210 || Creative Nonfiction ||
 * ENGL 281 || Writing Poetry and Fiction ||
 * ENGL 382 || Advanced Poetry Writing ||

Education Courses


 * EDER 415 || Educational Assessment ||
 * // EDFN 338 // || Educational Psychology ||
 * EPSY 302 || Foundations of American Ed ||
 * INED 411 || South Dakota Indian Studies ||
 * SEED 296 || Field Experience ||
 * SPED 405 || Educate Sec Students W/Disable ||

Biology Courses


 * BIOL 101 || Biology ||
 * BIOL 207 || Human Anatomy ||
 * BIOL 252 || Microbiology ||
 * BIOL 321 || General Physiology ||
 * BIOL 351 || Genetics ||
 * BIOL 492 || Independent Study: Research in Microbiology ||

Physics Courses


 * PHYS 201 || General Physics I ||
 * PHYS 202 || General Physics II ||
 * PHYS 316 || Quantum Mechanics ||

Mathematics Courses

Philosophy Courses
 * MATH 125 || Pre-calculus ||
 * MATH 205 || Calculus & Analytical Geometry I ||
 * MATH 206 || Calculus & Analytical Geometry II ||


 * PHIL 202 || Everyday Logic ||
 * PHIL 212 || Philosophy of Sex, Love, and Friendship ||
 * PHIL 365 || Philosophy of Science ||

Psychology Courses


 * PSYC 101 || General Psychology ||
 * PSYC 209 || Industrial/Organizational Psychology ||
 * PSYC 444 || Psychology, Politics, and Law ||

Miscellaneous Courses


 * BUSN 314 || Business Law ||
 * HIST 334 || Modern Middle East ||

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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** I am doing my paraprofessional at Dakota Valley High School. My mentor is Mrs. Gant. This district was established in 1994. The school is located at 1150 Northshore Drive, North Sioux City, SD 57049-4080. It is in the 61-8 school district in Union County. The district is approximately 34 square miles. In the 2008 to 2009 school year K-12 enrollment was 1047; average daily membership for K-8 was 787; average daily membership for 9-12 was 260; open enrolled students was 58; district drop-out rate was 0.19%; district attendance rate was 96.76% The mascot is the panther, colors are purple and gray. The Principal is Jerry Rasmussen; the superintendent is Al Leber; the special services director Keith Ashmore. It services North Sioux City, Dakota Dunes, McCook Lake and the surrounding area. There is no state income tax in South Dakota. Within this area there are well established businesses including two calling centers, restaurants, casinos, grocery stores, gas stations, and hotels. The community is steadily growing residentially, industrially, and economically. The school reflects an affluent community. Upon arrival one first notices that the middle and high schools are connected. Inside the front door is the cafeteria, to the right is the office and access to the middle school, and to the left all the lockers and classrooms. The classrooms are large and clean. Mrs. Gant has two rooms, one for lecture and one for lab. Since I have been there, she hasn’t used the lab. She teaches biology and earth science. Her largest class is twenty-two students. Classes are each an hour and a half long. There is a rotating schedule. Days are designated A and B. Classes alternate on these days. On A days there are the following four periods: 1. Biology, 2. Earth Science, 3. Biology, 4. Planning Period. On B days there are the following four periods: 1. Biology, 2. Earth Science, 3. Student Responsibility Block (SRB), 4. Biology. The hour and a half class periods are really advantageous, and the teachers seem to appreciate the extra time with the students; some topics need the longer class periods. SRB is a school wide study hall. This allows for the students to go to a specific teacher’s classroom if they are having trouble. It is a great way to make up missed material or to focus on trouble areas that need better student development. The classrooms are equipped with projectors, DVD and VCR players, and good sound systems. The number of student is the classroom The majority of students are Caucasians. At most I have seen two minorities in a twenty-two student class. There is no information on the minority population on the district’s website. The policy is that if there is less than ten of a particular ethnicity, then they are not singled out to respect confidentiality. 2008-2009 there were 120 special education students, down from 123 in 2007-2008; Autism 9, Speech/Language 32, Cognitive Impairment 4, Learning Disabled 42, Multiple Disabilities 5, Orthopedic Impairments 1, Emotionally Disturbed 1, Other Health Impaired 18, Deaf, 3. There is a one to one laptop computer to student policy. Students are allowed to take their computers home. At the end of the year the students are responsible for any damage to or loss of equipment. This seems like a troublesome policy. It is difficult enough for students to keep their books in good condition; I wonder how the computers will hold up. In the last two weeks, two students Mrs. Gant’s classes have lost their computer chargers, and they are responsible for the loss. The classroom dynamics change with the introduction of the computers. The teacher has to teach from the back of the room to make sure the students are taking notes and not instant messaging or surfing the web. All the tests and handouts are printed right in the building. The guy who runs the paper room said that high school paper use has significantly decreased but elementary use has increased. The elementary school does not have computers for all their students. The new technology means having to deal with the IT people. IT is responsible for all the technology. There seems to always be a struggle between IT and the teachers; something that is not isolated to this district. The School is new and clean. Then student body is almost totally homogenous. There seems to be plenty of funding for the school. Students are expected to keep up on their studies and are responsible for taking care of their computers. The school is on the cutting edge of technology. The high attendance rate and low drop-out rate are evidence that the teachers and administration are committed to student achievement. There is good reason for the school to be proud of what they have and the matriculating student body.

