Teacher Cadet Portfolio

Teacher Cadet Portfolio

Table of Contents Introduction to Ms. Bongard ……………………………………………………………….1 About Me…………………………………………………………………………………..2-4 Classroom Layout…………………………………………………………………………..5-6 Teacher Profile ……………………………………………………………………….........7-8 Interactions with other school personnel……………………………………………….....9-10 Classroom Management Techniques.………………………………………………….......11 Advice for future Cadets…………………………………………………………………..12-13 Student Profile……………………………………………………………………………...14 Worst thing that happened during field experience……………………………………......15 Weekly Reflections 1-8………………………………………………………………..…..16-39 Lesson #1 PowerPoint…………………………………………………………………….40-42 Lesson Plan #1…………………………………………………………………….,,,,,,,,,...43-46 Lesson #1 Self- Evaluation………………………………………………………………...47-49 Lesson #2 Plan………………………………………………………………..……….....50-53 Lesson #2 Self-Evaluation………………………………………………………………...54-56 Examples of Student Work………………………………………………………………..57-58 End of Year Teacher Gift…………………………………………………………………...59 Host Teacher Evaluations…………………………………………………………………...60-62 Mrs. Greene Evaluations……………………………………………………………….....63-65 Log Sheets……………………………………………………………………………........66-67 Full day of Field Experience Reflection………………………………………………….…68 How Field Experience Changed Me……………………………………………………....69-71

Introduction to Ms. Bongard Good morning, and Hello Ms. Bongard,

Allow me to introduce myself--my name is Kelci Smith, and I will be your Teacher Cadet starting Wednesday! I am currently a junior at May River High School, where I am a member of both the National Honor Society and the varsity tennis team. I am an identical twin and I have a grand passion for television and pop culture. I am self-driven, independent, detail oriented and a task completer.

I am extremely excited to become a part of your classroom! Though I am not planning on pursuing a career in teaching, the film industry where my passion lies. I hope to acquire valuable skills from both you and your students in the classroom that can I apply to my future career! I hope the knowledge I acquire through this experience will carry with me for the rest my life. I have a huge appreciation for teaching and had my most influential year as a student in the third grade. I love social studies and am currently re-learning the standards that you are teaching right now in my US History class. I also love running errands and make a great assistant!

Before I come on Wednesday, I have 4 quick questions: ● What Social Studies unit and standards are you currently teaching in the classroom? ● Is there any student data or information you feel I should be aware of in order to best meet the needs of your class? ● What interface/website do you use to communicate to your students? ● If it is okay with you, on Wednesday morning can I do a quick introduction where I read a letter about myself and afterwards ask your students to write on an index card three things about them?

I want to go ahead and give you advance notice that due to testing on the following days, I will not be with you for field experience on: -Tuesday, March 21 (ACT) -Wednesday, March 29 (ACT WorkKeys) -Monday, May 1 (Ap Psychology Exam) - Wednesday, May 10 (Ap Language Exam)

I look forward to hearing from you! Thank you for hosting me in this new adventure, and I hope to have a fantastic time with you and your students!

Sincerely, Kelci Smith

Classroom Layout Ms. Bongard’s classroom has a traditional yet personalized layout. There is a multicolored rug in the middle of the classroom where the class gathers for instruction and morning meetings. This rug creates a central environment. In front of the rug, the Promethean Board hangs adding to the central proclivity that the rug creates. On the outskirts of the rug, Ms. Bongard's comfy chair rests.

This chair takes on an authoritative role that helps define the boundary between the students and the teacher. To the left of the classroom, a wall of book bags hang and a poster board full of student work accompanies them overhead. In the back left-hand corner, Ms. Bongard’s desk is angled facing the board. The way her desk is situated allows for a clean bird’s eye view of all activity happening within the classroom, though her presence is not intrusive as she is a behind the scenes observer. At the back of the classroom, another row of book bags hang and in the back right-hand corner of the classroom, a little reading nook resides. This nook is accompanied by some chairs, a carpet, and some storage. This nook is a perfect little refuge for students to go read quietly and work on an assignment. Also on the right, three windows allow the morning sun to shine through. Although if it was up to me, I would want more light to persist within my classroom. Bellow the windows lay a roundtable where small group discussion would take place. This roundtable is detached yet private all while existing within the classroom. Beside the Promethean Board, two white boards rest on either side, situated in such a way that allows every student to see from their desks. Speaking of the students’ desks, one long rectangular is situated to the back of the classroom while two square tables are angled on each side of the long table. This setup is versatile yet it also creates a sense of both group and individual work. One more singleton desk resides in the classroom and it is situated next to Ms. Bongard. This desk is purposeful in its intention to be used for student intervention. Overall, the classroom is bright and airy with a tangy colored environment that speaks to invite the students in and creates a comfortable environment for learning.

Teacher Profile Ms. Bongard is a 3rd grade Gifted and Talented teacher and the girls’ soccer coach at River Ridge Academy on the surface. Deeper than her first heart there is someone who at her core is a woman destined for the role that she has already acquired. In the most destined of words, “the glass slipper fits”. She is not someone who comes to work looking like a prim and proper businesswoman, she is not the type of person I would expect to see in full business attire but there is nothing wrong with that. What she wears as a teacher fits her personality. She doesn’t care about “image” she is confident with who SHE is. She is strong and brave; she walks into a classroom every day of twenty-three students prepared for the unexpected. At her job, she displays grace and ease. She is flexible in the way she handles her classroom but adheres to a strong rule book of values. She is not afraid to correct wrongs and punish wrongdoings. The book of life will forever be a continual page turner but she doesn’t stand in the way of the ink.

She is not the type of person to put up with excuses but is lenient when seen fit. Without seeing beyond her first heart I would have said that she was mean with the way she grades or corrects misbehavior but I have come to realize that these children need that structure and that tough love, I know that I did when I was their age. I might not have realized it then but in those moments I was transformed I and I will forever be grateful. Her teaching style stems from her own experiences, as when she was younger she was shown tough love and in those experiences, she realized how much those moments of love mattered and how influential they were. I see the value in that teaching style and it impresses me to see that Ms. Bongard knows its value too. She understands the concepts of responsibility, individuality, and leadership and shows it in the way she shapes her students. She once said that if she had to choose; out of all areas she would teach gifted and talented and in my personal opinion, that role was molded for her. She holds her

students to a higher standard because she sees their potential and believes in their ability to be highly influential adults and students. Her students get the education that they not only need but benefit from. An even better bonus is that her former students pop in and say “hi� and with moments like that you know that you made a difference even if it was in the slightest way. Ms. Bongard is a true role model for her students to look up to and she will be missed my many.

Interactions with other school personnel Even on my very first day of field experience at River Ridge Academy, there has always been a continual feeling of belonging and acceptance permeating throughout the halls of River Ridge Academy. My very first encounter of such an environment started on day one when I was walking into the school and I saw the principal out there opening car doors for students and as I walked past him he said good morning to me. I thought his actions were above and beyond in an awe-inspiring way. I was impressed because it was like the frozen tundra outside. I have even seen Mr.McCulloch do the morning announcements and the school pledge with his students. I found that striking because it creates a greater bond between him and his students. Mr. McCulloch has only ever after our first encounter continued to impress me with his connection with both his students and with guests like myself. For instance, I was working at the front office one day and he came over and asked if everything was going good and I said yes and we had a laugh. It was just a nice thing for him to do I thought. Also to boost the next day, he remembered me and gave me a high five and a little later that morning I ran into him again and we had a quick chit chat. He told me that the school was lucky to have me and you know that makes a girl like myself feel valued and appreciated. In addition, I have had really enjoyable experiences working the front desk with Mrs. McIssac, she has been nothing but nice, welcoming, and inclusive. I do not feel uncomfortable or out of place when I shadow the front desk, I have fun and it is nice to shake things up once in a while. There is also the Project Lead the Way teacher who has really impressed me. He stands in the middle of the hall every morning and gives everybody who walks by him a greeting and a fist bump, sometimes its “Happy Friday Eve” or one that I remember in particular was on St. Patrick’s day and as I walked by him he said “top of the morning to you” which I thought was nice and festive, it made me smile. The greetings he gives make me feel acknowledged and put a smile on my face as I walk into my classroom.

Finally, there is Mr. Cresson the school Police Officer who stands at the front door every morning and either shakes or high fives everybody who walks past him and think that I would put a smile on my face every day if I went to River Ridge Academy! To me, he just says “good morning and have a good day�, which once again acknowledges me and make me feel special.

Overall, I think the staff at River Ridge do a fantabulous job of making everyone feel included and acknowledged. They make their students and guests feel welcome which elicits a sense of belonging and to, me that atmosphere builds up not only a great school but an even better community.

