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=This wikispace logs Amber Bauerly's experiences in the classroom during the spring 2010 ELED 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.

external image pdf.png [[file/view/2010SyllabusPara.pdf|2010SyllabusPara.pdf]] [[file/view/ParaChecklist.doc|ParaChecklist.doc]]

[[#placement|Placement]]
[[#courselist|Course List]]
[[#goals|Goals]]
[[#contextualfactors|Contextual Factors]]
[[#interview|FBS Interview]]
[[#effectiveteaching|Observation of Effective Teaching]]
[[#lessonplan|Lesson Plan, Analysis of Lesson Plan, FBS Feedback form for independent lesson]]
[[#resume|Resume]]
[[#workingjournal|Working Journal]]
[[#recordedactivities|Recorded Activities Time Sheet]]

Amber's Fall 2009 Paraprofessional Placement
School:
St. Angus
Field-based supervisor:
Angela Haas
Content area or grade level:
Pre-School
FBS e-mail address:
Angela.haas@k12.sd.us
FBS phone:

USD instructor
Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu
[[#top|Back to Syllabus and Contents List]]

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

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).

Specific
Measurable
Attainable
Realistic/Relevant
Timely/Timebound

Goal 1
Standard:


Goal 2
Standard:


Goal 3
Standard:



[[#top|Back to Syllabus and Contents List]]

Contextual Factors

TASK
Write a description of your paraprofessional placement. In your description, include the following:
  • 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.
The rubric is on the Contents and Materials page.
Link your paper to the title of




Professional Interview of FBS


a. Format: word processed
b. Recommended length: 1-2 pages
c. Include:
  1. 5 professional questions
  2. Field-based supervisor’s responses to the 5 professional questions
  3. Description of how the responses relate to the corresponding SOE standards.

Link your paper to the title of this section.

[[#top|Back to Syllabus and Contents List]]Professional Interview of FBS.docx

Observation of Effective Teaching

Criteria for Observation of Effective Teaching
Record your observation of the following ten categories. Use this wiki throughout your placement; remember that these situations will not occur in one day. Record the date(s) of the observation and a paragraph description of the methods/strategies observed.
Time Effectiveness
1. Focus
Date of observation: Everyday- she rings the bell for transtions from one activity to the next
(The teacher provides a brief transition or preparation activity during the time that students are arriving or switching from the activity just finished to a new activity. Example: The teacher puts new vocabulary words on the board for students to define while taking roll.)


2. Objective/Purpose
Date of observation: Everyday- when done with circle time, the teacher explains what the centers are and what the art table lesson is to the children.
(The teacher states objectives for the lesson and/or identifies for students why the lesson is important and useful. Example: "Today we are going to learn about fire safety so you know how to make your own home safer from fire.")


3. Monitoring/Adjusting
Date of observation: 03/17. The teacher did assessments for each child
(The teacher takes the time during instruction to make certain that students understand the material being presented and does what is necessary to be understood. Example: The teacher puts another math problem on the board to demonstrate a formula after student questions.))

4. Guided Practice
Date of observation: Everday, the students get to do the art lessons and be able to experience what the teacher did
(Students are given opportunities to practice the behavior specified in the objective(s) after the instruction has been presented. Example: Everyone measures chemicals in science, then has teacher check to see that measurements are correct before moving on.)

Student Motivation
5. Independent Practice
Date of observation: 04/14- I did my own lesson plan
(Students can perform the desired behavior on their own. Example: Students are working on their own without teacher assistance.)

6. Student Interest/Motivation
Date of observation: Everyday, the students like to play during center time and they usually play well together and if any problems they will work it out on their own.
(The teacher's instruction results in sustained student interest and students seem to be enjoying the task. Few, if any, discipline problems.)

7. Student Involvement
Date of observation:Everyday. During center time, students are asked questions and are the ones who usually talk and do the calendar.
(The teacher makes student involvement an essential part of the learning process by both providing opportunities for it and obtaining it.)

8. Classroom Climate
Date of observation: The teacher has seperate centers for the children so they do not get bored. For example: she has a writing table, sand table, art table, library, blocks and cars area.
(The atmosphere and appearance of the classroom is welcoming and conducive to learning.)

