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Initial Level The Developmental Teaching Portfolio

Nicholas Harrell


Nicholas Harrell AST Elementary Education Walter State Community College 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 Praxis 1 Workshop Communication: Letter to my teacher PBL Project SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection


Section One: Background Information


Introduction

My name is Nicholas Harrell; and I am currently working on my Associates degree in AST Teaching at Walters State Community College, and then I will join the AST Teaching program at East Tennessee State University. I am expecting to obtain my Associates degree in the spring of 2014 and begin my Bachelors program in the fall of 2014. I graduated from Jefferson County High School in 2010; and since middle school, I have had a passion to teach children and to help make the world a better place in which to live in. The following pages are part of my Developmental Teaching Portfolio which will contain artifacts, different concepts, teaching plans, and many new ideas that I have discovered and learned over my studies. As I continue to learn and grow in my education and teaching philosophy, so, too, will my portfolio grow along with me. My belief is that this teaching portfolio will be a way for me to refresh and retain useful lessons, teaching philosophies, and strategies that will help me achieve my goals of being an effective teacher. I cannot wait to start this exciting and new chapter in my life as an aspiring teacher.


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


Nicholas Ryan Harrell 1482 Friend Station Rd New Market, TN 37820 (865)659-1392 / kevinharrell6@aol.com Professional Objective: To help mold and shape young lives and help create a better future .

Education: 2014-2016

2010-2014

2006-2010

Bachelor of Science in Elementary Education East Tennessee State University Associate of Science in Elementary Education Walters State Community College High School Diploma, Hancock County High School

Honors and Awards: Spring 2011 Phi Theta Kappa Honor Society Fall 2010

Walters State Dean's list

Related Educational Experience/Professional Experience: Spring 2014 Service Learning, Mt. Horeb Elementary School Fourth Grade Spring 2013

Service Learning, Mt. Horeb Elementary School Resource Room

Spring 2013

Service Learning, Mt. Horeb Elementary School Kindergarten

Fall 2010

Using Information Technology

College Related Professional/Academic/Service Activities: 2013-2014

STEA Member

Additional Work Related Experience: Spring 2013-2014 After School Daycare worker@ New Market Elementary and Mt. Horeb Elementary.


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: Program of Study Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the Program of Study from ETSU showing all of the classes I will be taking.


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 I. Introduction with Thesis Statement: Three attributes of an effective teacher are: a learner, a leader, and a listener. II. Pick three areas that you feel will make you an effective teacher, and write a paragraph on each.


My Philosophy of Education In a successful classroom, an effective teacher must have three attributes in order to be successful and an asset to both their students and communities. An aspiring teacher should first strive to be an active learner. A teacher must have leadership qualities and must also be a listener as well. With these three attributes, a teacher will be able to teach his or her classroom in ways that will help mold and create fresh new minds and better citizens. To be dynamic learner, a teacher must be willing to learn along with their students. A innovative teacher will learn from each new lesson plan and develop brand new strategies in which to make learning easier. Also, being a learner entails that teachers must be able to take what a student will say to them, when discussing problems in the classroom, and then be able to determine what the underlying problems are when a certain subject is presented. Being an effective learner also allows a teacher to learn what motivates the students to the fullest and helps them continue to tailor their lesson plans to best suit the classroom. Another important attribute for a teacher to possess is being a leader for your classroom to follow. A aspiring leader must be able to control the behaviors that are being exhibited by the children in the classroom. Assigning correct punishments for wrong behavior and giving praise and rewards for positive behavior can achieve this. A teacher must be a leader by making sure students, no matter age, gender, and race, are accepted into the classroom and included in various group activities. These kinds of actions can help students be better citizens and students in their future studies. The third attribute a teacher must have is to be a careful listener. A teacher must be able to clearly hear what troubles a student such as struggling with their homework or clarity on the subject at hand. Teachers must be able to listen to the tones in their students' voices when they


ask questions or answer problems. This will help the teacher be more aware of what a specific problem that a student might struggle in, or what may not be completely clear on in the students studies. The skill of listening is very essential in helping a teacher hear both sides of an argument between students, and it also helps to find a common ground in which to solve certain situations. Being a teacher is very hard, but rewarding. These three key attributes can make being an educator easier than previously thought. A teacher must first learn the nuances of their classrooms in order to be effective in the classroom. Being a strong figure, in whom the kids in your class can look up to, will help mold the students into exceptional future citizens and lifetime learners. My path as an educator is only at the beginning right now; however, I believe that with these special traits, and my desire to be a role model, I will be better prepared in my path in life and will, hopefully, prepare me to share my knowledge with my future classes.


