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One connection I made was between our discussion of Expression & Communication and my Field placement. Under this topic we discussed how the use of multiple tools for construction and composition should be included. This made me think about all the different resources and tools we use when teaching math lessons. The students have a packet with practice problems that they do both with my SBE in a large group and independently. We also encourage them to used their own white boards when trying to solve problems, and for showing their work. And we also have them go onto their chrome books for a period of time each morning and complete more practice problems through a program called Zearn.

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One thing that I have learned is that teachers are often very supportive of each other, and a lot of times will help each other with materials, and bounce ideas off of each other. Every week on Tuesday at my field placement all the fourth grade teachers come into my classroom for a grade level meeting. Here they discuss what they will be teaching in the upcoming weeks, and begin to strategize how they might want to teach the upcoming lessons. A lot of the time they will share each others materials like worksheets and different types of assessments. This is nice to know, that as beginning teachers because it will be a lot of work, it would be beneficial to use other teachers as a resource in the future, especially the teachers that have been there longer and might have good ideas about what strategies work well and which ones don't.

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One thing I would like to work on is to continue developing my status as a teacher to the students. Because my SBE is very much the head teacher in the class, I want to make sure that my students also look at me as a teacher, more so than as their friend. For the most part I think they do view me as their teacher, however I think it is important to continue working on my professional relationship with my students.

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One connection I made was from talking about Executive Functions in class. Within this topic one category that was covered was planning & strategy. my group specifically defined this as including the breaking down of tasks in order to gain a deeper understanding, and providing the ability to organize thoughts in a clearer way. This made me think about the activities that my SBE has for my students. In math each student has they own packet of practice problems. However the way she uses them I think is what allows them to be successful in learning the material. She has the students follow along in the packet as she recreates the problems on the board. She will show them as a group how to solve the first few problems and then has them continue in their packets to practice solving them on their own.

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One connection I made was with when we discussed the proper way to address IEP's with a student's parents. One of my Student's parents was suppose to meet with my SBE about setting up an IEP, however the parent did not end up showing, and seems disinterested in creating and IEP for their child. I felt like my SBE and her co-teaches addressed it the proper way, in that they talked about how even if this student's parent does not follow through on meeting with them, they talked about what they can do to make sure that this student is getting what he needs, or alternative ways that they can help in the classroom.

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One thing that I have accomplished is being more authoritative. I've noticed that because I don't yell at my students like my SBE might, there are days when the students gravitate more towards me because I'm the "nice" one. However, I have been more stern with some of the students if they are not listening or doing their work. But I've come to realize that for the most part they will listen!

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Something I would like to work on is talking to my SBE about why she teaches the way that she does, and why she uses certain programs etc. So far in the classroom I feel like I have been able to see both strategies that are and aren't effective, and have been curious about my SBE's teaching methods. I want to ask her why she still uses a program like Zearn when it might not be as effective as we want. Does she think the pros out weigh the cons?

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Something I have practiced more is co-teaching. While I am in my field placement my students are usually working on math. For this my SBE had divided up all the students into three groups where each one had a teacher and were learning the same curriculum but at different paces. Now however, she has combined two of the smaller groups and made it into one larger one. Therefore I now help with my SBE's math group as well as with the co-teacher I was previously assigned to. Because I have gotten to know all of my students, I also have gotten a good understanding of each of their skill levels. Because of this I have been able to "co-teach" in that when all the students are on the rug learning a new lesson, I tend to sit next to a few of the students that I know may need more help, and continue to teach them with further instruction when they need it. This allows for my SBE who is usually giving the whole group instruction to continue in the lesson, rather than stoping to help one of the students understand better and catch up.

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One thing I have learned within the past week in my field placement is how students may react to substitute teachers. One morning my SBE had a meeting with a parent. While she was gone I remained in the classroom, and two substitute teachers were assigned to come in a help as well. During this time without the instruction and guidance of my SBE in the room, many of the students became restless and uninterested in completing their work. I continued to help them with any questions that they had, however for this particular morning, many more students began asking questions as a way to keep from working. The students were also not responding well to instruction by the substitute teachers. They felt as though they could get away with thing such as talking, not working the correct assignment, or just not participating in an educational activity. However when I stepped in and tried to keep them on task and working the majority of them listened and did as I asked.

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One concern I have is if I'm helping my students too much. The students in my field placement classroom have become very comfortable around me, and no longer hesitate to ask me questions or for help. I'm really glad that many of the students like asking me for help, but sometimes I worry that I'm helping them too much and should try and have them solve the problems on their own more, before helping them through it.