Classroom Management Techniques o Remind Students of the of the Rules & Expectations o Talk to any disruptive student one-on-one o Hold students accountable for their own actions o Address as a class noticeable problems and seek out solutions o Create interactive sayings to get the class quite: “Mac & Cheese, Everybody Freeze� o Establish from day one what expectable classroom behavior looks like

Advice for future Teacher Cadets Teacher Cadets should know‌

Time Management (the key to unburdened shoulders) Lesson Plans:

Portfolio:

Lesson Plans take longer than you might expect so take the time to do them right and not rush.

Get your Portfolio pieces together ahead of what you might expect because the due date catches up to you.

Classroom Management Control:

Set the mood:

Don’t let your students get off topic because once they do it is hard to get them back on topic.

Set the mood of your classroom so your students know how to behave.

Instructional Strategies Preview:

Assessments:

Before you give your students a task to do, find out if they actually know how to do what you are asking.

Assessments are the key to probing out of your students what they have learned from your lesson and what you still need to teach. Assessments are also a great reinforcer so make sure they are strong.

Student Profile One student, in particular, has long been some that has interested me. He exudes such a thirst for knowledge. This characteristic is something that I find so admirable. You can see it in his eyes, he is a soul full of hope. The very essence of a kid. He genuinely likes to learn and wants to be filled with knowledge. I have never seen someone so excited for math before! I can’t believe that he moved here in the middle of the year from Arizona and he is doing so exceedingly well. He has adapted with such grace and to boost his grades are also thriving which is even more impressive. I think that I would have a hard time adapting but he has made friends with people with whom I think are a really great influence and share his thirst for learning. He might be a little bit talkative and loud but that is because he has so much knowledge to share.

Knowledge is power as I say. I have noticed that when he gets in trouble his head dips because he is disappointed. He doesn’t want to get in trouble, he just like me, wants to please. I see a little of myself if him in regards to his aim to please though I envy his thirst for knowledge. The other day he was reading about the Salem Witch Trials something I have only begun to learn. He talks to me about the Roman Empire, which is something that I also didn’t learn about until sixth grade. His well of knowledge will get him far in this world. To top it all off, his birthday is one day before mine! Maybe it’s just a Taurus thing (wink). He is a really well-rounded kid who I think will grow up into an incredibly educated and influential adult.

Worst Thing that happened to me during Field Experience Not the worst but the saddest. There was a father who came into the office on Tuesday morning asking to say goodbye to his sons and to give them a letter that he wrote because he was deploying that day. That, unfortunately, was not possible because his kids were testing. I immediately thought “Oh no that is the saddest thing I have ever heard, a father who doesn't get to say goodbye to this children! Their father may possibly never return (yes, I know that is a bad thought but that is just the truth) and he'll never have gotten to say goodbye. I thought that was horrible! “In my head, I was thinking “can’t the school make an exception because, to me, that moment would trump any school mandated test. Unfortunately, no exception was made but Ms.McIssac told him that he could return at lunchtime and then testing should be finished. Oh, and to make matters even worse the letters were in his hand! That was the final nail in my guilt ridden coffin! In my personal opinion, if I was the principal or of some other high authority, I would have made an exception because those moments are important and you may never get another one. I would have asked later if the father came back but I didn’t want to invade anybody’s privacy. In this instance, curiosity did not get the best of me and I felt it best if I just left if alone with the hopes that the father returned and a log lasting memory was made.

Cadet Week 1 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

3/15-3/17

in Summary Reflection:

The best thing that happened this week during my field experience:

There were three best things that happened to me during my field experience this week. The first, was on day one when I was walking into the school, it was like the frozen tundra outside and I saw the principal out there opening cars for students and as I walked past him he said good morning to me. I thought that was above and beyond. I was impressed. He also does the morning announcements and the school pledge with his students. I found that cool because it creates a greater connection with his students.

The next thing was on day three. I was walking to my class (it was St.Patrick's day) and a teacher said “top of the morning to you” which I thought was nice and festive, it made me smile. Then as I was on my way out a fireman said “hi” to me. I guess I like being said “hi” to.

The worst thing that happened this week during my field experience:

The worst thing to happen to me this week was day two, I was thrown a curveball. Ms. Bongard was not there! I felt out of my element, kind of uncomfortable, thinking to myself “what is my role?”. I didn't know if I should walk around and help or not. I thought the substitute though had a good grasp on the class. I just felt that I had no authority because it was only my second day. I just told her that if she needed anything just ask me and sat and observed. There was also a parent in there so I felt extra pressure and eyes on me. Although I did help three students, which made feel like not such a fly on the wall.

Three things I learned this week: 1.

2.

This week I learned a good majority of names.

There is just one that is tripping me up but practice makes perfect, hopefully. I also found out that a student in my class is also a twin. I just have to figure out who he is. Also third graders have no problem ratting out their classmates but I suspect that is just a normal part of their moral growing process.

I also learned the importance of addressing an issue so it doesn't happen again. At morning meeting an issue from a previous day was addressed and dealt with in a way that I thought was a really nice way to handle it. It was concise but firm and she didn't tell the person what they did wrong, she made them fess up to it so they could learn from their mistakes. Through this example, I learned that getting to the bottom of an issue and addressing it with your students is essential to preventing the undesirable actions from happening again.

3.

In addition, I learned about the importance of connection to my host teacher. We had a nice talk today about my lesson and we worked it out together. After that I talked a little about myself and I think just talking created a starting bond of trust between the two of us because a little later I asked her if there was anything else I could do for her and she said yes. She asked me to grade some papers and I felt relieved that I could do something more other than just observing. I only graded three papers but it was a nice start. I felt accomplished by the time I left for my car.

Questions/Concerns: (Bullet, please.) â—?

What form does my host teacher use to grade my lesson?

When would you like for me (Teacher Cadet Instructor) to observe you?

Date: I would like you to observe the second lesson. I will get back to you with more details on that.

Cadet Week 2 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

3/20-3/24

in Summary Reflection:

The best thing that happened this week during my field experience:

On Wednesday, that one teacher who always is inviting gave me a fist bump and said “Happy Hump Day!� That small act sent me into my classroom with a smile on my face. Then, as I put my stuff down a student came up to me and asked me where I was on Tuesday. I explained to her that I had to test and we both agreed that we do not long tests. It was nice to be missed and wondered about, I felt as if I was an important part of that student's morning. Then a little later, a shy student came up to me and called me Ms. Kelci, that has a nice ring to it, anyway, that was the first time anyone had ever called me that and it put a smile on my face. Then on Thursday, the best thing of the week happened to me, I had to make some copies for additional students and as I walked to the workroom I ran into someone, a teacher I had known from back in my Okatie days, Mrs. Tracy. I did not have her as a teacher but I was a part of her Young Astronauts Club, and I liked her a lot, I didn't even know if she would recognize me but she did and that was a big relief. She then gave me a big hug and asked me how I was and we talked a little and I went on my way. That made my day and sent me into my first lesson with a lot more confidence.

The worst thing that happened this week during my field experience:

There was nothing that was terrible or horrendous about my field experience this week, though I did get a little attitude from someone when they corrected my pronunciation of the

word brochure as Ms. Bongard stood right next to me. I was a little taken aback, offended, no. Ms. Bongard was right next to me and addressed the student. To be clear there was nothing wrong with the way I pronounced it, the student just had another personal opinion about how I said it, which is perfectly fine. I suspect that third graders are at that stage of development where they become sure of themselves. Personally, if I was alone, I wouldn't know how to react, but I am glad that I had some backup. Also, the only other mess up on my part this week, was that I pronounced a name wrong. It was definitely a learning moment although the student was very nice about it, which kind of made feel a little worse but I can only go up from here.

Three things I learned this week: 1. Bunnies!

2. Prepare for the unexpected

Did you know that bunnies run rampant through River Ridge Academy? I never expected to see a rabbit in a school setting! Full disclosure, they are my favorite animal. So imagine my surprise then when I saw a teacher holding an orange one on Wednesday. I was shocked, I wanted to pet it but it was gone when I looked back. Then on Thursday, I inquired about the bunny to Ms. Bongard, she said that there are a lot of them around the school. She even said that the teacher next door has six and that she rotates them out.

What?! Now I really want to take a mini field trip over to her classroom one morning!