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


Transcript Data STUDENT INFORMATION Birth Date: May 07, 1992 Student Type: Continuing Curriculum Information Current Program A. S. Teaching Program:

AST Teaching

College:

Behavioral Social Science Major and Department: Teaching, Education ***This is NOT an Official Transcript***

INSTITUTION CREDIT

-Top-

Term: Fall Term 2010

College: Major: Student Type: Academic Standing: Additional Standing:

Behavioral Social Science Secondary Education New First Time Freshman Good Standing Dean's List

Subject Course Campus Level Title

Grade Credit Hours

CPSC

Using Information Technology

A

Quality Start R Points and End Dates 3.000 12.000

Elementary Algebra

C

3.000

DSPM

1100

Walters UG State CC, Main Campus 0800* Walters DS State CC, Main Campus

6.000


ENGL

1010

Walters UG State CC, Main Campus HIST 2010 Walters UG State CC, Main Campus SPCH 2010 Walters UG State CC, Main Campus Term Totals (DSP Only)

Composition I

C

3.000

6.000

American History I

A

3.000 12.000

Intro to Speech Communication

A

3.000 12.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 3.000 3.000 3.000 3.000 6.000 2.000

Current Term: Cumulative: Term Totals (Undergraduate)

3.000

3.000

3.000

3.000

6.000

2.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 12.000 12.000 12.000 12.000 42.000 3.500 12.000 12.000 12.000 12.000 42.000 3.500

Current Term: Cumulative: Term: Spring Term 2011

College: Behavioral Social Science Major: Secondary Education Student Type: New First Time Freshman Academic Standing: Good Standing Subject Course Campus Level Title

ART

2040

BIOL

1020

Walters UG State CC, Main Campus Walters UG State CC, Main Campus

Grade Credit Hours

Art History I

A

Quality Start R Points and End Dates 3.000 12.000

General Biology II

C

3.000

6.000


BIOL

DSPM

ENGL

HIST

Term

1021

Walters UG State CC, Main Campus 0850* Walters DS State CC, Main Campus 1020 Walters UG State CC, Main Campus 2020 Walters UG State CC, Main Campus Totals (DSP Only)

Current Term: Cumulative: Term Totals (Undergraduate)

General Biology II Lab

A

1.000

4.000

Intermediate Algebra

C

3.000

6.000

Composition II

C

3.000

6.000

American History II

A

3.000 12.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 3.000 3.000 3.000 3.000 6.000 2.000 6.000 6.000 6.000 6.000 12.000 2.000

Attempt Passed Earned GPA Hours Hours Hours Hours Current Term: Cumulative:

Quality GPA Points

13.000 13.000 13.000 13.000 40.000 25.000 25.000 25.000 25.000 82.000

3.076 3.280

Term: Fall Term 2011

College: Behavioral Social Science Major: Secondary Education Student Type: New First Time Freshman Academic Standing: Good Standing Subject Course Campus Level Title

BIOL

1030

Walters UG State CC, Main Campus

Concepts of Biology

Grade Credit Hours

B

Quality Start R Points and End Dates 4.000 12.000


BIOL

1031

Walters UG Concepts of Biology Lab State CC, Main Campus ENGL 2110 Walters UG American Literature I State CC, Main Campus GEOG 2010 Walters UG World Regional Geography State CC, Main Campus MATH 1530 Walters UG Probability and Statistics State CC, Main Campus MUS 1030 Walters UG Music Appreciation State CC, Main Campus Term Totals (Undergraduate)