9. Constructive Criticism
Date of observation: Everyday, when a student is incorrect, she does not just tell them that they are wrong, she simply says okay, but what could be another thing or can you think of anything else.
(While letting the student know that his/her response is incorrect, the teacher does something to help the student maintain his/her self-worth.)

10. Prompts
Date of observation:Everyday, the teacher helps the children with the steps towards the right learning and answers
(When students need help, the teacher asks questions or provides suggestions which point the learner toward the correct answer.)

[[#top|Back to Syllabus and Contents List]]

Lesson Plan and Analysis

Link your lesson plan and analysis to the title of this section. (You do not need to hand in anything from the lesson that you co-teach.) You will hand in a hard copy of the FBS feedback form from the lesson.


Analysis of Lesson Plan.docx Effective Teaching-Lesson Plan.docx

Resume

Link your resume to the title of this section.
[[#top|Back to Syllabus and Contents List]]

Working Journal: Four Journal Entries


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.

Work with an individual or group of students
Description: A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation.

Analysis: Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit.

Reflection: A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future.

Your creation of a bulletin board or PowerPoint or your use of the internet for researching material for a lesson
Description: A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation.

Analysis: Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit.

Reflection: A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future.

The lesson you cooperatively teach with the Field Based Supervisor
Description: A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation.

Analysis: Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit.

Reflection: A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future.

An observation/interaction of your choice
Description: A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for the readers. Your description should be logically ordered and detailed enough to allow readers to have a basic sense of your classroom situation.

Analysis: Analysis deals with reasons, motives, and interpretation. Analytic writing shows readers the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit.

Reflection: A thought process that occurs after a classroom situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your journal entry is where you must show teachers how you use what you learn from the experience to inform and improve your practice in the future.

[[#top|Back to Syllabus and Contents List]]


30 hours of field-based classroom participation

Date
02/11
02/17
02/18

02/22
02/24

02/25
03/01

03/03

03/15

03/17

03/18

03/22

03/24

03/25

03/29
03/31

04/01

04/12

04/14
04/15
Hours
---
2.35
1.30

2.35
2.35

1.15
2.35

2.35

2.35

2.35

1.15

2.35

2.35

1.15

2.35
2.35

1.15

2.35

2.35
1.15
Description of my activities/participation in the classroom....
met with FBS
First day, got to know children and got to know what the day is like.
younger children go during the morning, 3 year olds. Got to know children and what their morning is like.
Calendar, bible story, story time, snack, play.
Center time when older children came in, then calendar, story time, snack and play. Art table- marble painting.
Younger children had center time, calendar, story, art table- marble painting and snack.
The Leporacan came and made a mess of the room. Made shamrocks: mixed green food coloring, shaving cream and glue to use to cover shamrocks.
Cut out shamrocks to put on bulletin board. Centers, calendar, story, play.
- Younger children made the shamrocks and used same materials as the older children. Centers, calendar, snack.
Leporacan made a mess out of the room again. Centers, calendar, practiced spring concert songs, story, snack, play.
Happy St. Patricks Day. Leporacan came to classroom, made a mess. Leporacan left gold coins and cupcakes. Art table, color leporacan coloring page and made pots of gold. Centers, calendar, story, snack.
Centers, story, art table, story, snack.
Center time, story, calendar, art table, snack, learning about frogs and student wrote down questions they was to learn about frogs and what they know about frogs, they read books about frogs and discover answers to their questions. Read Easter Bible
Center time, Calendar, story, went to the library, stay with the topic of frogs and learned more and discover answers to their questions. Read Easter Bible.
Center time, Calendar, story, finshed up frogs, and then did centers and snack. Read Easter Bible.
Center time, calendar, story, started talking about Easter and read Easter bible.
Center time, calendar, story, read Easter bible and made Easter eggs with paint that was condensed milk and food coloring. Fun for the children to make their own Easter eggs, almost like coloring Easter eggs with the vinegar and coloring.
Center time, Calendar, Easter Bible and started talking about Easter. Easter Recreation eggs and video that went along with the eggs
center time, calendar, planted flowers. used a cup and then put a little tolient paper roll/tube in the cup and then put the soil in the tube/tolient paper roll and put flower seed in the soil and then water and set on window seal.
Centers, did my lesson plan- Rainbow Fish story and Sharing.
Last day. Centers, calendar, story and art table. Watered flowers again to make sure they stayed heathly.

























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