Issuu on Google+

Initial Level The Developmental Teaching Portfolio

Kendi King


Initial Level The Developmental Teaching Portfolio

Kendi King Elementary Education Department of Curriculum and Instruction Clemmer College of Education East Tennessee State University

Spring, 2014


Table of Contents SECTION ONE: BACKGROUND INFORMATION Introduction Working Resume Statement of Philosophy Program of Study Unofficial Transcript ACT or Praxis I Scores SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans Actual Teaching: Assessment and Evaluation: Performance-Based Grading Rubric Learning Environment: Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #3 - Paperwork Professional Growth: STEA Membership Communication: Letter to Parents PBL Power Point Presentation SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection


Section One: Background Information


INTRODUCTION

My name is Kendi King. I am working toward an Associates of Science in Teaching degree. I plan on attending East Tennessee State University in the fall to continue my education and work towards my Elementary Education degree. I should graduate in May of 2016. This is my Developmental Teaching Portfolio. My portfolio is filled with different artifacts that have helped me learn to become an effective teacher. I hope to use the experiences in this portfolio to help me in my future teaching career. I plan on adding documents and experiences as I continue my career. I hope to have a lot of different resources in my portfolio to help me with problems that may arise. I am excited and passionate about my career choice. If I can make a difference in at least one child’s life, I have accomplished my goal as a teacher. I hope to continue to gather new artifacts and ideas as I grow as a teacher.


Context Statement Type of Artifact: Resume Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of my resume.


Kendi Lashay King 6313 Beacon Light Rd. Whitesburg, TN 37891 (423)736-2776 / canes25kk@aim.com Professional Objective: To teach and guide children in our elementary schools. Education: 2014-2016

Bachelor of Science in Elementary Education East Tennessee State University

2012-2014

Associate of Science in Elementary Education Walters State Community College

2009-2012

High School Diploma, Morristown East High School

Honors and Awards: Fall 2012 Walters State President’s List 2012-2013

TCCAA Distinguished Scholar- Athlete

Spring 2013

Walters State Dean’s List

Fall 2013

Walters State President’s List

Related Educational Experience/Professional Experience: Summer 2012 Internship at Kingswood School Summer 2013 Internship at Kingswood School Fall 2013

Service Learning, Whitesburg Elementary School, Third grade

Spring 2014

Service Learning, Union Heights Elementary School Second grade

College Related Professional/Academic/Service Activities: 2013-2014 STEA Member 2012-2014

Softball Player

Additional Work Related Experience: Fall 2012Private Math Tutor


Placement File: Please contact the ETSU Career and Internship Services Office. Website: http://www.etsu.edu/careers , BucLink TEL: 423-439-4450 FAX: 423-439-6176


Context Statement Type of Artifact: Philosophy of Education Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is my Philosophy of Education paper that I wrote in EDUC 2300 Introduction to Education class.


My Philosophy of Education Who was your favorite teacher in school? Who was the teacher you dreaded having? These questions can be easily answered. We have all had effective teachers and teachers that were not effective at all. It requires a perfect mixture of different qualities to be an effective teacher. Three qualities of an effective teacher are: motivating the students, incorporating media, and having a love and passion for teaching young children. First, a teacher must be able to motivate his/her students. Without motivation, a student will be lazy and will not be pushed out of his/her comfort zone. Motivation can come in many different forms. A teacher can use rewards and competitions to help motivate students. However, when students retain a sense of pride about their education, they will motivate themselves. When a teacher creates a classroom where his/her students have pride in what they are doing, then he/she has motivated the students to maximize the learning. Next, a teacher should incorporate media in learning. The students we are teaching have been using technology since they were toddlers. The times have changed. Technology is being used more and more inside the classroom. Teachers need to be able to implement different forms of media into their lessons. Media helps engage students in the lesson and helps keep their attention longer. Technology is a very beneficial tool that teachers need to clinch quickly. Technology helps teachers be effective because students are doing more hands on activities. Also, it helps students remember the material. Lastly, one of the most essential attributes that a teacher must have is the love and passion for teaching students. If a teacher does not love his/her job, then he/she will not be


successful. The students will know if the teacher is passionate and enthusiastic about his/her job or not. If they get the feeling that their teacher does not care, then they will not care either. As teachers, we need to prove to the students that we love working with them. Teachers should always have a passion for teaching their students. When the passion is no longer there, it is time to do something else with your life. In conclusion, teachers have an enormous responsibility. In order to be effective teachers, we must dedicate ourselves to our students. A teacher will be anything a student needs for that particular day. It could be a mentor, guardian, friend, or the bad guy. Teaching requires a dedicated person that has effective qualities that help shape the classroom they have in their vision.


Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my program of study from ETSU showing the classes I have had.


Context Statement Type of Artifact: Transcript Date: Fall 2012- Spring 2014 Courses: All Courses Description: This is an unofficial copy of my current transcript.


Context Statement Type of Artifact: ACT Date: Summer 2011 Courses: All Courses Description: This is a copy of my ACT score.


Section Two: Selected Entries


Planning and Teaching Strategies


Context Statement Type of Artifact: Bloom’s Taxonomy Activity Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education.


Name: Date: Class: Semester:

Kendi King 3-17-14 EDUC 2300 Introduction to Education Spring, 2014 Bloom’s Taxonomy Activity

1. Targeted grade level: Second grade 2. Subject area: Math 3. Specific content to be taught: Shapes: triangle, square, pentagon, hexagon, and octagon 4. Questions: a. Remembering 1. List three facts about shapes. 2. How would you explain these shapes to a friend? 3. Can you recall how many sides an octagon has? b. Understanding 1. What can you say about a triangle? 2. How would you contrast a square and a triangle? 3. How do you classify shapes? c. Applying 1. How would you use shapes in the real world? 2. What examples of these shapes can you find within the room? 3. What facts would you select to show your knowledge of shapes? d. Analyzing 1. What conclusions can be drawn from shapes? 2. Why do we need to learn about shapes? 3. Distinguish between a square and a pentagon. e. Evaluating 1. What is your opinion of shapes? 2. Based on what you know, how would you explain shapes? 3. Would it be better if shapes were taught a different way? f. Creating 1. Compose an alternative way to teach shapes. 2. Invent a design or model that would help to understand shapes Better. 3. Propose an original way to teach shapes.


Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is the lesson plan assignment that I did in EDUC 2300 Introduction to Education.


Name: Kendi King Title of Lesson: Learning Shapes Grade: Second grade Date: 3/29/14

Materials Needed:  Small whiteboards for each student  Dry erase markers  Paper Towels  Smart board presentation on shapes  Paper/pencils State/System Standards:  2.G.A.1- Reason with shapes and their attributes. Goals:  The students will learn about shapes and their attributes through the smart board presentation  The students will practice drawing the shapes on their dry erase boards. Objectives:  The students will understand that shapes have edges.  The students will learn the names of the shapes.  The students will be able to draw each shape and tell what the name of it is.  The students will be able to identify the shape if the teacher draws it on the board. Instructional Procedures:  Go through the smart board presentation.  Discuss each shape and their attributes.  Ask for any questions.  Allow students to practice drawing each shape on his/her dry erase board.  Have students draw and label each shape that was discussed on a sheet of paper for a grade. Questions:  (See Bloom’s Taxonomy assignment) Closure:  Ask the students to share at least one thing that he/she has learned. Adaptations to meet Individual Needs:  The student with disabilities will be paired with a partner when drawing on the dry erase board.


Evaluation Assessment:  See attached rubric


Actual Teaching


Assessment and Evaluation


Context Statement Type of Artifact: Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is the rubric for the lesson plan assignment that I created in EDUC 2300 Introduction to Education.


Rubric 1 Participated in either the smart board presentation or discussion on what they learned. Attitude/ Decent Cooperation attitude/ had to be reminded of good behavior Listening Did not Listened, Skills listen to but was presentation disruptive Identification None correct 1-2 correct of shapes on paper Neatness of Not readable One shape drawings at all not readable Participation

0 Did not participate in smart board presentation or give one thing that they learned. Bad attitude/ did not want to cooperate

2 Participated in both the smart board presentation and the discussion on what they learned. Great attitude/ worked well

Listened with no disruptions All correct All shapes are neat Total Score

Score ____ / 2

____ / 2

____ / 2 ____ / 2

____ / 2 ____ / 10

9-10 7-8 5-6 3-4 0-2

= Excellent = Good = Satisfactory = Needs Improvement = Unsatisfactory


Learning Environment


Context Statement Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #1 that I did during service learning with Mrs. Ridley.


Guided Observation #1 – Contextual Factors

Name: Kendi King Date: 3/30/14 Course: EDUC 2300 Introduction to Education School: Union Heights Elementary School Interview your mentoring teacher to obtain the demographics about the school. Write a response for each question in a paragraph format. 1. Record the number of males, females, and ratio of ethnicity within the classroom. In the classroom, there were more male students than female. There were nine boys and seven girls. The ratio of ethnicity within the classroom is one out of five. 2. What are the developmental levels of the students within the classroom you are observing? The class that I am observing is a low reading class. These students are below average in reading. Most of the students in this class are below average in all the subjects. However, there are a few that are advanced in math. 3. How is the instruction modified to meet the diverse needs of the students? Mrs. Ridley gives instruction in a few different ways for each assignment. She will tell the students and have it written out as well. The students with disabilities are placed beside a student that she thinks can assist them when needed. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. Union Heights is considered a safe school on the Tennessee State Government website. Fifty nine percent of the students are considered at an economic disadvantage. On the report card, Union Heights scored an A in math and social studies and scored a B in reading and science. Union Heights has a total of two hundred and ninety six students. 5. What are the specialized programs/activities found within the school that would assist special needs children, those who need enrichment activities, or remediation? List the specific programs that are available. Union Heights has a few special programs to help students with disabilities. They have a speech class for students who have trouble pronouncing certain letters. Many students are taken out of their regular classroom to attend their speech class. Also, they have a special education teacher that takes the students with disabilities for a little while and just works on the areas they are struggling in. There are many enrichment activities that include beta club, accelerated reader, thoughtful classroom, basketball, cheerleading, and 4-H.


Context Statement Type of Artifact: Guided Observation #2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #2 that I did during service learning with Mrs. Ridley.


Guided Observation #2 – Physical Arrangement Name: Kendi King Date: 4/1/14 Course: EDUC 2300 Introduction to Education School: Union Heights Elementary School Instructions for the Observer: First, draw a map of the classroom you are observing, including seating arrangements, placement of furniture, computers, telephone, and other equipment. Give a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional displays, management, and motivational elements. Then design your own perfect classroom 1. Draw classroom map:

2. Effectiveness of: f) Technology: There are two computers for the students to use. The only time they get on them is when they are taking an accelerated reader test. The class has one ipad that they share. There is a smart board in the front of the classroom that is used every day. Technology is present in Mrs. Ridley’s classroom. She takes advantage of the resources that she has.


g) Traffic Patterns: The students’ desks are placed in groups of four spread out in the room. It makes it easy to walk around in the room. Mrs. Ridley can walk around to every group with no trouble. The smart board is in the front of the room where all the students can see it with no problem. Mrs. Ridley’s desk is in the back of the room behind the students’ desks. I think this is a positive thing because she can be at her desk and still be able to watch every group of four with no problem. She can see what the students are doing. It is rather easy to discipline students when you can watch everybody. h) Instructional Displays: The room is full of posters and sayings that are motivational. Mrs. Ridley does not have a clear space on her wall. There is at least one poster for every subject. She will hang up students’ work that is an exceptional work. I think that she utilizes her bulletin boards in a very exceptional way that is educational and helpful to the students.

I) Classroom Management: The students are expected to come into class and leave class quietly and respectfully. They know what they are supposed to do when they first come into class. Mrs. Ridley does a clip up discipline chart. The students start out in the middle. If they do something good, then they get to clip up. However, if they do something disrespectful then they will clip down. I believe that this motivates the students to be on their best behavior because the majority of them want to get up to the highest they can get. I can see by the students’ faces that this discipline policy really works in the classroom.

j) Motivational Elements: The students are rewarded in many different ways. If they stay above the middle on the discipline chart, then they receive candy at the end of the week. If they are below, then they go and talk to the principal. Sometimes if the students receive a 100 on a paper, she will reward with candy. Also, if they receive so many 100’s in a matter of two weeks, they will have some kind of reward party. They have had popcorn and coke, pizza, and brownies as rewards. 3. Draw your perfect classroom:


Context Statement Type of Artifact: Guided Observation #3 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #3 that I did with in service learning with Mrs. Ridley.