Firstly, more friends came into the classroom starting on Wednesday because they did not have a substitute. These students were not even on the same standard but I found Ms. Bongard to be very accommodating to them and even knew their names. On Thursday, when I did my first lesson I had to run off some extra copies because I hadn't expected more than who was in my class but that's okay, I am very flexible in that aspect. I handled it with ease and even had a little bit of help from a Bluffton Cadet. From the unexpected, I learned and firmly believe that to be a successful teacher you have to be flexible, calm, and collected for the unexpected as a teacher or else you will be continually stressed out and frazzled.

In addition, I happened upon a chance encounter

when some of the extra students came in. I saw someone who I hadn't seen in years, I recognized this person but I couldn't confirm it, the person would never recognize me but I knew her. It was a very chance encounter and she was not in there long because of overcrowding but I was nice to see this person again, unexpected but pleasant.

3. Interesting little mini facts

This week I also learned that third graders do not take both the MAP and PASS tests anymore because it apparently was found to be too much, I found that interesting. Through that new information, I learned that elementary regulations have definitely eased and evolved from the time that I was in school. Also, third graders do not switch classes like I did as a third grade either. I feel that would be an integral system to introduce to third graders so that they feel prepared to switch classes later in schooling.

Finally, I learned that career fair is a lot different than when I was in school. River Ridge offers a more kinesthetic and auditory approach, which is great.

Questions/Concerns: (Bullet, please.) 

Is there an lice epidemic at River Ridge? Just inquiring because I heard about it. Just taking precautions.

Cadet Week 3 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

3/27-3/31

in Summary Reflection:

The best thing that happened this week during my field experience:

On Tuesday, one student got a bad grade on an assignment, and Ms. Bongard asked me to go over it with her. I felt content that she entrusted me with such a task. The girl came over to Ms.Bongard’s desk where I was sitting, and I walked her through the problems without giving her the answer. I really liked it; I tutored someone, and it was an opportunity for me to do something different in the classroom. Afterwards, Ms. Bongard told me some things about what the girl was going through, and she said that we as teachers do what we can at school because at home maybe instruction and help doesn't always happen. Ms. Bongard and I continued to talk and share with each other; we talked about the power of tough love, among other things, and in that moment we deepened our connection. That moment was the most honest and valuable conversation that I ever had in there so far. I hope to have many more conversations like that in the future. I felt full and content as I left the classroom that day.

The worst thing that happened this week during my field experience:

Grading is no joke, I put in grades into PowerSchool and now I am personally having a hand in the student's fourth quarter grades. Also, it is not your grade on the line it is someone else's and that is a daunting feeling. Sometimes I feel bad when I input grades that are thirties and sixties because I see the impact of those bad grades. I feel especially bad when I was the one

who graded those bad papers. The grades that I put in are formative grades which are pretty big compared to homework or classwork grades.

Simple postcards and prefix worksheets go in as formative grades. In my opinion, I feel that marking those simple assignments as formative is a little heavy. Plus, it is only the beginning of the quarter so those formative grades impact their overall grade a lot. If I was a part of her classroom I would feel a little discouraged. Most of the bad grades come from spelling mishaps and is spelling an accurate representation of the acquisition of suffix and prefixes? That is to be debated. But I do acknowledge that it is a hard task to adequately grade people. I see that now grading decisions lay heavily on the consciences of teachers.

Three things I learned this week: 1. Montessori

This week I inquired about Montessori learning because I had no clue what that was. Ms. Bongard told me that lower Montessori is first, second and third grade and upper Montessori is fourth, fifth, and sixth grade. She proceeded to elaborate that those students get a big packet at the beginning of the week and make progress on it however they see fit for Friday. She said that if I was to go in there, one could be working on Math and the other English. I also inquired about what the teacher's job is in the classroom and she told me that they don't give a lot of instruction they mainly work with small groups. Ms. Bongard also told me that they don't have normal grades at the end of each quarter, they give what is called skills mastery. That right there blew my mind. She continued to tell me that it takes a certain student to be in that class. I continued to ask her what happens in seventh grade once the students leave Montessori and she told me that they get integrated into the traditional classroom setting. I would never be able to be in a Montessori classroom. I need that instruction and I definitely would feel intimidated or insecure if there were older or younger people in my classroom. Not to mention I would feel as if I was thrown to the sharks in seventh grade if I had only known Montessori style learning. In my opinion, if you're going to do it, do it right, do Montessori all the

way through school and if not then just drop it because the way it works now feels like a disservice is being done to those students’ in their learning.

2. Things that you learned before do come up and do come in handy

3. Making copies is HARD

I also learned that a lot of subjects I learned through years of schooling does come back when you become a teacher. In the beginning of the week, Ms. Bongard asked me to grade some Math order of operation quizzes and I thought to myself of goodness I haven't taken math in so long and it is my worst subject, not to mention I did not have an answer key. I proceed to give myself a mental pep talk, Kelci you got this its only third-grade math, not rocket science. Then I proceed on to my task but was so scared that my answers were going to be wrong so I pulled out my calculator and triple checked my answers. I was not about to flunk third-grade math because 3rd graders quiz grades depended on it. Also on Friday Ms. Bongard asked me if I had taken biology and I said yes, she proceeded to ask me if I knew what Punnett squares were and I said yes secretly thinking, oh no I haven't taken biology in three years! Then she asked me to create alienlike monster examples using Punnett squares to find the aliens dominant traits. I headed back to my desk with a can do attitude. I just went for it. I finally finished creating the alien’s traits and sorrowfully realized I had done some of them wrong and was like oh no, but it thankfully was an easy fix, so I continued onward and upward.

When I first came into the classroom, I hadn't realized that I needed my math and biology skills.

No doubt knowledge is power and every bit of that knowledge is used in teaching. Those days really showcased for me how much teachers have to know.

Making copies is HARD. I did not realize that it would be that hard but on Monday I learned a valuable lesson. In the morning Ms. Bongard asked me to make a lot of copies, some one page, some front and back. I was like no problem but then when I got in the workroom I was like I don't know how to make copies! Someone else did them for me last time! Inside I was quietly panicking but I knew I could figure it out because I

am pretty resourceful. The one page copies were easy once I figured out how to make copies but then came the double-sided copies, there I was in trouble. Ms. Bongard told me remotely how to do it but I was lost and they were coming out wrong.

I was desperately in need of help but dead silence surrounded me until I heard some voices and knocked on a door within the teacher workroom.

A nice lady came out and helped me and I was very grateful but she proceeded to leave before I realized that I had another double-sided copy to make. I said to myself no problem I can do it. I pressed print and was jumping around with accomplishment and then I looked at them and they came out wrong. I was already in there for twenty minutes what could another ten hurt? I put them through again and thankfully they came out right. I felt very accomplished when all was said and done but now I know about copy room frustration.

Cadet Week 4 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

4/3, 4/5-4/7

in Summary Reflection:

The best thing that happened this week during my field experience:

On Monday I got to conduct the morning Morning Meeting and I was glad I did. Ms. Bongard was stuck in traffic and two out of the four third grade teachers we going on a field trip so the teacher across the hall asked me if I could watch kids, I said I think I can so I had Ms. Bongards class all to myself. It was a bit daunting at first; twenty-three students all under my supervision. A lot of thoughts ran through my mind but I just told myself that I could handle it and I did. I proceed along throughout the morning just as Ms.Bongard would have and after the morning announcements as a class we did the morning meeting, which is something that I always wanted to conduct so on Monday I got my chance and it went great, I was impressed. I had no disrespect, they all listened to me and for the most part, they were well behaved, if not I had it under control. I sat in Ms. Bongard’s chair and took on her role. I was confident in my position and I handled it.

Ms.Bongard came in during the morning meeting and sat right on the carpet and gave me my space. This unexpected occurrence is beginning to teach me once again about being comfortable with being uncomfortable and I am grateful that it is helping me grow a lot and that is all I could ever ask for.

The worst thing that happened this week during my field experience:

Nothing bad happened to me this week it was a good week overall. Although on Friday the class took a little field trip to another classroom to look at another class’s historical figure projects. They kind of work like the ninth grade social issues projects where you walk around and talk to the presenter. I went with the class and Ms. Bongard went off to do her own thing and I gave her her space. Although I felt a little uncomfortable in there, I felt kind of like an egg out of her shell but I appreciate that I was given another opportunity to be comfortable with the uncomfortable. I did, however, would have wished that Ms. Bongard would have come over and walked and talked with me for a little bit so I wouldn't feel alone or introduce me to the teacher hosting us at least.

I'm not bitter or mad maybe just a hint disappointed but I don't think that defines Ms. Bongard at all. Did I have the greatest time there no, but I did see some great costumes and one girl did have a very impressive presence when she presented so I had that to look back on.

