Initial Level The Developmental Teaching Portfolio
Initial Level The Developmental Teaching Portfolio
Lauren Reed Secondary Education Department of Curriculum and Instruction Clemmer College of Education East Tennessee State University
Table of Contents SECTION ONE: BACKGROUND INFORMATION Introduction Working Resume Statement of Philosophy Program of Study Unofficial Transcript ACT or Praxis I Scores SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans Actual Teaching: Assessment and Evaluation: Performance-Based Grading Rubric Learning Environment: Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #8 – Wait Time and Physical Proximity Professional Growth: STEA Membership Communication: Letter to Ms. Tina, Supervisor PBL Project SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection
Section One: Background Information
Introduction My name is Lauren Reed. I am currently studying for an A.S. in Secondary Education at Walters State Community College and intend on graduating in May of 2014. As you progress in your evaluation of this initial portfolio, you will discover a variety of artifacts from my courses at Walters State, a resume, and an assortment of other, informational guides that can be used to determine my skills thus far as an educator. This portfolio is an educational tool that can be referenced throughout my professional career. I believe our teachers are an invaluable part of society. Countless educators have left lasting impressions on my heart; I hope to be able to do the same for children when I am a teacher.
Lauren Reed 4923 Owl Hole Gap Rd. Rutledge, TN 37861 (423)200-8811 / Lrr2nd@aol.com Professional Objective: To further the education of students in secondary schools. Education: 2014-2017
Bachelor of Arts in English, Minor in Secondary Education East Tennessee State University
Associate of Science in Secondary Education Walters State Community College
Certificate in Applied Equine Studies Midway College, Midway, KY
High School Diploma, Grainger County High School
Honors and Awards: Fall 2013 Walters State Dean’s List Spring 2013
Midway College Dean’s List
Midway College Dean’s List
Related Educational Experience/Professional Experience: Spring 2014 Service Learning, All Saint’s Episcopal School Homework Helper Program
Service Learning, Rutledge Middle School Extended Resource Room
Service Learning, Grainger County High School Track and Field Team
Using Information Technology/Computer Applications
Assistant to Soccer Coach, Grainger High School Rutledge, TN
Summer 2013 4-H Junior Camp Leader, Clyde-Austin 4-H Camp Greeneville, TN
Summer 2013 Assistant to Soccer Coach, Grainger High School Rutledge, TN College Related Professional/Academic/Service Activities: 2014-current STEA Member Additional Work Related Experience: Spring 2013 Academic Support Services, Midway College English/Spanish Tutor Fall 2012
Academic Support Services, Midway College English/Spanish Tutor
Placement File: Please contact the ETSU Career and Internship Services Office. Website: http://www.etsu.edu/careers , BucLink TEL: 423-439-4450 FAX: 423-439-6176
My Philosophy of Education If you ask a group of young children what they want to be when they grow up, the responses are sure to be varied. Some will want to be astronauts, others aspire to be zookeepers, still more may dream of being firefighters, doctors, or farmers. Yet, some young children hope to be teachers one day. While all professions are important and have a niche in society, it is possible that being an educator is one of the most important careers. After all, every other occupation must have knowledge from a teacher at some point in the journey of life. Some of the best teachers possess a desire to learn, true concern for their students, and an understanding of the impact they will have on the future generations. Not surprisingly, human beings are life-long learners. Every day, we may grasp a new concept, see something in a different light, or consider the view point of others. It is imperative that teachers possess a desire to continue learning. The subjects taught, views of society, and children we teach are always changing. As teachers, it is our job to keep abreast of world happenings and how that affects our subject matter. In addition, finding the human mind fascinating is key to improving our strategies for effectively teaching our students. Because society is in a constant flux, the upbringing of students is always changing; therefore, in order to remain effective, we must realize that one method of instruction, discipline, or classroom organization may work for some children but not others. The best teachers envision the process of obtaining new information to enable the effective instruction of todayâ€™s students as an exciting challenge. Without the desire to continue their own education, teachers cannot effectively educate their students. Without question, the best teachers demonstrate a true concern for their students. If teachers are actively engaged in conversation about the material and studentsâ€™ views on various
topics, they are creating an environment conducive to the studentsâ€™ education. Furthermore, students who feel that teachers care are more likely to address concerns, participate in class activities, and graduate high school. It is our job to always mediate class discussions and activities to provide a caring atmosphere so that all students may express themselves without fear of censure. As teachers, we can demonstrate our concern in countless ways. Sometimes, a student may need a listening ear, while other times we may need to assist in connecting students with community outreach services. Caring also involves support. Teachers should engage in extra-curricular activities as much as possible. If students see their teacher at the baseball game or dressing up for Spirit Week, they are more likely to feel comfortable around their instructor and, ultimately, be able to learn more due to this connection. Ultimately, the best teachers are aware of the impact they have on future generations. While it is not in the job description, teachers have an array of unlisted tasks in educating the youth. Teachers are role models, behavior modifiers, givers of academic knowledge, and much more. In some cases, a teacher may act as a counselor, protector, or even a friend, in a sense. We can never know the extent to which our actions or words may affect a student. Therefore, we should always strive to promote and model moral and pro-social behavior, encourage students, and be available for answering questions or discussing concerns whether they are scholastic or not. Of course, it is mandatory that teachers seek appropriate help (e.g. law enforcement, certified counseling, etc.) when necessary. However, many times, a simple compliment, word of advice, or positive action can go further in a studentâ€™s life than we ever could imagine. As teachers, it is essential we be aware of the position we are in. While teaching academic material is certainly important, students learn much more from us; they hold teachers in high esteem and
often mimic our behavior and views. With that in mind, we should uphold our beliefs and actions, but we should also encourage students to form their own opinions. In conclusion, teaching is an invaluable career choice. Nearly every child, from the future lawyers, doctors, mechanics, and even farmers, will receive education at some point in their life. Teaching is a rewarding career, even though it may seem daunting. After all, teachers have an indisputable impact in the lives of future generations via the education of students in academic as well as life skills. It is important that educators demonstrate a desire to continue their own education, a genuine concern and care for their students, and an awareness of the role they have in shaping the future. The best and most influential teachers demonstrate these characteristics as well as countless others. With the instruction from college and teachers in my entire academic career, I have learned what makes an effective teacher. I will strive to embody as many characteristics of effective teachers as humanly possible. Yes, teachers have shaped my life, and I know I will be shaping the lives of all the students I teach. I could not be more ready for the task!
Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my program of study from ETSU showing the classes I have taken.
Context Statement Type of Artifact: Transcript Date: Fall 2012- Spring 2014 Courses: All Courses Description: This is an unofficial copy of my current transcript.
Transcript Data STUDENT INFORMATION Birth Date: Sep 04, 1994 Student Continuing Type: Curriculum Information Current Program Associate of Science Program: College: Major and Department:
AS Secondary Education Behavioral Social Science Secondary Education, Education
***This is NOT an Official Transcript***
TRANSFER CREDIT ACCEPTED BY INSTITUTION Fall 2012:
Subje Course ct
Int Applied Equine Studies I Intro to Equine TA Industry Equine Internship I TA Composition II TA Conversational TA Spanish I Critical Thinking TA Diversity Attem Passed Earne pt Hours d Hours Hours
AGRM 1XXX AGRM 1XXX ENGL 1020 SPAN 1XXX TRAN
Grade Credit Qualit Hours y Points TA 2.000 0.000 3.000 0.000 2.000 0.000 3.000 0.000 3.000 0.000 3.000 0.000 GPA Qualit GPA Hours y Points
16.000 16.000 16.00 0.000 0.000 0
Unofficial Transcript Spring Midway College 2013:
Subje Course ct
TRAN TRAN TRAN TRAN
1XXX 2XXX 2XXX 2XXX
World Regional Geography Fund of Speech TA 3.000 0.000 Communication Int Applied Eqs II TA 2.000 0.000 Equ Science & Lab TA 4.000 0.000 Econ Horse Indus TA 3.000 0.000 Intro West Compet TA 1.000 0.000 Attem Passed Earne GPA Qualit GPA pt Hours d Hours y Hours Hours Points 16.000 16.000 16.00 0.000 0.000 0
Grade Credit Qualit Hours y Points TA 3.000 0.000
Term: Fall Term 2010
College: Major: Student Type: Academic Standing: Subje Cours Campu Lev ct e s el
No College Designated Non-Degree Undergrad First Time High School Good Standing Title Grade Credit Qualit Start R Hours y and Point End s Date s American History I A 3.000 12.00 0
Rutledg UG e High School Term Totals (Undergraduate)
Attem Passe Earne GPA
pt d d Hours y Hours Hours Hours Point s 3.000 3.000 3.000 3.000 12.00 0 3.000 3.000 3.000 3.000 12.00 0
Current Term: Cumulative:
Term: Spring Term 2011
College: Major: Student Type: Academic Standing: Subje Cours Campu Lev ct e s el
No College Designated Non-Degree Undergrad First Time High School Good Standing Title Grade Credit Qualit Start R Hours y and Point End s Date s American History II A 3.000 12.00 0
Rutledg UG e High School Term Totals (Undergraduate)
Current Term: Cumulative:
Attem Passe Earne GPA Qualit GPA pt d d Hours y Hours Hours Hours Point s 3.000 3.000 3.000 3.000 12.00 4.000 0 6.000 6.000 6.000 6.000 24.00 4.000 0
Term: Fall Term 2011
College: Major: Student Type: Academic Standing: Subje Cours Campu Lev ct e s el
Rutledg UG e High School
No College Designated Non-Degree Undergrad First Time High School Good Standing Title Grade Credit Qualit Start R Hours y and Point End s Date s Composition I A 3.000 12.00 0
Term Totals (Undergraduate) Attem Passe Earne GPA Qualit GPA pt d d Hours y Hours Hours Hours Point s 3.000 3.000 3.000 3.000 12.00 4.000 0 9.000 9.000 9.000 9.000 36.00 4.000 0
Current Term: Cumulative: Term: Spring Term 2012
College: Major: Student Type: Academic Standing: Subje Cours Campu Lev ct e s el
No College Designated Non-Degree Undergrad First Time High School Good Standing Title Grade Credit Qualit Start R Hours y and Point End s Date s Probability and A 3.000 12.00 Statistics 0
Walters UG State CC, Main Campu s Term Totals (Undergraduate)
Current Term: Cumulative:
Attem Passe Earne GPA Qualit GPA pt d d Hours y Hours Hours Hours Point s 3.000 3.000 3.000 3.000 12.00 4.000 0 12.000 12.00 12.00 12.000 48.00 4.000 0 0 0
Term: Summer Term 2013
College: Major: Student Type: Academic Standing: Subje Cours Campu Lev ct e s el
Technical Education Tennessee Transfer Path New Transfer Good Standing Title Grade Credit Qualit Start R Hours y and Point End
Walters UG American Literature I State CC, Main Campu s HUM 2010 Walters UG Humanities: Human State Advntur I CC, Main Campu s Term Totals (Undergraduate)
Current Term: Cumulative:
3.000 12.00 0
3.000 12.00 0
Attem Passe Earne GPA Qualit GPA pt d d Hours y Hours Hours Hours Point s 6.000 6.000 6.000 6.000 24.00 4.000 0 18.000 18.00 18.00 18.000 72.00 4.000 0 0 0
Term: Fall Term 2013
College: Major: Student Type: Academic Standing: Additional Standing: Subje Cours Campu Lev ct e s el
Walters UG State CC, Main Campu s Walters UG State CC, Main
Behavioral Social Science Secondary Education Continuing Good Standing President's List Title Grade Credit Qualit Start R Hours y and Point End s Date s Intro to Agricultural A 3.000 12.00 Business 0
Intro to Animal Science W
Campu s Walters UG Intro to Animal Science State Lab CC, Main Campu s Walters UG General Biology I State CC, Main Campu s Walters UG General Biology I Lab State CC, Main Campu s Walters UG Macroeconomics State CC, Main Campu s Walters UG Calculus A State CC, Main Campu s (Undergraduate)
Current Term: Cumulative:
3.000 12.00 0
3.000 12.00 0
3.000 12.00 0
Attem Passed Earne GPA Qualit GPA pt Hours d Hours y Hours Hours Points 17.000 13.000 13.00 13.00 52.000 0 0 35.000 31.000 31.00 31.00 124.00 0 0 0
TRANSCRIPT TOTALS (UNDERGRADUATE)
Total Institution: Total Transfer: Overall:
Institution Combined: Transfer Combined: Overall Combined:
Attem Passed Earne GPA Qualit GPA pt Hours d Hours y Hours Hours Points 35.000 31.000 31.00 31.00 124.00 0 0 0 32.000 32.000 32.00 0.000 0.000 0 67.000 63.000 63.00 31.00 124.00 0 0 0 Attem Passed Earne GPA Qualit GPA pt Hours d Hours y Hours Hours Points 35.000 31.000 31.00 31.00 124.00 0 0 0 32.000 32.000 32.00 0.000 0.000 0 67.000 63.000 63.00 31.00 124.00 0 0 0
4.000 0.000 4.000
4.000 0.000 4.000
COURSES IN PROGRESS
Term: Spring Term 2014
College: Major: Student Type: Subje Cours Campu Lev ct e s el BIOL 1020 Walters UG State CC, Main Campu s BIOL 1021 Walters UG State CC, Main Campu s EDUC 2010 Walters UG State CC, Main
Behavioral Social Science Secondary Education Continuing Title Credit Hours Start and End Dates Introductory Biology II 3.000
Introductory Biology Lab II
Psychology of Human Development for Teachers
Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s Walters State CC, Main Campu s
Foundations of Education
American Literature II
Western World Literature I
Introduction to Special Education
Context Statement Type of Artifact: ACT Date: June 2011 Courses: All Courses Description: This is an unofficial copy of my ACT test.