P

0.000

0.000

C

3.000

6.000

A

3.000 12.000

W

3.000

0.000

B

3.000

9.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 16.000 13.000 13.000 13.000 39.000 3.000 41.000 38.000 38.000 38.000 121.000 3.184

Current Term: Cumulative: Term: Spring Term 2012

College: Behavioral Social Science Major: Secondary Education Student Type: Continuing Academic Standing: Good Standing Subject Course Campus Level Title

CHEM

1030

CHEM

1031

Walters UG State CC, Main Campus Walters UG

Concepts of Chemistry

Grade Credit Hours

A

Concepts of Chemistry Lab P

Quality Start R Points and End Dates 4.000 16.000

0.000

0.000


MATH

PSYC

SOCI

Term

State CC, Main Campus 1530 Walters UG Probability and Statistics State CC, Main Campus 2130 Walters UG Life Span Psychology State CC, Main Campus 1010 Walters UG Intro to Sociology State CC, Main Campus Totals (Undergraduate)

C

3.000

6.000

B

3.000

9.000

B

3.000

9.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 13.000 13.000 13.000 13.000 40.000 3.076 54.000 51.000 51.000 51.000 161.000 3.156

Current Term: Cumulative: Term: Fall Term 2012

College: Behavioral Social Science Major: Teaching Student Type: Continuing Academic Standing: Good Standing Subject Course Campus Level Title

ECON

2010

EDUC

2010

MATH

1410

Walters UG State CC, Main Campus Walters UG State CC, Main Campus Walters UG State

Grade Credit Hours

Macroeconomics

C

Quality Start R Points and End Dates 3.000 6.000

Psy of Hum Dev for Tchrs

B

3.000

9.000

3.000

0.000

Number Cncpts and Algeb W Struct


CC, Main Campus PHIL

2210

Walters UG Religions and Cultures State CC, Main Campus SPED 2010 Walters UG Introduction to Special State Educat CC, Main Campus Term Totals (Undergraduate)

B

3.000

9.000

C

3.000

6.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 15.000 12.000 12.000 12.000 30.000 2.500 69.000 63.000 63.000 63.000 191.000 3.031

Current Term: Cumulative: Term: Spring Term 2013

College: Major: Student Type:

Behavioral Social Science Teaching Continuing

Academic Standing: Good Standing Subject Course Campus Level Title

MATH

1420

PHED

2000

PSCI

1030

PSCI

1031

Walters State CC, Main Campus Walters State CC, Main Campus Walters State CC, Main Campus Walters State CC,

Grade Credit Hours

UG

Prob Slvng Geom and Statistics

D

Quality Start R Points and End Dates 3.000 3.000

UG

Personal Wellness

B

3.000

UG

Concepts Earth and Space B Sci

4.000 12.000

UG

Cncpts Earth Sp Sci Lab

0.000

P

9.000

0.000


Main Campus THEA 1030 Walters UG Introduction to Theatre State CC, Main Campus Term Totals (Undergraduate)

B

3.000

9.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 13.000 13.000 13.000 13.000 33.000 2.538 82.000 76.000 76.000 76.000 224.000 2.947

Current Term: Cumulative: Term: Fall Term 2013

College: Major: Student Type:

Behavioral Social Science Teaching Continuing

Academic Standing: Good Standing Subject Course Campus Level Title

MATH

1410

POLS

1030

WSCC UG Sevier Co Campus

Number Cncpts and Algeb C Struct

Walters UG American Government State CC, Main Campus Term Totals (Undergraduate)

Current Term: Cumulative:

Grade Credit Hours

A

Quality Start R Points and End Dates 3.000 6.000

3.000 12.000

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 6.000 6.000 6.000 6.000 18.000 88.000 82.000 82.000 82.000 242.000

3.000 2.951

Unofficial Transcript

TRANSCRIPT TOTALS (DSP ONLY)

Total Institution: Total Transfer:

-Top-

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 6.000 6.000 6.000 6.000 12.000 0.000 0.000 0.000 0.000 0.000

2.000 0.000


Overall:

6.000

6.000

6.000

6.000 12.000

2.000

Unofficial Transcript

TRANSCRIPT TOTALS (UNDERGRADUATE)

