Initial Level The Developmental Teaching Portfolio
Lauren Dixon
Initial Level The Developmental Teaching Portfolio
Lauren Dixon Elementary Education Department of Curriculum and Instruction 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 #6 – Time for Learning Professional Growth: STEA Membership Communication: Letter to Ms. Conrad 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 Lauren Dixon, and I would like to thank you for taking the time to look at my portfolio. I have a dream to be a teacher, and I hope that one day I will have the honor to make an impact in the education field. I am currently working on my Associate of Science in Elementary Education from Walters State, focusing on grades K- 3 by pursing an Associate of Science in Early Childhood Education. Although all I can show are the things in this portfolio and experiences I have been a part of so far, I hope that I always continue to grow, learn, have new experiences, and build this portfolio.
Context Statement Type of Artifact: Resume Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of my resume.
Lauren Brooke Dixon 336 Catlett Rd. Sevierville, TN 37862 (865)315-0619/ laurenmanis93@gmail.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
2010-2014
Associate of Science in Elementary Education Walters State Community College
2008-2012
High School Diploma, Hancock County High School
Honors and Awards: Spring 2013 Walters State Dean’s List Fall 2013
Walters State Dean’s List
Related Educational Experience/Professional Experience: Spring 2013 Service Learning, Sevierville Primary School Kindergarten Spring 2014
Service Learning, Catlettsburg Elementary First grade
Fall 2011
Service Learning, Sevierville Primary School Kindergarten
College Related Professional/Academic/Service Activities: 2013-2015 STEA Member Additional Work: 2011-2012
Sevier County Schools Substitute Teacher
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 of Education Description: This is my Philosophy of Education paper that I did in EDUC 2300 Introduction to Education class.
My Philosophy of Education A teacher has to have special characteristics to be effective. Teaching is not a profession that an individual can simply decide to do. It is a special career that one must have somewhat of a calling to do, a special kind of heart to make sure that students get the education they deserve. Students deserve to reach their full potential and deserve effective teachers to help them do so. An effective teacher is passionate, committed, and nurturing. Teachers must have a passion for their job and for their students. Teaching is a career that comes from the heart. Teachers commit so much of their time to students and finding the best way to present the information to the students in order for them to learn as much in the time allowed before they move on to the next topic. I have always wanted to teach. I truly have a passion to be in the classroom and to help children learn and grow as individuals. Teachers must be committed to their job. They have to make sure that they go the extra mile for their students to ensure that the students are getting the best education possible. It is unfair to students to have a teacher that is not committed to their job, and therefore, the student falls behind. Teachers cannot give up on their students, or the students will give up on themselves. Teachers must be nurturing to their students. Students need someone that cares for them and loves them. I was once classroom in which the teacher was just terribly mean and screaming the whole time; the students seemed terrified. I was even scared. When the teacher would ask a question and call on a student, they would panic. Some students, especially today, do not get the care and love they need at home, and they need that affection from somewhere. If students lack confidence and feel as if they do not belong, they may not ever want to speak up,
answer a question, or even read aloud. I believe teachers that are passionate, committed, and nurturing will be effective teachers and will seek out the best possible ways for their students to learn. The classroom and teacher that a child has can either drastically help or hinder that child’s learning. Students may never reach their full potential if we, as teachers, do not possess these characteristics and help students learn and grow.
Context Statement Type of Artifact: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my program if study from ETSU showing the classes I have had.
Context Statement Type of Artifact: Transcript Date: Fall 2010- Spring 2014 Courses: All Courses Description: This is an unofficial copy of my current transcript.
Academic Transcript
W00151887 Lauren B. Dixon Apr 10, 2014 06:55 pm This is not an official transcript. Courses which are in progress may also be included on this transcript.