LAUREN REED Test Date: June 2011 Test Location: National Test Option: ACT (NO WRITING) This is not an official ACT score report and is intended only for your informational use. Score
Mathematics Pre-Algebra/Elem. Algebra
Does your score meet the ACT College Readiness Benchmark?
Yes. But you can further improve your mathematics skills.
Yes. But you can further improve your science skills.
Multiple-choice scores and the Composite score range from 1 to 36; subscores range from 1 to 18. Dashes (--) indicate no score. Your Composite score is the average of your scores on the four subject area tests. Subscores do not necessarily add up to your score for a subject area test.
Section Two: Selected Entries
Planning and Teaching Strategies
Context Statement Type of Artifact: Bloom’s Taxonomy Activity Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the Bloom’s Taxonomy Activity I did in EDUC 2300 Introduction to Education.
Name: Lauren Reed Date: March 3, 2014 Class: EDUC 2300 Introduction to Education Semester: Spring 2014 Bloom’s Taxonomy Activity 1. Targeted grade level: Twelfth Grade 2. Subject area: English 3. Specific content to be taught: “The Oval Portrait” by Edgar Allan Poe 4. Questions: a. Remembering 1. Where does the tale take place? 2. Who is telling the story? 3. How does the man know about the story of the portrait? b. Understanding 1. What would you say the main idea is? 2. What do you think is the role of Mrs. Radcliffe? What purpose does she serve when she is referenced in the work? 3. How does the story about the portrait relate to the intrigue the narrator feels toward the artwork? c. Applying 1. How can “The Oval Portrait” be used to demonstrate quality literature? 2. Can the vocabulary used in the story be applied today? How? 3. How could you use this story to improve your own creative writing? d. Analyzing 1. Why do you think Poe wrote this short story? Was it to teach a lesson? If so, what? 2. What conclusions can you draw about the painter? 3. What are three characteristics of Romanticism in the literature? e. Evaluating 1. Do you think there is anything strange about the relationship between the painter and his wife? How would you justify her giving her life for the painter’s perfect portrait? 2. How does the work reflect ideas of Romanticism? 3. Compare this work to other Romantic pieces we have studied. What are some characteristics of Romanticism that differ in their prevalence in various works? f. Creating 1. Incorporate a more varied vocabulary into your writing. 2. Write a story that can be classified as Romantic. 3. Represent and explain different qualities of Romanticism found in the story?
Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the lesson plan designed to accompany my Bloomâ€™s Taxonomy activity.
Name: Lauren Reed Title of Lesson: “The Oval Portrait” Grade: Twelfth Date: Spring 2014
Materials Needed: Handout of “The Oval Portrait” for each student Laminated drawing of an old-fashioned portrait in an oval frame Handouts of the above portrait drawing for each student Index cards Dry Erase marker Crayons, colored pencils, or markers State Standards: CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Goals: Understand meanings of complex vocabulary in the story Be able to relate characteristics of Romanticism to “The Oval Portrait”
Objectives: Use drawings as a method of organizing ideas Grasp the concepts of Romanticism evident in the literature Increase students’ vocabularies Instructional Procedures: “The Oval Portrait” will be assigned as homework and discussed in class on the day of the lesson; ideas central to the Romantic movement have been taught in a previous lesson Students will work in groups of their own choosing to determine how various Romantic ideas are exemplified in the text, providing specific examples Then, students will present their group’s argument to the class and write their Romantic idea on the laminated oval portrait using the dry erase marker; non-presenting students will write the ideas on their handouts to be used for study Students will use the index cards, crayons, markers, and colored pencils to create flash cards of selected vocabulary words and will quiz a partner on the cards at the end of class Questions: (See Bloom’s Taxonomy assignment) Closure: All students will stand and individually say something that relates to the knowledge of the lesson; they may then sit down Adaptations to meet Individual Needs: Students may be given larger print handouts “The Oval Portrait” may be read to the students, if necessary Students with special needs will be placed in groups with peers that are known to be knowledgeable and helpful Evaluation Assessment: See attached rubric
Assessment and Evaluation
Context Statement Type of Artifact: Rubric Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the grading rubric to accompany the lesson plan I designed.
Participated in discussion and presentation
Participated in some areas of discussion and presentation
Did not participate in discussion or presentation
Worked well with group members and contributed ideas Listened to discussion and presentations of peers
Was unruly at times but mostly cooperative
Was distractive to peers and teacher
Seemed somewhat interested in ongoing conversations
Did not pay attention to others
Evidently read the material prior to class
Appeared to have skimmed material prior to class
Did not read material as evidenced by complete lack of understanding
Contributed to Did not presentation and contribute to seemed engaged presentation but seemed engaged
Did not contribute to the presentation and lacked interest
A = 9 – 10 B=7–8 C=5–6 D=3–4 F=0–2
Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is my guided observation about contextual factors.
Guided Observation #1 – Contextual Factors
Name: Lauren Reed Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: All Saints’ Episcopal School
Interview your mentoring teacher to obtain the demographics about the school. Write a response for each question in a paragraph format. 1. Record the number of males, females, and ratio of ethnicity within the classroom. On an average day, there are roughly twenty students. The number of females and males is approximately equal with girls slightly outnumbering boys. One student is of African-American descent, one is of Portuguese descent, and the rest are Caucasian. Therefore, the ration of Caucasian to Ethnic minority groups is close to 10:1. 2. What are the development levels of the students within the classroom you are observing? The supervising teacher has stated that all the students attending All Saints’ Episcopal School are working one grade level higher than their actual grade. While all the students may be doing higher-level tasks, that does not necessarily mean they are functioning at an increased developmental level. Though most students seem to be developmentally advanced, there are a few exceptions that appear to be functioning closer to their actual grade level. 3. How is the instruction modified to meet the diverse needs of the students? On occasion, students will have diverse needs that need to be accommodated, though this has not happened often during my observations. When the need has arisen, the teacher has made a few alterations to the typical schedule or seating arrangement. For example, she has separated students, moved children to a more peaceful area to allow better focus, allotted more time for a student to complete homework, and given more or different instructions than she had originally planned. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. The local community is representative of all socioeconomic classes, and a large percent (63.5%) were classified as economically disadvantaged in the Tennessee Department of Education’s 2012-2013 report card. The same report also shows an
increasing percentage of minority groups compared to the previous year. However, the middle and upper class Caucasian families account for most of the enrolled students at All Saintsâ€™ Episcopal School, though there are diverse cultural backgrounds represented in the student body. 5. What are the specialized programs/activities found within the school that would assist special needs children, those who need enrichment activities, or remediation? List the specific programs that are available. At the moment, it does not appear that All Saintsâ€™ Episcopal School has any enrolled students with disabilities or special needs. There is one program that specifically could be used to aid children with special needs (in addition to classroom accommodations, of course). The Homework Helpers program is an after-school opportunity for children to complete homework. In addition, the students receive one-onone attention as necessary. This is also a wonderful opportunity for students that do not have pressing homework concerns to study either alone, in a group, or with teacher supervision to ensure they comprehend the material.
Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: The following is my guided observation of the physical arrangement of the classroom.
Guided Observation #2 â€“ Physical Arrangement Name: Lauren Reed Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: All Saintsâ€™ Episcopal School Instructions for the Observer: First, draw a map of the classroom you are observing, including seating arrangements, placement of furniture, computers, telephone, and other equipment. Give a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional displays, management, and motivational elements. Then design your own perfect classroom 1. Draw classroom map:
2. Effectiveness of: a) Technology: The technology in the room consists of a television and electronic devices the children bring to class. The television is placed at the back of the room, which would not be very effective if it were used (which is not very often) as the students would have to turn completely around in their desks. The technological devices the students bring are with them at their desk and easily accessible. The telephone and fire alarm are at the back of the room near the door, so the teacher must walk far to reach the phone, and it may be difficult to see the fire alarm if, for some reason, the sound that accompanied the alarm was not functioning.
b) Traffic Patterns: The traffic pattern of the room is very open. Because the desks are spaced evenly, one can meander through any way necessary. Additionally, the pathways leading to all corners and areas in the room are easily traveled and unobstructed.
c) Instructional Displays: The white board is at the front of the room in full view of the students, as it should be. Instructional and informational posters are spread throughout the room, but most are above eye-level for the children. In order to see the displays, the students must crane their necks toward the ceiling.
d) Classroom Management: The teacher effectively manages the classroom. Both the studentsâ€™ behaviors and the classroom materials are always kept in order. The teacher has gained respect from the children that allows them to understand her in a way conducive to their learning.
e) Motivational Elements: Most of the motivation is positive reinforcement, such as encouraging phrases like â€œI know you can do this.â€? However, a smaller, significant portion of the motivation in the classroom is moral. The teacher may explain to the student what their behavior may do to others and ask how that makes them feel. She uses, their feelings to show them what appropriate conduct is and encourage them to do their work in class.
3. Draw your perfect classroom:
Context Statement Type of Artifact: Guided Observation #8 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation of the wait time and physical proximity in the classroom.