Guided Observation #3 – Paperwork

Name: Kendi King Date: 4/1/14 Course: EDUC 2300 Introduction to Education School: Union Heights Elementary School

1. How do students seem to have been instructed to head papers? The students are to head papers with their name, the date, and their number. The number is something the teacher gives them at the beginning of the year to help organize papers. 2. What policies exist for students for handling incomplete work, late work, make up work, and missing work? If the students’ work is incomplete, Mrs. Ridley just marks the ones that are wrong. It counts against them. She will give them back the paper. They are to complete it. Mrs. Ridley takes off twenty points for late work. Make up work is expected to be turned in two days after the day the student missed. If the student is missing work, Mrs. Ridley asks the student if he/she knows where it is. If the student cannot find it, then it is considered a zero. 3. How are students instructed to submit completed work or turn in graded assignments? The students have baskets for all subjects. They are to turn in math assignments to the math basket. That is the same for each class. Sometimes Mrs. Ridley has the students turn in their work to her. She will file the papers into the correct basket herself.


Professional Growth


Context Statement Type of Artifact: STEA Membership Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my welcome letter from joining STEA.


Communication


Context Statement Type of Artifact: Letter to Parents Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter to the parents of the students that I did service learning with.


March 17, 2014

Dear Parents, I am Kendi King, and I am a sophomore at Walters State Community College. In my education classes, I am required to have eighteen hours of service learning with the school of my choice. I chose to observe and work with Mrs. Ridley. Your child will be present in this classroom, and I am looking forward to getting to know and work with each of them. I am hoping that this will help prepare me for my future classroom. If you need to ask any questions about my time with your child, please contact Mrs. Ridley at (423)-3129685.

Thank you, Kendi King Kendi King


Context Statement Type of Artifact: PBL Presentation Date: Fall 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is a copy of our presentation that we gave explaining our PBL in EDUC 2010 Psychology of Human Development for Teachers.


Section Three: Professional Evaluation


Context Statement Type of Artifact: Field Placement Journals Date: Fall 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are my journals I wrote while serving my service learning hours at Whitesburg Elementary School.


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: ___I hope to graduate, in the spring, with the AST. I hope to begin my cohort, at ETSU, next fall. I want to finish with a high GPA. Career: __I did 37 hours of service learning this semester. Next semester, I will have another 18 hours. This will help me with my career choice. I will learn different strategies that teachers use in their classrooms. I am hoping to get a job working ESP in the summer. This would be a great experience with working with children. Also, it would help get my name out there for when I am trying to get a job. Family and Friends: __Family is very important in my life. I am looking for the person God has for me to spend the rest of my life with, but I am in no hurry at this moment. I want to continue to get closer with my family members. I hope to make some new friends that will be in my cohort. It will be good to have some teaching friends that I can talk to. Involvement and Service to My Community: _Well, next semester I will be involved in a public school for a little while. This is a service to my community because I will be helping a teacher throughout the day. I want to become more involved with the events that take place in my community. I hope to be able to volunteer at different places that are for a good cause to help in whatever way they need me. Personal Growth: __I always want to become a better Christian. I want to grow closer and closer to him each day. I want to continue to mature as an adult.


Service Learning Project

Name: _____Kendi King_______________________ Course Title: ___EDUC 2010___________________ Date: _____9/26/13________________________ Agency Name: _Whitesburg Elementary School____________________ Agency’s Mission Statement/ Grades Served/ Community Needs: ______________ Mission Statement: Whitesburg provides a secure, pleasant atmosphere where learning is meaningful, students and staff is respected and valued, the community is involved, and we endeavor to become functioning members of a community. This school is a very small, community friendly school. There are a total of seventeen classrooms and one library in the school. As of now, there are a total of two hundred and fifty students enrolled at Whitesburg Elementary School. There are about fifteen to twenty students in each class. This school has boys’ and girls’ basketball team and a cheerleading team that helps engage and encourage students to be more involved with their school. This also helps the community to come out and support the school in athletics and show the students that they are cheering for and support them. Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning?

____I hope to gain knowledge of how I want to run my future classroom. I will encounter different situations that will help me to develop as a teacher. Having the opportunity to sit in a classroom and watch how the students and teacher interacts with each other will help me to see stuff that I could not see by studying a textbook. I hope to be able to link the material that I am learning in the textbook to the things I see in the classroom. Seeing these things will help me to better understand the material and I will have an example to look back on. I believe the students and staff will perceive me as a hard worker and dedicated individual. My goal for the semester is to become associated with the things that go on in the classroom and to interact with the students. I want to get ideas of how I want my classroom to be. I am a little nervous about meeting my advisor and the students. I hope they like me and allow me to interact with them in the classroom. Other than that, I am ready to get my feet wet and get started learning.


Journal Entry Kendi King 9/26/13 Overview: I met with the principal and he took me to meet my advising teacher, Mrs. Parker. She introduced me to the students and allowed me to sit wherever I wanted. The students were grading their morning work. Then they had language class. They went over the subject and predicate of a sentence. They completed two worksheets over that topic. Next, they went to Reading. I am observing the lower Reading Class. They did daily grammar, daily skill, and read a story aloud. After Reading, the students went to lunch. ABC’s of Reflection Affect: I was very nervous about going into the classroom for the first time. I did not know what to expect. However, Mrs. Parker made me feel welcomed and the nerves eventually went away. The entire staff seemed to be happy that I was working with their students. This made me feel really excited and anxious to get started. I am very pleased with the work I did today. This experience will help mold and make me the teacher that I want to be. Behavior: Overall, I believe that my behavior was really effective. I was shy and did not talk at first. This was because I was scared of what my advisor would think of me. I wish I would have just gone in with confidence in myself and my abilities. After just a few minutes, I was able to put that past me and move on. I sat in the middle of the classroom and observed the teacher and the students. This allowed me to see how Mrs. Parker was going to run her classroom. I feel like Mrs. Parker really enjoys me being in her classroom.


Content: I was able to see material that we had talked about in the classroom. First, Mrs. Parker is an authorative style teacher. She involves the students in the decisions of the classroom. She explains why their actions are not acceptable. This was good to see because I plan to use that teaching style in my classroom. Also, they never have any down time. She has all kinds of activities for them to do if they get finished with their work. I did notice something that I did not like. She does worksheets all the time. I feel like they do a bunch of rote learning. Worksheets are good for some things, but the students were just rushing through them to get done. This is not really helping the students learn the material.