Transcript Data STUDENT INFORMATION Birth Date: Dec 02, 1993 Student Type: Continuing Curriculum Information Current Program A. S. Teaching AST Teaching Program: Behavioral Social College: Science Major and Department: Teaching, Education Secondary Associate of Science AS Early Childhood Program: Education Behavioral Social College: Science Early Childhood Major and Department: Education, Education ***This is NOT an Official Transcript***
INSTITUTION CREDIT -TopTerm: Fall Term 2010 No College Designated College: Non-Degree Undergrad Major: First Time High School Student Type: Good Standing Academic Standing:
Subject Course Campus Level
HIST
2010
HIST
2020
Sevier County UG High School Sevier County UG High School
Current Term: Cumulative: College: Major: Student Type: Academic Standing:
CPSC
1100
American History I
B
3.000
9.000
American History II
B
3.000
9.000
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 6.000 6.000 6.000 6.000 6.000 6.000 6.000 6.000 Term: Spring Term 2011 No College Designated Non-Degree Undergrad First Time High School Good Standing
Subject Course Campus Level WSCC Sevier UG Co Campus
Title
Start Credit Quality and Grade R Hours Points End Dates
Title
Using Information Technology
Quality GPA Points 18.000 3.000 18.000 3.000
Start Credit Quality and Grade R Hours Points End Dates A
3.000
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 3.000 3.000 3.000 3.000 Current Term: 9.000 9.000 9.000 9.000 Cumulative: Term: Fall Term 2011 No College Designated College: Non-Degree Undergrad Major: First Time High School Student Type: Good Standing Academic Standing: Subject Course Campus Level Title Grade Credit
12.000
Quality GPA Points 12.000 4.000 30.000 3.333
Quality Start R
Hours Points and End Dates ENGL 1010
ENGL 1020
MATH 1530
MUS
1030
SOCI
1010
Sevier County High School Sevier County High School WSCC Sevier Co Campus WSCC Sevier Co Campus WSCC Sevier Co Campus
UG
Composition I
A
3.000
12.000
UG
Composition II
A
3.000
12.000
UG
Probability and Statistics
B
3.000
9.000
UG
Music Appreciation
A
3.000
12.000
UG
Intro to Sociology
C
3.000
6.000
Current Term: Cumulative: College: Major: Student Type: Academic Standing:
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 15.000 15.000 15.000 15.000 24.000 24.000 24.000 24.000 Term: Spring Term 2012 No College Designated Non-Degree Undergrad First Time High School Good Standing
Subject Course Campus Level
ENGL 2420
HIST
1110
WSCC Sevier UG Co Campus Sevier UG County
Title
Quality GPA Points 51.000 3.400 81.000 3.375
Start Credit Quality and Grade R Hours Points End Dates
Western World Literature A II
3.000
12.000
Survey of World Civilizatn I
3.000
12.000
A
HIST
1120
PSYC 1030
SPCH 1010
High School Sevier County UG High School Sevier County UG High School Sevier County UG High School
Current Term: Cumulative: College: Major: Student Type: Academic Standing:
ECED 2020
Current Term: Cumulative: College: Major:
A
3.000
12.000
General Psychology
A
3.000
12.000
Fund of Speech Communication
A
3.000
12.000
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 15.000 15.000 15.000 15.000 39.000 39.000 39.000 39.000 Term: Summer Term 2012 Behavioral Social Science Teaching First Time Freshman Summer Good Standing
Subject Course Campus Level Walters State CC, UG Main Campus
Survey of World Civilizatn II
Title
Infant Toddler Child Developmn
Quality GPA Points 60.000 4.000 141.000 3.615
Start Credit Quality and Grade R Hours Points End Dates
A
3.000
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 3.000 3.000 3.000 3.000 42.000 42.000 42.000 42.000 Term: Fall Term 2012 Behavioral Social Science Early Childhood Education
12.000
Quality GPA Points 12.000 4.000 153.000 3.642
Student Type: Academic Standing: Subject Course Campus Level
BIOL
1010
BIOL
1011
ECED 2060
ECED 2090
PHIL
2400
WSCC Sevier Co Campus WSCC Sevier Co Campus Walters State CC, Main Campus Walters State CC, Main Campus Walters State CC, Main Campus
Summr Frst Time Fresh Ret Fall Good Standing Title
Start Credit Quality and Grade R Hours Points End Dates
UG
Introductory Biology I
B
3.000
9.000
UG
Introductory Biology I Lab
B
1.000
3.000
UG
Develop of Except Children
B
3.000
9.000
UG
Creative Development
A
3.000
12.000
UG
Introduction to Ethics
A
3.000
12.000
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 13.000 13.000 13.000 13.000 Current Term: 55.000 55.000 55.000 55.000 Cumulative: Term: Spring Term 2013 Behavioral Social Science College: Early Childhood Education Major: Continuing Student Type: Good Standing Academic Standing: Dean's List Additional Standing: Credit Subject Course Campus Level Title Grade Hours