Guided Observation #8 – Wait Time and Physical Proximity Name: Lauren Reed Date: Spring 2014 Course: EDUC 2300 Introduction to Education School: All Saints’ Episcopal School 1. When the teacher poses a question either to the whole class or a single student (particularly in a situation where the student is having difficulty responding), what is the period of wait time between the posed question and the response? Observe 10 – 15 examples of posed question/response and time each instance. What is the average wait time that you observe? When I observed the wait time, it usually occurred after the teacher posed a question to an individual student. The average time was approximately five seconds. Normally, the instructor was questioning the student about proper behavior or mannerisms. One example that comes to mind was when one student seemed to have a mental shut-down and stared blankly at her paper. The teacher asked the student several questions such as “Why are you ignoring me?” and “Do you think you are being polite when we are trying to help you?” After several seconds passed the teacher would answer her own question until the student began to cry and apologize for misbehaving. It was useful for the teacher to continue prompting the child for the needed apology for poor behavior, and the wait time between questions was apparently enough for the student to consider her actions. 2. Where does the teacher position himself/herself in physical relation to the students? Does the content and the strategy of the lesson seem to have any bearing on the distribution of physical proximity time for a teacher? The students’ desks are in a table-like format with rows and columns. The teacher spends a very large portion of time at her desk, which is slightly to the left side of the front of the room. This positioning seems to place her in the attention of the students (because she is in the front) though not overpoweringly (because she is slightly offcentered). This seems to work well for the children because the teacher is easily visible and available for discussion but she does not seem to be invading the student’s personal space. 3. What student response do you note to the physical proximity of the teacher? Most students actually seem to desire to sit near the teacher. The children have free choice of their seats and the left half of the room always fills first. The children never shy away from her, and sometimes they even seem to try to be closer to her. It is very possible that the children enjoy having the teacher nearby to answer questions and help with misunderstandings.
Context Statement Type of Artifact: STEA Membership Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my welcome letter from NEA.
Dear Lauren Reed: Welcome to the National Education Association! Your 1 year NEA Student Membership application has been processed successfully. Your transaction of January 28, 2014 was approved in the amount of $30.00. The confirmation number for this transaction is EQFEA58D03B8 and your NEA member id number is 0008691130. Educator's Employment Liability coverage is in effect from today, January 28, 2014 through August 31, 2014. PLEASE PRINT THIS LETTER AS PROOF OF YOUR MEMBERSHIP AND COVERAGE IN THE PROFESSIONAL LIABILITY INSURANCE PROGRAM. Thank you for joining the National Education Association, Tennessee Education Association and your local chapter. You are now a member of our united family at the local, state and national levels. We encourage you to become active in the Association as well as to take advantage of the information, services and programs the Association has to offer. Among the resources available to you are: * The NEA website, http://www.nea.org, including an area dedicated to the Student Program (http://www.nea.org/student-program). While much of the site is open to the general public, there is an area accessible to members only (https://login.nea.org/nea/index.cgi). * Your State Association website; you can find the URL in the directory (http://www.nea.org/home/49809.htm). * Two publications sent directly to you from NEA that can help you follow education trends; Tomorrow's Teachers (http://www.nea.org/tomorrowsteachers), published annually, and NEA Today (http://www.nea.org/neatoday), published eight times per year. * Access to GEM-Gateway to 21st Century Skills (http://www.thegateway.org) with thousands of lesson plans and other teaching resources at your fingertips. * Access to tips and advice from practicing teachers. Works4Me (http://www.nea.org/tools/Works4Me.html) is an online NEA resource that links you to success stories in the classroom, subscription to an E-Newsletter with classroom tips, and a discussion board for sharing ideas or asking advice. * Access to NEA Member Benefits (http://www.neamb.com) for discounts on such things as car rentals, magazines, car insurance, credit card programs and much more. Register (https://secure.neamb.com/registration.htm) today! A package with membership materials will be mailed to you in the next few weeks. We look forward to your participation and to your help with making sure there are great public schools for every child.
Dennis Van Roekel, NEA President David Tjaden, NEA Student Program Chair Dues payments are not deductible as charitable contributions for federal income tax purposes. Dues payments (or a portion) may be deductible as a miscellaneous itemized deduction.
******************************************************************* Only the individual sender is responsible for the content of the message, and the message does not necessarily reflect the position or policy of the National Education Association or its affiliates.
Context Statement Type of Artifact: Letter to Ms. Tina, Service Learning Supervisor Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my letter to my service learning instructor for this course.
March 5, 2014
Dear Ms. Tina,
I want to sincerely thank you for allowing me to complete my service learning with you at All Saintâ€™s Episcopal School. You have been so gracious to me and have taught me so much about teaching. Thank you for all the extra things you showed me like your portfolio, lesson plans, and summer camp folders. I am glad to have had the opportunity to work with you and look forward to possibly doing so again someday.
Lauren Reed Lauren Reed
Context Statement Type of Artifact: PBL Presentation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of the PBL my group presented.
Title: Subject: Grade: Length of Time: Abstract:
It’s a Small World Ecology 10th 5 – 7 days of Ecology class Students will be assigned into groups and given a biome to research. The groups will prepare a diorama of their assigned ecosystem to present to and educate the class about. A writing, vocabulary, and discussion activity will also be completed.
Shoeboxes Magazines Stationary supplies (markers, glue, scissors, tape, etc.) Access to the Computer Lab
Peer evaluation (by students) Presentation evaluation (by instructor) Writing activity evaluation (by instructor) Vocabulary evaluation (by instructor?) Discussion evaluation (by instructor?)
It’s a Small World The overall purpose of this project is to allow students to gain a more indepth knowledge of various biomes and the vegetation, fauna, climate, and other aspects of each ecosystem. This project will also cultivate students’ research skills, creativity, and recollection ability. In addition, students will need to address a concern related to their ecosystem and present possible solutions.
This project is intended for use in the 10th grade.
Students will work in groups of 4 – 5 individuals, and the groups are assigned by the instructor
The instructor will serve as a supervisor to ensure the children are researching accurate information, remaining on task, and still learning about the biomes not assigned to their group. Additionally, the instructor may need to provide other services (e.g. creative advice) as needed.
The project will be completed in Science class over the course of 5 – 7 days depending on the needs of the students. The beginning days are intended to be for researching the assigned biome. Students should culminate their research into a PowerPoint presentation as they progress, and the presentation should include a list of sources. Subsequent days are designed for students to create their dioramas in the shoeboxes. Magazines will be supplied for gathering appropriate photographs and students should creatively place the photos into the diorama to create a 3-D miniature world. A vocabulary activity will take place on the day before presentations. On the last day of the project, the groups will present their information to the class in a presentation not to exceed 7 minutes. Afterward, a discussion activity will refresh students’ minds on what they have just learned. Students will be assigned a writing prompt after presentations conclude, and the well-developed essay will be due two days after issued. All students are required to submit a peer evaluation for their group, but the presentations and writing assignment will be graded by the instructor with an appropriate rubric.
It’s a Small World Students will: 1. Remember information about various biomes found on the planet. 2. Understand key differences among biomes and the role of such differences for the flora and fauna native to the area. 3. Apply the knowledge to the general adaptations of species found in specific biomes. 4. Apply their knowledge to present possible solutions to environmental issues related to a given biome. 5. Analyze informational texts and websites to find accurate information. 6. Evaluate the importance of different biomes to the native flora and fauna. 7. Create a 5 – 7 minute presentation and a diorama that can be used to teach the class about the groups’ assigned biome. 8. Create an essay reflecting on the topic of the assigned writing prompt.
Title: Grade: Common Core Standard(s):
It’s a Small World 10th 1. CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 2. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. 3. CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Book Title: Earth Science: Geology, the Environment, and the Universe (Glencoe, 2013) Used in conjunction with Internet resources and various magazine titles (e.g. National Geographic) Vocabulary Activity:
Writing Prompt Activity:
The students are given a card that has two phrases: “I have…” and “who has...” The teacher chooses one random student to begin the game by saying "Who has..." the student with the answer will respond and the game continues around the classroom, with students finding the answer to their “who has” question on their card. By the end of the game, the original student should be the one answering the question. Each student will have a large handout with all the prompts on it to keep track of the responses; this can be used as a study guide as well.
Reflect on the information you have learned as we worked on this project. In a well-developed essay, discuss the biomes we learned about in class. Explain physical and climatic characteristics typical of each ecosystem and how they relate to the living species found in the biome. Give examples of flora and fauna found in the ecosystems, and note the importance of special adaptations they may possess.
Directions All students will stand up. Ask the following questions; have only one student at a time speak. When the student has answered, instruct him or her to then sit down. This will require all students to interact throughout the discussion. (All answers on this page are examples only; also, the biomes listed are not comprehensive and are only to serve as guides) Grassland Name a country where this biome is located. Name some animals located in this biome. Where can we find this biome? What threats are grasslands faced with? Tundra Name some animals located in this biome. Polar bear Name a country this biome is located. Antarctica Is it cold or hot here? Cold What threats are tundras faced with? Humans. The tundra ecosystem is extremely fragile. Do tundras get a lot of rain? Rainfall averages is generally less than ten inches a year. In a tundra, what is the soil referred to as? Permafrost What exactly is Permafrost? A thick subsurface layer of soil that remains frozen throughout the year, occurring chiefly in polar regions. Desert What is a desert? An environment that receives less than 50 cm of rain per year. What are some animals you will find here? Where is one located at? Forest Considering earths land mass, how much surface area does the forest biome occupy? About 1/3 What are some major human impacts on this biome? Deforestation and pollution Name some countries this biome is located.
A few: North America, China, and Canada What is important with forests regarding carbon dioxide? Many plants located in forests use carbon dioxide, water, and energy to produce oxygen. What are things you can do to help maintain forests? Aquatic Biomes What surface area of earth does the aquatic biome cover? The aquatic biome is the largest located on earth, it covers nearly 75% of earth's surface. What are some problems the aquatic biomes face? Pollution, many chemicals and runoff water from factories are dumped into streams of water. What effects does pollution have on steams where you live? Chemicals are dumped into streams, killing many fish and animals. Additional activities If time allows, a discussion with the students will be started. The students will be asked what they can do to help each particular biome. For example, Aquatic biomes are hosts to many species of animals. When thrown into a body of water, the plastic rings around sodas trap many animals causing them to die of starvation.
In your group, research your assigned biome. You will create a PowerPoint presentation and a diorama or poster that displays various facts and features about the ecosystem. You will need to discuss topics such as climate, prominent features, native flora and fauna, and typical locations of such a biome (i.e. where in the world it is found). A major component of this project is to discover various concerns that are involved with the ecosystem. These may include losing an endangered species, deforestation, pollution, melting glaciers, encroachment of humans, or the like. You need to address at least one concern for you biome and offer defensible (i.e. well-founded and arguable) solutions to combat the problem. Your group will present all this information in front of the class in a 5 â€“ 7 minute production. The teacher and students will ask questions and critique your proposed solutions at the end of your presentation.
Vocabulary Rubric: Participation â€“ 8 Points
Content Knowledge â€“ 2 Points
Earned Points The student must try to be active with the game and attempt to answer the questions that are asked in the game. Also the students must also be able to work together to get the right answer to the question at hand. The students must have a basic understanding of the concepts and subject matter in the activity. Also students must also be able clearly identify what the terminology is and explain the definition of what the vocabulary world is and where the word may be used in a real-world situation. Total Points _________ / 10
Writing Prompt Rubric: 1
Poorly developed essay reflected in limited writing
Some development but primarily limited writing
Wellwritten but not as developed as it could be
Clear misunderstanding of topic or was off-topic
Many misunderstandings though main concepts were grasped
Many facts and information but may leave some information out
Incoherent paragraph structure
Illogical flow of information but some design in paragraph formatting
Most of the topic and lesson were understood though there may be some inaccuracy Flows well but may have several instances of incoherency
Welldeveloped and wellwritten essay that meets all directions in prompt Extensive use of examples and facts that are coherent with the topic Logical flow of information
Extensive grammatical errors
Many grammatical errors
Several grammatical errors
Logical flow of information but some confusing instances Few grammatical errors
* A point value of 0 may be issued if the assignment has not been received A = 15 – 20 B = 10 – 14 C= 6–9 D=1–5 F=0
No grammatical errors in the spelling or sentence structure Total ____ / 20
Discussion Activity Rubric:
5-4 Thorough understanding of topic. Eager to participate in discussion.