-Top-

Events: "MEMBER OF PHI THETA KAPPA"

Total Institution: Total Transfer: Overall:

Institution Combined: Transfer Combined: Overall Combined:

Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 88.000 82.000 82.000 82.000 242.000 0.000 0.000 0.000 0.000 0.000 88.000 82.000 82.000 82.000 242.000 Attempt Passed Earned GPA Quality GPA Hours Hours Hours Hours Points 94.000 88.000 88.000 88.000 254.000 0.000 0.000 0.000 0.000 0.000 94.000

88.000 88.000 88.000 254.000

2.951 0.000 2.951

2.886 0.000 2.886

Unofficial Transcript

COURSES IN PROGRESS

-Top-

Term: Spring Term 2014

College:

Behavioral Social Science

Major: Teaching Student Type: Continuing Subject Course Campus Level Title EDUC

2300

MATH

1420

Walters UG State CC, Main Campus Walters UG State CC, Main Campus

Unofficial Transcript

Credit Hours

Foundations of Education

3.000

Problem Solving, Geometry, and Statistics

3.000

Start and End Dates


Context Statement Type of Artifact: Praxis 1 Date: Fall 2012-Spring, 2014 Courses: All Courses Description: This is an unofficial copy of my current Praxis 1 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: Date: Class: Semester:

Nicholas Harrell March 28,2104 EDUC 2300 Introduction to Education Spring, 2014 Bloom’s Taxonomy Activity

1. Targeted grade level: Six grade 2. Subject area: Reading 3. Specific content to be taught: The Book: Tuck Everlasting 4. Questions: a. Remembering 1. Who were the main characters in the story? 2. What is the name of the narrator? 3. What is the man in the yellow clothes main objective? b. Understanding 1. What is the main idea or meaning of the book? 2. How would you summarize the pros or cons of living eternally? 3. State in your own words who is the most important character in the story and why that is so? c. Applying 1. If you could interview a member of the Tuck family who would you talk to, and what would you talk to them about? 2. How would you apply what you learned in this story to develop your own understanding of what life is truly about? 3. If you could change any part of the story what would it be and why would you change it? d. Analyzing 1. What is the relationship between Winnie and her mother? 2. What is the motive for the man in the yellow hat to find the miracle water? 3. What ideas justify or do not justify living forever? e. Evaluating 1. Why did Winnie not drink the water at the end of the book? 2. What choice would you have made to drink the water and live forever or do not and live a normal human life? 3. Why was it better that the rest of mankind did not find the water of eternal life? f. Creating 1. In what ways would you have changed the plot to make a better story or ending in your own opinion?


2. What would have happened if the rest of mankind had gained access to the water? 3. Suppose you could live forever; what would you do and where would you go?


Context Statement Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education Description: This is a lesson plan for my Bloom's Taxonomy activity.


Name: Nicholas Harrell Title of Lesson: If I Could Live Forever Grade: 6th grade Date: March 28,2014

Materials Needed: 1. Poster board 2. an open and creative mind 3. Research tools: computers, or informational books are needed. 4. The book Tuck Everlasting. State/System Standard(s): Grade: WHST 6-8.6, and WHST.6-8.7 , and RI.6.7 Goals: 1. The students will be able to open their minds to the outside world and learn about cultures, peoples, ideas, and values of people that live in other parts of the world. 2. Students will also relate back to the book and see what life might be like if they could live forever and see the world.

Objectives: 1.The students will work together with a group and create a poster board collage and write a paper each about their selected country in the world and why if they lived forever would they visit this place. 2.While doing this, the students will need to share the name of the country, some of its history and contributions to the world, cultural events and values, and locations they may see in the selected country. 3. Also, the students must express their own takes on what would be the good and bad effects of living forever. Instructional Procedures: 1. I will give an example using my own poster board and research examples so that the students will understand what will be expected of them. 2. Also, I will cover the key components that each country or nation must have in order to be culturally relevant. 3. Examples of what can be covered in this project are religion, cultural, ethnicity of its citizens, values, sports, politics, and types of government. 4. Also, go over briefly the several different countries from every single of the inhabited continents.