Journal Entry Kendi King 10/1/13 Overview: Today, the kids were taking a math test when I got there. Then they switched to Language Class. They worked on subject and predicate. They did two worksheets at their desks. After Language, the kids changed to Reading. The students did daily grammar, daily skill, and read aloud. They are working on main idea. I got to take the kids to take an accelerated reader test in the library. After Reading, it was time for lunch. ABC’s of Reflection Affect: I was very joyous during my service learning today. I felt this way because I had the opportunity to help a student with disabilities. He was having a hard time understanding the concept of main idea. So, I took him to the back of the room and helped him. I was nervous, at first, because I did not know what to expect. I did not know if I would be able to help him understand or not. It was harder than I thought it was going to be. I tried many different approaches of learning. Finally, I got him to understand the concept of main idea. This was such a great time for me because I gained confidence in myself. Behavior: My behavior today was very effective. I really enjoyed getting to take the class to the library to take an accelerated reader test. I actually felt like a teacher. This was a good opportunity for me because I got to work with technology. I had to help many students with their computers. Also, being able to work with a student, with disabilities, really opened my eyes to how I would approach it differently in the future. Instead of just rushing into the main concept, it


would be better to take it a little bit at a time. This would help him/her be able to understand all the little parts that lead up to the main concept. Content: I was able to see many things that we have discussed in class. First, I saw how important it is that students have a support system at home. There is a little girl in my classroom and you can tell that she is just defeated. She does not try and is often very lazy. I can tell by the way she acts that she has no support from her family and it affects her education. We discussed this in class. When students do not get support from home, they feel like they are failures. Also, I saw how to incorporate technology in the classroom. She took her students to the library and allowed them to take accelerated reading tests for a grade. I really liked this idea because it encourages the students to read. They are excited and want to read these books because they want to make a good grade on their accelerated reader test.


Journal Entry Kendi King 10/8/13 Overview: When I came in, the students were working on their morning work. After about ten minutes, they started Language. They had a lecture on simple subject and simple predicate. Next, they went to Reading Class. They did daily skill, daily grammar, and daily reading. Also, they took a test that allowed Mrs. Parker to see how the students are progressing. Then the students went to lunch. After lunch, they had Science and Social Studies. They are learning about animal adaptations. They did a few worksheets on adaptations at their desks. ABC’s of Reflection Affect: I was very shocked in my service learning today. I had not realized how ineffective rote learning was. Rote learning is used so much in this classroom. The students sit at their desks and do worksheets. I feel like they are not learning as much as they could be. They are not connecting anything to the material they are learning. The only thing these students are worried about is seeing who can finish the worksheet first. It amazes me that these students feel like they have done a good job on a worksheet that took two minutes to do. Behavior: I felt like my actions today were effective. I have gained a good relationship with Mrs. Parker. We had a good discussion while the students were in lunch. She gave me some good advice and talked to me about how school was going. I felt really special that she actually cares about me.


Content: Today, I saw a lot of different things that we have talked about in class. First, I saw a student diagramming a sentence like most elementary students write their spelling words. He did not diagram one sentence at a time. He would do one part on all of them, and then start on the next part. This is rote learning. That student is not learning how to diagram a sentence correctly. He is doing it based on his memorization and where that part of speech is usually located. Also, I saw Mrs. Parker use wait time. She asked the students a question relating to the main idea of a story and told them to think about it. She gave them about three or four minutes and asked the question again. The student gave the right answer. Wait time allows the students to have time to think through a question and come up with the right answer.


Epilogue: Reflect on your semester’s service learning experience. I really enjoyed my service learning experience. I received a lot of good information about running a classroom. I got to see stuff I want to do with my classroom and stuff I do not want to do with my classroom. Overall, I had a really good advisor. I would have liked to have had more interaction time with the students. However, I was able to see how they interacted with Mrs. Parker and the other students. This service learning experience has made me so excited about becoming a teacher. I have gained so many ideas that I cannot wait to incorporate into my classroom. Revisit the prologue. Have your expectations been met? My expectations for service learning were met. I wanted to get ideas for my classroom, and I did. I had the opportunity to see how Mrs. Parker handled different situations. This will help me to have a better understanding of how I want to handle these situations in the future. I was able to link a lot of classroom material to the things that I saw inside the classroom. This helped me to learn the material better because I had an example to look back on. I just wish I could have interacted with the students more. Overall, my expectations for service learning were met How have you been surprised, delighted, or dismayed by the experience? Give specific examples. _____I was really delighted and surprised with my experience. I was delighted because I learned so much during my experience. Mrs. Parker is a really good teacher and I was blessed to have had her as my advisor. The staff and students were all wonderful and made me feel welcome. I was surprised by how much class material that I saw in the classroom. Every topic that we have talked about was shown in one way or another in the class. I did not expect to be able to pick that stuff out as well as I did. How could this experience be improved? ___The only way this experience could have been improved was if I was able to interact with the students more. I wanted to be able to do group work with the students. However, all they did was worksheets. It was hard to really interact when they sit at their desks and do worksheets for every subject


VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: __In the next five years, I hope to have a bachelor’s degree in Elementary Education. I want to continue my education and receive a master’s degree. I hope to do my master’s through Tusculum College. Career: __In the next five years, I hope to be teaching at an Elementary School. I hope to be doing very well with my career. Hopefully, I will have had a year of teaching under my belt, so I am more comfortable with what I am doing. Eventually, I hope to be able to coach the basketball or softball team. Family and Friends: __I hope I am either married or about to be getting married in five years. I want to be starting a family of my own. I hope to be making many new friends within the school system. Involvement and Service to My Community: __As a teacher, I will be of service to my community as an educator. I want to be involved with the extra -curricular activities that go on at my school. ___ Personal Growth: ____I want to strive to become the best person that I can be. I want to grow closer to God and be what he wants me to be though out my life. If I am a mom by then, I want to be able to teach my kids what I need to and provide for them the way a mom is supposed to.


REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: _____Through my service learning, I have gained skills and knowledge that will stick with me throughout my career. I have gained a better understanding of working with students with disabilities. I have learned that it is my job to find what works for each student. Students learn better when the material is being presented in more than one of the learning techniques. I was able to work with technology and learn how to incorporate that to the material being taught. The students like interactive activities/games. I learned that in order for students to learn, in a meaningful fashion, teachers need to find ways to help the students relate to and be excited about the material. Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class: _____This service learning experience ties in with my EDUC 2010 class because I get to see the material that we discuss inside the classroom. I get to go into a classroom and observe the material that is discussed in class. I get to see the good stuff and the bad stuff that happens in the classroom. It has helped me to realize that relating the material to an actual classroom can really benefit you in the future. My Contribution to the Community I have devoted 18.5____ hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project:

1. I got to experience how not having a support system at home affects a young student. It made me realize that without that support system a student feels like a failure and will usually struggle in school. 2. I got to experience working with a student with disabilities. I saw how differently I will go about it in the future. This will help me to not make the same mistakes over and over again. 3. I got to see how rote learning does not allow the students to truly learn. When students sit at their desks and do worksheets all day, teachers will lose the focus of their students. I have learned that meaningful learning must be incorporated, in the classroom, more than rote learning. 4. I experienced working with technology in the classroom. I worked with the Elmo, laptops, and desktop computers. This is a lasting experience because I need to learn how to incorporate technology into my classroom. Eventually, we will be using technology for everything, so this was very important for me.


Context Statement Type of Artifact: Field Placement Journals Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: These are my journals I wrote while serving my service learning hours at Whitesburg Elementary School.


Service Learning Reflective Journal Kendi King SPED 2010 Introduction to Special Education 11/9/13


Prologue Kendi King Course: SPED 2010 Introduction to Special Education Whitesburg Elementary School

Mission Statement: Whitesburg provides a secure, pleasant atmosphere where learning is meaningful, students and staff is respected and valued, the community is involved, and we endeavor to become functioning members of a community. This school is a very small, community friendly school. There are a total of seventeen classrooms and one library in the school. As of now, there are a total of two hundred and fifty students enrolled at Whitesburg Elementary School. There are about fifteen to twenty students in each class. This school has boys’ and girls’ basketball team and a cheerleading team that helps engage and encourage students to be more involved with their school. This also helps the community to come out and support the school in athletics and show the students that they are cheering for and support them. Prologue Narrative: During my service learning, I hope to learn from other teachers how to handle students with disabilities in the classroom and how not to handle them. I believe I will see ways that I believe are better than others and this will give me an idea of how to handle my classroom in the future. I believe that service learning will have a huge impact on my development as a future teacher. There is no better way to learn besides actually being in a classroom and observing the


teacher and students. A lot of the stuff we cover in class we will more than likely see at some point in the service learning. It will be good to be able to connect what we are talking about in class to what is actually happening in an actual classroom. My goals for this service learning is to learn the best ways of teaching students with disabilities and to become comfortable interacting with those students just like any other student. I hope to be able to gain understanding of different situations that might come about during my service learning that will help me in the future. As of now, I don’t really have any concerns. I am just ready to get my feet wet and start this journey of learning how to teach students with disabilities.


Reflective Journal Entries Kendi King 9/24/13 9:30 A.M. to 1 P.M. 3rd grade/Reading/English Overview: Today in service learning the students had English and Reading Class. The first thing they did was English. They were focusing on high frequency words. They did two worksheets and graded both of them during English. Then the students went to Reading class. In the class, that I observed, the students went over homework, read a story aloud, and did two worksheets. One of the worksheets was over the story they read and the other was working on the main idea concept. After these classes were over the students went to lunch. ABC’s of Reflection Affect: I was very pleased with what I experienced during observing the students with disabilities. This class has four children that have slow reading disabilities. They all four sit close to the teachers’ desk, so she can watch them proficiently and make sure they are on task. It was very easy to find the students with the disability, even without her telling me which ones they were. Those four students were behind a lot on what the rest of the class was doing. It was hard for the teacher to keep them on track. She usually gave directions to those students more than once and allowed extra class time for them to finish assignments that were given. One thing I noticed is that she moves the lower reading class up and about more than the students that are in her class usually. She interacts and allows these children to answer and read aloud in class. It


was really sad for me to see these children struggling to read. Only three of these students actually seemed to be trying though. I felt like one girl felt like she was just defeated and wasn’t going to try at all to get better. I liked how the teacher handled the students with reading disabilities. Allowing them to sit close to her and having them interact as a class seemed to really be helping most of them. Behavior: During my time there, I just sat in the middle of the classroom close to the students with the reading disabilities and observed what they were doing. The students for the most part were shockingly very well behaved. I believe that has to do with the way that the teacher ran her classroom. The students respect her and she respects them back. I would do a lot of the same things that my instructor did but I wish she would have allowed me to be more involved with the students. I think that part will come within the next few weeks though. Content: I saw a few things we had talked about in class during my service learning experience. I saw how easy it is for these students to get off track or distracted by the littlest things and the teacher was understanding of this and just kept reminding them of what they were supposed to be doing. I also saw a very distinct separation of the gifted readers and the lower reading class. I don’t really think this is a good thing, but then I don’t really know a better solution either.


Reflective Journal Entries Kendi King 10/3/13 9:30 A.M. to 1 P.M. 3rd grade/Reading/English Overview: They were starting Language Class, when I walked in. They did a couple of worksheets over subject and verbs. Next, they changed to Reading Class. They did their daily grammar, daily skills, and read a story aloud. Once Reading was over, it was time for lunch. After lunch, they had Science and Social Studies. They took a test over the continents and oceans in Social Studies. In Science, the students are learning about the life cycles of a plant. They did a worksheet on life cycles and turned it in for a grade. ABC’s of Reflection Affect: I was really happy with what I did today. I had the opportunity to work with a student, with disabilities, learn the concept of main idea. It challenged me and I got aggravated for a minute because I could not get him to see what I was talking about. However, I worked really hard and found a way to get him to understand. It was a really rewarding experience and something that will help me in the future. I was really pleased to see that the students, with disabilities, can read just as well as the other students. I figured that there would be a huge difference in the students reading ability, but there was not. I found that to be really encouraging. Behavior: I was really pleased with my behavior today. The actions that I took in helping that student understand main idea was really helpful. I did notice though that when we switched for


Reading Class, there were a lot of students walking in and out of the class. This is something that I did not think should be happening, especially in a class with students with disabilities. They get distracted very easily and distractions are something that we should limit within the classroom. I did not think Mrs. Parker handled this very well. I did like the way Mrs. Parker has one on one time with the students, with disabilities, if they are struggling with something. Content: Today, in service learning, I saw how easily distracted these students are. One little thing can turn gain their focus and they have forgotten everything the teacher has said. Mrs. Parker has to constantly keep the students, with disabilities, on track and remind them of what they are supposed to be doing. Also, in class we talked about how ADHD is commonly found in students with Specific Learning Disabilities. One student in the class I am in has a Specific Learning Disability in Reading and ADHD.