3-2 Sufficient understanding of topic. Willing to participate in discussion.
Speaks fluently with well thought out responses.
Responses are satisfactory in fluency.
1-0 Does not understand topic. Makes no attempt to participate in discussion. Responses are not well thought out, choppy, and not understood.
Group Rubric: Delivery
1 Very poorly delivered with frequent errors in information or vocabulary Lacked many important details about the biome or gave few if any examples of flora and fauna
Did not address any issues of the biome or gave solutions that were clearly unfeasible
Several students rarely participated or spoke
Little effort was placed into the presentation and diorama or biome representation was inaccurate
2 Some stumbling on information or terminology
Left out some pertinent information but covered the majority of topics and gave examples of flora and fauna Addressed one issue of the biome but gave poorly researched ideas that were poorly defended Some students did not present or speak as much as the other members Presentation and diorama were attractive but may have had some flaws in accurate representation
3 Well-delivered and well-spoken presentation that had clearly been rehearsed Elaborated on vast amounts of information pertaining to the biome and provided numerous examples of flora and fauna Addressed one or more issues that are concerned with the biome and offered defensible solutions
Students shared speaking and presenting time equally with other group members Presentation and diorama were creatively designed and accurately depicted the biome Total _____/15
* A point value of 0 may be issued if the presentation was not executed A = 11 – 15 B = 6 – 10 C= 3–9 D=1–2 F=0
Peer Evaluation Rubric:
1 Did not help with one aspect did help with the other somewhat
2 Gave some ideas to the project and helped with some production of presentation
Did some of Did most of what what was asked was asked or had or did not work hesitations to in a timely complete fashion assignments Did not support Supported most much of the of the time but project and may may have been have been pessimistic at somewhat other times disruptive to group Did not attend class (0 pts.) Did attend class (1 pt.)
3 Gave ideas to help guide project and invaluably aided in the production of the presentation Did all that was asked of them without hesitation
Supported group and project whole-heartedly and was a positive influence
Group Members Total Points 1. _____ / 10 2. _____ / 10 3. _____ / 10 Self-Evaluation _____ / 10 *A point value of 0 may be received if a student was not present at all during the project A = 8 – 10 B=6–7 C=5–6 D=2–4 F=0–1
Section Three Professional Evaluation
Context Statement Type of Artifact: Field Placement Journal Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: This is my journal for my field placement in the Extended Resource Room at Rutledge Middle School.
SPED 2010 Introduction to Special Education Service Learning Journal Lauren Reed Spring 2014
Service Learning Project
Name: Lauren Reed Course Title: SPED 2010 Introduction to Special Education Date: Spring 2014 Agency Name: Rutledge Middle School Agencyâ€™s Mission Statement/ Grades Served/ Community Needs: Rutledge Middle School strives to provide a safe educational experience for the students that attend the school. The ZAP (Zeroes Arenâ€™t Permitted) program indicates that the administration places academic achievement in high regard. ZAP allows for extra time during one school day per week for students to make up missed or late assignments. Rutledge Middle School serves grades 6-8. The school is listed as a Title I school.
Prologue: Thought I am acquainted with special needs children, as they have been part of my educational experience, particularly in high school, I have not had much opportunity to actually work with them in the respect of teaching. Performing my service learning for this course with special needs children is only proper. I expect to gain an array of knowledge applicable to working with special needs students, specifically better communication, better understanding, and more patience. I am hopeful that the staff will see me as an asset to their daily work. I will give my whole self during my hours, and I want to be as helpful as possible. Though I know I will be asking numerous questions, I do not want to be perceived as a nuisance but as what I am, a student trying to be as prepared as possible for her future career. My ultimate goal through this project is to gain a better understanding of the requirements and technicalities of educating children with educational challenges. I am sure that my service learning will aid me in fulfilling my goal.
Lauren Reed 2/5/14 8:00 – 8:30 AM Extended Resource Room First Agency Visit: (Overview of Events) I met with the principal of the Rutledge Middle School, Mr. Roger Blanken, to discuss my service learning project for SPED 2010. We completed all required paperwork, and he introduced me to the extended resource teacher, Mrs. Howard. Mrs. Howard was very kind and seemed quite pleased to have me interested in helping. She gave me a brief tour of the room, and I was introduced to the students and am ready to begin my service. ABCs of Reflections Affect: I was apprehensive about meeting the principal for the first time. I was also a little nervous about meeting Mrs. Howard and the students. I am a shy person, so I felt relieved when Mrs. Howard was outgoing and personable. After meeting the students, I feel much more relaxed. I am excited to begin working with the students and learning as much as possible. Behavior: I was prepared for my meetings by having all the necessary paperwork. I met the children and played some volleyball with them to help each of us acclimate to each other. I tried to remember all the details about the classroom when I was getting a tour. The room is in a main hallway of the school, and there are multiple areas in the classroom (two working areas and a kitchen area). Cognition/Content: I have already learned about “people first” language in class. I will be sure to try my best to talk in the appropriate manner with the children. I also have been reading the class materials to better understand the services provided to people with a disability. I noticed that the posters on the walls were probably for lower grade levels than are serviced at Rutledge Middle School. That makes me think that these children are probably not functioning at grade-level, but I will have to wait to see the students’ working to know for sure.
Lauren Reed 2/7/14 8:00 – 10:00 AM Extended Resource Room Second Agency Visit: (Overview of Events) I met the other support staff in the extended resource room. There are four teachers in the room: Mrs. Howard (the main teacher), Mr. Gage, Mrs. Pauline, and Mrs. Wolf. From here out I will refer to each as “teacher,” “instructor,” or “staff member” (with the exception of Mrs. Howard as she is the main supervisor) to protect privacy. I observed student-peer and teacherstudent interactions. I was able to help the children in clean-up time and grammar. ABCs of Reflections Affect: I felt a bit out of place at the start of the day. I had not been in an extended resource classroom before, so I did not know exactly what to expect. However, I felt much better after talking with the staff before the students came to class. I also felt more at ease after talking to the students as they ate breakfast. As the day continued, my comfort level gradually increased. I am eager to go back to see the students. Behavior: I focused my behavior on observation to begin the day. I mimicked what the staff would do in response to student actions (clapping, cheering, etc.). After the morning yoga and exercise, I began to feel much more comfortable. We then cleaned the room. I was assigned to help two students wipe tables and the kitchen area, and then we swept the floor. After cleanup, I observed one staff member instruct a few of the students in the use of contractions. The language arts lesson was quite interactive because the students used a Promethean board. A Promethean board is essentially a digital white board. The projector portrays whatever is on the computer’s screen to the board for the students to view and write on with a special pen. After the introduction to the lesson, the children started completing their workbook assignments. I assisted one teacher in helping the students deduce the correct answers. The students had viewed a PowerPoint about contractions that was intended for use in the 2nd Grade. So, they are certainly working below grade-level. I have learned in class that this must be reflected in their IEPs.
Cognition/Content: I was pleased to see how the students reacted to having a new face in the classroom. I think they were pleased to see me, and they had so many questions! I noticed the use of technology to help the students learn. The Promethean board was the first Iâ€™d seen, and it really worked well for the children. In addition, one student has an iPod with buttons that verbalize phrases, colors, numbers, and the like to help him communicate. I was not familiar with this kind of Assistive Technology. I also noted the accommodations that the staff made to help a student during yoga. He was not physically able to lie flat on the mats, so he used a wedgeshaped mat to aid in his movements.
Lauren Reed 2/10/14 8:00 â€“ 10:00 AM Extended Resource Room Third Agency Visit: (Overview of Events) Mrs. Howard was not present today, so I was under the supervision of the other staff. I performed the morning exercises of yoga and cardio with the children. Afterwards, I helped one student with writing her name and telephone number. An Occupational Therapist came today, so I was able to watch how she interacted with and instructed the children. ABCs of Reflections Affect: I was amazed at how much more talkative the children were today. They seem to be getting to know me. I felt a little worried when I heard Mrs. Howard would not be present, but I remembered the other staff were very kind and felt relieved. One teacher talked to the children about personal hygiene, and she asked if any of the students did not have a toothbrush at home. I was humbled to see how many children did not own something as simple as a toothbrush. It really pulled on my heartstrings and made me thing about what it means to be a Title I school. It also made me thing about what my role will be in the lives of students I teach. Behavior: I enjoyed doing yoga and cardio with the children. I do feel bad about one thing I did during the exercise time. We were doing some kicks where we flicked our feet and
one student’s shoe flew off and hit the wall. I laughed because I have seen that happen so many times on accident. However, one instructor pulled the child aside to discuss the matter. I apologized to the instructor because I did not know the child purposefully kicked off his shoe. I felt better after the teacher said not to worry, but I still regret that I may have encouraged that behavior, even if it was unknowingly. I liked helping another student write her name and phone number. She was having difficulty writing in a straight line, so I drew some thicker lines with a marker on her paper. I was pleased at how quickly her writing’s levelness improved. Cognition/Content: As I mentioned, I felt bad that I could have been a bad example to the students in the regard to what is or is not acceptable behavior. I learned more about OT, and I am looking forward to meeting more related service providers. I think it was a good idea to create the darker, thicker lines for writing on. Actually, I was quite pleased when I saw the OT do the same thing because I hadn’t been instructed that drawing lines and boxes for the students to write in was an effective practice. By seeing the OT do that, I was happy I had done something right. I am looking forward to learning more ways to help educate children with special needs.
Lauren Reed 2/17/14 8:00 – 10:00 AM Extended Resource Room Fourth Agency Visit: (Overview of Events) Today I helped in a lot of different techniques and environments. The children worked on contractions, spelling, and science. Also, I helped clean the classroom. Probably the best part was going to the library. Though it was quite bare, the children loved the little room. ABCs of Reflections Affect: I really enjoy helping the students. One of the most rewarding things is when they open up and become quite talkative. When that happens, as it did today, I feel like I have been a positive influence and accepted. The library was a little saddening to me. I know the school is Title I, but there were probably only five small book shelves. The books were very old
and extremely used. Nevertheless, it brought me a lot of joy to see the children light up when they were told we were going to the library. Behavior: I think my behavior has been quite effective. As I mentioned, the children are much more talkative, they feel comfortable asking for help, and some seem to show a desire to be near me. I do not think if I was doing something wrong in my instructions they would act positively. I try to imitate what the instructors do, respond to questions the same, and teach the children in the same manner. I help the students sound out words, rather than just telling them how to spell, and I try to help them remember what was learned on previous school days. Cognition/Content: I am always fascinated when I am around these students. I feel grateful that I do not have a disability, but that is not to say that I patronize them because of their disability. Like my instructor has said, looking for abilities is very important, and these children never cease to amaze me. I love their general enthusiasm for life and learning. Even though I thought the library was neglected, the students thought it was the most amazing place. Despite the fact that they were trying to read books they didn’t quite understand, they were amazed by the pictures. That was probably the biggest aspect of today’s service; I think that I need to not take certain things in my life (something as simple as a book, for example) for granted.
Lauren Reed 2/19/14 8:00 – 10:00 AM Extended Resource Room Fifth Agency Visit: (Overview of Events) Today was a kind of crazy day in the extended resource room. One teacher’s mother is having health complications, so she had to leave on emergency leaving us a little short staffed. However, we all pitched in to help the children complete their work. I helped with spelling, contractions, math, cleaning, and many other tasks today.