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= Professional Interview of FBS = **School of Educational Standards for Initial Preparation of Teachers Interview with My Field Base Supervisor Mrs. Gant**

1) Understand Content (1)

//What resources do you have to keep up to date with changes in your fields of study; both Earth Science and Biology?//

The internet is the greatest resource Mrs. Gant has. There are science websites and also the textbook has a complementary resource website which provides relevant information. Other biology teachers are a great resource. There is one other biology teacher in the building. Some of the labs she uses are ones she learned about from other teachers. Last year Mrs. Gant got new biology books, so they are up to date. Then there is the National Science Teachers Association (NSTA). The NSTA offers conventions at which teachers are able to meet and learn about advances in the field. Mrs. Gant’s school, Dakota Valley High School, has paid for her trips to the conventions. Not all schools will pay for trips to conventions. NSTA Conventions are held multiple times a year. You may also become a member of the NSTA. A teacher is expected to take continuing education classes. These classes must satisfy certain requirements to count; undergraduate hours do not count as continuing education units (CEU’s). There are different routes that a teacher may take to gain CEU’s but one option is to work towards a master’s degree in one’s particular field. This maybe done online or our at a university/college campus.

6. Communicates (2)

//What ways do you communicate with your students?//

Communication can be a simple as body language of a student. Watching body language is a good way to know if students are understanding concepts, using their computers appropriately, or even if they are sleeping. “Kids use email all the time.” Email is a common way to keep students updated and for the students to keep in contact with the teacher. If students miss class, they can email Mrs. Gant for assignments and to find out what was covered during class.

On a daily basis you need to ask questions of the class. Some classes are quieter than other, it is actually better in the classes with more students because there is a better chance someone will speak up. There is a focus question at the beginning of each class that each student I expected to answer, this gives the class direction for the lecture, but also allows Mrs. Gant to assess whether or not the students are understanding the material.

9. Reflects on Practice (3)

//Is reflection mandatory in your school? How do you measure and assess you teaching practice?//

There is no mandatory reflection at this school. Reflection is a constant process. Through communication with the students Mrs. Gant is able to assess her teaching. It is important to check in with your students through out the period and semester. At some point you have to realize that they are responsible for their own learning, and you will have to learn to be okay with that.

10. Participates in the Professional Community and Seeks Professional Growth (4)

//What organizations are you involved with?//

Mrs. Gant has only been teaching for a short while so she has not joined any organizations. But there are organizations she sees herself joining, like the NSTA. She also would like to get her master’s degree in earth science.

12. Understands Evolution of Public Education and its Legal and Ethical Responsibilities (5)

//What are the major societal and technological changes you have seen? What are the legal and ethical responsibilities you have as a teacher?//

There has been a major shift from low technology to high technology. There are distractions that come with technology; texting, playing games on the computers, instant messaging. Though these are issues in the school, students will have the same distractions in the workforce. School provides the opportunity for the students to learn that the involvement in these distractions have negative side effects. There is also a push to teach about alternative energy and prepare students for medical field. All school workers are mandatory reporters. If there is any suspicion of abuse, a teacher is required by law to report them to the appropriate authorities. Then the situation is out of your hands, the authorities will investigate and determine if there is abuse. This is the law.