Quality GPA Points 45.000 3.461 198.000 3.600
Quality Start R Points and
End Dates BIOL
1030
BIOL
1031
ECED 2015
EDUC 2010
MATH 1420
WSCC Sevier Co Campus WSCC Sevier Co Campus WSCC Sevier Co Campus WSCC Sevier Co Campus WSCC Sevier Co Campus
UG
Concepts of Biology
A
4.000
16.000
UG
Concepts of Biology Lab P
0.000
0.000
UG
Early Childhood Curriculum
A
3.000
12.000
UG
Psy of Hum Dev for Tchrs B
3.000
9.000
UG
Prob Slvng Geom and Statistics
3.000
12.000
Current Term: Cumulative: College: Major: Student Type: Academic Standing: Additional Standing:
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 13.000 13.000 13.000 13.000 68.000 68.000 68.000 68.000 Term: Fall Term 2013 Behavioral Social Science Early Childhood Education Continuing Good Standing Dean's List
Subject Course Campus Level
CHEM 1030 CHEM 1031
WSCC Sevier UG Co Campus WSCC UG
A
Title
Quality GPA Points 49.000 3.769 247.000 3.632
Start Credit Quality and Grade R Hours Points End Dates
Concepts of Chemistry
A
4.000
16.000
Concepts of Chemistry
P
0.000
0.000
ECED 2010
GEOG 2010
MATH 1410
Sevier Co Campus Walters State CC, UG Main Campus WSCC Sevier UG Co Campus WSCC Sevier UG Co Campus
Lab
Safe Healthy Lrng Environments
B
3.000
9.000
World Regional Geography
A
3.000
12.000
Number Cncpts and Algeb B Struct
3.000
9.000
Term Totals (Undergraduate) Attempt Passed Earned GPA Hours Hours Hours Hours 13.000 13.000 13.000 13.000 81.000 81.000 81.000 81.000
Quality GPA Points 46.000 3.538 293.000 3.617
TRANSCRIPT TOTALS (UNDERGRADUATE) Attempt Passed Earned GPA Hours Hours Hours Hours 81.000 81.000 81.000 81.000 Total Institution: 0.000 0.000 0.000 0.000 Total Transfer: 81.000 81.000 81.000 81.000 Overall: Attempt Passed Earned GPA Hours Hours Hours Hours 81.000 81.000 81.000 81.000 Institution Combined: 0.000 0.000 0.000 0.000 Transfer Combined: 81.000 81.000 81.000 81.000 Overall Combined:
-TopQuality GPA Points 293.000 3.617 0.000 0.000 293.000 3.617 Quality GPA Points 293.000 3.617 0.000 0.000 293.000 3.617
Current Term: Cumulative: Unofficial Transcript
Unofficial Transcript
College: Major:
COURSES IN PROGRESS -TopTerm: Spring Term 2014 Behavioral Social Science Teaching
Continuing
Student Type: Subject Course Campus Level
ECON 2010
EDUC 2300
PSCI
1030
PSCI
1031
WSCC Sevier Co Campus WSCC Sevier Co Campus Walters State CC, Main Campus Walters State CC, Main Campus
Title
Credit Hours
UG
Macroeconomics
UG
Foundations of Education 3.000
UG
Concepts of Earth and Space Science
4.000
UG
Concepts of Earth and Space Science Lab
0.000
Start and End Dates
3.000
Unofficial Transcript College: Major: Student Type:
Term: Fall Term 2014 Behavioral Social Science Teaching Continuing
Subject Course Campus Level
Title
POLS
1030
WSCC Sevier UG Co Campus
American Government
Credit Hours
3.000
Start and End Dates
Context Statement Type of Artifact: Praxis I Date: October 2012 Courses: All Courses Description: This is a copy of my Praxis I scores.
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: Lauren Dixon Date: April 11, 2014 Class: EDUC 2300 Introduction to Education Semester: Spring, 2014 Bloom’s Taxonomy Activity 1. Targeted grade level: Kindergarten 2. Subject area: Math 3. Specific content to be taught: Addition of two numbers
4. Questions: a. Remembering 1. Can you list three facts about addition? 2. Can you recall how many objects a number represents? 3. Can you recall if when we count higher the number gets bigger or smaller? b. Understanding 1. How is addition like counting? 2. Illustrate how adding a group of cookies to another group of cookies gives you a larger number. 3. Can you explain what is happening when we take two numbers and add them to get a completely different number? c. Applying 1. How would you show someone else to add numbers together? 2. How would you use addition in your life after school? 3. How might you help someone you know with addition? d. Analyzing 1. Why is your answer number larger than the numbers you are adding together? 2. Why do you think we need to learn about addition? 3. How do we use addition and not even realize it? e. Evaluating 1. What is your opinion of addition? 2. Based on what you know, how would you explain addition to a friend? 3. Do you agree with your answers? Why or why not? f. Creating 1. Could you add one more numbers and predict your answer? 2. How could you check your answer? 3. How could you model the problem?
Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is my Lesson Plan Assignment we did in my EDUC 2300 Introduction to Education class.