ABCs of Reflections Affect: I feel empathetic toward the teacher who is having family health concerns. I also admire her for still giving her all to the children as much as possible because she knows how much she means to them. I think today was a good learning experience because I saw how the teachers and students reacted to changes in the schedule. They both did a wonderful job, and there was not an excessive amount of drama (though some students had difficulty) because of the moment of disorganization. Behavior: I felt very proud of the students today. Even though some students are only learning to write numbers, I couldn’t be more pleased with their progress. I helped some students create chants to remember contractions (e.g. “were plus not is weren’t”). Also, we worked on spelling and sentence writing and editing. The children are all very hard workers. Cognition/Content: I did notice how some students were a little confused and stressed with the moment of lack of structure when plans had to be re-arranged. I realized that even though typically developing students need order, it may be more necessary for students with disabilities and special needs. In an attempt to distract them, we started talking about cars, phones, and the like. That made me realize that even though these children are labeled as “different”, they are actually very similar to “traditional” students. They find many of the same things interesting.
Lauren Reed 2/21/14 9:00 – 1:30 PM Carson Newman College Fifth Agency Visit: (Overview of Events) Today was very exciting, fun, yet hectic day. We traveled to Carson Newman to allow the children to participate in the volleyball Special Olympics. I was amazed at the children’s capabilities. Also, it allowed me to get a better glimpse of their personalities out of class.
ABCs of Reflections Affect: I was quite stressed, at first, because I was worried about being able to keep tabs on all the children in the new environment. However, Mrs. Howard had instructed the children and they all behaved wonderfully. I felt very happy for the children because they were having such a good time and came in second place! Overall, it was an amazing experience, and I’m glad I had the opportunity to go. Behavior: I felt effective in my behavior. I did a good job keeping an eye on my assigned student. It wasn’t too hard, though, because he was constantly looking for me and calling my name. I also got to help him play volleyball. It was a little out of my comfort zone because we were supposed to be hitting the ball, of course, but he just wanted to talk. Some of the other children were becoming frustrated with him, but we had a “good sports” talk and they were fine. The important thing is that the children all ended up having a wonderful time. Cognition/Content: I realized that the children are just like other students when it comes to playing games. Sometimes they get frustrated, other times they are braggadocios, but they really just enjoy having fun. I noticed that the nets were the same height as those used in general volleyball games, though the referees did allow the children to move closer than normally required to serve the ball. I thought this was a great accommodation. I hope to be able to participate in more events like this.
Lauren Reed 2/24/14 8:00 – 10:00 AM Extended Resource Room Sixth Agency Visit: (Overview of Events) We got a lot accomplished this morning. The children worked on spelling, did exercise and yoga, and even cooked a meal. Mrs. Howard was unavailable, so I was under the supervision of the other teachers today.
ABCs of Reflections Affect: I enjoy going to the extended resource room. Every time, it seems like the children are happier to see me, and I canâ€™t help but notice their attitudes toward each other are seeming to improve as well. I like working with the children because they seem appreciative when I assist them, and they make me feel like I am able to help them in any task. Behavior: I first helped one student get off the bus and get breakfast. Then, we exercised and did yoga. I find that sometimes I need to do the movements in order for the children to exercise because sometimes they just watch the television. Afterwards, Mrs. Wolf taught a cooking lesson to a small group. Then we ate the food. The children had such nice manners and really liked the French toast and bacon! Spelling was better today. I think contractions must be confusing to the children, so I was glad we were working on other words. I did notice that it probably took a little longer to move on from contractions than what would be allotted in a general education setting. Cognition/Content: I always like to see the accommodations made for the children. For example, one student uses a wedge mat for yoga because he is physically unable to lie on the flat ground. The children made me laugh when they put chocolate syrup on their toast because I had only ever heard of using maple syrup. That showed me that they can be quite creative. I was impressed with the studentsâ€™ cooking skills, too. I thought it was interesting how the students were behaving today. One student who normally exhibits a non-caring attitude was quite helpful, almost motherly, to the other children today. I wondered if it might be that she felt the Special Olympics trip provided a bonding experience. Just like everyone, these children need and crave friendships.
Lauren Reed 2/26/14 8:00 – 10:00 AM Extended Resource Room Seventh Agency Visit: (Overview of Events) Today was a productive day. I was able to observe and assist in the testing progress for some students. I noted how one staff member administered a spelling test by repeating the word multiple times and sounding it out as well. I was then able to act as a proctor for several students as they took online tests. ABCs of Reflections Affect: I was glad that I was trusted to help the students test on the computer. I also felt a little sad because I knew that the next visit would be my last one. I have enjoyed working with and getting to know the children. It was humorous to me, though, that some of them told me they thought I wasn’t coming again today. They must have overheard me talking with the teachers and were confused. Behavior: After exercise and yoga, we began testing. I listened and observed one teacher administering a spelling test to a small group of students. Rather than just saying the given word as in a general education setting, she repeated the word multiple times and sounded out the syllables to aid the students. Then, I was allowed to help students with online tests. The tests encompassed reading and language skills as well as mathematics. My job was to read the stories and questions to the children and allow them to choose the answer they thought was best. Cognition/Content: I noted the differences in the way the spelling test was administered. One of my teachers says that all students can learn something, some just require more time or instruction. This was exemplified by the students learning their vocabulary and being able to spell it, though, they needed repetition. I also noticed that the online test was designed to help the students succeed. While there were words on the screen for answers, each choice was accompanied by a picture. Sometimes, the students would ask “What’s that say?” before I was ready to read that answer because they recognized it was the correct picture. That
reminded me of the various learning styles (auditory, visual, etc.). The students also did well in math, and used the calculators effectively and without assistance.
Lauren Reed 2/28/14 8:00 – 10:00 AM Extended Resource Room Eighth Agency Visit: (Overview of Events) The activities and plans in the extended resource room today were kind of sporadic. Three of the usual staff members, including Mrs. Howard, were all absent today for various reasons and some unforeseen circumstances. The one staff member who is normally there improvised effectively, even during Code Blue episode. My main purpose today was to occupy the children while the teacher and the substitutes comprised a new activity schedule. ABCs of Reflections Affect: I felt nervous when I learned that three of the four main teachers weren’t present. However, my nerves soon subsided when the other staff members quickly began working on a new plan for the day. I became nervous again when the Code Blue was called because the alert was in operation for about thirty minutes and I was beginning to lose the attention of the children. Behavior: I would classify my behavior today as quite helpful. It was a surprise that the majority of the staff were absent, so while the others tried to grasp the situation I entertained the children. When the Code Blue was called, the instructor told all the children to sit in a corner and be quiet. I stood with the children and ensured they were silent, but after the first twenty minutes or so, I began to lose their focus. I whispered that they could play nonverbal games like “Paper Rock Scissors”, and that seemed to work for a time. I wish that I could have had a bit more help with the children. The teacher was very busy working on the computer, but the two substitutes were just whispering to each other. Regardless of the fact, I think I did a good job keeping the children quiet for as long as possible.
Cognition/Content: I realized what a big responsibility it is to be in the resource room. When the teachers were not able to work today, it threw the rest of us off kilter. However, I was so proud of the children for being willing to adjust their normal routines and understand the new plan. I think that entertaining children without being able to speak to them is extremely challenging, and it must have been just as difficult for them to be silent for so long. Today, I found a new appreciation for the work of the staff. I always knew that they had a lot of tasks with paperwork, planning, and above and beyond involvement with the students and families, but I never would have realized just how important the preparation of the day is and how much the teachers are needed for the class to operate smoothly.
Revisit the prologue. Have your expectations been met? I think that my expectations and goals have been met and exceeded. I thought I would be perceived as a nuisance by the teachers because I would have no idea what to do, but they actually perceived me as a great help to them. Often, the class became short staffed, and I was glad to be there to help. In my prologue, I mentioned wanting to gain better understanding, communication, and patience when working with children with special needs. Though these cannot necessarily be measured, I know I can feel I have reached my goals. The staff taught me how to speak and listen better to the children, and the children themselves taught me about patience, particularly when they mental blocks and shut-downs. Understanding the students was an indirect lesson. Through my interactions, I realize that there is not necessarily a general description of a student with special needs but that many need the same instruction, communication, and activities as their traditionally developing peers. Many general education principles can be applied in a special education setting, though they may need modified appropriately for behavioral, cognitive, or physical impairments.
How has your conception of teaching students with disabilities changed or been confirmed and why? My experience confirmed my belief that teaching children with disabilities is a challenging task that requires a lot of time, but I learned it is even more so than I thought. Students with disabilities have many needs (e.g. help from a speech pathologist, physical therapy, and assistive technology), even ones that are not directly correlated with their disability (e.g. emotional support for their home life). I found that, though the educational needs were being accommodated as much as the school could afford, the extended needs of the children were all being thrust upon my supervisor. She seemed to be sharing the role of teacher, counselor, or home investigator more than I would think should be required. I believe this comes as a result of the school being Title I, at least in part. I think my contributions can be made in my future career by understanding some of the needs of children in special education settings, as well as the limitations of schools for caring for and providing services to students with
disabilities. I can use this knowledge to be a more caring and effective teacher and to brainstorm ideas for fundraising to aid in all aspects of the school curriculum and function.
Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I learned how to use the Promethean board. I also learned about a variety of learning disabilities (specifically Autism, emotional disturbance, and ADHD) and techniques to educate children with those disabilities (e.g. organization, repetition, and clear articulation of words). I also learned the characteristics of the learning impairments that the students demonstrated and realized that the traits vary among individuals (e.g. melt-downs, varied processing speed, or repetitive hand gestures or phrases). I learned about accommodations and modifications of curriculum and physical activity, and I learned some about the Special Olympics.
I have devoted 18.5 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. While students with special needs may work at a lower grade-level than their peers, the learning of the material is just as important, and quality should never be sacrificed to quantity of information. 2. Children with special needs are just like other students: they want to learn, play, have friends, and need order in daily schedules. 3. Students in a general education setting can likely benefit from some of the tools in special education classes such as posted schedules, use of planners, bright folders for organizing work, and the like. 4. One should never judge a person on their appearance. Some of the “meanest” looking children may actually have very tender hearts, and those that some call “lazy” may, in fact, be very talented and productive when properly instructed and motivated.
Context Statement Type of Artifact: Field Placement Journal Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my field journal for my placement in the Homework Helpers program at All Saintsâ€™ Episcopal School.
EDUC 2300 Introduction to Education Service Learning Journal Lauren Reed Spring 2014
VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: I want to complete my Associate’s Degree in Secondary Education. I have been blessed to receive an “A” in every course I have taken, and I am striving to continue that accomplishment. When I complete my degree, I am looking forward to pursuing my Bachelor’s Degree in the fall. Career: I consider the service learning projects as the first step in my career. Being in classrooms and around students will prepare me for my future profession, and I could not be more excited. I currently consider being a student as my career, so I am looking forward to the day when I can make the transition from being a student to teaching students. Family and Friends: Quite frankly, my family members are my friends. I have few friends that I keep in contact with because I am always so dedicated to my studies and family. I hope to make more relationships in the future, but I also want to build the relationships I have. I want to always be there for my family and be able to help them. I will continue to be honest, trustworthy, and respectful in all my relationships. Involvement and Service to My Community: I enjoy volunteering in the community and aim to continue my service. I will continue to visit the elderly and help the local Head Start Program. Giving back to the community is extremely rewarding because it allows me to realize just how truly blessed I am. I know that if I were in need, I would want my community to reach out to me, so, for that reason, I find it imperative that I reach out to the community. Personal Growth: I have good time management skills, but I hope to grow those skills more. I am sure it will not be difficult as I currently juggle 22 credit hours and 54 service learning hours. I also want to become more understanding of people. This is also something that I can grow in as I work with special needs and unprivileged students in the local area.