Reflective Journal Entries Kendi King 10/10/13 9:30 A.M. to 1 P.M. 3rd grade/Reading/English Overview: They were grading their multiplication tables when I came into class. Then they started Language Class. They did a couple of worksheets over simple subject and simple predicate. Next, they changed to Reading Class. They did their daily grammar, daily skills, and read a story aloud. Once Reading was over, it was time for lunch. After lunch, they had Science and Social Studies. In Science, the students are learning about the life cycles of animals. They did an activity on life cycles of animals. In Social Studies, they did a worksheet on longitude and latitude. ABC’s of Reflection Affect: I wish that I could be more involved with the students. It aggravates me that I am not allowed to interact with them like I thought I would. However, I really enjoyed the atmosphere of the classroom today. The student, with disabilities, really seemed to want to learn and engaged in the material. It was really encouraging to see that, because most students are defeated and do not want to learn. That was not the case today in class for the students with disabilities. Behavior: I did not really do much, besides sit and observe today. However, I watched Mrs. Parker really good today. I saw a lot of things that I liked and want to do in my own classroom. She praised the students, with disabilities, when they did something that she was proud of. She


let them know that she is on their side and wants them to succeed in school. The smiles on their faces said it all. They were so happy that someone actually took the time to appreciate something they had done. In return, the student worked really hard the entire day. This goes to show that sometimes these students need encouragement to be able to feel like they are worth something. Content: Mrs. Parker keeps a structured routine in her lower Reading Class. This is helpful because the students, with disabilities, can stay on track better. They have a certain order in which they do things. They do daily grammar, daily skills, and read aloud every day. Mrs. Parker does not even have to tell them what they are doing next, because they know. Also, these students get to receive a good amount of time in the regular classroom with their peers. In class, we talked about how they need this to be able to develop socially and feel included. The students are included in everything that the other students get to do. They come out of the classroom for about an hour a day to meet with their special education teacher. During that time, they work on specific skills that student needs. It is really important that these students be able to be included in the general education class.


Reflective Journal Entries Kendi King 10/22/13 9:30 A.M. to 1:30 P.M. 3rd grade/Reading/English Overview: They were grading their multiplication tables when I came into class. Then they started Language Class. They did a couple of worksheets over subject and predicate. Next, they changed to Reading Class. They did their daily grammar, daily skills, and read a story aloud. Today, they went to the library to take an accelerated reading test on the computers. Once Reading was over, it was time for lunch. After lunch, they had Science. In Science, the students are learning about different land formations. They did a graphic organizer with different land formations. ABC’s of Reflection Affect: I was very shocked in my service learning today. As I was observing the student, with disabilities, I noticed there had been a change in the way he was acting and participating in class. It was not for the good either. He was very aggressive and aggravated. I asked Mrs. Parker at lunch if something was wrong with him. She told me that they had changed his medicine and it has had an effect on him in school. He was not listening to his teachers or doing his work. This was sad for me to see because he probably has no control over how he acts because the medicine is probably making him act the way he was. It was good to be able to see this change in him because it may help me to notice it better in my future class.


Behavior: I watched Mrs. Parker’s behavior today to see how she reacted to the student whose medicine had been changed. She basically let him know that he was going to do his work, that he did not have a choice. She was pretty hard on him. She made him pull at least three cards today. He was acting out extremely bad. He pushed his papers forcefully off of his desk at one point during the day. I think her strategy with being hard on him actually helped him to do his work. She said that she is the only teacher that can make him do his work and I believe that is the reason why. Content: We have talked in class about having the students be interactive and do more than just worksheets. I noticed that Mrs. Parker hardly ever lets her students get up and interact with the other students. They pretty much sit in their desks all day long and I do not think that is a good thing for any student. Students, with disabilities, need to be shown different things and do not need to be sitting in their seats all day. They will eventually turn the teacher off and get distracted. However, if you incorporate some interactive activities throughout the day, they are more likely to pay attention and be attentive. Also, we have talked about how different factors play into how a student, with disabilities, may act. As I talked about earlier, the medicine change had a tremendous effect on the behavior of the student with disabilities.


Reflective Journal Entries Kendi King 10/24/13 9:30 A.M. to 1:30 P.M. 3rd grade/Reading/English Overview: In Language class, the students were working on sentence fragments. They did a few worksheets over it turned them in for a grade. In Reading, they did daily grammar, daily skill, read aloud, and took a test on the laptops. After Reading, they had lunch. When they came back from lunch, they started on Science. In Science, they learned about animal adaptations. They did a worksheet that allowed them to draw different characteristics of animals that were adaptations. In Social Studies, they learned about the different types of bodies of water. Mrs. Parker had them draw a picture of what each body of water looks like. ABC’s of Reflection Affect: Today was really eye opening to me. I was amazed at what I got to experience. As I was working with the student, with disabilities, on his spelling worksheet, I saw something that I had never saw before. He could tell me the correct answers verbally. However, when I looked at the answers he wrote down on his paper, they were not even close to being right. This made me stop and think about the situation for a minute. This student may be smarter than people think; he may just not know how to write what he is thinking down. I was just wishing there was some way I could help him write the correct answers. So, he is having a hard time transferring the correct


information from his brain to writing it down. This could affect his testing scores and daily scores. They may need to mention this in his IEP meeting. Behavior: I observed the behavior of the student, with disabilities, as he struggled to get the correct answers on his paper. He was getting so flustered and aggravated. I was kind of getting aggravated for him. He seemed defeated and the look on his face was so heart breaking. I was glad I was there to help him through it though. I walked him through the worksheet and he ended up completing it. We ended up working through most of it verbally, but he eventually got the right answers written down. Content: I got to see a student get frustrated, when he could not get the answers correct. He was defeated and that is something we have talked about in class. Also, I noticed that this students’ handwriting is not good at all. We have talked about that students with ADHD usually have poor handwriting. I saw this to be true with this boy, who has a specific learning disability and ADHD.