(1) T he teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter. (2) Within and beyond the classroom, the teacher uses knowledge of effective verbal, nonverbal, and media communication techniques with students and their constituents. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness. (3) The teacher is a reflective practitioner who continually evaluates her/his instructional choices, her/his actions on others (students, parents, other professionals in the learning community) and she/he actively seeks out opportunities for professional growth and development. (4) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development. (5) The teacher understands the functions of public education, technological and societal changes in the schools, and upholds the legal and ethical responsible


 * Link your paper to the title of this section.

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Observation of Effective Teaching

Criteria for Observation of Effective Teaching Time Effectiveness 1. Focus Date of observation: 03/04/010
 * 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. **

At the beginning of each class period a focus question is posed to the students. The students have a limited amount of time to answer the question, usually 5 minutes. The questions are either related to the previous class, or the question is related to the reading due for that day.

2. Objective/Purpose Date of observation: 03/04/010

Each lesson is started with the objective and purpose. Lectures are done with a power point. The objectives and purpose are referred to throughout the lesson. The focus question is also a way to indicate the objective/purpose of the day’s lesson.

3. Monitoring/Adjusting Date of observation: 03/04/010

The speed of the power point is constantly adjusted for the students. Questions are posed to the students throughout the lesson. Test are a good way to monitor the progress of students. If the students are struggling with the subject then the class will go over the information on the test.

4. Guided Practice Date of observation: 03/04/010

Class periods have the duration of an hour and a half long. So nearly every class period involves a lab or activity during which the students are able to learn the lesson in a hands on way. During this time the students work alone or in groups. The teacher then walks around and helps students along when they get stuck. Today in Earth Science, the students picked out a National Park and then started learning about the natural resources and wildlife associated with those parks.

Student Motivation

5. Independent Practice Date of observation: 03/04/010

Labs and activities are the perfect place for students to figure out things on their own, develop resource skills, and also develop and answer their own questions.

6. Student Interest/Motivation Date of observation: 03/04/010

On a typical day there are no discipline issues. Today was an unusual day; it feels like the first day of spring outside. The kids were not in the mood to be inside a classroom. They were talking, being smart, and disruptive. Typically the students listen and will shape up quick. Today the students were not listening to the lecture or taking notes. So the teacher first sent a student to the office for playing computer games, and then took all the students’ computer privileges away for the day. Next the teacher made taking notes by hand an assignment due for the next class. Still the students were talking and being disrespectful so she made it so the students had to write so many notes by the end of the period. If the students failed to write a sufficient amount of notes they would get detention. This worked, not totally but at least there was some note taking by the students. This is not fun for her, but if she does not have expectations for her students, they will never read the material. The next class period she began the class with telling the students that they were required to take notes or they would 7. Student Involvement Date of observation: 03/04/010

Activities and labs are an essential part of science instruction. The block scheduling at the Dakota Valley Schools are perfect for labs. The hour and a half length allows the teacher to give a lecture and still have time for a lab or activity. This lab is directly related to the lecture. Though uncommon this style of class schedule lends itself to student involvement.

8. Classroom Climate Date of observation: 03/04/010 The classroom is open, clean, well organized and comfortable. There is a projector for movies and the computer. Students seem very comfortable in the room. The teacher makes the environment inviting to.

9. Constructive Criticism Date of observation: 03/04/010

The teacher expects that the students are able to answer there own questions. This is a sign of respect. She makes sure to give them ample time to answer questions. One must get used to uncomfortable silence. If a student finds out that the teacher will answer the question for them, they will never answer.

10. Prompts Date of observation: 03/04/010

The teacher definitely uses prompts. When posing questions to the class and students, she will not answer for them, but instead uses key terms to help them answer the question for themselves.


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= ** Lesson Plan and Analysis** =

To be completed with the following requirements: teach a lesson cooperatively with field-based supervisor and teach a lesson independently.
 * Effective Teaching “Lesson Plan” **
 * NAME: __Colin O’Sullivan__ Grade/Subject: __Sophomore and Junior High School Biology__ **
 * DATE: __4/20/10__ School: __Dakota__ __Valley High School__ **
 * Rationale ** : Artificial selection is the way humans select for traits. Natural selection is the way by which traits are selected for in nature. By comparing and contrasting the two selecting forces, one will better understand both. Natural selection is the way speciation occurs. The theory of evolution was greatly supported by Darwin’s theory of natural selection. Natural selection became the accepted mechanism by which common decent could develop the multitude of species found in nature.