Service Learning Project Name: Lauren Reed Course Title: EDUC 2300 Introduction to Education Date: Spring 2014 Agency Name: All Saints’ Episcopal School Agency’s Mission Statement/ Grades Served/ Community Needs: All Saints’ Episcopal School is a private school that meets the accreditation and membership standards of the Tennessee Department of Education, the Southern Association of Independent Schools, AdvancedEd, and the National Association of Episcopal Schools. The school strives to provide an essential education focused on nurturing, cultivating, and enlightening the students in a Christian environment. All Saints’ has an Early Learning Center as well as classrooms for instructing grades K-8. Prologue:
I am looking forward to my experience in this school. I think my time in the classroom will be very insightful to what it will be like when I am a teacher. I will be able to see students working in a different environment, so that will allow me the opportunity to see more teaching styles and evaluate the effectiveness of the variations. I hope that I will be perceived as a student trying to be as prepared as possible for her future career. My goal is to be more comfortable working with children when I am finished with my service hours. I would like to be ready to step into my own classroom and begin teaching without any hesitations, and I feel this project will prepare me for achieving that goal, especially since I will be working with students from all grade levels at the school.
Journal Entries First Agency Visit: (Overview of Events) I was in a last minute rush because all the other neighborhood schools would not return phone calls or allow me to perform service because I am a secondary education major and the majority of local schools are elementary schools. I was so grateful that Ms. Tina at All Saints’ Episcopal School allowed me to come. We discussed the hours I would be available and filled out the paperwork. I will be working in the “Homework Helpers” afterschool program. While I would like to be in a traditional school classroom, it would not be feasible with my hectic schedule; therefore, I am happy to have a place to complete my hours. I am grateful Ms. Tina was so kind and helpful. ABCs of Reflections Affect: I was nervous about meeting Ms. Tina because I feared she would see me as an imposition on her time. I was so very grateful that she agreed to meet me on such short notice. I am excited to begin working with the children. However, I am a little nervous that I may not know some of the answers to the questions about their homework they may have. Behavior: I cannot say I was well prepared for this meeting. I would have liked to have known all along that I would perform my service hours at All Saints’, but sometimes that is not the way it works. I had been trying to reach schools well before the due date for paperwork, but the principals would not respond. However, once I knew I needed to arrive at All Saints’ as soon as possible, I was very effective in having all the paperwork ready and being polite and thankful to Ms. Tina. Cognition/Content: I have learned that it is best not to wait on people sometimes. I know one needs to have mercy and patience, but I am referring to making alternate plans. Because I desperately wanted to work in the high schools, I waited for quite some time for a response that never came. I ended up putting somebody that did not deserve to be imposed upon in a stressful situation. Ms. Tina assured me that I was not a burden and she was glad to have my help, but I still feel regrets. I will try not to make the same mistakes again. Third Agency Visit: (Overview of Events) Ms. Tina and I had discussed my schedule last visit and decided I should come in early to observe and help her with planning the summer camp. However, another teacher was using Ms. Tina’s room, so we went to two other teachers’ rooms instead to observe class. I was amazed at the knowledge, annunciation, and skill-base possessed by the third graders we observed. All students were working on a grade level higher than their actual grade. Afterwards, we went to Homework Helpers. I helped with math, spelling, and creative story writing. When everyone was done working, we played some with Legos and read Junie B. Jones books. In addition, I learned a lot about Pokemon!
ABCs of Reflections Affect: I was much more comfortable walking into the school today. Sitting in the other teachers’ classrooms was very eye opening. I wondered why students in the public schools in my area are not receiving this kind of education. It must be because the funding is not available. It really made me feel happy when I saw the children walking into the room for Homework Helpers. One little girl’s eyes lit up and she froze in the doorway then ran toward me when she saw me, others came to me and said hello, and some just pulled out their work and asked for help. I felt like they had accepted me. Behavior: Helping young children is quite challenging. It is hard to keep them focused on doing work, especially when not all the students are still working. They all want to go play with their friends. I am pleased that I was able to keep the children I taught focused enough to finish homework before playing. I enjoyed watching the children color in their books and giving them ideas for their stories. One child seemed like he just needed to talk to someone, so I learned all about his Pokemon cards. Cognition/Content: I have learned a lot about the way children think and act. I noticed even more egocentric thought processes, but because different children come each day, I also witnessed some children functioning above what their level “should” be. For example, one child was acting like a tutor, helping all the other children with their work even though she was only one grade higher. Another young child would begin to say something that I would have had no idea as to who or what she meant, but she would stop and clarify. Still, other students had poor perspective taking ability. One girl informed me she was “breaking out in hives” (which she was not) “like you [pointing to my face].” I just laughed because I have acne, not hives. Fourth Agency Visit: (Overview of Events) I was very pleased with how today went. I arrived early and sat in on a Spanish class for first graders. Afterwards, the children came for Homework Helpers, so we worked on sentences and spelling again. I also got to help Ms. Tina plan for summer camp, and she allowed me to look at her portfolio and application for her CDA. ABCs of Reflections Affect: I am so grateful that I get to go to All Saints’ Episcopal School to learn. Every time, Ms. Tina gives me answers to questions I don’t even know to ask (as in showing me her portfolio). I was amazed at the first graders in Spanish class. They were learning body parts, and some of them were words I didn’t even know. I couldn’t believe it when Ms. Tina told me even kindergarteners take Spanish. For me, high school was the first introduction to Spanish. I felt very helpful and proud when Ms. Tina asked me to do scheduling for her. I was glad she entrusted me with a more serious project. Behavior: I was very helpful to Ms. Tina today. She has a lot of school and social concerns on her mind, so I was glad to help in any way. Scheduling was a little difficult, but I figured it out. I had to account for an equal number of activity days for two groups of summer campers, but the days couldn’t conflict with a different schedule for the pre-school summer camp. I also helped with the homework the children brought in and entertaining them when they finished.
Cognition/Content: I learn something at All Saintsâ€™ every time I go there. I learned that the process of going through the state to receive certificates and meet standards is very lengthy. Ms. Tina worked on compiling her portfolio for almost a whole year, and the state inspected it for over two hours before they tested her and examined her room. I know now to keep records of everything I do and all my lesson plans so that I can have an easier time putting together my portfolio. Ms. Tina also recommended recording any kind of parent meetings and craft ideas so they can be referenced at any point. Organization is certainly key.
Epilogue: Reflect on your semesterâ€™s service learning experience.
My service learning for this course has taught me far more than I had expected. I had hoped to be in the high school, but when that did not work out, I resigned myself to helping early elementary school children with homework. However, I could not have been more pleased with my learning! I actually enjoyed helping the young students so much, and I have seen so many of the topics discussed in class in action. I have studied many of the theories of education and development, such as Bronfenbrenner, Piaget, and Vygotskyâ€™s philosophies, and it was wonderful to see them applied in the classroom and make my own theories in regard to learning. Revisit the prologue. Have your expectations been met?
I cannot say that my prologue expectations have been met exactly as the experience was not what I had anticipated. I had hoped to work with some of the older students, but most of my time was spent with first and second graders. I can say that I would feel very comfortable teaching in an early elementary education setting, though I will need more experience to feel comfortable in secondary schools. I have seen many ways of encouraging, disciplining, and interacting with students that I will be able to use when I am a teacher. How have you been surprised, delighted, or dismayed by the experience? Give specific examples.
I was definitely surprised to learn how much I enjoyed teaching the younger students. I also was amazed that they seemed to genuinely like me because I did not think I could relate to little children. I know that the students enjoyed my teaching them because they sought my help and gave me parting hugs on my last day. I also was fascinated to learn about education in a private school. Several of my visits included observing classes, and I was amazed to find the level of education was higher than my experiences in the public school system. How could this experience be improved?
Ultimately, though the program was not what I was hoping for originally, I would not change my experience at all. Ms. Tina showed me many things, such as her portfolio, summer camp schedules, and much more important items, and I now feel as if I have a better idea of what organizational, technological, and teaching skills I will need as a teacher. I also really enjoyed working with the younger students, and I have learned that I can apply some concepts and tactics I used with them in older grades to keep learning interesting and fun.
VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: I intend to complete my Bachelorâ€™s degree in English with my minor in Secondary Education. I expect that my education will allow me to be extremely prepared for whatever situations I may face as I enter my career. Career: My career will be relatively young. I want to obtain a position as an English teacher in a local high school. I would also love to be involved in the track and soccer teams of the school. Family and Friends: I expect to make many lasting friendships and nurture those into even more genuine relationships. I will continue my relationships with my family. I donâ€™t see myself being married or having children in five years, so my parents and siblings will likely be the focus of my relationships. Involvement and Service to My Community: I expect my community involvement to grow as I enter my professional life. Attending school sports activities, fund raisers, and the like are all forms of involvement I will partake in. I also want to continue my extra-curricular service projects. Personal Growth: I want to be more outgoing and personable in the coming years. I also want to grow more in my values and morals. In the world today, high standards and morality is often hard to come by, and I want to be an example to everyone whose path I cross.
REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I have learned more about habits, thoughts, actions, and common questions that young students often have in regards to subject matter. I have also learned about creating a portfolio, record keeping, and organization. I have been involved planning for All Saints’ summer camp and learned a little bit about using software, such as RenWeb. Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class: I have seen several educational philosophies in use, such as realism and behaviorism, in particular. I have also seen several instances of multi-cultural learning and diverse studies. Meaningful learning, not rote memorization, has also been stressed in the classroom and the students are encouraged to apply knowledge, such as using spelling words in creative writing stories. I have witnessed the truth in Bronfenbrenner’s theory because the environment certainly has affected these children’s development. Also, when I compare this location to the schools I have been in for other service learning projects, I can see definite socioeconomic differences in the education provided and what is retained by the children. My Contribution to the Community I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. Technology is becoming an integral role in the school systems and can be used for a variety of tasks including communicating with parents, completing assignments, tracking student schedules, and much more. I was exposed to this on a small scale, but it is imperative I become more familiar with technology. 2. Students learn on a continuum and just because they are in the same grade does not constitute the same instructional level. I needed to modify my strategies to reach some students, and I will continue to do this in the future. 3. Organizational skills and record keeping are essential to teaching. All documents should be kept to be referenced as needed. 4. Teaching is not an 8:00 AM – 3:00 PM job. Teachers do a vast amount of preparation and research to prepare for the day’s lesson. Also, being involved in extracurricular activities is a key part of being successful.
Context Statement Type of Artifact: Field Placement Journal Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my field journal for my placement with the Track and Field team at Grainger High School.
EDUC 2010 Psychology of Human Development for Teachers Service Learning Journal Lauren Reed Spring 2014
VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: I want to learn more about what it takes to be a teacher. My field experience and classroom experiences are sure to grant me this knowledge. I also want to finish my Associateâ€™s degree in Secondary Education and transfer to pursue my Bachelorâ€™s degree. Career: I am currently unemployed, but I am a full time student. Therefore, my career plans revolve around becoming prepared for my future profession. I am sure that my experiences in this semesterâ€™s courses will prepare me for when I enter into a career as a teacher. Family and Friends: My family is everything to me, so I want to continue enjoying the good times that we have together. I have few friends, but I hope to make more as I am immersed into new settings. Involvement and Service to My Community: Despite juggling 22 credit hours and 54 service learning hours, I do not want to let my dedication to community take a back burner. I want to continue doing the service that I enjoy like visiting the sick and elderly and pretending to be an elf with Santa Claus for the children at the local Head Start. Personal Growth: I hope to become more outgoing this year. I want to be myself in front of people and not be so reserved. I want to continue my dedication to my studies, family, and community. I think that I will find I am more capable of growing in such areas than I originally thought.