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are my journals I wrote while serving my service learning hours at Union Heights Elementary School.


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: _ I hope to graduate, in May, with the AST. I hope to begin my cohort, at ETSU, next fall. I want to finish with a high GPA. Career: _____ I did 18 hours of service learning this semester. This has helped with my career choice. I have learned different strategies that teachers use in their classrooms. I am hoping to get a job working ESP in the summer. This would be a great experience with working with children. Also, it would help get my name out there for when I am trying to get a job. Family and Friends: ___ Family is very important in my life. I am looking for the person God has for me to spend the rest of my life with, but I am in no hurry at this moment. I want to continue to get closer with my family members. I hope to make some new friends that will be in my cohort. It will be good to have some teaching friends that I can talk to. Involvement and Service to My Community: Well, in the fall I will be involved in a public school for a little while. This is a service to my community because I will be helping a teacher throughout the day. I want to become more involved with the events that take place in my community. I hope to be able to volunteer at different places that are for a good cause to help in whatever way they need me. Personal Growth: __ I always want to become a better Christian. I want to grow closer and closer to him each day. I want to continue to mature as an adult.


Service Learning Project Name: _ Kendi King _ _______________ Course Title: __EDUC 2300__________ Date: ____3/24/14___________________ Agency Name: _Union Heights Elementary School____ Agency’s Mission Statement/ Grades Served/ Community Needs: Mission Statement: Our Mission at Union Heights is for the staff, the parents, the students and the community to work together to provide an appropriate learning environment in which all students are able to achieve their potential. Union Heights is a lowland school that was one of the first high schools in Hamblen County. They have close to three hundred students and thirty seven faculty members. The current building has been renovated four times. The most recent additions were a new library, four new classrooms, and office suite, and a renovated gym and cafeteria. This school has boys’ and girls’ basketball team and a cheerleading team that helps engage and encourage students to be more involved with their school. This also helps the community to come out and support the school in athletics and show the students that they are cheering for and support them.

Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning?

I hope to gain knowledge of how I want to run my future classroom. I will encounter different situations that will help me to develop as a teacher. Having the opportunity to sit in a classroom and watch how the students and teacher interacts with each other will help me to see stuff that I could not see by studying a textbook. I hope to be able to link the material that I am learning in the textbook to the things I see in the classroom. Seeing these things will help me to better understand the material and I will have an example to look back on. I believe the students and staff will perceive me as a hard worker and dedicated individual. My goal for the semester is to become associated with the things that go on in the classroom and to interact with the students. I want to get ideas of how I want my classroom to be. I am a little nervous about meeting my advisor and the students. I hope they like me and allow me to interact with them in the classroom. Other than that, I am ready to get my feet wet and get started learning.


Journal Entry #1 Overview of Events: I met with the principal and he took me to meet my advising teacher, Mrs. Ridley. She introduced me to the students and gave me a place to sit in the back of the room. They were in Reading Class when I came in. Mrs. Ridley has the lower Reading Class at this time. After Reading, they went to Math Class. Mrs. Ridley teaches the higher Math Class. She had a smart board presentation on fractions and then they did a few worksheets. After Math, it was time for lunch. Every day after lunch, they do something called “double dip”. On three days of the week they have thirty minutes extra of math and on the other two days they have thirty extra minutes of reading. ABC’s of Reflection Affect: I was really nervous and scared to meet the teacher and students. However, they made me feel right at home and I was comfortable. Mrs. Ridley seemed very excited to have some extra help with the students. I am pleased with the work I did today. These sessions will help me better my teaching skills for the future. Behavior: Overall, I believe that my behavior was very beneficial. I am very shy and did not talk to a lot of people. The only people I talked to was the students and Mrs. Ridley. I hope the other teachers did not think I was being rude. However, I got to interact with some of the students in a group and I was very pleased with my confidence and how they treated me with respect. Content: I got to see a lot of teaching strategies that we have discussed in class. Mrs. Ridley is a very hands on and visual teacher. The students hardly ever have worksheets and I really like that. She uses the smart board to do her lessons. She makes them interactive and the students participate during the lesson. I received the opportunity to work with six students that were struggling with fractions. I had note cards in my hand and we did a flash card drill using fractions. I got to use my creative side by finding different ways for the students to show me that they knew the material on the note cards. I really enjoy observing Mrs. Ridley’s classroom.


Journal Entry #2 Overview of Events: Today, all they did was review for the think link test that was coming up. They first reviewed Math and then reviewed Reading. She had set up a few smart board presentations to go through and then had some sort of fun review activity for them to do. After the reviews, the students went to lunch. After lunch they did a math double dip. This consisted of a worksheet that I graded. ABC’s of Reflection Affect: I felt really anxious and excited to start service learning today. I really wanted to work with the students and be a help to Mrs. Ridley. I got the opportunity to walk around and help students that were having trouble with the extra activities that she had planned for them to do. I hope I was a help to the students and made them understand how to approach the problem a little better. Behavior: I feel that my behavior today was effective. I got to see how another teacher reviews her students for an important test. I really liked the way Mrs. Ridley did her review. She did an interactive smart board discussion and then an activity for the students. Having the opportunity to walk around and talk to the students about problems allowed me to understand their thinking a little better. This helped me to see where the students needed more work at. Content: One thing I saw today that we have discussed in class is the effectiveness of doing an intriguing activity with the students. Mrs. Ridley set up a scavenger hunt for the students with math problems. They had to go around the room and find the question they were on and answer it on their answer sheet. This was ten times better than just giving them a worksheet with the questions on it. It got the students up and moving around, it was something that was interesting and fun to the students, and it motivated them to actually try to get the correct answer. I feel that sometimes students rush through worksheets just to get done first and with the scavenger hunt they were taking their time and working out the problem.


