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1. Use observation of each child (can be subgroups of children). 

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1. Use observation of each child (can be subgroups of children). 

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During whole group, I started to observe all my students and their behavior during the lessons. Also, I looked to see which students were where during the Math lesson. This helped my develop more of my observation skills along with looking at the classroom from a different perspective.

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2. Use the observations (from item 1) to generate a lesson plan for differentiation/instruction. 

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2. Use the observations (from item 1) to generate a lesson plan for differentiation/instruction. 

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Students will be broken up into groups if they struggle to understand the concept. The teacher should take students to the back table if there needs to be more explanation. Students are assessed after each lesson to see if they know and understand the content.

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

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

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This student had low grade in conduct the day before. He changed his behavior so drastically the next day that I wanted the student's parents to know. The student was obedient, thoughtful, and self-disciplined. I wanted the parents to know how proud of this students I was.

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We all created a newsletter at the beginning of the year. This newsletter introduced us at the beginning of the year. Along with important information about us that parents should know.

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

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

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14. Attend/participate in community event (in community where children live, NOT a school event)

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14. Attend/participate in community event (in community where children live, NOT a school event)

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Laura and I attended a Knock Knock Boo's There event at the Knock Knock museum. We volunteered and participated in the community. It was a fun event for kids to dress up in costumes and even try to win a costume contest. It was really fun and a great way to get involved in the community.

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16. Remind parents about an upcoming event. 

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16. Remind parents about an upcoming event. 

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For the cardboard challenge, we sent home a newsletter to remind parents about this event. They were notified that they could attend with their child. Their child would be allowed to stand and help present the cardboard project.

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

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

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I communicated with parents on Remind101 when I sent home the Family Questionnaire. It is a very easy way to communicate with parents. Also, they can respond immediately with questions or just notifying you that they received it.

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I completed running records every time I do guided reading. I try to do at least one sometimes two for each guided reading group. My mentor teacher organizers her guided reading binder by name, so this allows my mentor teacher to see the improvement overtime. Also, this running record tells the student what they should be working on whether it is forming words or focusing on emotion while reading.

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22. Practice using a math checklist/anecdotal notes. 

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22. Practice using a math checklist/anecdotal notes. 

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During one of my math lessons, I made a checklist of everything the students did during the math lesson. I wish I would have had students as more math problems. This is super easy to fill out and it could become an everyday thing maybe focusing on individual students each time.

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

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

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At the beginning of the school year, I attended a professional development meeting that set up the whole school year. They went over a bunch of different information as well as introducing a new Principal and Vice Principal. This was really helpful to get everything ready for the start of the year, as well as get to see the school before all the kids are there. It is a good way to see behind the scenes before the actual show.

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

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

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I went to an ancillary class and watched two students participate during a Health and P.E. class. I noticed that they were learning about the human body along with how are heart works in our body.

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54. Share what you learned with someone in cohort or placement school.

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54. Share what you learned with someone in cohort or placement school.

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The student teachers at my placement and I discussed everything we learned from the professional development meeting. We talked about all the new information that we learned. We discussed their reward systems and dress code. This helped prepare us for the start of school.

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55. Implement something you learned (from item 53) in your teaching/work. 

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55. Implement something you learned (from item 53) in your teaching/work. 

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During the training, we learned about Burst. This training allows us to help students with their blending and segmenting of words. This helps them break down more complicated words in the future. We used this system during interventions every single day. It has really helped with their reading. They are making so much progress and I am very proud.

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56. Actively participate with a professional organization.

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56. Actively participate with a professional organization.

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I recently joined A+PEL and I attended a meeting on 10/10. We created Halloween wreaths, which showed how easy it is to make a wreath for your classroom. This organization will be really helpful in the future and I will most likely stay in it when I become a full time teacher.

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25. Participate in a school level/ building level IEP.

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25. Participate in a school level/ building level IEP.

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At my placement, we went to a meeting about a new intervention program that we would be using. This program is called BURST. It is designed to help struggling readers learn words and sounds to be able to break a part more difficult words. This helps those struggling readers. This is a grade level wide IEP that students have to qualify for in order to be included in the program. Also, they are broken into 6 groups plus 4 groups with the student teachers.

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20. Participate in a Parent/Teacher Conference 

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20. Participate in a Parent/Teacher Conference 

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Attended a total of 5 parent teacher conferences 10/8 - 10/9. The main purpose of this meeting is to check in and let the parents know where their child is and where they should be by the end of the quarter. This was really beneficial because we get to see some parents that we have yet to meet. We also got to talk about strengths and weaknesses and important ways to improve.