Questions:  (See Bloom’s Taxonomy assignment) Closure: At the end of the lesson, each student will pick a country from a project they did not work on and write a paper on what they liked and didn't like about a country. They may also bring in a food dish from a country that they wish as long as this part is approved by the school and principal.

Adaptations to meet Individual Needs: I will simplify the lesson so that theses students will still be active learners in the lesson, but at a different pace and they will be placed with students who are at a higher educational level and are willing to help and teach other students who may struggle with the concepts of this project.

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 a rubric that goes along with my Bloom’s Taxonomy activity.


100-90:A - Excellent 89-80:B - Good 79-70:C - Average 69-60:D -Below Average 59-0: F - Unsatisfactory

Project participation

Attitude

1-5 Did not seem to want to add to the classroom discussion or attempt to help in almost a way. Had a poor attitude while working on the project.

Collaboration

Did not work well with others or if not at all.

Subject Comprehension

Did not clearly understand t the main ideas of the project. The project was very disorganized and is barely the minimum effort for the project.

Project Neatness and professionalism.

6-10 Student attempted to be a part of the project.

11-15 Student participated as much as required for the project.

16-20 Student has gone above and beyond in working on this project.

Did not have a poor attitude but also did not show enthusiasm over the project. Showed a slight interest in working with others and helped to create some of the projects materials.

The student was enthusiastic over the project.

The student was very excited about the project was happy to work on it.

Worked well with the members of their project. And equally added to the content of the full project.

Showed a slight understanding of the material or subject matter. This project was organized enough to meet the bare minimum effort for the project.

Showed a good understanding of the material or subject matter.

Worked extremely well with partners and was the chief designer of the subject material and was excellent at keeping the group on task. Showed an higher understanding of the material and subject matter. This project was extremely well organized and neat. Highly professional.

This project was well organized and was fairly neat overall.


Learning Environment:


Context Statement Type of Artifact: Guided Observation # 1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are questions and answers from my Guided Observation # 1 from my service learning.


Guided Observation #1 – Contextual Factors Name: Nicholas Harrell Date: 4/2/2014 Course: EDUC 2300 Introduction to Education School: Mt. Horeb Elementary Guided Observation One – Contextual Factors Interview your mentoring teacher to obtain the demographics about the school. Write a response for each question in a paragraph format. Record the number of males, females, and ratio of ethnicity within the classroom. There are about ten male and twelve female students in the classroom. Also in the classroom, only two students are non-Caucasian. 1. What are the developmental levels of the students within the classroom you are observing? Over half the class is in the higher learning levels, while a quarter of the students are on the average or normal level of education, and the last quarter of students in the class are in the lower part of the learning spectrum. 2. How is the instruction modified to meet the diverse needs of the students? The teacher gives the students different methods of doing the same activity or lesson. However, he tries to put the children who are having a tougher time in with students who are doing better in a subject. 3. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. The community at Mt.Horeb is set in Jefferson City and is also on the border of Dandridge as well. This school is a K-6 elementary school. The ethnicity of the school is 83.9% white, 10.6% Hispanic, and 4.6% African American. Also the number of students in the school is totaled around 584 with 365 of the students marked as economically disadvantaged. The TCAP scores for Mt. Horeb have both positives and negatives. Positively students did well with social studies with scores of 45.2% Advanced and 41.4 Proficient. However, in the mathematics tests the students score only 35% basic and 18.3% below basic. The science and reading are mostly proficient to basic on most scores. 4. 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.


Mt. Horeb Elementary has both a resource room for those with learning disabilities or for those who need some extra help to achieve standard academic goals. And a special education classroom with three to five teachers on hand at all times to help special needs children with their class work and social functions. Also, a pre-k program is also available for the children as well.


Context Statement Type of Artifact: Guided Observation # 2 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are questions and answers from my Guided Observation # 2 from my service learning.