Name: Lauren Dixon Title of Lesson: Mission of Addition Grade: Kindergarten Date: April 11, 2014
Materials Needed: “The Mission of Addition” Cheerios Clean paper Crayons Goals: The student will learn how to solve addition problems. The student will see how addition applies to everyday life. The student will come up with their own addition stories. Objectives: The student will discuss how to solve addition problems. The student will work in groups to solve addition problems. The students will write addition sentences to show understanding. Instructional Procedures: Read “The Mission of Addition” to the students. As you read have the students count and add the objects on the pages. Discuss addition and how it is like counting, and when you add two smaller numbers together, you can have a bigger number as an answer. Put students into small groups and give them a sheet of paper and cheerios and. Have the students model the problems you are putting on the board. Make sure that students are seeing how the two numbers being added are what is being combined and allows for the bigger number. After the students have seemed to grasp the understanding of how addition works allow them to make up their own addition story and add the numbers together. Questions: (See Bloom’s Taxonomy assignment) Closure: Ask the students how they can use addition in their lives outside of school.
Adaptations to meet Individual Needs:  Allow students needing extra assistance to work be paired with someone and come up with addition stories together. 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 my Rubric I created to go along with my Bloom’s Taxonomy Assignment I did in my EDUC 2300 Introduction to Education class.
Participation
Attitude/ Cooperation
Listening Skills Modeling Activity Addition Stories
0 Did not give help in class discussion
1 Gave one or two ideas in class discussion
Bad attitude/ did not work well with group members
Decent attitude/ had to be reminded of how to work with group members Listened, but was disruptive
Did not listen to Mission of Addition No participation Sentence is not correct
Little participation Part of sentence is incorrect
2 Gave at least three ideas in class discussion Great attitude/ worked well with group members Listened with no disruptions Excellent participation All info is correct Total Score
9-10 7-8 5-6 3-4 0-2
= Excellent = Good = Satisfactory = Needs Improvement = Unsatisfactory
Score ____ / 2
____ / 2
____ / 2 ____ / 2 ____ / 2 ____ / 10
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 completed while doing my service learning with Ms. Sherry Barker at Catlettsburg Elementary School.
Guided Observation #1 – Contextual Factors
Name: Lauren Dixon Date: April 9, 2014 Course: EDUC 2300 Introduction to Education School: Catlettsburg 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. There were a total of twenty students in the classroom that I observed. The ratio of boys to girls was pretty evenly matched with eight boys and eleven girls. However, the ratio of ethnicities was not the same; there were eighteen Caucasian students and only two Hispanic students in the classroom with no other ethnicities present. 2. What are the developments levels of the students within the classroom you are observing? I noticed that the students in this classroom were very blended, and all they seemed to have different strong points. I noticed that about six of the students seemed to be advanced, and there were about three that seemed to really be falling behind the others. The remaining six of them seemed to be on an average level, where I would expect to see them at their age. 3. How is the instruction modified to meet the diverse needs of the students? For the most part, the students all had the same material to complete, and they all had the same instruction. I was placed with a few of them while I was there to help them keep up with their activities the teacher was doing in class. They did, however, have separate reading groups: a “blue group” which were the more advanced students and the “yellow group” which was the slower learners. Even though the students were separated into groups during this time, I did not see the lower level group getting any extra assistance. 4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. Catlettsburg Elementary School is a Title I school located in the Sevier County School System and services grades kindergarten to eighth grade. It serves a total of 736 students, about ninety percent of those students are Caucasian, about seven percent are Hispanic and about three percent are African American. The school report card shows that the majority of the students scored in the basic and proficient category.
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. This school has a CDC classroom available for students who are not able to be a part of a regular education classroom full time, and teachers in those classrooms trained to help. They also have teachers there specifically to help with any behavior problems the teacher may need help with and a great administrative staff for any special help needed.
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 completed while doing my service learning with Ms. Sherry Barker at Catlettsburg Elementary School.