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26. Complete a behavior assessment (ABC)

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26. Complete a behavior assessment (ABC)

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I completed a behavior assessment on one of my students. This behavior assessment has a column for before, during, and after. This was really helpful and it makes it easy to be concise and factual.

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

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

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This the eco map that I made for a child in my classroom. His eco map is very different because his parents are divorced. His dad is remarried and he has a step mom. This just makes his family bigger.

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

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

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In the classroom, we communicate through newsletters that are designed for each week. Also, new math lessons and concepts are sent home that help parents relearn the information. This allows the parent to be helpful when completing packets that are sent home. This allows learning to continue at home. Also, by allowing students to work with their parents to complete their homework packet and the story, this keeps the parents involved in their child's education.

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

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

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I developed a science rubric to grasp each students understanding. All the students would respond with a thumbs up or thumbs down to symbolize their response. This helps you grasp whether or not they understand the concepts.

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28. Use 3 assessments strategies other than work sample, anecdotal records, video/audio. 

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28. Use 3 assessments strategies other than work sample, anecdotal records, video/audio. 

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I used tallies, running records, and children interviews. Tallies allowed me to see who go all of the problems in math correct, and who got one or two problems wrong. Running records allowed me to see what words the students was struggling to read. Also, that the student needed to read their mouth for the sound. Lastly, children interviews allowed me to assess their knowledge in my TWS. I asked each student a series of questions and they had to be able to tell me about the model that they created.

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Students created a Past, Present, and Future timeline based off of what we were learning in Social Studies. I created a special bulletin board to display all of their work. This is so they are reminded of past, present, and future.

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32. Create 3 Transitions (one should include an attention getter).

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32. Create 3 Transitions (one should include an attention getter).

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All of these transitions were really easy to implement. Before each transition I would grab the students attention by saying, "Class, Class, Class." They would respond, "Yes, Yes, Yes." Another attention getter is "Hocus Focus, Everybody Focus." The last one is ringing a bell to get their attention. Transition One is to pull a stick from a cup and they act out what they pull. Transition Two is to Bippity Boppity brew where they pick a letter and make the sound. The third transition is saying their site words before they come to the rug.

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We have begun to use the transitions regularly. It has begun to help with behavior management, plus the students really enjoy all the activities.

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

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

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I created quiet critters for my students. The saying goes, "We are quiet critters. We only come around when you are working quietly, We get scared when we hear a sound. We like to sit on your desk and watch you from afar. But if you start to make some noise we'll have to run back to our soundproof jar!" This is a positive reward system given to those following classroom expectations are always ready to learn. However, if the student gets to loud then the quiet critter has to go back to my soundproof jar on my desk.

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35. Use the system during your teaching.

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35. Use the system during your teaching.

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The system has been used every day. There has been vaping degrees of success. My mentor teacher also uses the system and the students love it.

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36. Reflect on your reward system (from item 37) during your teaching. 

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36. Reflect on your reward system (from item 37) during your teaching. 

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We have continued to use the quiet critter system since first implemented. It has been a huge success that I have introduced smaller quiet critters to join the bigger ones. They really help with reinforcing those that are following directions and notifying others that they are getting too loud. I believe it helps with the volume level of the class. Our classroom tends to become really loud especially when all the voices are talking. The quiet critters hold students accountable for the actions. They are also great tangible rewards that start new everyday.

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37. Create a math game based on a specific skill.

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37. Create a math game based on a specific skill.

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I created a math Jeopardy game. This works on their addition and subtraction up to 20. This is to work on their consistency and their partner work.

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Sam had 3 blocks and Bill had 3. How many did they have altogether?

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38. Use the math game (from item 37) during your teaching. 

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38. Use the math game (from item 37) during your teaching. 

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Before starting a math lesson, we played Jeopardy. I broke the students into five groups. This allowed all the members to participate. They could choose their amount of points and the questions. All the students loved the math game! They were all really involved.

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39. Create activities for morning routines.

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39. Create activities for morning routines.

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Everyday, students come in and unpack. They participate in the share jar and then complete their journal. It is their responsibility to read the question when they walk in. They know we are going to share, so they do not discuss with their friends. The students love the share jar and it has become a morning routine that they are always ready for and it is fun.

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40. Use the activities during your teaching. 

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40. Use the activities during your teaching. 

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After the students complete the share jar, we share what each student put in the share jar. For example, the students wrote down their favorite color. So, I would call out the students names and have them tell the class their favorite color. Then I will have those that like the same colors to stand up to see that they have many things in common with their classmates. This is building trust with their classmates. Also, it makes our classroom more trusting because they know they can share anything.