Service Learning Project Name: Lauren Reed Course Title: EDUC 2010 Psychology of Human Development for Teachers Date: Spring 2014 Agency Name: Grainger High School Agencyâ€™s Mission Statement/ Grades Served/ Community Needs: Grainger High School has a goal of providing a safe, productive educational experience for all students in the school. The school services grades 9-12. All the schools feeding into Grainger High are listed as Title I schools, but Grainger High is not. Prologue:
I hope to be involved in the athletic venues of the school I am employed in after my graduation. Therefore, through this experience as an assistant to Grainger High Schoolâ€™s Track and Field team coach, I hope to gain a vast amount of knowledge. I was on the varsity team for both soccer and track in high school, but I want to learn how to manage and coach a team. I hope to learn the responsibilities involved in designing drills, scheduling meets, obtaining funding for transportation and other needs of the team, and the like. I think the coach will perceive me as a help as he is a new coach with very little experience. He will probably like that I know about the training part, but I still will need his help because I know nothing about the management part. I will also learn a great deal about the psychological habits of children in an extra-curricular setting. My ultimate goal for this project is to feel confident enough that, if possible, when I secure a job I can step right in as a coach as well as a teacher.
Journal Entries First Agency Visit: (Overview of Events) I met with the principal, Mr. Mark Briscoe, regarding my service learning. He was very happy to have me back (as I graduated from Grainger High School). Mr. Briscoe was willing to fill out the forms. I also met with Mr. Jarvis to ensure that he would be willing to have my help. He seemed ecstatic to have my assistance. I know he was placed into the position of track coach quite suddenly last year when there was not another teacher who desired to do the job. He had never coached track before last year, so I know he is looking forward to having assistance. ABCs of Reflections Affect: I was not nervous about meeting with Mr. Briscoe because I know him from my years spent at Grainger High School. I was, however, a little nervous about calling him on the phone the day before and asking to meet because I was not sure if anyone had performed service learning at the school before. I was afraid he might not know what I was trying to do. However, after the meeting with Mr. Briscoe and Mr. Jarvis, I felt relieved and ready to begin my work. I am happy that track is an afterschool venue because I am worried about performing all of my hours since I am taking 22 credit hours and have 3 classes requiring 18 service learning hours each. Behavior: I was well prepared for my meeting with the principal and track coach. I knew exactly what I wanted to say and how I needed to say it. I brought all of the necessary paperwork and a writing utensil. I hope to continue to be as well prepared for each time I provide my services. Cognition/Content: As our class has just started, I do not know much about the human mind. I am interested in learning more about cognitive development in the classroom; however, this experience is outside the classroom. That makes it all the more I interesting. I will be learning how students interact and think outside the classroom which will give me an insight to how to make learning more fun in the classroom. Second Agency Visit: (Overview of Events) Today was the first time I attended practice. Mr. Jarvis had the conditioning for the day already planned, but I was able to assist in the operations. The athletes engaged in sprints, circuit running, and weightlifting. I was able assist and participate in the practice. ABCs of Reflections Affect: At the beginning of practice, I felt a little out of place. I did not know the children, so I felt a little nervous and shy. Mr. Jarvis made me feel welcome, though, so I quickly warmed up to the athletes. As practice went on, I became much more comfortable and talkative. Behavior: I assisted in a passive way at the beginning of practice. I watched the coach instruct warm-ups and evaluated his interaction with the children. Mr. Jarvis seemed to be a little shy, but he had a good time with the students. After warm-ups, we went to the weight room. I
instructed one group of children while Mr. Jarvis worked with another group. There is one athlete who seems to be overlooked by her peers because she is not quite as talented, so I took her under my wing to aid her in performing the exercises correctly. I also ran beside her and encouraged her as the students ran circuits toward the end of practice. I was very pleased when she was able to sprint harder and faster than she would have on her own. I look forward to helping develop all of the children’s skills. Cognition/Content: My biggest observation from this day of service was the level of maturation in the athletes. We actually discussed maturation of physical, social, and cognitive learning in class today. It was evident to me that some of the children were not at the physical maturity level of others as evidenced by their seemingly uncoordinated actions. In addition, I witnessed the interaction between students and teachers in a different light than a classroom setting. It was interesting how the students were more talkative, sarcastic, and humorous than they might have been in a traditional learning environment. Third Agency Visit: (Overview of Events) Today I observed warm-ups. Afterwards, the athletes were split into groups based on what event the competed in. The throwers (discus and shot put) worked with Mr. Jarvis, while the sprinters (all race types other than distance) were in my supervision. I worked a lot with their starts to help them be the first off the line. ABCs of Reflections Affect: I felt much more at ease going to practice today. There were some new children, but most of the children I had met at the last practice I attended. I was glad that the children listen to me and hold me in high regards. I would be kind of upset if they did not respect me, but I am so happy they do. Behavior: My behavior this time was very effective. I could tell a significant difference in the starts that the children were performing at the beginning of practice and those at the end. I am kind of reliving “glory days” because I showed the girls (all the sprinters present today were female) the start style that used to work best for me when I ran track. I will admit I was a little joyous when I could beat their best sprinter off the line still even though I haven’t sprinted in a while. However, I think that was actually a good thing because it showed the girls that my start style could be effective, and they began to practice it. By the end of the day, the sprinters were noticeably faster off the line. I can’t wait to go back and help improve their running style next! Cognition/Content: I thought it was interesting how quickly the athletes improved. True, some are still not quite grasping the entire concept, but my college instructor is right, everyone can learn to do something, some kids just need a little more time than others. I thought it was funny to metaphorically see the wheels in their heads turning when I would hold them in start position. They would be in their old style and if I would just wait a second and they would suddenly realize something was off and improve their form. I am sure they will be much better next practice.
Fourth Agency Visit: (Overview of Events) Today I instructed warm-ups. I also did a lot of coaching on various events. I helped instruct the sprinters, throwers, and distance runners. I enjoy helping the athletes and getting to participate as I instruct. ABCs of Reflections Affect: I always enjoy going to my service learning at Grainger High School. I think that the children feel comfortable around me, and that makes me glad. I also feel happy that I get to participate because I’ve always enjoyed being active. I felt very pleased that I was placed in charge of nearly the entire practice today. I know Coach Jarvis was busy, so that is why he allowed me to be more of a help today, but I still felt privileged that he could trust me to keep practice going smoothly. Behavior: My behavior was very effective. I really helped the distance runners improve their technique. Some of them had never run track before, so the style was difficult to grasp at first. However, after several laps around the track, the improvement in their form and ease of their run was impressive. Also, the discus throwers improved by leaps and bounds. They really just need some more practice to be ready to win, but I was able to critique their form some. I helped the sprinters with starts again. I broke the steps down so that they could follow easily to improve their take-offs, and it worked very well. Cognition/Content: The biggest thing I noticed today was that breaking down tasks into smaller components was very conducive to the athletes being able to grasp the concept. If I just kept showing the whole idea, they may not have understood as well. Instead, I would demonstrated and have them focus on one part (my arms, my stride, etc.). Fifth Agency Visit: (Overview of Events) There was another assistant present to help the throwers today. Therefore, Coach Jarvis assisted with the sprinters. He taught us all some new drills for the proper technique for moving one’s arms while running. After helping the children correct their form, we cooled down and left. ABCs of Reflections Affect: I know that Coach Jarvis sees me as a big help because he says that he does. I feel that I am contributing to the team’s success because every time that I work with them, I can see the changes in their form and speed. The athletes are improving on remembering all the techniques that Coach Jarvis and I have taught them, and it makes me happy that they are improving so much. Behavior: I know that my actions have been effective because today I had to do minimal review before working on new ideas. Nevertheless, I had the children tell me what they remembered from our previous meetings and their work with Coach Jarvis. They remembered nearly everything so we moved on. I had the athletes run a variety of short sprints and instructed them on various form critiques during and after each sprint. Then, they ran several longer sprints to work on endurance. I was very proud that they maintained the new form modifications.
Cognition/Content: I am noticing that the students are very fast learners. We now have a student with an IEP on the team, so I am looking forward to working with him and seeing how his needs, abilities, and learning style differs from the rest of the team. I realize, however, that the method of instruction varies for all the students; regardless of whether or not they have an IEP on paper, each athlete needs and individual method of coaching to bring out their best potential and skill. Sixth Agency Visit: (Overview of Events) Today was more of a meeting than a practice. Coach Jarvis handed out uniforms to the team members that came to practice, and he discussed upcoming changes to the schedule. He also told the athletes about the meet on Saturday and what to expect. ABCs of Reflections Affect: I am excited for the athletes to get to perform on Saturday. I wish that I could be available to help them on Friday, but I have other commitments with more service learning projects. I am planning on attending the meet, though, so I am eager to find out my tasks. Behavior: I mostly listened to Coach Jarvis today. He did not need my help to distribute uniforms, and I would not have known what to say about the meets. I did thank the children that came and encouraged them to be excited for the meet. Cognition/Content: I find it interesting that only four athletes attended practice today. The roster has twenty students, and normally, at least seven children come to practices. I think that perhaps because the school does not have a track, few children want to be on the team. Since, there are not many track and field athletes, the school sees no reason to invest in a track, so it seems to be like a never-ending cycle. I think that Coach Jarvis is wonderful to put in all the hours and energy to coach the team, even though it is so small. Seventh Agency Visit: (Overview of Events) I had a lot of fun today, but I also did a lot of work and learned so much. Today was a track meet at Jefferson County High School. I was in charge of recording each of the Grainger High School athletesâ€™ times or distances for their events. I also was given a homework assignment of posting the times to the team website. ABCs of Reflections Affect: I felt very helpful today. I also was so very proud of the children. I really enjoyed seeing the improvement from practice, and I was pleased that they even improved over the course of the meet. I also feel helpful and dependable because Coach Jarvis has given me access to the website so that I can post the results. Behavior: Because Coach Jarvis was busy helping to run the meet (as is custom for meets â€“ all coaches pitch in to operate events), I acted as assistant coach in that I recorded results, prepared the team, and encouraged the athletes. One of my favorite parts was the brief pre-race training in how to give a hand-off that I gave to the relay team. We had to assemble a
team on very short notice because of the inadequate amount of athletes present. The hand-offs were a little rocky, but the team ended up learning extremely fast and even won the race! Cognition/Content: One of the biggest things I noticed today was my biased attitude. I mentioned a girl at the beginning of this journal who seemed misunderstood by the team because she lacked physical coordination. I have always strove to encourage her and motivate her and never have been anything but kind to her, but I realized today I’d been underestimating her. She was one athlete that was placed onto the relay team on short notice, and she’d never been in a race like that before. To my surprise, she quickly learned about the race and how to hand-off, and I can honestly say her hand-offs were some of the best. Though her speed is not quite what it should be, she enjoyed the race so much and will be running again in the next meet. I am so happy for her! I realized that the old adage, “Don’t judge a book by its cover,” is certainly true. In addition, I realized that I need to be more open-minded and better at perspective taking than I have been. Only that can make me a successful teacher and coach. Eighth Agency Visit: (Overview of Events) Today was my last day, so I was a little sad. I worked really hard to teach two brand new athletes how to do hand-offs because they will be part of a relay team in the meet tomorrow. It was definitely hard work, but I was so proud of the progress they made in such short time. ABCs of Reflections Affect: I felt like I had been quite effective when the two new girls learned how to handoff so quickly even though they had never been taught before. I also think that the children have all enjoyed having me help, and I know Coach Jarvis has. He welcomed me back to help anytime I could come. Behavior: I do think my behavior today was a contributing force to the athletes learning so quickly. I pulled the two girls aside to a separate area to practice while Coach Jarvis worked with the rest of the team. I needed to break things into simpler tasks to enable them to grasp the concepts, and I patiently answered all of their questions. In addition, I demonstrated many of the ideas I was trying to communicate. By using multiple sensory modalities, I enabled them to gain a better understanding of what will be needed for the meet tomorrow. Cognition/Content: I realized the importance of using multiple modalities to communicate a message. When I was only telling the girls what to do, they did not understand, so I found I needed to show them what was needed. I can definitely apply this concept to the classroom. I will need to use a variety of strategies to reach my students.