 * Content ** :

Natural Selection Artificial selection Diversity in species and then between the species Speciation


 * K-12 Standards ** :


 * (Synthesis) || 9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and natural selection lead to adaptations, evolution, extinction, or the emergence of new species.
 * Examples**: behavioral adaptations, environmental pressures, allele variations, bio-diversity
 * Use comparative anatomy to support evolutionary relationships. ||



Students will compare natural selection to artificial selection. Students will understand difference between artificial selection and natural selection. Students will understand how environment selects for traits. · Slide Show: High Bread Animals · Instructional Videoes o __ 6. Natural Selection Made easy. __ o __ 7. The Theory of Evolution Made Easy. __ o __ 8. Human Evolution Made Easy. __ o __ Elaine Morgan Says: We evolved from Aquatic apes. __ o __ Janine Benyas: Biomimicry in Action __ · Student hand out – o Project Hypotheticus o Environment Assessment sheet · Paper/pencil · Activity supplies – animal pictures Statement of objectives Personal Story – Sarah Rationale: Video: 6. Natural Selection Made Easy Start Hybrid Animal Slide Show. Hand out. Follow to completion of picture. I draw my animal. Go through the worksheet with them as a class Groups 4-5 students each group Complete hand out. Follow to completion of picture. Video: 7. The Theory of Evolution Introduce environments and Environment Assessment Sheet Students assess their animal’s ability to survive within given environment. Break groups into groups of 2-3 students. Students will provide a list of transformations (2) and mutations (3) and redraw their animals. Reassess how the animals will do with their new and improved traits. Answer the question: Will your animal survive? Show Videos: o __ Elaine Morgan Says: We evolved from Aquatic apes. __ -__DISCUSS IF SCIENCE IS ALWAYS RIGHT?__ o __ Janine Benyas: Biomimicry in Action __ -The importance of understanding nature and evolution – the application of what we learned.
 * Instructional Objectives: **
 * Materials ** :
 * Procedures ** :

I will use discussion and their pictures to determine if they understand the concepts.
 * Evaluation: **

= ** Resume** = ** Colin O’Sullivan ** 3005 S. Coral St Sioux City, IA 51106 colino712@hotmail.com (712) 490-2563

Morningside College – Sioux City, IA. · ** Bachelor of Science: Chemistry ** – May 2009 · GPA: 3.579/4.0 · Dean’s list – Fall & Spring 2005-2006, Fall and Spring 2008-2009 · Socratic Award in Philosophy – 2009 – Awarded for Excellence in Independent & Critical Thinking University of South Dakota – Vermillion, SD. · ** Teacher Certification ** – May 2011
 * Education: **

· Digested genomic DNA with restriction enzymes. · Separated digested DNA fragments by electrophoresis through agarose gels and transferring by Western blotting technique. · Performed Polymerase Chain Reaction. · Prepared buffers, poured polyacrylamide gels, photographed gels, as well as Kjeldahl nitrogen determination. · Conducted High Performance Liquid Chromatography and Ultraviolet-visible spectroscopy. Department of Chemistry, Morningside College, Sioux City, IA. May 2007- May 2008 · Prepared solution and sample for student labs. · Completed labs prior to students in course and performed troubleshooting of lab difficulties in during allotted class time. · Pre-empted potential student misunderstandings of techniques. · Prepared solutions and standardized by titration. · Performed organic techniques to isolate compounds. · Conducted IR and NMR spectroscopy.
 * Related Skills: **
 * Related Experience: **

Department of Biology, Morningside College, Sioux City, IA. November 2007 – May 2008 · Gained fluency in aseptic technique. · Conferred with institutional review board for human subjects testing. · Collected samples from human subjects. · Prepared microbiological media. · Sub-cultured and froze back bacterial isolates.
 * Publications & Research: **
 * C. P. O’Sullivan, ** B.J. Kildow, and R. L. Robson. “Community acquired //S. aureus// and MRSA carriage more frequent in one nostril than in both,” poster presented at the Palmer Research Symposium, Sioux City, IA, April 2008 and the North Central Branch of the American Society for Microbiology annual conference, St. Cloud, MN, October 2008.