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I read aloud the book called The Spider and the Fly. We were doing a whole unit on spiders. While reading the book, two students were assigned a puppet. One was allowed the be the fly and the other the spider. Anytime one character would speak they would have to hold up the puppet.

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

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

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During the lesson, every time the fly would speak a student would hold up the puppet. Every time the spider would speak a student would hold up the puppet. This caused students to be paying attention to the puppets and the story. This allowed them to figure out who was the speaking while I was reading.

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For my pocket chart activity, I created a work scramble. Every week the students are given new spelling words. During centers, the students are allowed to come unscramble words to get spelling practice.

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44. Use the pocket chart (from item 43) during your teaching.

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44. Use the pocket chart (from item 43) during your teaching.

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We implemented the Word Scramble pocket chart activity right before the spelling test. We have the students help me spell each words by putting them back together. This helps the students know and trust their spelling abilities. It is really great practice for right before the test.

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46. Update an existing center in a meaningful way, based on contextual factors or learning objectives. 

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46. Update an existing center in a meaningful way, based on contextual factors or learning objectives. 

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At their centers, some students decided to practice writing their spelling words. Instead my mentor teacher and I decided to do Rainbow write. This is when they roll the dice and the number tells you what color to use. This allows the students to practice their spelling words.

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In the new learning center, the students are invited to help write their own moving cards that can be added to the transition activities. The students really enjoyed this activity because then I read their action to the class.

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48. Make a poem on poster board (new to the classroom).

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48. Make a poem on poster board (new to the classroom).

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We used this during our English lessons. This helped students learn new sounds for each lesson. Every time we learned a new sound it was put into the bucket, then the student would pass it on. The students loved this game and was always eager to play it.

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

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

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We used this before our English Language Arts lesson because it had recent magic 'e' sounds that we had just gone over. This helped the students review before we started learning any new sounds.

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

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

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For this lesson, five students were in a small group with my mentor teacher. I took the remaining students to the rug to work on problems. These students were working on problems for their problem set. I could easily walk around and see how they were solving and if they understood the information. The five students that were with my mentor teacher needed extra attention. We realized from their exit ticket that they were still not grasping the information. This was very helpful because it made the groups smaller and they were easier to teach.

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51. Engage children in a maker space with cardboard to create their own products. 

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51. Engage children in a maker space with cardboard to create their own products. 

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For Dr. Baumgartner's class, we created a cardboard Ski Ball game. A few students from my classroom paired with other students from Laura, Rebecca, Maria, and Kassidy's class. They worked together to develop a ski ball game to submit to the Knock Knock Museum. Knock Knock put on a Cardboard challenge that allows students from all over the parish to participate. It engages students in a maker space to create something from the very beginning. They had to figure out how to make it with all of us helping them where they needed it.

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

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

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I developed a classroom management plan junior year. I used the same ideas from this management plan in my current classroom. The students really need help self-regulating emotions and behaviors. Many of my students struggle with blurting out, so we used quiet critters. This was to help students with their volume level. Also, self-regulating will be really helpful when they need to do this in the future.

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

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

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This is a classroom sharing jar. Every day, before the students go to their seats, they will read the question of the day. They will respond to that question by writing it on a sticky note. This is a great way to start the morning because all the students are really excited to share what they wrote!

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60. Participate in a book club related to professional readings (join one or start one with others). 

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60. Participate in a book club related to professional readings (join one or start one with others). 

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During the school year, Maria and Rebecca and I participated in a book club. We did this book club for Dr. Baumgartner's class. We discussed the readings in the book, The Pre-K Debates: Current Controversies and Issues. This book club enlightened us on current events in education. It taught us how to debate current issues respectfully. This book club was really helpful to share readings and information.

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62. Interview 3 teachers about classroom management approaches. Ask them the same 3 questions and write a brief report or record a video on what you learned about classroom management from the interviews. 

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62. Interview 3 teachers about classroom management approaches. Ask them the same 3 questions and write a brief report or record a video on what you learned about classroom management from the interviews. 

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All the teachers use conduct clips for behavior. This helps manage the classroom and that the students can actually see what grade they are on. This system works sometimes when students are actively concerned about their grade. However, it is hard to keep it consistent and not all the students care. They decided that their needs to be more consistency in the classroom.

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8. Do a lesson plan that incorporates 3 developmental domains. 

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8. Do a lesson plan that incorporates 3 developmental domains. 

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Attached is a lesson plan that requires students to use their cognitive skills, fine motor skills, and emotional development skills.