Three things I learned this week:

On Wednesday I took on a new role; I shadowed the front desk. Being a shadow/ assistant brought me back to my roots and gave me familiar comfort. A lot of the errands that I ran were similar to what I did in Elementary School and I loved doing them. When I was younger, I felt special when I did them. I went around to other teacher’s rooms, I graded papers along with a plethora of other errands. Some might have said that I was being a teacher's pet but I loved it. I was the go-to girl, I was someone who was respected and trusted and as a young lady, it is important very early on to be validated in such a way because it builds good character. I guess that is why Ms.Bongard has her students run errands like that because she understands the importance of responsibility and the feelings that are attached to those tasks. Even though I would absolutely love to run those small errands, I realize that I have to let other people feel the way that I used to feel because believe it or not running errands has value.

1. Front office

2. Sweets

I learned something this week that kind of

disappointed me. I learned that elementary students cannot bring in sweets for their birthdays! What! Please come again! Ms. Bongard told me that and I was flabbergasted. These are third graders, they deserve cupcakes, lollipops, and brownies. When it was my birthday I brought in ice cream sandwiches! These are seven and eight-year-olds, they deserve to be kids and kids eat junk food and sweets. This opportunity is fleeting because in ten years they become adults and adults have to watch what they eat. Kids should not be subjected to vegetables and frozen yogurt. To me, it is just a little bit disheartening because you should let kids be kids. They don't get to be kids for very long so let them enjoy it while it lasts. Oh, and birthdays are special and should be celebrated because who knows how many we get; although I do acknowledge healthy eating and its importance but it's just one day and one day can be the most important for those students.

3. Sometimes it gets boring

Not every day is the most interesting, sometimes it gets repetitive and you do the same things over.

With that being said it doesn't mean that every day sucks it just means that not every day is filled with fireworks and balloons. I’m not saying that I have been bored during my field experience in the classroom, i'm saying that I would imagine that some days do get repetitive and you may become despondent. For example, Jericka at the front desk she is in charge of attendance and other tasks as directed. Her busiest hour is in the morning, i’ve seen the chaos filled mornings first hand but after a while, things seem to die down. No parents call or walk in and the front begins to quiet. I would image boredom would set in after attendance is taken.

Maybe a moment of solitude does the soul good but if it doesn’t I know what it feels like to be soullessly bored and it does not feel good or serine. Maybe because I know what that feels like I would like to have a job where I am made to feel needed and special and where I always have something to do.

I’m sure when testing takes place that same feeling can be felt and sensed in the classroom.

Cadet Week 5 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

4/17-4/21

in Summary Reflection:

The best thing that happened this week during my field experience:

The best thing that happened to me this week was on Wednesday when I was up at the front desk. When I walked into my classroom on Wednesday morning I was informed that there was mock testing going on so I couldn't be in the classroom. So instead of going back to school, I decided to shadow the front office again. I’m glad I did because I had a blast, I did not feel uncomfortable or out of place. I sat next to Mrs. McIssac and wrote out tardy passes and pressed the button to open the doors. I really liked writing out the tardy passes not because I like punishing people for being late but in my role I held a sense of authority. Students came up to me, parents came up to me, I felt as if I was one of the staff.

Although one parent came up to me and I could not understand her at all but in the end, I finally understood her and I appreciated the experience as a way to learn how to communicate with people who speak a different language than I. Also Mr. McCulloch came by and asked how we doing at the front desk. He shook my hand and I thought it was kind of him to take the time to check in on us. He is an outstanding example of a great host to his guests and his students.

The worst thing that happened this week during my field experience:

The worst thing that happened to me this week was Friday. To say the least, it was chaotic, not that it was anybody's fault, there was just a little bit of confusion. The Special Olympics were being held at May River High School unbeknownst to me and then I got worried thinking will classes be shortened? Am I even supposed to go to my field experience but I went. When I got there though, I got extra worried because I did not see Temree, Kristen of any of the Bluffton Cadets signed in. I must have checked my e-mail and Google classroom like a hundred times to see if anything changed but it didn't. Then I got a text from a friend that said that first block ended at 9:30 so I informed Ms.Bongard and I stayed for the morning meeting and carefully planned out my time to leave. I left at 10:10 worried I’d be late or my spot would be taken, quietly worrying on my drive back. Once I got to school I speed walked as fast as I could and then Mrs. Green told me that I didn't have to leave but that's okay. I sometimes like the peace and quiet that comes when nobody is around. This day taught me that in a school there will always be confusion but you just have to try and roll with the punches as best as you can.

Three things I learned this week: 1. The Hole Puncher’s wrath

The hole puncher this time was out to get me.

Ms. Bongard asked me to hole punch a binder full of papers and I was like sure that's easy enough.

Apparently, though it's not when the whole puncher you want to use does not work properly.

It was a manual hole puncher and after I tried to put the punched papers into the binder I knew I was in trouble because they didn't fit. I was like noooo! Because hole punching is simple and if I can’t punch holes in a paper what else does she think I cannot do? So in a little bit of hurried frenzy, I asked to borrow another teacher's electric hole puncher which was a life saver. I want one! After I was done using the electric hole puncher all the papers fit but some of them had multiple holes in them. Unfortunately, it wasn't my best work. Thankfully though Ms. Bongard said it didn't matter it there were multiple holes,

she wasn't picky. Lesson learned here: Things you thought were going to be easy don't always turn out that way. The unexpected happens sometimes and you have to be able to roll with the punches for better or for worse.

2. The copier came back with a vengeance

3. Why Ms. Bongard became a teacher

The copier and I went for round two in the ring on Monday. I walked in on a quiet Monday morning and Ms. Bongard asked me to make some two-sided copies. In my head I was like sure no problem, the copier and I are amigos after our turbulent first encounter. My thinking apparently was totally wrong because I did everything right and the copies still came out wrong! I was flabbergasted and at that point a little frustrated. Though I should have known it was going to go sideways because the machine wasn't showing me what it usually does. So I proceeded to try again and this time it showed me everything it was supposed to but they still managed to print incorrectly. I thought in my head, oh my she must think I can't make copies by now. It had already been ten minutes and went for round three thinking maybe just maybe a third time will do the trick and thankfully it did. In all, Monday started out as a little bit frustrating but I hope the copier and I have bonded through our encounters and are close enough to be considered friends.

On Thursday, I asked Ms.Bongard why she wanted to become a teacher. I keep a copy of questions in my folder and that was one was on the top of my list. So I decided to go for it, I had always wanted to ask so on Thursday I got my answer. Ms. Bongard told me that as a high school student in order to graduate she needed community service hours so she decided to volunteer at a daycare. She always knew that she wanted to work with kids because for her, working with kids is a really joyful experience.

Although she knew that she wanted to do more than work at a daycare so she decided to become a teacher. The story is short but I can tell that from an early age she and teaching gelled and it was a role that she fit into. Her story reminded me that people can find careers that they genuinely enjoy and feel a great sense of purpose in.

Cadet Week 6 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

4/24-4/26,28

in Summary Reflection:

The best thing that happened this week during my field experience:

On Tuesday I came to school dressed as Pocahontas and from the moment I walked in I knew I was going to raise some eyebrows. When I walked in they stared and smiled. I asked some of them who I looked like and they said I looked like a Native American. I then followed up my question with do I look like Pocahontas and they said yes. I asked Garret if I looked like Pocahontas and he said yes but told me that I was wearing too much makeup! Throughout the class period, Ms. Bongard conducting MAP Testing conferences so she asked me to walk around and check up on the student's progress with their essays. I also got to catch up an absent student on what he was missed on Monday while I taught my lesson. I gave the student a quick mini-lesson and checked up on him periodically but I could tell he was struggling. I also went around to all the other students and asked how they were doing and helped them when needed. Some had very insightful hooks and progression with their essays. Lots came up to me and asked me questions which I happily answered. Some even made me laugh. One girl came up to me and said he wants to know why you are dressed like Pocahontas; I explained to him why but I thought it was funny that he sent someone else to ask for him. Today I liked my role in the classroom and I felt very comfortable in it. It was a nice change

and I felt that I took on a larger role.

The worst thing that happened this week during my field experience:

To be honest this week was the best week I have had so far at River Ridge Academy so there wasn't much to dislike but I did run into a small moment of displeasure. A student tried to twist my words this week and that did not necessarily sit well with me. I know the person and I know how he just trying to be fresh and I wasn’t mad but I wasn’t too thrilled either. I don't like it when people try to undermine me. The person was told

by Ms.Bongard to do something and I was standing near him and he retorted back with “but Ms.Kelci said I didn't have to do that.”