Guided Observation #2 – Physical Arrangement Name: Nicholas Harrell Date: 4/2/14 Course: EDUC 2300 Introduction to Education School: Mt. Horeb Elementary 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:

Green- Kids seats Orange- Discipline Board Red- Teachers Desk Blue- Smart Board and Teachers marker board Purple- Books and resource materials 2. Effectiveness of:

Technology: There is a promethean board at the head of the class that the teacher does quizzes and TCAP reviews with. Also clickers are used for quizzes. Theses devices keeps track of what the students get right and wrong on quizzes. And


allows both the students and teacher to see an overall graph of what's going well and what needs some work. Traffic Patterns: The Teacher's desk is to the side of the classroom while the children are placed in one of three groups clustered together in the middle of the classroom. All of the groups are grouped together by gender with the boys on one side of the room, while the girls are on the other side of the room. This seems to keep the students happy as they get to sit with their friends; however, sometimes this allows the students to spend more time talking to each other instead of listening to the teacher. Amazingly, this classroom setting allows for academic competition between the boys and girls. I believe adds a little bit of a spark for wanting to learn something new and interesting while having fun. Instructional Displays: The boards are all placed at the front of the room so that the students will be able to glance up at the class schedule for the day and keep track of the time they spend on different subjects. Also, behind the students is a behavior reminder board that lists how each student's behavior is for the day. This board also states that with good behavior in the classroom, students will able to earn a job such as line leader, or newsletter handler as a reward for the whole next week. Classroom Management: The students are made aware that when the teacher is speaking that they must be quiet and listen to instruction. If they talk or do something distracting the teacher will only give one warning. Then if the students attitude doesn't change then there will be a punishment. The punishments are usually a loss a classroom job, less recess time, isolation, or even losing the rights to create an original story for that day. I have noticed that if the teacher is firm and fair, but not too strict, the students will be more apt to listen and respect a teacher's wishes. The teacher always gives incentives for the students to act their best at all times like extra recess, writing time, sparkle spelling games, and fun interactive projects and labs.

Motivational Elements: If the students are good, they will receive praise and will get to earn a classroom job, computer time, story writing time, and extra recess. The teacher in the classroom always seems to publicly praise when a student, or even the whole class, does something good or achieves on a test or assignment. However, when the teacher is going to talk about something that is wrong with their behavior or on a specific assignment, he will call them up to the desk and have a one on one talk with the student.

3. Draw your perfect classroom:


Green- Students seats Brown- Classroom library Purple- Back-pack hangers Light Green- Reading area Red- White Board Blue- Smart Board


Context Statement Type of Artifact: Guided Observation # 6 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are questions and answers from my Guided Observation # 3 from my service learning.


Guided Observation #6 Time For Learning

Name: Nicholas Harrell Date: 4/2/14 Course: EDUC 2300 Introduction to Education School: Mt. Horeb

What is the daily schedule? The student's daily schedule usually consists of first spelling word activities, then followed by, social studies and history, mathematics, reading and writing, science and biology, and then TCAP study and practice. The students are also given time to enjoy extra activities such as gym, music, and art. These activities allow the students to unwind after studying so intently on a given subject. How does the teacher indicate start and stop times for activities to the students? He will either give the students an active timer on the smart board or will keep the students actively updated on how much time may be left for the specific assignment. Do students work on other materials, subjects, etc. in class? Does the teacher encourage or discourage this behavior? When the students have gone through their main focuses for the day, the teacher allows the students to work on any types of work they need to work on. Also, independent activities, such as playing math games and writing creative and personal stories, is highly encouraged in this classroom. Do you observe a list of rules or guidelines posted anywhere in the classroom that address use of class time? No, I did not witness any class rules or guidelines around the classroom.


Personal Growth


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


Communication


Context Statement Type of Artifact: Letter to my Service Learning Teacher Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a letter to the teacher of the students in my service learning class.


Feb, 18, 2014

Dear Mr. McCoy, First, I would like to thank you for allowing me to be a part of your classroom these last four weeks. I have learned so many various teaching techniques and styles from you such as classroom organization and using computer technologies to advance the students learning. From what I could observe, your students hang upon your every word and were extremely eager to learn something new, and that, as a future teacher, makes me very happy to see. I would also like to say that your students were the most polite and inquisitive students I have ever come across and, I believe, will succeed highly come test time. So again, thank you for this educational experience. I hope that one day I will be able to reach my future students as well as you do.