Guided Observation #2 – Physical Arrangement Name: Lauren Dixon Date: April 9, 2014 Course: EDUC 2300 Introduction to Education School: Catlettsburg 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: a) Technology: This classroom had very little technology. There was one computer and one phone in the classroom for the teacher’s use only. There was really no technology available to the students like iPad’s or Smart boards. I did notice that the children do get to go to the computer lab once a week so they are getting exposed to it a little bit, but it is not being used for classroom material. b) Traffic Patterns: This classroom was not bad as far as traffic. The students really were not out of their seats very much, but they were reasonably close to everything they needed access to. The students’ desks were fairly easy to get in and out of. However, the teacher’s desk seemed to be in an inconvenient spot so that it was difficult for her to get in and out. c) Instructional Displays: One bulletin board had all of their calendar information on it, and the other one was decorated for winter. Most of the walls had posters and other information on them such as the word wall. One of them had a big question mark and had all the words to begin a question with. The board has the spelling words posted all week until the test which allows the students to see them every time they look up there. d) Classroom Management: This classroom was a well behaved classroom, but the teacher seemed to be somewhat harsh on the students if they were doing something small. For example, if students did not have their hands in “five star listening” mode, she would stop the whole class and wait for that one child. Almost every time a student did something, the class would have to be stopped which took up a lot of the teaching time. The only consequences that were really implemented were that they had to move their star to smiley if they misbehaved or their smiley to sad as a second consequence, and those were marked in their planners and shown to their parents that night. e) Motivational Elements: The only time a reward system seemed to be shown in this classroom while I was there is if they had previously misbehaved, and were now doing the right thing later on, they could move their smiley face back to the star. The students were allowed to get a sucker if they had their books signed showing that they had read with their parents the night before. Students that were well behaved could get their snack before everyone else, or if students finished their work before the rest of the class, they were allowed to go to the play area for a little while.
3. Draw your perfect classroom:
Context Statement Type of Artifact: Guided Observation #6 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my guided observation # 6 that I completed while doing my service learning with Ms. Sherry Barker at Catlettsburg Elementary School.
Guided Observation #6 – Time for Learning
Name: Lauren Dixon Date: April 9, 2014 Course: EDUC 2300 Introduction to Education School: Catlettsburg Elementary School
1. What is the daily schedule? Their daily schedule was the same the days that I was there. The students would come into the classroom and begin to get settled and get out their homework from the night before. They would complete it if they had not done so already, and then take it to the teacher to be checked for correctness. They would then come together as a class and go over the answers together. They would break off into two reading groups, and one group would read with the teacher while the other read with me. After small groups, they would get out their math sheets and leave them on their desks for when they got back from lunch. After lunch, they would come back and do their math lesson together as a large group taking turns answering different questions. After math, they would have their special of the day, and then they would get ready to go home. 2. How does the teacher indicate start and stop times for activities to the students? When it was time to move on to another activity, the teacher would just tell the students to put away what they were working on and get ready for their next activity. There was not really any transition theme in this classroom. 3. Do students work on other materials, subjects, etc. in class? Does the teacher encourage or discourage this behavior? Students only work on the task at hand and are only allowed to have the materials out to work on what is being done at that particular time. If one student got done with something while the others are still working, she had them get their library book out or something like that. 4. Do you observe a list of rules or guidelines posted anywhere in the classroom that address use of class time? There was one poster by the door that explained the characteristics of a five star listener, and if the students were not following these guidelines, they had to move their star on the behavior chart.
Professional Growth
Context Statement Type of Artifact: STEA Membership Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my STEA welcome letter.
Communication
Context Statement Type of Artifact: Letter to Ms. Conrad Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter I wrote to the principal of the school I visited to complete my service learning.
April 9, 2014
Dear Ms. Conrad, Thank you so much for allowing me to visit your school in order to complete my Service Learning for my education classes at Walters State Community College. I had such a wonderful time observing Ms. Sherry and the students in her classroom. You and your staff have been so kind and welcomed me into your school with open arms. Thank you for taking the time to help me as I get one step closer to achieving my dream of becoming a teacher.
Thank you, Lauren Dixon Lauren Dixon
Context Statement Type of Artifact: PBL Presentation Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my PBL presentation that my group gave in EDUC 2300 Introduction to Education.
This will be my PBL presentation. I will upload ASAP.
Section Three: Professional Evaluation
Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are my journals I wrote while serving my Service Learning at Sevierville Primary School.
VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: _____I will strive to make better grades in school throughout the next year so that I may have a higher grade point average. Career: ____I want to be able to be in a classroom more so that I may be able to learn about___ children first hand in a classroom environment in order to better myself for the children that I___ will educated in the future. Family and Friends: ___I want to be come closer to my parents while growing stronger in my relationship with my boyfriend and his family. Involvement and Service to My Community: _I want to volunteer more in my community and bring joy to others through everyday acts of kindness._ Personal Growth: ___I want to grow stronger in my relationship with Christ becoming a better Christian and spreading the word of God.
Service Learning Project
Name: ___Lauren Dixon_____________ Course Title: __EDUC-2010-111_Psychology of Human Development for Teachers__ Date: _____March 18, 2013____________ Agency Name: _Sevierville Primary School_ Agency’s Mission Statement/ Grades Served/ Community Needs: Sevierville Primary will provide a nurturing and inclusive environment which promotes academic excellence and will guide all students in their acquisition of knowledge and overall development as they become well-rounded students excited about learning.