Epilogue: Reflect on your semesterâ€™s service learning experience. This semesterâ€™s experience has been quite beneficial to me. I have had the opportunity to work with students in a realm other than the traditional classroom. In addition, I have been able to work with students with special needs in settings other than the resource room. I know I have gained a fair amount of patience in working with the athletes that did not grasp concepts right away, and I have learned that I am capable of teaching them if I have the time to do so. I also loved my experience at the track meet and working with the online meet entries and results. I feel much better prepared to be a coach, and I feel that I have gained valuable insight to student personalities and learning techniques that I can apply in the classroom. Revisit the prologue. Have your expectations been met? I think that most of my expectations have been met. Though Coach Jarvis had already secured most of the funding needed, I learned that working concession stands at basketball games is a way to fundraise. I also learned more about what it takes to be a coach â€“ staying after school for practice, traveling to meets, working at the meet, preparing schedules, and the like. I noticed that many children need to be shown how to do something, so I will need to always scaffold my lessons and practices appropriately. I also learned that many children act differently in different settings, and if I can find motivated and willing attitudes in students on the track, I can employ similar strategies in the classroom to make learning a priority. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I was surprised a little at how long it took some athletes, especially the new ones, to understand concepts involved with track (e.g. hand-off, exchange zone, and 4x100). I suppose it is because such knowledge seems to come naturally to me, and this difference in knowledge level really challenged me to be more patient and kind. I think I did an excellent job doing so, and I was delighted when the athletes, with time and practice, responded well and performed wonderfully. I was also a little surprised by how much effort is needed to attend a track meet. As I was in charge of registering athletes for a meet, I realized that I needed to check the event and entry list multiple times, and I still made a mistake (i.e. registering the same athlete for two simultaneously run events)! I also realized the importance of having a back-up plan, which I did, so that my mistake did not affect the athletes. How could this experience be improved? I do not think that this experience could have been improved at all. I definitely enjoyed going to practices and the meet, and I know I learned so much about teaching athletes and about myself. I also know the children were learning from me as evidenced by the multiple high placings at the meet, some of which came from first-time track runners.
VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: In five years, I hope to have finished my Bachelor’s degree. I know it will be difficult, but it would be awesome to make all “A’s” throughout my career. I aim to receive my degree in English and put that toward my career as a teacher. Career: Hopefully, in five years I will secure a job. My goal is to be employed as soon as possible after my graduation. I would like to have a job in a local high school as an English teacher. However, I would also like to be involved with the soccer and track teams at my workplace. Family and Friends: I do not plan on being married or having children in five years. Therefore, I intend to focus on maintaining the ever-important relationships I have with my parents, sisters, and brother as well as my extended family. I will nurture what few friendships I have, and I hope that I have made new friends in five years. Involvement and Service to My Community: Dedication to the community has always been important in my life. I am sure in the coming years I will continue to perform a wide variety of service. It is my intention to be more involved, especially since I will be a teacher. Personal Growth: I want to continue be happy in five years. I want to find that my years of education have morphed me into a smart, intuitive, and professional teacher. My family has laid the foundations for me to be respectful, compassionate, and dedicated, and I want to grow more in those values as well.
REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I learned how to better communicate my messages and that demonstrations are sometimes more effective at teaching a skill. I also learned about being a track coach and the many responsibilities involved with the title. I learned how to operate a practice and work at a track meet. I also learned how to register athletes to compete in events and register the team to attend the meet. Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development class: I was able to use this experience to relate to my course in a variety of ways. Foremost, perhaps, I learned about cognitive styles (e.g. bodily kinesthetic, visual, and audiovisual) and how they relate to students being able to effectively grasp a concept. I also witnessed Vygotskyâ€™s idea of the zone of proximal development and scaffolding in action, differences in developmental stages among a student and their peers, and socioeconomic, cultural, and gender related differences in the learning and athletic ability of the students. As we begin to discuss new topics in class, I am able to reflect on my experience and make correlations between ideas held by prominent individuals and my learning opportunity. I am beginning to make my own theories as to how children learn by assimilating the information from various theorists and my own personal experiences. My Contribution to the Community I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. Formative assessment, or immediate feedback, is an essential component of instruction in order for children to comprehend concepts quickly and effectively. 2. Children in the same age range are not all at the same cognitive, social, and physical developmental levels, and instruction must be appropriately tailored to reach all students. 3. The abilities of students classified as â€œspecial needsâ€? should never be overlooked. We should always seek to find something that all children are good at, not just those labeled as having a disability, and nurture their growth in that area, whatever it is. 4. Organization is extremely important to being a coach and a teacher. Juggling family with school teaching and after school activities is sure to be challenging, so it is imperative to be good at managing time and keeping schedules up to date. Keeping records is also essential.
Analytical Paper for EDUC 2010 Service Learning Project Description During the service learning project for this course, I was an assistant to the Track and Field Team coach at Grainger High School. The majority of my service took place after school on high school property, while once we did travel to a meet at Jefferson County High School. The goal of the team is to enable all students an equal opportunity to have fun, become healthier, compete at the local level, and belong to a team. I think that this was a well-established and successful goal because all students participating were treated equally and seemed to enjoy their time. My duties were to help instruct the approximately seven athletes that regularly attended practice in better methods of sprinting, relay events, and conditioning. In addition, I was named the facilitator of the teamâ€™s website, and I became in charge of registering for meets and events. As a result of my responsibilities and service, I learned a lot about reaching the diverse needs of various athletes. For instance, I was granted the opportunity to instruct children with IEPs in a sport, a situation I had never encountered before, and I gained a better knowledge of different learning styles and techniques necessary to aid all students in grasping concepts, such as using multiple modalities to present an idea like hand-offs. In the beginning of the experience, I was more of an observer. After a few days of learning, however, the coach began to grant me greater and more numerous responsibilities. My responsibilities increased in conjunction with my commitment level, and, in the end of the experience, I was completing more tasks on my own. For example, whereas I was once directly supervised while I coached the sprinting group, I was eventually able to work with the athletes that ran short races while the coach taught other groups of children. In the end, I felt much more capable and knowledgeable, and I would feel very comfortable coaching a track team as well as applying the knowledge I have gained to the classroom. Evaluation I do not think that I would have completed this service learning if it had not been a requirement for the course, but I am very glad that it was mandated. I think that my services have helped the athletes I have been in contact with and the coach, but I do not see an immediate effect on the community. It is my hope, however, that the children may have noticed my kindness, enthusiasm, and motivating spirit and apply that in their lives to encourage others to succeed. I learned that it requires a lot of time and effort to be a coach. The coach needs to stay after school to instruct practices, travel to meets, schedule meets and register athletes for events, and much more, all of which require more thought than one might think in order to have the best team possible. I found that the community in the Grainger High School area is very close-knit, and the principal even came to practice on occasion to help. All the instructors who have a hand in the track team should be commended because it is an enormous amount of responsibility, especially when such few athletes are participating. The school is limited because there is not a track or any other event set up (e.g. there is not a discus throwing area) for the children to use. Therefore, while they practice to the best of their ability, they are ill-prepared for competing at high levels.
I also learned a great deal about myself during this experience. I found that I was a little more judgmental than I perceived myself to be. I cannot discount athletesâ€™ abilities because of what they appear to be capable of doing. I learned that I am more interested in the success of others than I realized which will help me in my teaching career. I tried very hard to push the athletes to better themselves and their skills, but I realized the importance of encouragement and motivating words in the process of growth. I will be sure to encourage all my students in the future, and I know not that, even if I must look very hard to find something to compliment them on, it is worth it to see them become more motivated and successful. While it would have been nice to be able to learn in a traditional classroom setting, I would not change the place that I volunteered at because it provided the opportunity to learn more about education outside of the classroom. I was able to glimpse characteristics of learning, behavior, and social skills that I would not have otherwise been exposed to if I were in a classroom. I think that if I could do it again, I would go into the experience with a more open mind about what the capabilities of children are, more knowledge of the track and field events, and a better understanding of what is needed to reach diverse learning styles in students. However, the experience was to provide a learning opportunity for me, and if I had known all that information prior to my service, I might not have gained as much value from the involvement with the team. Ultimately, I am very grateful to have had this opportunity. Integration I was under the impression prior to my service learning that coaching a team would be relatively effortless and that the students would understand what was being taught immediately, but I was quite wrong; coaching is a time consuming and difficult responsibility. There are many more forms (e.g. physicals and concussion tests) to keep organized than I had anticipated. I realize now that such paperwork is essential in the protection of the athletes as well as the school system. Perhaps one of the biggest impacts on me was the fact that the coach still poured his soul into the team despite the sparse amount of athletes. I believe that this ties into civic responsibility. If he did not coach the team, the children could very likely become involved in a variety of poor-quality engagements (e.g. drinking). I think that the team offers an outlet to the children to channel their time into something that is worth-while and promotes a better sense of community. As all the schools in the district (with the exception of the high school) are listed as Title I, the probability of students making poor choices is increased because of the higher incidences of poverty, one-parent families, and lack of familial support. This heightened my interest in giving back to the community and encouraging students to do the same. I think that the completion of service hours to the community is an essential component of oneâ€™s education. It seems that those performing service are predominantly women, but encouraging men to partake is imperative as well. I believe that when I teach, I may require service hours; however, they will be part of my curriculum to ensure all students are able to participate (i.e. it may be a field-trip day). Giving back enables us to gain a perspective on the challenges of others less fortunate than ourselves, and that increases our ability to engage in perspective taking, abstract thought, and more meaningful and respectful social relationships. In essence, service provides a hope for a brighter tomorrow, and that is something we all should believe in obtaining.
The relevance of this project to the classroom is immeasurable. As I completed my hours, I was able to better understand concepts discussed in class like developmental theories, learning styles, and gender and socioeconomic differences among the children. For instance, at the track meet, there were several schools that traditionally have higher income families than Grainger; those athletes were likely subject to better nutrition and instruction that enabled them to compete on a much higher level. Another example of my applications is the various levels of social, cognitive, and physical development that I witnessed among athletes of the same age. In conclusion, I have learned so much that I can apply to the classroom, and I feel that this experience has immensely prepared me to enter my career. I feel more confident, capable, and knowledgeable in regards to teaching children and knowing the responsibilities that may concur with my job. Though I was not in a traditional classroom setting, this environment was just as beneficial for me, and I would not trade my experience at all.
Context Statement Type of Artifact: Field Evaluation Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: This is my field evaluation from my service learning at Rutledge Middle School.
Context Statement Type of Artifact: Field Evaluation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my field evaluation from my service learning at All Saintsâ€™ Episcopal School.
Context Statement Type of Artifact: Field Evaluation Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my field evaluation from my service learning at Grainger High School.
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Type of Artifact: Timesheet Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: This is my time sheet from my field placement at Rutledge Middle School. Please note that there are multiple individualâ€™s initials and signatures because I was unable to secure the initials or signature of my immediate supervisor at times.
Context Statement Type of Artifact: Timesheet Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my time sheet from my field placement at All Saintsâ€™ Episcopal School.
Context Statement Type of Artifact: Timesheet Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my time sheet from my field placement at Grainger High School.
CONCLUDING REFLECTION I want to sincerely thank you for taking the time to view my portfolio. Hopefully, it has given you an insight to the skills, tools, and knowledge that I have acquired so far as well as a glimpse of who I may become as a teacher. I could not be more excited to continue in my education toward my career as an educator, and I am most eager to graduate and fulfill my passion for teaching. I will strive to be a knowledgeable and effective teacher who can be seen as a role model by my students.