Ms.Bongard knew that I didn't say for him not to whatever he said I told him not to do but it still left me with a sour taste. Initially, I didn’t know how to react, I responded but I was not entirely comfortable with the situation. I am fine with giving advice but I am not fine with someone twisting my advice as an excuse not to do work. It wasn't a horrible event and it's not like I won't ever give him advice again but i'll be cautious next time.

Three things I learned this week:

Sometimes you can have a fun week. This week felt nice and meaningful. It wasn’t filled with sitting and grading. I was mobile and interactive with the students helping them when needed. I felt useful even as if I was another teacher in the room. The students came up to me and said, “Ms. Kelci can you help me” and so I did and it felt rewarding. I felt as if I had knowledge to pass onto the students. I found it quite interesting that when I was sitting at Ms. Bongard’s desk the students came up to me in a line and asked for my help instead of hers. I think through my aid to this student this week, I developed a closer connection to them and acted as a sounding board. I identified their needs and I got down to their eye level and made them feel comfortable working with me. I wanted to stay longer on multiple occasions and this week was the first time I felt this way. The students made me laugh and smile and it was nice to see such an

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excitement in the eyes of those students to learn.

Teaching in front of a class isn’t necessarily easy.

There are a lot of variables to consider. There are also a lot of things to control; behavior, questions, and critical reception. I really found myself to be in a more comfortable position the second time around and I enjoyed it more. I feel I enjoy my time better working with the students rather than teaching in front of a class. In retrospect, the lesson that I taught could have been better but I think that I set a good foundation so I was confident in that.

Though, I wasn't expecting the sarcastic questions to come from him but I was glad that I had Ms.Bongard for backup if needed and that allowed me to take a breath during times of stir. The ending of my example essay caused a lot of stir and stir is something you have to quell quickly or it looks like you do not have control of your class. I also at times fumbled or got stuck on a word which came as a surprise to me but like in anything you have to roll with the punches when things don't go your way.

Being a flexible person is a quality that all exceptional teachers have.

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All children just want to be believed in and given adequate help. That is what I learned this week as I went around to all the students. They want to know that their essays are good enough and if they aren’t they want to know what the “adult” thinks and how to fix them. In my personal opinion, I believe that there is nothing wrong with that. They need that safety net to fall back on when they fall or feel unsure of themselves. Those students even though they are gifted need someone who can propel them to be the best that they possibly can and need to know that it is okay not to be perfect. Sometimes even I need that help and someone else's sense of belief in myself when I don’t. Those essential foundations if you give it to the students will enable them to thrive later in life and fly on their own. The most important thing though is the teacher's belief in his or her student’s abilities to do well because when the students see that, then they will soon believe in their own tremendously remarkable power to do great things.

Cadet Week 7 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

5/1-5/5

in Summary Reflection:

The best thing that happened this week during my field experience:

I think overall, I really like working with the students as they write their five paragraph essays. I like that contact. The students then seem to trust me more and my opinion matters. I got so many people come up to me and say Ms.Kelci I need your help. I like to help because I have been in their shoes. So anything that I can do to remedy their frustration and enhance their confidence I am there. They make me laugh too. I talk to them about what they are reading and things they bought at the book fair. The things that these students buy remind me of my time in elementary school and are a reminder of that joy I felt there. I got a big goodbye that day too which made me feel special. Oh, and I also got to play some tricks this week. On Thursday, during morning meeting the students chose to play Judge, Judge do you know who I am. It's a game where one student gets picked to say that phrase and another with their eyes closed tries to guess who it was. I thought it would be cool if I got to say it so I mustered enough courage to ask Ms.Bongard (side note my heart was pounding heavily.) She said yes and so as the person was closing her eyes I tiptoed onto the carpet to make it seem as if I was a student and said the phrase in a disguised voice and quickly ran back to my seat before she turned around. All the students were staring at me so I thought she was going to guess but I got off scot free! We all

laughed afterward and I got to be the guesser but I thought it was a nice moment to have a little fun.

The worst thing that happened this week during my field experience:

On Monday, Ms.Bongard was not there so a substitute was present. In my personal opinion, I thought the substitute was a bit controlling. I mean she wasn’t blistering with cruelty and 3rd grade classroom does need some control but I thought her control was a little rigid. I don't know maybe I was expecting it kind of go like how Ryann's time went when she had a substitute. I just thought I would be in a position of leadership. A position where I would be the “main� teacher because the substitute does not know the classroom and I do but I was wrong. For the most part of my time there I was a little bit subdued because I didn't want to step on her toes. I did as much as I could with the students to the best of my abilities and I thoroughly enjoyed my time there. I just kind of imagined that my experience would go differently. Regardless of that, I did have a good time and I learned an important lesson about expectations.

Three things I learned this week:

Like I said last week, students need to be believed in. This week, as I was helping students with their essays, one student in particular who was working on her final draft told me that she didn't think her essay was very good. She told me that her parents helped her with her essay and told her that the paper she was working on now should be her final draft. Then, Ms. Bongard came over and told her to erase some things and I think that discouraged her.

She like me wanted to have her final draft in pristine condition so she was quite bummed. I could see the despair in her face. I asked her if her parents or Ms.Bongard told her that her essay was bad, her answer to both questions was no so I asked her why she didn't think her essay was good.

She proceeded to tell me that she wanted a good grade. I told her that her essay was good and she has nothing to worry about and to ask Ms.Bongard to read over it. I told her I would check up on her tomorrow. I knew how she was feeling because i've been there I just didn't want her to feel like her essay was crap because it wasn't perfect. After I made her laugh so i'll take that as a bonus. I

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thought it was also quite endearing that she wanted my advice/ help more than Ms.Bonagards.

Defiance is a commonality that I have seen in one student in particular and it was interesting to see how that was handled. This student was specifically told to revise his essay even though he said he was done but was defiant and came to me for help. That move is kind of like going to your mom and asking for something and she says no so you go to your dad and ask for the same thing. I told him that he has to revise his essay but he continued to tell me he was done. I said that is not possible and he has until Friday before it is due, it was Wednesday. I said there is a one hundred percent chance that you have something to revise in your essay. Ms. Bongard soon came over and specifically told him to work. She was very firm with him and I think that was needed for him to get back on task but I am not a fan of such sternness. It took me aback a little though not in a bad way I just have never seen her reprimand a student before. This example was a good lesson in discipline.

This week I learned about noisy neighbors. At this age, students seem to like being in their classmate’s business. I saw this in one student, in particular, this week. This student seemed to be infatuated by this other person's essay more so than her own. I would really wonder about how her essay is going to turn out seeing how much time she spent being consumed by someone else's essay. Although, as I checked up on her periodically throughout the week she never asked for her and seemed to be progressing. Throughout the week I helped the person she was infatuated with her essay and as soon as I would, the noisy neighbor would go and advocate for her to Ms.Bongard saying “someone told her that her essay wasn’t good.” My eyes went wide open, thinking WHAT! I think that it is a really great thing to have your classmate or friends back but I just found it really interesting that she was attached to this other person throughout her essay.

Cadet Week 8 Summary Reflection Teacher Cadet:

Kelci Smith

Dates of Days Addressed

5/8-5/9,5/11-5/12

in Summary Reflection:

The best thing that happened this week during my field experience:

This week there wasn't anything that I would consider to be the “best” but I did have a nice small moment on Friday. Before I even walked into the classroom, I was aware that it was someone's birthday. His birthday was right before mine so I thought that was pretty cool. To my surprise though, when I walked in he said “Good morning Ms.Kelci”. That made me smile. Soon afterward, I told him “Happy Birthday” and that probably made part of his day i’d like to think. I have this thing with birthdays. My opinion is that if it is your birthday then it should be everything you dreamed of and more. The person with the birthday should feel beyond special and the good wishes should be sincere and heartfelt even in a school setting. I didn't see a lot of that which made me a little disappointed. Anyway, the truth beyond my own opinion is the small things throughout the day that make the most powerful impacts on people. His greeting to me was the most powerful impact of my morning.

The worst thing that happened this week during my field experience:

Not the worst but the saddest. There was a father who came into the office on Tuesday morning asking to say goodbye to his sons and to give them a letter that he wrote because he was deploying that day. That, unfortunately, was not possible because his kids were testing. I immediately thought “Oh no that is the saddest thing I have ever heard, a father who doesn't get to say goodbye to this children! Their father may

possibly never return (yes, I know that is a bad thought but that is just the truth) and he'll never have gotten to say goodbye. I thought that was horrible! “In my head, I was thinking “can’t the school make an exception because, to me, that moment would trump any school mandated test.

Unfortunately, no exception was made but Ms.McIssac told him that he could return at lunchtime and then testing should be finished.