Several other publications through the Kiosk: The Art & Literary Magazine of Morningside College. Specific volumes and titles available upon request.

= ** Working Journal: Four Journal Entries** =

With about fifteen minutes left of class time Mrs. Gant was finished with her instruction. So she let the students work on their homework. A couple of the students were talking about their geometry test. One of them was having a hard time and said “I just can’t get it.” So I asked Mrs. Gant if it was alright if I went to help him. She said “yeah.” So I went over and asked him what the problem was? He was working with SINE, COSINE, and TANGENT. So he was using the lengths of a right triangle to find the angles in the triangle or vise versa. So I asked him about the memory clues SOH, CAH, TOA. I tried to show him my strategy for tests; how I right down my clues and what they mean at the beginning of a test so I can refer to them instead of having to recall the information every time I need it. Then I told him “the cool thing about math is that the test always gives you the answers, you just need to find it.” I was talking really fast, and I think he was kind of startled by me coming up and talking to him. But I think he appreciated it. It was cool because other students were grouping around us as we talked. This reminds me of my math classes in high school. The teacher would be up front talking and then there would be a group of us in the back that I would be teaching how to do the math problems in my way. I would always get in trouble, but my classmates always came to me to learn. I loved that time. I needed to slow down. I was talking at him instead of learning with him. I should have asked his name and told him mine. I am just the guy in the corner for the majority of the semester. I did make sure to squat down so that we were at eye level and I was talking down at him. The next time I saw him I asked how he did and he said he got a C. So I expect he didn’t just guess.
 * Work with an individual or group of students**


 * the lesson you cooperatively teach with the Field Based Supervisor**

I was doing my para-professional with Mrs. Gant at Dakota Valley High School in McCook Lake, South Dakota. The class consisted of freshman, sophomores and juniors. Mrs. Gant decided to do the chicken wing dissection for our co-teaching. She had the students get into groups of three to four members. She distributed one chicken wing to each group. There were three groups. The groups obtained dissecting trays and dissecting kits. They had no hand out or specific order of instructions. They were to remove the skin, meat, and connective tissue from the wings to reveal the bones. They then compared the skeletal structure of the chicken wing to that of a human skeleton. The students were self sufficient for the most part. Mrs. Gant and I were there to answer questions about the procedure and we both had to “get dirty” with the dissection when the students had difficulties removing some of the layers. Most of the students were fine working with the chicken, those who were not sat back and watched> Mrs. Gant did not seem to care that some were not doing the dissection, so I didn’t say anything. The clean up was the worst part, there were chicken chunks everywhere. Thankfully there are disinfectant sprays! At the end the students wrote down differences and similarities between the structures. The hardest part of co-teaching is that I am not really part of the class. The students don’t know me well enough to trust my input or my instruction. I would answer their questions and they would just go to Mrs. Gant with the exact question. This is understandable, but it made me feel less effective. Mrs. Gant did not have any written or set instructions. She said “Sometimes you just have to go with it.” I don’t know exactly what this means, since I have never done a chicken wing dissection. I believe that I could have helped the students more if I would have had more guidance from Mrs. Gant. Mrs. Gant didn’t even provide a picture of the chicken wing skeletal structure. So I asked her if the chickens had carpols, and she answered “No.” Then she said “there are only three digits.” Both of these statements seemed improbable to me. So I made the mistake of taking my phone out, because I really wanted to consult “the Google” to answer my inquiries. Well, this is obviously the wrong thing to do. I knew it was the wrong thing to do. I caught myself from pulling my phone out multiple times. But then I was helping a group get into the “wrist-joint” and I found what looked like two carpol bones. They were tiny little bones, but they appeared to be carpols. While the students were cleaning up I was going crazy wondering about the carpol bones, and I pulled my phone out. My phone is more a computer than a phone, regardless I should not have taken it out. I was overcome with a need to know! So instantly Mrs. Gant said “You can’t use that in here, they will call you on it.” I answered “Oh yeah? That is good to know.” I already knew. I can’t believe I succumbed to my “need to know,” but I knew the teacher was wrong. So later on I looked up the structure of the chicken wing. Mrs. Gant was wrong about the carpol bones, but she was correct about the three digits. Her being right or wrong is not the real point, the point is that she was not prepared, and I was not prepared, so we were providing the students with misinformation. That drives me crazy. But hey it happens. I wish I would have done some inquiry into the chicken wing dissection before the class, and next time I will. I did two other dissections at South Sioux Middle School with a friend of mine. She had a very structured lab, she had time cues for her students, “Alright seventh graders,” she would say “you have five minutes to finish this part. We need to stay on task.” The students responded well to this. I don’t know if there is a difference between the age groups, but I have a feeling that it had to do more with my friend’s preparedness.