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 expect to really learn a lot from this experience. I have not had the opportunity to be around the children that much with another teacher around to learn about teaching techniques and how they run their classroom. I hope to see a lot of the things we have been learning in class so that I can apply it to real life situations. I am afraid that the staff may look at me as being in the way, but I really hope that they can see how passionate I am about becoming a teacher and give me a little slack. My goal for this project is to help this teacher to the best of my ability.
Journal Entry 1 First Agency Visit: I had a hard time getting in touch with the principal, and I thought that I may bother her by needing to meet with her, but once I met with her, she was so nice about everything. She acted as though it was a privilege to have me at her school. She assigned me to a classroom, signed all the paperwork, and sent me to meet the teacher. The teacher showed me her classroom, and we discussed times that we would both be available.
ABCs of Reflections Affect: I was very nervous about the meeting. Since I had a hard time trying to get ahold of her, I thought that she was probably very busy and did not have time to meet with me, but once the meeting took place, she seemed very excited for me to be there. I am very anxious to get started and excited for the experiences that I am about to have. Behavior: I am pleased with my behavior during this visit. I got to meet the teacher and she seemed very excited for me to be in her room as we looked at her classroom and materials. Cognition/Content: I learned many things about the teacher at this meeting as we discussed the times that we could arrange the service learning. I did not get to see any of the concepts but am looking forward to future visits.
Journal Entry 2 Second Agency Visit: My second visit to the school was the first time that I actually got to see the children. When I arrived to the classroom the teacher introduced me to the children and they went on with their daily activities. I got to help students with their work such as math problems and writing the letter g. After lunch I read a story to the children that they picked and then went on helping with their daily activities for the rest of the day.
ABCs of Reflections Affect: I was fearful when I arrived at the school thinking about meeting the children, but the teacher had already told them I was coming. When I walked in, the students appeared to be joyful and anxious to meet me. Behavior: I was very happy with this visit. I got to help the students with their work and read them a story out loud at group time. Cognition/Content: I saw many things on this visit. I saw different techniques the teacher used in order to keep the children focused and on task. I enjoyed seeing the concepts discussed in class being implemented through the teachers techniques.
Journal Entry 3 Final Agency Visit: My final visit to the school was by far my favorite. We had a cupcake party since it was my last visit, and I helped with daily activities and work. The teacher really made me feel like she appreciated me being there and had all of the children come up and give me a hug to tell me goodbye.
ABCs of Reflections Affect: I was joyful on my final visit. I was, however, sad that it was my last visit. I was happy with helping the students since they had become somewhat familiar with me. Behavior: My behavior this week was great. The students completed all their tasks for the day and I had the opportunity to help them with their work. Cognition/Content: Today, I got to see a few of the students’ learning styles and what teaching techniques seemed to work for the students to really understand the materials being learned at the time.
Epilogue: Reflect on your semester’s service learning experience. I thoroughly enjoyed this experience. I got the opportunity to meet new staff and students at the school that I volunteered at. I learned a lot about the way the teacher ran her classroom and the expectations of the children. It was a very eye opening experience for me. I always thought that I wanted to teach in second grade, but I realize that my passion is truly with children in kindergarten.
Revisit the prologue. Have your expectations been met? My expectations were definitely met. I learned a lot from this experience and got to see a lot of routines and teaching styles the teacher used for different activities.
How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I was delighted by this experience. I absolutely loved the opportunity to be in a classroom. The best part of my day would be when I would arrive and walk into the room; all of the children’s faces would just light up, and they would run to me so they could give me a hug. I loved being around the children and getting to be a part of their day.
How could this experience be improved? I really enjoyed this experience and I could not have seen it going any better than it did.
VISION FOR MY FUTURE Here is what I want to accomplish in the next five years: Education: I plan to have an Associate’s Degree in Early Childhood Education and a_____ Bachelor’s Degree in Elementary Education. Career: I will have a teaching position at a local school preferably teaching a lower grade such as kindergarten or first grade. Family and Friends: I hope to be starting a family by getting married but still keeping a__ strong connection with both my parents and his. Involvement and Service to My Community: I hope to continue to volunteer and support several local and mission based charities. Personal Growth: I will continue to stay strong through my walk with Christ and continue to put others first and stay true and focused on the children that will be in my classroom.
REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: I got an idea of how I would like to run my future classroom and the teaching style that I prefer. I got to see how the children reacted to different cues and sayings that the teacher had for them and how they knew exactly what was expected of them.
Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class: I got to see a lot of the concepts covered in EDUC 2010 first hand while I was completing this service learning project. I got to see different teaching styles and techniques, inclusion and different learning styles of the children.