Oh, and to make matters even worse the letters were in his hand! That was the final nail in my guilt ridden coffin! In my personal opinion, if I was the principal or of some other high authority, I would have made an exception because those moments are important and you may never get another one.

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This week I learned a thing a two about organization. One, it is extremely tricky to get organized bunches of tablet chord in an acceptable manner. That was my main difficulty on Monday. At first, I was wary that it couldn't be done. I got stuck a couple of times trying to configure a path of least destruction. In the end, though I had a lot of little helpers that did the untangling for me and I found a middle ground that was a balance between functional yet aesthetically appealing. Tablet chords are never aesthetically pleasing in any setting but there is an art to making them pretty. This task for me was new so I appreciated the challenge. I especially liked that I had multiple helpers. I was the foreman and they were my “laborers”. I liked being in that position of responsibility and they seemed to follow my instruction. Additionally, before we began our little task I had to pick some additional muscle (boys) for the job. I drafted the boys that I thought would follow my instruction but would not be easily tempted into horseplay. I believe I chose well but later I internally questioned if I should have chosen the rowdier ones so they would be distracted. In the end, I was content with my decision and thought process involved with my decision.

On Tuesday, I shadowed the front desk because of State testing. I just sat there “shadowing”. I

have said before that I thought that the quiet was boring but today I was wrong. The quiet was claiming, maybe even reflective. There were literally only two people in the front quarter of the building the entire time I was there so it was dead silent. It in itself was a waiting game for any movement. Even though I had the inclination to do something productive, I was really at peace with doing nothing. Yes, there were minutes where I just stared at the clock and fiddled with my name tag but other than that the quiet was healing. I can’t remember the last time I sat in such quietness without getting bored. Sometimes that is teaching, the dead quietness. To me, that beats chaos. I bet to some the quietness acts as a reprieve from the mounting pressures of teaching.

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I learned a lot about communication on Tuesday.

A mother came into the office asking for a translator but the translator was not in so Ms.McIsaac asked another mom to help her translate. The other lady gladly helped and I thought it was fascinating to watch. Their interactions were enthralling, like a bridge between two worlds. A balance between English and Spanish was met. To me, it was a refreshing thing to witness. What I watched to me, was fresh and compelling. It makes me feel grateful to be an English speaker because being a fish out of water is not something I would be comfortable with. I don't know if I could handle being in another country where no one could understand me. Helpless is the feeling that comes to mind when I think about this and helplessness is not a safe or comforting environment to be in. In the end, I was glad that the end result was satisfying, all needs were met and resolutions were found. It was indeed an experience to remember.

Title of Lesson Plan: South Carolina Tourism Postcard Subject(s): Social Studies Teacher(s): Ms. Bongard

Grade: 3rd Grade Gifted and Talented

LESSON PLAN 1

STUDENT�FRIENDLY TRANSLATION OF STANDARD (#2, 3, 4 below ONLY)

1. South Carolina Standard Addressed: 3-5.6 Describe the growth of tourism and its impact on the economy of South Carolina, including the development of historic sites, state parks, resorts and the expanding transportation systems that allow for greater access to our state.

2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)

The student will be able to describe the growth of tourism and its impact on the economy of South Carolina, including the development of historic sites, state parks, resorts and the expanding transportation systems that allow for greater access to the state.

I can describe the growth of tourism and its impact on the economy of South Carolina.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

Students need to understand the growth of tourism and its impact on the economy of South Carolina, their home state. Students also need understand what places attract tourists, including historical sites, state parks, and resorts.

I can understand the growth of tourism in South Carolina and its impact on the economy.

4. Formative/Summative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like? Include any applicable links to assessments here.)

Students, working individually, with successful outcomes will have completed making a postcard telling someone why they should come and visit South Carolina. They will also be able to include specific places that attract tourists in their postcards.

I will be able to make a postcard telling someone why they should come and visit South Carolina.

5. Information/Activities/Tasks: (How will you teach the information needed to complete the objective? What learning experiences will students engage in?)

SET/HOOK: The teacher will ask the students, as a review to turn and talk with a neighbor about South Carolina tourism.

Specifically, why do people come to South Carolina and how it helps our economy. ●

After the students turn and talk, the teacher will call on students to share out what they talked about.

PROCESS: To asses the students overall comprehension of the information the teacher will ask her students to make a postcard. ● ● ●

TTW first show a picture of a South Carolina postcard to introduce the idea of a postcard.

TTW then assign the students their objective, which is to write a postcard telling someone why they should come and visit South Carolina.

TTW then pull up a checklist of what to include in their postcard and verbally dictate each individual requirement.

Requirements ●

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One activity that people can participate in while they visit South Carolina. ● One way to travel to South Carolina. (I-95 includes 15 states) ● One attraction tourists can visit. (National or State Parks, monuments, or battlefields) ● What type of climate South Carolina has. ● Your favorite place to visit in South Carolina.

TTW field and questions about the assignment and send the students back to their their seats to work on their postcards.

CLOSURE: TTW will ask the students when finished with their postcards to complete their brochures or electronic projects from the previous day.

BLOOM’S LEVELED QUESTIONS FOR THIS CONTENT: ● ●

Remembering: What is tourism?

Understanding: Give an example of one activity you can participate in while visiting South Carolina.

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Applying: How does tourism benefit South Carolina’s economy?

Analyzing: What is the function of advertising in a popular tourism state?

Evaluating: Formulate a theory on why South Carolina is a popular tourist destination.

Creating: Create a postcard telling someone to come and visit South Carolina.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson? Include all links to digital documents used; if need to take a pic instead of something, post pic in a google doc to generate a link.)

● ● ● ●

Colored pencils, markers, and crayons Postcards IPads - Resource 3rd Grade South Carolina Textbooks - Resource

7. Access for All: (How will you ensure that all students with a variety of learning styles have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity as it relates to learning styles, multiple intelligences, and global/analytical thinking.)

This lesson catered to a variety of learning styles: Visual learners: The instructions and the checklist within the powerpoint will allow the students to visually take a step by step glance at what is expected of them. The postcard of South Carolina on the board will also foster a greater sense of what a postcard looks like and how they should mirror their own postcards.

Auditory/Analytical Thinkers- The instructions will be read aloud and presented on the board, enlarged for all to see in an understandable way. The turn and talk warm up will also allow students to hear their peers talk about their state and absorb the reinforced information.

Kinesthetic/Global Thinkers/Intrapersonal- The hands on activity of creating a postcard will allow the students the opportunity to create a personal message to someone about where they live, allowing the opportunity for the students to take pride in their state. This activity will also allow the students to be expressive in their thoughts.

· How does this lesson reflect academic rigor?

This lesson was driven using the 3-5.6 standard, stating that students will “Describe the growth of tourism and its impact on the economy of South Carolina, including the development of historic sites, state parks, resorts and the expanding transportation systems that allow for greater access to our state.” This lesson required rigorous retention of the numerous days of academic instruction, and was supported by the postcard activity. Students were able to demonstrate their achievement of the standard by correctly making a postcard telling someone why they should come and visit South Carolina, using information learned throughout the previous days of instruction.

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How does this lesson cognitively engage students?

This learning activity challenged students’ ability to apply what they’ve learned in an independent and hands on setting. The activity/assessment helped to reinforce the material learned and fostered a sense of accomplishment in the students.

Self-Evaluation of Lesson Taught Teacher Cadet:

Kelci Smith

Date:

3/23/17

Host School:

River Ridge Academy

Host Teacher:

Ms.Bongard

Grade:

3rd Grade Gifted and Talented

Subject Taught:

Tourism

Time:

9:05-9:42

How did the objective help focus your instruction?

The objective helped guide the progression of my lesson like a timeline. The review at the beginning of my lesson helped me establish the premise for the main activity. It also allowed me to state clearly to the students what they were going to do and what they were expected to include in their postcards.

What parts of the instructional plan worked as you anticipated? Explain.

Every part of the instructional plan worked out the way I intended. I ran over the presentation twice before so I knew the direction and with what organization I wanted to proceed with. I believe it went over smoothly and had concretely accomplished my intended purpose for the lesson.

How well did you anticipate materials needed?

I believe I anticipated materials need for my lesson perfectly. I had everything that I needed for myself and my students. I came prepared, the only last minute thing I had to do was with run off some extra postcards because of the extra students I had.

What, if any, adjustments were needed once you began?

There were some extra students who were in my class because they did not have a substitute. Even though I did not plan for that, I wanted them to feel like part of the class. All I needed to do was run off some extra copies of the postcards, no big deal though, I handled it with grace.

How effective was the assessment you chose to use?