 * Your creation of a bulletin board or PowerPoint or your use of the internet for researching material for a lesson:**

As part of my individual lesson, I made an activity. This lesson was focused on the comparison of natural and artificial selection o better understand Darwinian Evolution. I had the students think up their own animal Hypotheticus _. I had a handout to direct the initial activity. They were set into groups of four and five. Each group was expected to make two drawings, by two group members. The students then watched a video about Darwinian Evolution. After the video the groups randomly picked a card. Each card had an environment; examples were prairie, arctic, ocean, lake, etc. The students then had decide how well there animals would do in the given environment. Then the groups of four to five broke into groups of two to three members. These members were given another worksheet that they had to fill out general descriptions about their environment, strengths and weaknesses of their animals within the given environment. Then the students were allowed two recombinations (major changes in the DNA) and three mutations (minor changes in the DNA). These changes were then applied to their animals and the students had to redraw their animals with the newly acquired traits. At the end we had a throw down to see whose animal won in an all out fight between the various groups’ animals. This worked out really well. Students that are rarely involved with the class seemed to really be interested in the drawing part of the activity. Anthony, a student who seems to hate every bit of the class, was acting as his group leader. That was so fun to see. This project is obviously quite complex. There was a lot going on. I had a video to start out with, a video in the middle, and then a video at the end. The students had to form two groups, and there were two separate work sheets. Transitions went well, but I believe that if it had been my classroom, the students would have done better. The students rushed into the activity instead of discussing the instructions together. I would rather go through the instructions and talk about the relevance of each step, before conducting the activity. I had to go with the flow. I have been involved with this class since February, and this is how they do things. I had to respect the structure of the class, while trying to get the information covered. I really felt positive from student feedback and involvement. The activity itself was fairly straightforward. But each step had an underlying meaning. I really hoped to get deeper into each step of the activity. For example, when the original groups were finished creating two pictures of their animals, I would like to have had them compare the differences between these two pictures. This can be an example of how individuals in the same species, though having the same phenotypes, will be very different from one another. This concept is can have great importance in learning about evolution and natural selection. At each step we could have had a discussion that related to actual animals or even to observations the students have had about humans. This class has not been a very engaging group, and this is late in the semester. From my experience with them, if they are allowed to disengage for too long it is hard to get them back on task. I am just hoping that there is a deeper level of understanding by just asking leading questions about their animals. They may not have answered orally, but I planted the seeds! There are only nine students in this group. There would be more directions to take the activity given more students, i.e. more variety among the animals. This lesson plan is new; there are still adjustments to do. For example, I would like to spend more time on mutation and recombination. I could see this being a week long project, or even a project that can last up to months, allowing for the students to gain mutations and recombinations through out the semester, so that they can build their perfect animals.


 * An observation/interaction of your choice**

I went to a all school assembly at Dakota Valley High School in South Dakota. Ron Glodoski is an ex drug dealer who sells teddy bears, he started the company! He sells teddy bears with tape players in them. There are something like eight different self-help tapes that go with the bear. And these are sold to kids in hospitals! Okay, some how I ended up in the front row. So we sit down, and he slides off the stage, and heads straight for me. He really wants to shake my hand. When he gets close I notice he has a silver-feather earring. Just like the one worn by Renegade's sidekick! From the 1990's smash hit TV series "Renegade." We shake hands. He asks "what do you do?" and I tell him am in school to become a teacher. All the students get situated, introductions are made and finally he goes into his self help rant. He talks how all kids are smart, wonderful, and beautiful. The whole time he makes really uncomfortable drug references. Then there is this section of the rally where he asks personal questions about family members and loved ones who have been affected by drugs and alcohol. And he has these students/teachers stand up in front of everyone. SO by the end of his question section, nearly everyone is standing. And he says of those who are not standing "You are liars, delusional, or, and I hope this is the case, you are very lucky." WOW! Very uncomfortable. He also made some comments about how drugs could take all the bad feelings away, and it helped him forget his crappy upbringing. This is the section of the talk during which he told the students "I would take acid everyday before school, acid was my drug of choice." and then "If I couldn't get acid I would shoot heroin, or snort a little cocaine, maybe smoke a dube." Wait.... Are you kidding me? He told the students that if they did these drugs, they would most likely die early. I imagine this is almost as effective as telling them that they could poke their eye out. I would suggest that the appeal to one's sense of mortality is ineffective when dealing with teenage kids.

