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1. Write a brief observation each child (can be subgroups)

During my week of placement, I took notes on each child in subgroups. I observed different literacy groups and took notes on their behavior and also their academic achievement throughout the day. Through these observations, I was able to pinpoint their strengths and weaknesses. There are a total of 3 literacy groups that were created according to the TS Gold Statements combines with EBR Standards. In each group, there are 5-6 students.

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4: Write a positive handwritten note to a parent about something that happened that day.

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5: Complete an eco-map for a child (other than your portfolio child).

This is a picture of an eco-map that was created for one of my students in the classroom. He has two siblings that also attend Villa del Rey that he talks about all day, as well as what they do at home. When I presented my student with the question of "What is important in your life" he responded everything listed. Everything listed in this eco map are things he values in his life.

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9. Develop a lesson that differentiates learning for 1-2 students based on where the child is developmentally.

Theses are my assessment portfolio's on a high student and a low student. They were assessed based on the TSGold and there are implications made in each domain based on their development.

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10: Implement the lesson plan (from item 9), documenting/assessing child's progress and offering implications.

See above.

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12: Create a newsletter.

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13: Write a reflection after creating the newsletter about what you learned/will do to engage families regularly.

When I originally created this newsletter, it was early January and I was unsure of how to address my parents or even how to encourage them to reach out to me so I only gave them my email. After this semester, I have learned different ways to engage the families, like encouraging them to come into the classroom from time to time or even reaching out by sending home letters and notes. I do plan to use the Remind App, which is a two way form of communication. This allows me to inform the parents about their students achievements and behaviors throughout the day and also talk to them for any other reasons.

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16: Remind parents about an upcoming event.

I reminded my parents that the students were taking spring pictures. I sent a Remind Text the day before but prior to that, I sent home letters reminding the parents that pictures were coming up this week. Ironically, right after I sent the Remind Text, the office announced that spring pictures were postponed so I have to repeat this when we are aware of when the pictures will be taken.

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7. Establish a system or method to create a community of learners, and encourage friendship and teamwork.

A system that can be used in order to create a community of learned and encourage friendship and teamwork could be puzzle building. Once a week, the students will get into groups to finish a big puzzle. This requires the students to work together, communicate, and use their brain to complete the puzzle. The groups will compete with each other to see who can finish it first and then the group that wins, will discuss what they did in their group to complete their puzzle the quickest.

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17: Communicate with parents using a technology application like Remind 101.

We use the Remind App on a daily basis to communicate with our parents. We may begin sending messages as early as 8am, to talk with the parents about students being absent that specific day or if we'd like to inform the parents of their child's behavior.

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18: Develop and introduce a new way to include families in the classroom community.

For my research project, we focused on parental involvement. During this project, we created an intervention and our intervention consisted of creating another method that will engage the families in classroom activities. We created literacy bags for the students to bring home and complete with their parents. This was our way of getting the parents involved without requiring them to come up to the school. We chose not to require them to come to the school because we are aware that there may be some obstacles that could prevent them from physically coming to the school.

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20: Participate in a Parent/Teacher Conference

I participated in a conference between my mentor teacher, a students grandparents and the mother. During this conference I was made aware of the students living arrangements which made me reevaluate the things I focused on throughout the day. This was a reflecting moment for me.

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21: Complete 3 running records. For example: DRA or an Informal Reading Inventory.

I assisted my mentor teacher with the TS Gold recordings. This was done multiple times throughout the semester. Upon the completion, we were able to see where each student stood, according the TS Gold Standards and we were informed on where they needed help.

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22: Practice using a math checklist/anecdotal notes.

For my teacher work sample, I was required to make mathematical anecdotal notes.

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23: Go to an ancillary class and take anecdotal notes on two children.

Student #1 that I took notes on was asleep during ancillary. The only ancillary the students have is library and when they are being read to, the lights are always dimmed. When the student was forced to stand up because she would not get up, she continued to fall asleep while standing up.

Student #2 that I took notes on was very tuned into the library reading. She is one of our high students in the classroom and was able to read the title to the librarian. The librarian was so surprised. The student loved this attention, which made her continue to stay tuned in and also involved in the conversation they were having about the book. `

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26: Complete a behavior assessment

I complete our daily behavior assessment Monday - Thursday. Most of the students always receive green unless they begin to make bad decisions that effect other students or they are being disobedient to a teacher. The student may receive a yellow for this negative behavior. The student only receives a red if they do not attempt to correct all of their negative behavior.

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27: Develop a rubric to assess content in science or social studies.

For my teacher work sample, I created a checklist to assess each child. In this checklist there were separated parts for the completion of the activities for the students. In order for the student to receive a check, they were required to complete each component to the activity.

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34: Create a positive reward system in addition to what the mentor teacher is doing.

The positive reward system that I created was based upon the student successful doing things that are apart of their everyday routines. This allowed all of the students the chance to receive rewards. If the student took their folders out of their back packs, they would receive candy to eat later in the day. The folders were observed on random days, so I attempted to do it when the students least expected it.

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35: Use the system (from item 34) during your teaching.

During my full week of teaching, I enforced this system three of the five days. The students actually pointed out to me how they knew the days that I would do a surprise folder check.

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36: Reflect on the reward system (from item 34), discussing effectiveness, changes, and alignment with your management philosophy.

I think this was an effective reward situation because it was fair to the students and there was purpose behind it. In the students being rewarded for taking their folders out, I believed it would make them try to be more cautious in their decision to take out their folders every morning.

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39: Create activities for morning routines

Aside from the morning routine that is already implemented,I added a morning workout, to get the students energized for the start of their day. At first, the students were very reluctant to dance first thing in the morning, but once this was a part of their routine, almost every student participated in the early morning workout.

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40: Use the activities (from item 39) during your teaching. '

See picture above.