The assessment was a great reinforcement of the learned material, although, I wish that the students knew how to write a postcard. Although, I felt confident in the the assessment I gave. My assessment came full circle pertaining to the most important pieces of information I wanted to bring to the students attention.

Plus a postcard is old school, something that I feel younger students do not see enough of. The postcard was a way to enrich their forms of communication.

What evidence do you have that the lesson was a success?

Evidence that this lesson was a success came from the student's completion of the postcard.

As I read a couple of them, they captured everything that I included in the checklist and that cemented my belief that my lesson was a success. Also the questions the students asked were really well worded and strove to dig deeper into the academic instruction.

How did the time you spent preparing your lesson contribute to your success?

To prepare I did some research, this topic is very familiar to me so I didn't have to do a lot of in depth research. I found some great informational inspirations that I drew ideas for my postcard from. I created my presentation and bounced ideas off of Ms. Bongard. Then, I compiled my warm up by thinking of what the best way for the students to review could be and did a run through of my presentation twice in front of my sister. Doing a run through of my lesson gave me the confidence and the preparation to do it in front of my class.

If you could do this lesson again with the same students, would you do anything differently? If so, what?

If I had to do this lesson over again I would first have the students review among themselves and then present the idea of a postcard. I would show a picture of a postcard front and back and then I would label where everything goes so there would be no confusion with where they should write their information.

This instruction would further ease the completion of the postcard and be a reflection of the knowledge gained by the students from my lesson. I would also work on my speech concerning three areas, volume, clarity and pace. I have been told that I talk fast when I am nervous but regardless of that I have to think about my audience and cater to them first.

Title of Lesson Plan: Understanding Expository Essay Writing Subject(s): Social Studies

Grade: 3rd grade Gifted and Talented

Teacher(s): Ms.Bongard STUDENT�FRIENDLY TRANSLATION OF STANDARD (#2, 3, 4 below ONLY) 1. South Carolina Standard Addressed: (Writing) Meaning, Context, and Craft Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Meaning and Context Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)

The students will be able to write informative/explanatory texts to examine complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. The student will also be able to articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

I will be able to write an informative text with complex ideas and credible evidence through effective organization and analysis of content.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

The students need to understand the importance of writing an informative essay with credible, clear and effective evidence and main ideas. This skill will help these students all throughout the rest of their schooling and later on throughout their lives.

I can understand how to write a credible and clear informative essay

4. Formative/Summative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like? Include any applicable links to assessments here.)

Students, working together as a class, with successful outcomes will have completed making an outline based on the essay they read together.

I will be able to complete the essay outline based on the example essay.

5. Information/Activities/Tasks: (How will you teach the information needed to complete the objective? What learning experiences will students engage in?)

SET/HOOK: TTW remind her students what makes a good informative essay by calling on the students for answers and write on the whiteboard their answers. ( Examples) ● Main Ideas ● Details (uses specific facts and examples from the text to support the focus and explains your thinking) ● Hook ● Transitions (linking words to connect ideas) ● Introductory statement ● Organization ● Conventions (has correct spelling, capitalization and punctuation) ● Word Choice ● Voice ● Ideas ● Sentence Fluency ● Heading ● TTW specifically state that a Introductory Statement (general), Main Idea,and Details (specific) are the 3 most important things that make up a good expository essay. ● TTW ask; in an essay how many main ideas/ details are usually included?

PROCESS: TTW read aloud the example essay in order to get the students to identify what any good essay has with the hopes that they will apply what they have learned in writing their essays. ● ● ● ● ● ● ●

TTW first read aloud a former third graders expository essay and while the teacher does so the students will highlight with 3 different colors the introduction statement, main ideas, and details.

TTW after reading the example essay will then ask the students to label the hook; (the hook is what makes us want to keep reading) TTW lead the students to look at the first paragh, questioning the students on where the (examples) introduction statement (thesis) is.

TTW then question her students about what a good introductory statement to does?

TTW ask the students to highlight in the introduction paragraph where the main ideas are.

TTW ask the students to find specific details from the example essay and highlight it.

TTW explain that the most specific details are what is going to develop their main ideas.

● TTW then ask her students what is missing from the example essay.

MODELING: ●

TT and her students will then all together fill out an organizational outline using the example essay.

CLOSURE: ● ●

TTW wrap up what she is talking about and ask her students if they have any questions.

TTW then send her students back to their seats to work on their essays.

BLOOM’S LEVELED QUESTIONS FOR THIS CONTENT: ● ● ● ● ● ●

Remembering: What is an expository essay?

Understanding: Give an example of one type of hook.

Applying: How do details support your main idea?

Analyzing: What is the function of an introduction statement (thesis) in an essay?

Evaluating: Formulate a theory as to why transitions contribute to sentence fluency.

Creating: Write a five paragraph expository essay about your assigned social studies chapter.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson? Include all links to digital documents used; if need to take a pic instead of something, post pic in a google doc to generate a link.)

● Example essay: chromeextension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?file=http%3A%2F%2Fachievethecore .org%2Fcontent%2Fupload%2FBig_1_DR8.12_03312016.pdf - Pages 325-327 ● 3 different colored highlighters ● Outline: chromeextension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?file=http%3A%2F%2Fwww.workshee tplace.com%2Fmf_pdf%2FExpository-Writing-Graphic-Organizer.pdf ● Checklist: chromeextension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?file=http%3A%2F%2Fwww.workshee tplace.com%2Fmf_pdf%2FExpository-Writing-Checklist.pdf

7. Access for All: (How will you ensure that all students with a variety of learning styles have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity as it relates to learning styles, multiple intelligences, and global/analytical thinking.)

This lesson catered to a variety of learning styles: Visual learners: The paper essay, checklist, and outline in front of the students will allow them to have an up close and personal view of information that will help them write their own essays.

Auditory/Analytical Thinkers- The example essay will be read aloud and presented on the board, enlarged for all to see in an understandable way. Together doing the outline and analysis of the example essay will also allow the students to form their own ideas while at the same time allow them to hear their peers ideas and absorb the taught information.

Kinesthetic/Global Thinkers/Intrapersonal- Having the students highlight/annotate the most important information from the example essay while also filling in the outline that goes along with the essay, is helping foster a sense of accomplishment in the student's ability in themselves to understand and analyze the most important information. This skill will also help the students to write their own essays.

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How does this lesson reflect academic rigor?

This lesson was driven using both of the Standard 2 3rd grade Writing standards from Meaning, Context, and Craft and Meaning and Context, stating that students will “Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.” and “Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.” This lesson required rigorous retention of the Six Traits of Writing, and was supported by an expository essay that the students will write relating to their assigned chapters. Students were able to demonstrate their achievement of the standard by correctly writing a five paragraph expository essay, using information learned throughout the previous days of instruction to make their essays the best they can be.

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How does this lesson cognitively engage students?

This learning activity challenged students’ ability to apply what they’ve learned in both an independent and collaborative setting. The activity/assessment helped to reinforce the material learned and fostered a sense of accomplishment in the students.

Self-Evaluation of Lesson Taught Teacher Cadet:

Kelci Smith

Date:

4/24/17

Host School:

River Ridge Academy

Host Teacher:

Ms.Bongard

Grade:

3rd Grade Gifted and Talented

Subject Taught:

Parts of an Essay - S. Studies Writing Prompt

Time:

9:05-9:40

How did the objective help focus your instruction?

The objective helped guide the progression of my lesson like a timeline. The review at the beginning of my lesson helped me establish the premise for the main activity. It also allowed me to state clearly to the students what they were going to do and what they were expected to do as they followed along.

What parts of the instructional plan worked as you anticipated? Explain.

Every part of the instructional plan worked out the way I intended. I ran over the presentation multiple times before so I knew the direction and with what organization I wanted to proceed with. I believe it went over smoothly and had concretely accomplished my intended purpose for the lesson.

How well did you anticipate materials needed?

I believe I anticipated materials need for my lesson almost perfectly. I had everything that I needed for myself and my students. I came prepared, the only thing that I wish I did was get a class set of highlighters so the students did not have waste time collecting their colors.

What, if any, adjustments were needed once you began?

There was one student who came in late. Even though I did not plan for that, I wanted him to feel as though he was not left behind and in tune with the rest of the class. All I needed to do after I finished talking was speak to him individually and hand him a handout.

How effective was the assessment you chose to use?

The assessment was an okay reinforcement of the learned material, although, I wish that I gave something more in depth. Something more hands on so the students could feel the satisfaction and clarification of knowing how to write a five paragraph essay on their own accord. Although, I felt confident in my assessment when I initially planned my lesson. I also feel that my assessment came full circle pertaining to the most important pieces of information I wanted to highlight upon.