Then he finished the assembly by talking about how all the students are smart. He told the students that they deserve to be taught a different way. The students are great and need to realize their potential. Teachers need to use various methods to teach them. Teachers who do not treat them all as geniuses are bad teachers. This was a weird situation. The teachers all were sitting there while this guy talks about how they should be doing their job. I had also just learned about how you should not tell student that they are smart as much as you should be supportive of their effort and hard work. So as this guy is telling these students they are geniuses, he is telling them they do not need to work any harder, it is the teachers fault that they are not all getting A’s. So after the assembly on our way back to the room, I mention to the teacher that the speaker seemed to be bragging about how he sold drugs, did drugs, and was the head of a gang. And that is when the teacher told me that the previous year's speaker was a recovering meth-addict. Not a recovered meth-addict. And this meth-addict had to talk to multiple high schools as part of his probation. Apparently, that speaker spent a large portion of his talk telling the students how amazing he felt doing meth. He loved getting high, he loved being high. Now... "Don't do drugs!" When we got back to the classroom, the Mrs. Gant did not debrief students or allow the students talk about what the speaker had to say. The students just went through an hour and a half of this guy telling them drugs were amazing, they are all geniuses and their teachers aren’t teaching them right. Oh and they all had to stand up in front of their peers if they were effected by drugs or alcohol in some way. Mrs. Gant went directly into a power point presentation on genetics. Not fun genetics, she was talking about color blindness and the occurrence of yellow peas verses that of green peas. One kid just laid his head down, he was defeated. The other students were glazed over and not at all engaged. I don’t know why they have these types of assemblies at schools, but I remember the same type of thing at my school.

= ** 30 hours of field-based classroom participation** =


 * Date || Hours || Description of my activities/participation in the classroom.... ||
 * 2/12/010 || 1.50hrs (1:45pm-3:15pm) || Initial meeting. Discussed expectations (both for me and more broadly the students), discussed the school district, classroom rules, and spent some time getting to know each other. ||
 * 2/18/010 || 2.5hrs (7:45am - 10:15am) || This was my first time in the classroom with students. The students checked a review assignment. Then there was a lab. Was able to speak with the teacher about learning styles, special needs students, how the number of students affect classroom dynamics, and trouble that come with technology. I really like my teacher Mrs Gant. She is very mellow and knows how to keep the students involved in the subject. She is open to discuss relevant issues and provide feedback on my comments. This really makes me excited to teach. ||
 * 2/23/010 || 3.7hrs (8am - 11:40am) || I was able to observe both a biology class and a Natural Science class. The students seemed very tired this morning. This made group discussion difficult. But Mrs Gant would call on specific students to make sure they were involved. Mrs Gant had purchased the wrong type of wire for a lab so I ran to the store to get different wire; it was nice to feel like I could help. I am beginning to feel more comfortable in the classroom. ||
 * 2/25/010 || 3.5hrs (8am - 11.30am) || There was a lab in biology today. I was able to work directly with the students. These are well behaved students. They needed a little more help than I would expect, but that is why I need the experiences. I can tell they really respect Mrs Gant. She doesn't have to yell or get excited. I assume that it is just that she is consistent in her expectations. In environmental science they took a test and then watched a movie. I prefer the more activity based learning, because I can actually be involved. One of the students said that I look exactly like Zach Galifianakis, the one guy from the Hangover. So that was pretty funny, not quite a complement though... ||
 * 3/01/010 || 0.75hrs (1:45pm - 2:30pm) || Professional Interview of Field Base Supervisor. ||
 * 3/02/010 || 3.5hrs (8am- 11:30am)
 * 15.5hrs thus far || Today was a low energy day. The students were quite. Well that is until they were in lab and got to talk about the dance coming up... Prom??? I have no idea about that sort of thing. But it was fun seeing them excited and talking about what they were going to do. It seemed like this was a chance to be grown up. Mellow day overall. Seemed like they are still getting off the weekend schedule. ||
 * 03/04/010 || 2.75hrs (8am - 10:45am) || Today seemed to be full of spring fever. The students were not in the mood to be in class so they were more unruly than I have seen. They were talking back and not doing their work. Mrs. Gant stayed cool, stopped her presentation, and made the notes for the chapter an assignment that the students had to write out by hand and done on their own. I was glad to see this, it was something that I have heard of plenty of times but I had not yet seen it in her classroom. She did not take their behavior personally, but still made the students responsible for their behavior. Great learning experience. ||
 * 03/16/010 || 3.67hrs. (8am - 11:40am) || Observed Biology and Earth Science today. Mrs Gant Lectured and asked questions. Seems like everyone is low energy. Teachers and students complained about the time change. I was tired too! ||
 * 03/18/010 || 3.67hrs (8am - 11:40am)