My Contribution to the Community I have devoted _18_ hours to my Service Learning project. Here are four lasting experiences that are an outcome of my Service Learning project: 1. I leaned what kind of teaching style I would like to use whenever I have a classroom of my own. 2. I learned about which learning style seemed to be more effective for the majority of the children.
3. I learned about inclusion first hand and the accommodations the teacher had to use for the child to be able to understand the concepts at hand.
4. I learned about the children and go to help them learn the skills they were being taught while I was there.
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 at Catlettsburg Elementary School.
VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: In the next year I will be graduating from Walters State Community College with an associate’s degree in Elementary Education. I am hoping to start at East Tennessee State University in the fall and begin my junior year in Elementary Education studies. Career: I am hoping to be able to visit more classrooms so that I can better prepare myself for my future career. I want to be able to witness things learned about and discussed in my classes. Family and Friends: Since I will be getting married this year. I hope to grow close to my fiancÊ and learn as we being our marriage while staying connected and making time for our families and friends. Involvement and Service to My Community: I hope to become more involved in activities through my church and grow closer to my church family. Personal Growth: I want to grow stronger in my faith and to God and not let things bother me as bad. I hope to have a more positive outlook and not let others being me down.
Service Learning Project Name: Lauren Dixon Course Title: EDUC 2300-111 Intro to Education Date: April 1, 2014 Agency Name: Catlettsburg Elementary School Agency’s Mission Statement/ Grades Served/ Community Needs: Catlettsburg Elementary in partnership with the parents and community works to provide every student the opportunity, in a nurturing environment, to develop skills necessary to reach their full academic potential; build ever child’s self-esteem and empower each child to become a responsible, respectful, contributing citizen. They service students in grades kindergarten to eighth grade and is classified as a Title I school.
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 expect for this experience to open my eyes and allow me to see the teacher I do my service learning with implementing techniques and strategies I have learned about in my classes. I expect to see how real students respond to these techniques and how they are working for the teacher. I hope that the staff will perceive me as a possible future colleague and as an individual ready to learn and become a teacher. I hope that students will look at me as just another teacher in the room and that they will not act any different as a result of me being there. My goal for this semester’s service learning is just to be more involved with the students. The only fear that I have of service learning is just being in the teacher’s way and being a hindrance to the learning of the children.
Journal Entry 1
First Agency Visit: (Overview of Events) On my first visit to the school I was warmly welcomed into the classroom by the teacher and the students. The teacher was so sweet and made me feel right at home. The children were working on homework so the teacher had me checking it as she was helping some of the others. After most of the children had reviewed and corrected their homework they came together as a group and went over a few activities together as I focused on helping a few children keep up with their activities. After the students came back from lunch they worked on a few math activities and went to computer. ABCs of Reflections Affect: I was nervous about meeting the teacher and the students but once we became acquainted I felt much better about completing my service learning in this classroom. Behavior: I feel very good about my behavior this week. The teacher seemed to be extremely pleased with my attitude and my performance with the students. Cognition/Content: this classroom.
I did not see many of the techniques we have discussed present in
Journal Entry 2
First Agency Visit: (Overview of Events) When I got to the school on my second visit the students were already at their desk and working on their homework from the previous night. Once everyone got settled and finished with their work the teacher joined the group of students and they began to read over their story and answer the questions. During this time I sat with a few students and helped them follow along and stay paying attention while others were reading. Their theme for their current unit was travel so their story was a fiction story about a little boy and his dog traveling to space which the kids loved. After reading as a large group we broke into smaller reading groups and had some students to read with me and the others with the teacher. After the students got back from lunch they did some fun math activities and made paper airplanes to go along with their travel unit to take outside for a contest. The students had an amazing time flying their airplanes.
ABCs of Reflections Affect: I was so excited for my visit this time since I had such an amazing time the last time. We had an even better time this time and I feel like the students are warming up to me. They looked so excited when I walked into the room. Behavior: I am very happy about my behavior this week. I went into the classroom in a good mood and I feel like the children fed off of that energy and it allowed for them to have a good day as well. Cognition/Content: I did not see many of the techniques that we have discussed in class present. I did observe the “colored� groups based on reading levels that we discussed which I feel like did make the lower level students feel like they were not as good as the higher reading level kids.
Journal Entry 3 First Agency Visit: (Overview of Events) My third visit to the school went by so fast and was a little heartbreaking. I did not like saying goodbye to these students one bit. They were so sweet. When I arrived the students were working on their homework and allowing everyone to get seated and get started. The students came together as a group and read their story from the previous night and worked together answering their questions. Then they read in small groups and went to lunch. After lunch they worked on their math lesson and went to computer class.