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41: Create a fun shared reading lesson.

The reading lesson that I created was for the book, "Goldilocks and The Three Bears". Instead of getting the students to sit on the rug while I read to and ask them questions. I made the lesson an interactive lesson by using the felt material so the students could create the story with the props as I read. The students enjoyed this because this allowed them to move around. I noticed that this kept the students attention much better than just reading to them did.

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42: Use the shared reading lesson (from item 41) during your teaching.

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45: Make a take home backpack.

For my advocacy project, we focused on parental involvement. Our choice to get the parents involved was by sending home "Literacy Bags" for the students to complete with their parents. Included in the bag was a set of crayons, a book. and an activity worksheet.

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48: Make a poem on poster board

** Poster board was thrown away, remade on paper **

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49: Use the poem (from 48) during your teaching.

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50: Take one lesson and figure out how it could be modified for small group or individual instruction.

I completed this Lesson during my full week of teaching and upon completion, I was made aware that one of my students in particular did not retain any information on this day. After consulting with both pre-kindergarten teachers at my school, they informed my of the ways I could switch up my lesson plan, specifically for the student. Starting by pulling her during playing centers and working with her on the seasons. I do not believe in using flashcards so I think I will show the student a picture of each season, with the name at the bottom then instruct her to match the names with the pictures.

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52: Develop a classroom management plan and implement a piece of it during your teaching.

In creating my classroom management plan, I plan to first work on enforcing a daily routine. This will consist of the morning routine being getting breakfast, entering the classroom and putting up the book sacks in the designated area, then the students will go to the restroom, and wait on the mat. Once all of the students are seated, we will begin doing a morning workout. Following the morning workout, we will sit and discuss our classroom rules. Following the discussion of the rules, we will discuss the consequences of not following the rules and also the rewards of following the rules. The consequences of not following one of the rules would first be a warning. If the student continues to not follow the rules, five minutes will be taken from their recess. If the student doesn't follow the rules after then, their behavior chart will be marked. The classroom's behavior chart will be color coordinated. Every student will begin on green, yellow is the next color and red is the final color. Unlike most behavior charts, I will allow the students to progress throughout the day so this doesn't effect their mood for the rest of the day. When I am rewarding the students for their positive behavior, it will be random, when their are students making the right decision when most are not. I chose this because this will also be a way of teaching the students to do the right thing, no matter what others are doing. As a teacher, I am also a mentor and I plan to prepare my students for real world obstacles.

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53: Attend professional development activities (offered by the school, professional organizations, etc.)

I attended multiple Professional Development days with my mentor teacher. During these PD, teachers shared their different ideas on how to accomplish certain things in their classroom. They also talked about some things they were struggling with and asked for the help of the surrounding teachers.

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54: Share what you learned (from item 52) with someone in cohort or placement.

I discussed a few things I learned with my mentor teacher and our paraprofessional. I informed them of the different techniques of dealing with disruptions in my previous placements and my mentor teacher agreed that there were some great ideas that I should have shared in the meeting. Also, my mentor teacher informed me that I should write down questions I have throughout the weeks to ask at PD, that other people may question.

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55: Implement something you learned (from item 52) with someone in cohort or placement

I learned about different strategies to deal with behavioral issues during whole group. During my full week of teaching, I had a student that was giving me behavioral problems during whole group and instead of interrupting my lesson to give attention to her, I continued my lesson and spoke with her afterwards to let her know why she was getting her conduct changed and that if she did not want to leave with that conduct, there was still time to make up for her behavior.

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58: Participate in a research project targeted at teachers

For my advocacy project, on parental involvement, it was targeted at teachers and parents. In us trying to improve parental involvement, it starts with the teachers first. The teachers have to create a welcoming environment for the parents to want to be involved. They also need to brainstorm different methods of getting their parents involved in their students education. Upon completion of my project, I was made aware that there are multiple organizations working together to get funding for trainings for the teachers, to teach them how to get parents involved.

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63: Make a video to be shown to future PK-3 students giving them advice about any of the following:

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62: Interview 3 pk/k teachers about classroom management approaches. Ask them the same 3 questions and write a brief report on what you learned about classroom management

Questions:
1. How would you advise me to go about the management of my classroom?
2. What are for sure "DONT's"
3. How did you create the classroom management plan you use now?

Teacher 1 - I would advise you to go in with a plan. But do not think that this is the only way to go. Your classroom management plan may switch up based on your students. You may have a set of students that respond better to one way, opposed to another. A definite "Don't" is think that you have to stick to your classroom management plan, if you don't feel like it is working. You can change it or completely reconstruct it. I created mine based on my others year by year, I change small things based on my students, or the change of schedule that we may have.

Teacher 2 - When creating your classroom management, consider the environment you would want for your students, do you want your students to feel as if it is their classroom too or just that they are in youre classroom? When creating the classroom management plan, carefully consider the students emotions, as far as their scheduling, what mood would you expect them to be in. A for sure "don't" in my opinion, is thinking the classroom management plan will work for every student. Do not change your plan because you cannot reach each student, work with them. If they do not adjust, you have to find something to accommodate them. The classroom management plan I have now, has been trial and error with this group of students. I have an outline I always refer to but I was completely stumped with this group, they did not respond well to almost anything.

Teacher 3 - I would advise you to create your classroom management plan based on what you believe would work best for you and your group of students. There us no teachers outline that will work best for you because you are a different person, with a different set of students and personalities. A definite "Don't" for me is, don't get discouraged if your first classroom management plan does not workout. A lot of things we learn are solely through experiences and failure. I created my classroom management the first day of school, at the end of the day. We generally allow the first day to be less stressful by getting to know the students and introducing ourselves, then seeing how they natural move, I create the classroom management plan that I see best fit.