Journal Entry #3 Overview of Events: They were in Reading Class when I came in. Mrs. Ridley has the lower Reading Class at this time. After Reading, they went to Math Class. Mrs. Ridley teaches the higher Math Class. She had a smart board presentation on shapes and then they did a few worksheets. After Math, it was time for lunch. After lunch they did a math double dip. This consisted of a worksheet and I graded it for Mrs. Ridley. ABC’s of Reflection Affect: I was very impressed by service learning today. I saw a lot of promising things coming from this classroom. Mrs. Ridley is very good with technology and motivating the students. She is a very effective teacher in my opinion and I have been blessed to have been able to observe her teaching techniques. The students very rarely sit at their desks and do worksheets. They work in groups a lot and are always up doing something. I really like this idea of teaching. Behavior: I believe my behavior was very beneficial today. I did not work with any students but I observed some good things that will benefit me in the future. Also, Mrs. Ridley sat down and discussed with me why she does the stuff she does in the classroom. We had a really good talk and I feel like I could call her anytime and she would help me with whatever I needed. Content: I saw that when students work in groups it really helps them to think every problem through. Mrs. Ridley put the students in groups to do an activity and I just sat back and listened. It was amazing all the discussion that I heard. It made me happy that they were talking about the problems. I walked by as one group was talking and a student was explaining to another student how to get the answer. I thought this was great. Also, we have been talking about how important it is to be a motivator as a teacher. Mrs. Ridley motivates her students in many ways and it is very effective. The students respect her and want to please her in anything they do.


Epilogue: Reflect on your semester’s service learning experience. I really enjoyed my service learning experience. I received a lot of good information about running a classroom. I got to see stuff I want to do with my classroom. I had a really good advisor. She has inspired me to be a lot like her when I become a teacher. I really was surprised at how similar I want my classroom to be run. I got to interact with the students and this helped me to see how they would interact back. This service learning experience has made me so excited about becoming a teacher. I have gained so many ideas that I cannot wait to incorporate into my classroom Revisit the prologue. Have your expectations been met? My expectations for service learning were met. I wanted to get ideas for my classroom, and I did. I had the opportunity to see how Mrs. Ridley ran her classroom. This will help me to have a better understanding of how I want to handle situations in the future. I was able to link a lot of classroom material to the things that I saw inside the classroom. This helped me to learn the material better because I have an example to look back on. These experiences have made me so excited about becoming a teacher. I am just looking forward to being able to have my own classroom. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. ___I have been very delighted by my experience. I have learned so much through my service learning hours. Mrs. Ridley is a very effective teacher and I am blessed to have been able to observe her classroom. The entire staff welcomed me in and that made me feel special. I was also delighted by how much the students respected Mrs. Ridley. There were very few behavior problems and that surprised me. However, I think that has a lot to do with the type of teacher that Mrs. Ridley is. How could this experience be improved? ___This experience could not have been improved.


VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: _In the next five years, I hope to have a bachelor’s degree in Elementary Education. I want to continue my education and receive a master’s degree. I hope to do my master’s through Tusculum College. Career: In the next five years, I hope to be teaching at an Elementary School. I hope to be doing very well with my career. Hopefully, I will have had a year of teaching under my belt, so I am more comfortable with what I am doing. Eventually, I hope to be able to coach the basketball or softball team. Family and Friends: I hope I am either married or about to be getting married in five years. I want to be starting a family of my own. I hope to be making many new friends within the school system. Involvement and Service to My Community: _As a teacher, I will be of service to my community as an educator. I want to be involved with the extra -curricular activities that go on at my school. ___ Personal Growth: ____I want to strive to become the best person that I can be. I want to grow closer to God and be what he wants me to be though out my life. If I am a mom by then, I want to be able to teach my kids what I need to and provide for them the way a mom is supposed to.


REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: ________Through my service learning, I have gained skills and knowledge that will stick with me throughout my career. I have gained a better understanding of working with students. I have learned that it is my job to find what works for each student. I was able to work with technology and learn how to incorporate that to the material being taught. Students are more engaged in the lesson when technology is involved. The students like interactive activities/games. Worksheets can be good at times, but the majority of the time a interactive activity is more effective in the classroom. Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class: __ This service learning experience ties in with my EDUC 2300 class because I get to see the material that we discuss inside the classroom. I get to go into a classroom and observe the material that is discussed in class. I get to see the good stuff and the bad stuff that happens in the classroom. It has helped me to realize that relating the material to an actual classroom can really benefit you in the future. My Contribution to the Community I have devoted _18___ hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. ___I got to see how beneficial the use of technology can be inside the classroom. The students are more engaged and more focused when technology is being used. It is a very useful teaching tool. 2. ___I got to work one on one with students about fractions. This has opened my eyes to how difficult it can be teaching fractions. However, it has given me new ideas on how to better explain fractions in the future. 3. ___I got to see how beneficial allowing the students to work in groups can be. Working in groups gives students an opportunity to explain material in a different way than the teacher. Learning a topic more than one way can be a bonus. Also, it gives them an opportunity to discuss the problem and explain how they got the answer. 4. ___I saw how motivation can be a key success in my future teaching. Motivating students can be challenging. However, seeing how motivated to learn Mrs. Ridley’s students were makes me challenge myself to always motivate my students to the best of my ability.


Context Statement Type of Artifact: Field Evaluations Date: Fall 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my field evaluation from Whitesburg Elementary School. I was unable to find the field evaluation for the 18 hours of service learning.


Context Statement Type of Artifact: Field Evaluations Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: This is my field evaluation from Whitesburg Elementary School. I was unable to find the field evaluation for the 18 hours of service learning.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my field evaluation from Mrs. Ridley at Union Heights Elementary School.


Context Statement Type of Artifact: Timesheets Date: Fall 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are the timesheets I did while doing my service learning at Whitesburg Elementary School. I was unable to find the timesheets for the 18 hours of service learning.


Context Statement Type of Artifact: Timesheets Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education Description: These are the timesheets I did while doing my service learning at Whitesburg Elementary School. I was unable to find the timesheets for the 18 hours of service learning

Context Statement


Type of Artifact: Timesheets Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are the timesheets I did while doing my service learning with Mrs. Ridley at Union Heights Elementary School.


CONCLUDING REFLECTION I appreciate the time you took in looking through my portfolio. I have learned so much through the experiences in becoming a future educator. I hope that my portfolio has shown the growth that I have made in the last year. I am looking forward to continue to learn everyday and become the best educator that I can be. My goal in teaching is to be a motivator, mentor, and supporter for my students.


Portfolio 1