ABCs of Reflections Affect: I was so excited for my last visit but so sad that it was my last day. The students seemed so excited to see me as I walked into the classroom which made me so happy. The students were very well behaved today and seemed to have had a very good day. Behavior: I feel like my behavior today was very good. There was a positive energy in the room which made for a good day for all of us! Cognition/Content: I do not feel like I got to see a lot of the techniques discussed in class. The teacher seemed to have a very strict routine schedule and did pretty much the same thing every day that I was there.
Epilogue: Reflect on your semester’s service learning experience. I thoroughly enjoyed this semester’s service learning. The kids in this classroom were incredible. They made me feel right at home. I do wish that I could have seen more techniques that we have discussed in class and been more involved with the students but I am so thankful that I got to be in the classroom for as long as I was able. I always enjoy the opportunity to be in a classroom setting. Revisit the prologue. Have your expectations been met? I do not feel like all of my expectations were met. I wanted to see more techniques and strategies implemented in the classroom. This teacher seemed to only do worksheets and while I was there. There just was not a lot of opportunity for the students to do any hands on activities and they were not able to get up and move around and get any energy out. The classroom was just so structured and scheduled out. However, the staff and the students were great. They welcomed me in and I did not feel like I was out of place or in the way. How have you been surprised, delighted, or dismayed by the experience? Give specific examples. I was delighted by this experience. My last service learning experience I was in a Kindergarten classroom which I have come to find is my favorite grade by far but I was quite delighted going into a first grade classroom and being able to spend some time with students that age. It was certainly enjoyable.
How could this experience be improved? I feel like the only thing that could have made this service learning experience better would be being able to see the teacher implement more teaching strategies that I have learned about in my classes.
VISION FOR MY FUTURE
Here is what I want to accomplish in the next five years: Education: In the next five years I will complete my Bachelor’s degree from ETSU. I hope to take the time to complete my Master’s degree soon after. Career: I hope to have a job at a local school teaching and making a difference in the lives of my students. Family and Friends: I will work on my relationship with my family and friends and become closer and more supportive. Involvement and Service to My Community: I hope to become more involved in helping others in my community and spread kindness to others that I come in contact with. Personal Growth: I hope to be closer to God than I am now and still strive to be a better person each and every day. I hope to treat others as I want to be treated and be the best wife I can be.
REFLECTIONS Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this Service Learning project: During this experience I learned different things that I want to have present in my classroom and other things that I do not want. I want for my students to have more opportunities to have hands on activities and be more involved in the classroom. I do not want to be the one in front of the classroom talking the whole time and I do not want my students to work on all kinds of worksheets all day. I do feel like this experience gave me a different outlook on things I like in a classroom and a better understanding of the teacher that I want to be.
Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class: I believe this project ties in with my EDUC 2300 Introduction to Education class because we talk about a lot of different things to get children involved in the classroom and our philosophies of teaching and I feel like I really understand a lot better my philosophy of teaching now that I got to see how some things do or do not work.
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: 5. I learned a lot more about my philosophy if teaching. 6. I got to see a lot of things that I thought did not really work in the classroom.
7. I learned a lot about a different age group of children that I had not done Service Learning with before. 8. I learned how to better help children with tasks at hand without giving them the answer to certain questions
Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: ECED 2300 Development of Exceptional Children Description: I completed eighteen hours but did not get the paperwork returned to me.
Context Statement Type of Artifact: Field Evaluations Date: Spring 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: This is my field evaluation from when I did service learning with Mrs. Debbie Mize at Sevierville Primary School.
Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is my field evaluation from when I did service learning with Ms. Sherry Bark at Catlettsburg Elementary School.
Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: ECED 2060 Development of Exceptional Children Description: I completed eighteen hours of service learning. The teacher gave an evaluation, but we did not get it back.
Context Statement Type of Artifact: Timesheets Date: Spring 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are the time sheets from when I did service learning with Mrs. Debbie Mize at Sevierville Primary School.
Context Statement Type of Artifact: Timesheet Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are the time sheets from when I did service learning with Ms. Sherry Barker at Catlettsburg Elementary School.
Context Statement Type of Artifact: Timesheet Date: Spring 2014 Courses: ECED 2060 Development of Exceptional Children Description: I completed eighteen hours of service learning in this class, but I did not get my paperwork back.
Concluding Reflection Thank you so much for looking over my portfolio. I have tried to provide you with material so that you can see my knowledge so far. I hope that you can see through the work that I have done so far how passionate and serious I am about becoming a teacher. I am looking forward to continuing my education in order to become the best teacher I can be.