What evidence do you have that the lesson was a success?

Evidence that this lesson was a success came from the student's insightful questions asked that pertained to the topic of discussion and strove to dig deeper into the academic instruction. The students asked questions that I never thought of showing me that they really took the information I taught to heart.

How did the time you spent preparing your lesson contribute to your success?

To prepare I did some research, this topic is semi-familiar to me so I didn't have to do a lot of in depth research. I found some great informational inspirations that I drew ideas for my sample essay and outline. As I created my presentation ran my ideas off of Ms. Bongard. Then, I compiled my warm up by thinking of what the best way for the students to review could be and did a run through of my presentation twice in front of my sister. Doing a run through of my lesson gave me the confidence and the preparation to do it in front of my class.

If you could do this lesson again with the same students, would you do anything differently? If so, what?

If I could do this lesson over again, I would first slow my pace of speech and pace of wait time to allow the students enough time to absorb the new information. I would have also turned Garrets question into a learning moment for the other students because his question was extremely insightful. In addition, I would have streamlined my time a little bit better so everything flowed more fluidly. If anything else, I would have created a slideshow that visually illustrated my points better which could have also served as an additional visual. Finally, I would have made the written annotations be in a more organized manner with clear color coordination for different items.

Examples of Student Work

These student’s objective was to make a welcoming South Carolina Postcard that included: ● ● ● ● ●

One activity that people can participate in while they visit South Carolina.

One way to travel to South Carolina. (I-95 includes 15 states) One attraction tourists can visit. (National or State Parks, monuments, or battlefields) What type of climate South Carolina has.

Your favorite place to visit in South Carolina.

Continued‌.

This is a worksheet that I gave the students for my second lesson. This student has followed my instruction and this worksheet acted as a reinforcer of the lesson material. This worksheet also helped him get a better idea of how to develop his essay about his assigned chapter.

End of Year Teacher Gift

For my wrap gift, I wrote Ms.Bongard a note. Then I thought about what to get her, I went to World Market recently so I knew I wanted to get her something that smelled good from there, so I bought her plumeria flower-scented soap. Then, I bought her a peppermint plant because everyone could use a good smelling herb! I also got my students a little fruit popsicle treat. What I got them was a small representation of me and they all seemed to enjoy their gifts immensely.

Ms.Bongard Evaluations

Mrs.Green Evalutions

Log Sheet

Full Day of Field Experience Reflection Well today, was an absolute whirlwind. The first thing I did as I walked into the classroom was give Ms.Bongard her gift which I think she was very pleased with. I think everyone could use a good smelling herb! After we went through the normal routine, we transitioned into reading. During this time one student wasn't feeling well and started crying. I felt bad because I have been in his shoes and I don’t like to see people crying, it makes me uncomfortable. He was sent home and although the event was relatively peaceful, I thought the situation could have been handled with a touch more gentility because third graders are fragile.

Anyway, by the end of hour two, OUCH, my feet were tired because when Ms.Bongard stood, I stood. After a while, I had to sit down at one of the tables and talk from there to give my feet a rest. Also by the end of hour two, I started to miss being at school, I missed talking to Jessica but that changed later, I became more comfortable in my setting. I think my feelings were brought on by the reading of the Coal Thief. I couldn't pay attention to it and it was making me incredibly sleepy. Silent reading time later ensued and I brought my book just in case, Ms.Bongard laughed.

Lunch was right after that and we went outside. I sat on the bench with the other teachers which at times made me a little uncomfortable because I had no one to talk to but I did like that when Ms.Bongard was with me she included me as if I was one of the teachers. During lunch, the teachers were very gossipy. It was very interesting to be a silent voyeur to their chit chat, plus I learned that there is such thing as a student aid. I didn't know that there was a position where your only job was to work with one student, fascinating. Then, Mrs.Tracy pulled out a picture of me from fifth grade and gave me an Okatie yearbook to look at and we chatted for a bit.

Immediately after that, out of the blue, my sixth-grade teacher recognized me, I had seen her around but I didn't think she remembered me. We chatted for a while and she said that my grade was the smartest grade she ever taught, how flattering I thought. It was a nice chat, where she told me that if she was a high schooler now she wouldn't go into teaching which I thought was an interesting perspective. Once we got back inside, I loved working one on one with the students during math time. They were learning about the area of a trapezoid! Their math is so hard nowadays! I am so glad I am where I am at right now because school has definitely gotten harder. During math, I have never seen kids more excited than ever before. I wish I had that same enthusiasm for math! I really liked helping them with math because it is my worst subject so I felt a sense of accomplishment in the help that I provided. Helping the students with their math problems was the best part of my day. As Ms. Bongard and I talked during our day I learned that she is moving to Summerville next year and Mrs.Pope is taking her spot. I thought that was such a weird coincidence! Soon afterward during specials, Ms.Bongard was pulled into a meeting and I got some peace and quiet. During this time, I practiced my speech, read my book and studied for my EOC. It was nice but I kind of felt that it was a little short. Teachers need proper peace and quiet throughout the day. It essential to happy moods and smiling faces. In the end, after they came back from specials, I gave them their popsicles and we sat outside. A lot of the kids throughout the day asked me why I was still here and I told them with a sense of conclusion and peace with every word. I kind of wish that I could have said goodbye more than I did but my goodbye was quiet and peaceful, truly fitting to who I am.

Kelci Smith Mrs.Greene Teacher Cadet 20 May 2017 A Change for the Better Without a doubt, field experience has changed me for the better. Not only have I become a more mature person but I have seen myself invigorated with a new sense of self. I now have a better perspective of who I am and what I am capable of. I have become more courageous in my actions and more confident in my decisions. I am surer of myself, i'm less of the person who second guesses themselves. I am still a worrywart and wear myself out because of it but it's been nice to see an improved version of myself, one that I am proud of. This experience has really given me the chance to grow, not in the traditional way but in my bones and in my heart, the places that truly matter.

Going into this experience I was nervous, scared and felt out of place. Initially, I had the picturesque image of my field experience stored in my mind but I am very thankful that what I wanted I didn't get. Taking the road less traveled gave me the opportunity to meet and reconnect with people that I truly admire and now have the fondest memories of. The students that I was able to connect with we're not who I thought they were going to be. These kids were so bright and intelligent, they blew me away. Some were filled with sass and misbehavior but it was incredible for me to see pieces of myself in some of these students. You don’t get to see a reflection of yourself that often in other people so when you do, your heart becomes more compassionate and filled with an innate amount peace. A sense that you are not alone fills your soul and a resting solace lingers in the air.

To be completely honest, initially, I wasn't the biggest fan of kids. I didn’t know even if I wanted kids, I still don’t. To me, they expelled something that I didn't like being around. So many people were like, “do you really want to do this, you don’t even like kids” but it was a decision that I knew deep down was the right one maybe because I knew who I could be with them. I was the purest version of myself when I talked to them and helped my students. It felt natural and innate, I was calm and I felt that I showed them the real me. I showed them not only my first heart but my second. I liked who I was, I laughed, and I saw their potential to become incredible human beings who are full of light. This experience also made me miss being a kid. I saw these students so full of hope, passion, and an endless amount of carefree expression. I wish we all could be invigorated with a dose of their essence.

Through this experience, I have also learned the recipe for what makes up an incredible school environment. It’s simple, it is the people. The secret to happiness is human connection, plain and simple. If you can create that type of environment for anyone you cannot go wrong.

We all want to be embraced and celebrated with the force of a raging fire. If a school can do that then there is magic inside. I've seen that magic inside the halls of River Ridge Academy. Many school personnel, including the Principal, have embraced me as a member of their community and nothing feels better than that. All it takes for the magic to be sparked is a high five, a fist bump or even just a good morning. Acknowledgment is important, imagine if every student walked into the classroom with a smile, their day would be completely transformed.

This new adventure for me has been incredible. I was scared walking in but I am truly so honored to have been given the opportunity to do something like this and the timing could not have been better. I am going to college in a year and this experience gave me a taste of the real world even if it was just for a little while. It was a great test of sorts to see what I could handle.

This experience has also enabled me to become more comfortable with the uncomfortable through my many experiences during my time at River Ridge Academy. I have faced instances where I didn't know my place or where I felt like I had no power but I am grateful for them because they have become lessons that I plan to learn from. Walking into something unknown and unfamiliar, as I have done with this experience had been a game changer, it took me for an incredible ride. Life in itself is painful, difficult, devastating, life-changing, and extraordinary. In this experience alone, I got the chance to face difficult, life-changing, and extraordinary and nevertheless, I persisted.