Thank You, Nicholas Harrell Nicholas Harrell


Context Statement Type of Artifact: PBL Project Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is the PBL project I worked on in my EDUC 2300 Introduction to Education class.


http://prezi.com/c7eizul-st7g/?utm_campaign=share&utm_medium=copy&rc=ex0share


Section Three: Professional Evaluation


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are my journals I wrote in my service learning.


VISION FOR MY FUTURE Here is what I want to accomplish this year: Education: This year in my educational studies I would like to be able to start gathering strategies for how I will be organizing my future classroom. Also I would also liked to become a more rounded student and to always think ahead when confronted with a project. I will graduate from WSCC and the attend ETSU. Career: In this year I will graduate from Walters State Community College and then start attending ETSU's two plus two program for k-6 teaching. Family and Friends: This year I hope to expand the number of friends that I have currently. Also I would like to grow closer to my family members. Involvement and Service to My Community: I want to be able to do more fundraisers and do more community service projects for others such as helping older citizens clean their yards and to help with organizations such as coats for the cold. Personal Growth: I want to become a much bolder and stronger person and be able to be more assertive. Also I want to be more vocal in my beliefs and to able to help others who may be in need. Service Learning Project Name: Nicholas Harrell Course Title: EDUC 2300 Date: February 18,2014 Agency Name: Mt. Horeb Elementary Agency’s Mission Statement/ Grades Served/ Community Needs: Mission Statement- Their goals are to help children achieve to the best of their abilities and become good future citizens. Grades Served-pre-k-5. Community Needs- Most of the population in the community are in the middle class to poor economics classes.

Prologue:

What I want to get back from doing service learning this semester is to learn more learning strategies, and classroom methodologies, to apply to my future classroom. Also I believe the service learning will help me to better define the terms, that I will be learning in my education class this semester. I believe that the students and staff will welcome me into the school, and will make this service learning a one of a kind experience. My goals are to learn new learning strategies and to better understand the roles a teacher must perform in order to be effective. The only fears that I have is that the students may feel a little apprehensive to me in the beginning, also I am a little worried that I will confuse a student when trying to help them on an assignment. Day 1: February 18, 2014 Today is the first day of my service learning , and I am somewhat a little nervous. As I walk into the classroom, Mr. McCoy fully introduces me to the children in the class, and they all say hello and seemed happy to have me in the classroom. Mr. McCoy wasted no time in giving his students a spelling test early in the morning, and as the day went along switched at ease to many different subjects, such as math worksheets, science book reviews, and reading


from a literature book. My first day seemed like a success overall, even after being a little nervous at first. Affect: At the start of the day I was a bit nervous, because I had heard that the teacher I was to work with was somewhat strict, but very successful with his classes. Then as I entered the classroom, Mr. McCoy introduced himself to me and then proceeded to introduce me then to all the children in the classroom. The kids were all smiling, and seemed to accept my presence well, and this made my anxiety ease away some. Also when I was able to help the kids with their science projects, in which helped me too feel a sense of accomplishment. Behavior: What I did this week seemed quite effective. After meeting with the teacher and helping with the lessons , I was able to finally completely relax and I was able to complete all of the objectives that were set before me. At first I was a little slow at catching up to Mr. McCoy's fast pace at which he taught, but by the end of the day I was able to keep up. In all I believe I may have made a good first impression. Cognition/Content: I have been able to identify, some of the theories and concepts that have been discussed in my educational courses, and they were put to great use. From what I have observed, I have determined that Mr. McCoy is a very organized teacher and has to have everything in his classroom in complete order, which is an element which is discussed in my education class. With just this being my first day in this service learning classroom, I feel this experience will be a great learning experience . Day 4, March 28, 2014 Today is my final day of service learning and I am in a way saddened that I will have to say goodbye to the kids in my classroom and to the wonderful teacher that has accepted me into the classroom with great kindness. The lessons today were a little bit more relaxed and simple. One of the first activities I was able to observe was a game called Sparkle in which the children go around in a circle and have to say each letter of a specific vocabulary word in order to spell the number, however if a letter is missed then that child is out of the game. Also I was able to observe the students doing math quizzes and games on their classroom laptops, and Mr. McCoy allowed me to assist and observe the different activities and quizzes. This was a great experience and I feel like it has better prepared me for my eventual future as a educator. Affect: This day was bitter-sweet and sad as I had to say goodbye to the children in my classroom, they were all so kind and supportive and they helped to make my service learning experience a one of a kind. Mr. McCoy the teacher of this fourth grade class helped me tremendously, by taking me step by step through difficult teaching processes and helped me gain exciting new perspectives on teaching in a classroom. The whole staff at Mt. Horeb Elementary as a whole was very kind to me and always had reassuring words for me to know and that helped to keep me positive thought the service learning project. In all I was both amazed and excited about what I was able to help accomplish with the kids today. Behavior: This service learning day was an amazing day and an awesome experience to be a part of. The students by now have completely accepted me into the classroom and even ask me for help on their assignments , which made me very happy and excited. Also I have gained enough of the teacher's respect that he has even allowed me to read a book to the classroom. While doing this I was at first very nervous, but as the story went along I was able to get over my nervousness and effectively read the story.