25.54hrs thus far || Another low energy day. The students were despondent in first period Biology. It was and is conferences last night and tonight, so kids got out early today and don't have class tomorrow. So I am sure that they are just ready to get out of school. I remember this time as being some of the hardest (longest) days of school. Everyone sees summer in the horizon and yet it feels like it will never arrive. But I love how Mrs. Gant is understanding of the students and doesn't get frustrated. I hope I can be as mellow as she is. Sometimes I just want to ask the students "why would you come to school just to waste time?" But I am certain I did the same thing, and sometimes still do the same thing in college. Oh how weird it is to be on the other side of things! ||
 * 03/23/010 || 3.5hrs. (8:10an - 11:40am) || Today the classes have more students. I have always heard that smaller classes are better but I do not see it in this situation. The larger classes have more participation, and the disruptive students have less effect on the rest of the class. There was a poster project in the Earth Science class along with lecture and review. These students were super energetic. The Biology class had lecture and a Chromosome activity. They were low energy and so the class was relatively uneventful. The students had a four day weekend and it showed, they were much more engaged then last time I met with them. They needed the break. ||
 * 03/23/010 || 0.5hrs (1:45pm - 2:15pm) || Developed the co-teaching lesson plan. It is funny. I have my own way that I would teach the material, like I don't want to follow the text book. While Mrs Gant uses the textbook to organize her instruction and make sure that all information is covered. I think this may be hard for me to do... I hate textbooks. I understand why they are used but it is just my belief that they are not effective in the learning process. Anyways I need to learn from Mrs Gant, not try to press my beliefs into her classroom. I am glad that I am introduced to a different teaching philosophy, it will help me develop a more inclusive teaching style. Plus Mrs Gant is the professional, all I have are theories that I read. I don't have the practical experience. I am nervous about the first teaching experience. ||
 * 3/30/010 || 2.67hrs (8:00am - 10:40am) || There was an assembly today. The speaker talked about drug abuse, bullying, and how to become a better student. This was a blast from the past for me. I have not been to an assembly for fifteen years! It was interesting to watch the students and see how they reacted to the speaker. ||
 * 4/6/010 || 0.5hr (8:00am - 8:30am) || Ran errands with Mrs. Gant. I was able to hear some discussion between teachers about their feelings on the rules about academics and athletics. It is interesting hearing about the behind the scene politics of education. The students were testing today so I left early. ||
 * 4/8/010 || 3.66hrs (8am - 11:40am) || Watched a video on Darwin and chapter notes. Students were not in the mood to take notes. ||
 * 4/13/010 || 3.66hrs (8am - 11:40am) || Finished watching the Darwin video. Then started the dissection of the chicken wing (co-teach). ||
 * 4/15/010 || 1.75hrs (8:15am - 10:00am) || Finished co-teaching i.e. the dissection of the chicken leg. The students were not too excited about the smell of the chicken after two days spent in the fridge. But they are a self-regulating group. Went well, but it I feel like I am not part of the class, so it is strange to try and help. ||
 * 4/20/010 || 1.75hrs (8:15am - 10:00am) || Taught my lesson today. It is nice to get it done with. But I was nervous. Before I got there I was wondering why I chose to do the full 1hr 30min block. It was fine though. I felt plenty prepared and the students were receptive. ||

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