Cognition/Content: I have learned that through understanding individual students personalities a teacher will be able to tailor their lesson plans so that every student in the class will be able to understand and comprehend what their lessons are about and grow their knowledge. Also I was able to observe how teachers use different teaching methods which may range from lectures, fun spelling games, presenting self made stories, and the use of learning computer programs. The kids responded more to lessons on the smart boards and personal computers than lessons using the standard methods of teaching which was talked about in my education class. When I am able to get my own classroom I will use as many different technologies that are available so that my students will be ready for what lies ahead for them in their future classrooms and grades .


Context Statement Type of Artifact: Field Placement Journals Date: Spring 2012 Courses: SPED 2010 Introduction to Special Education Description: These are my journals I wrote in my service learning at Mt. Horeb Elementary however, I do not have a copy of my journal entries for my time in the resource room.


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 in my service learning at Mt.Horeb Elementary in Mrs. Clines classroom. However, I do not have a copy of my Journal Entries for this class.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are my Field Evaluations for my service learning projects at Mt. Horeb Elementary in Mr. McCoy's classroom.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2012 Courses: EDUC 2010 Psychology of Human Development for Teachers. Description: These are my Field Evaluations for my service learning project.


Context Statement Type of Artifact: Field Evaluations Date: Spring 2012 Courses: SPED 2010 Introduction to Special Education Description: These are my Field Evaluations for my service learning project Mt. Horeb Elementary. However, I did not receive back a copy of my evaluation.


Context Statement Type of Artifact: Time Sheets Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: These are the time sheets from my service learning in my EDUC Intro to Education class at Mt. Horeb Elementary School.


Context Statement Type of Artifact: Time Sheets Date: Spring 2014 Courses: EDUC 2010 Psychology of Human Development. Description: These are the time sheets from my service learning in my EDUC 2010 Psychology of Human Development at Mt. Horeb Elementary in Mrs. Clines classroom.


Context Statement Type of Artifact: Time Sheets Date: Spring 2014 Courses: SPED 2010 Introduction to Special Education Description: These are the time sheets from my service learning in my SPED 2010 Introduction to Special Education Timesheets at MT. Horeb Elementary with their resource room. However, I did not receive a copy of my timesheet but I did twenty hours worth of time in a service learning environment.


Concluding Reflection Thank you for looking at my teaching portfolio. I believe that within this portfolio I have shown what aptitudes, activities, knowledge, and classroom management skills that I have gained so far in my studies to be an effective educator. I know I have a long road ahead of me, but I believe I am ready to take the next big step in my life and become an exciting teacher and leader in my future classroom. My final goal is to be able to pass along all my knowledge and information to the upcoming generations so that they will have a better future to look forward to



Nicholas Harrell's essential admissions level portfolio requirements