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Unit, Lesson, Behavior, Attendance tracking 

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Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students

Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

observes and collects divergent sources of data about student learning in relation to the learning objective.

Different grading systems offer various benefits depending on the educational context. It’s important to consider the goals of education, student motivation, and the specific needs of the learners when choosing a grading system. Each system, and there are so many, has its own advantages and can be effective in different educational contexts. This image is of my mentor teacher's grading system for herself, this isn’t the school's grading system that they need from her. She has a couple of methods for her grading. One thing I have learned about my mentor teacher is that she is a perfectionist so she has multiple methods for her grading before getting the actual grades in. Mrs. Hartin has one grading system; the first system before the other two is where she takes attendance, writes down things that happen in the unit, and what happens in that day's lesson. This is one of my artifacts because this is a system I would definitely use at my job. For example, in this image, we have the group for the day so A, B or C group, we see each class every other three days so we would see the A group on Monday's. The A group is fourth, fifth, third, kindergarten, first, and second this is the same with B group who we would see on Tuesday. The C group is fourth, kindergarten, third, kindergarten, first, and second who we would see on Wednesday. Then it is back to A group on Thursday and so on. On this sheet of paper is also the grade level and class teacher. The students are in alphabetical order and the students who are shaded in gray are the English Language Learning students. At the bottom of the page is a list of things she initials in the students box based on their performance in class for the day. For example, during our cup stacking game Builders and Bulldozers, half of the class are bulldozers so they have to down stack any 6 stack of cups that are stacked up and the builders have to up stack any 6 stack of down stacked cups. One of the students who started off as a bulldozer, got mad because they wanted to keep being a bulldozer (down stacking cups) but they were now supposed to builders (up-stack) so he started going around kicking cups and needs a timeout in the hall or a break out of the activity. With all that information at the end of class you would find that student's name on the list and under that day's date you would put down PS for poor sport, B- for negative behavior, and anything else you think goes under their name for their behavior for that lesson. If a student is talking the whole time while you are lecturing then you would put TOT for talking out of turn, DIS for disrupting the class, NFD for not following directions, if a student is not participating in the lesson then NP no participation, and so on. This also helps with her formal assessments. The station's day on this sheet is where assessments happened. What was being assessed for cup stacking was if they were using the 3-2-1 method when stacking the 6 stack out of the 12 cups, if they used both hands instead of using one, and if they made sure not to cross their arms. There are check marks, minus signs, plus signs, and circles. The check mark alone is if they have met the standards, the plus sign circled is for those who have went above and beyond who have exceeded the standards, the minus sign is for not meeting the standards, the check with a minus behind it is if they are missing it by a little but still not there, the minus before the check is for leaning more toward not meeting the standard but almost there, and the check with the plus sign behind it is for just meeting the standard. This artifact demonstrates Quality Standard III element B because it is a way to collect various sources of data about student learning connecting back to the learning objectives and standards.

On the back of the paper is the students home base (seating chart) to remind herself and her students where they should be seated when sent to home base. This system also helped me learn students names. Mrs. Hartin had me start filling out this system everyday the second week I got to this placement so I could learn names and learn to take note of behavior issues. I then had to start assessing students so I would do all the filling out on this sheet after the first eight weeks. I genuinely do not think I would have learned all these names if it wasn't for this grading system. The way she uses this for attendance is, while the students are doing their warm up or their DoNow she looks for those students instead of calling names and saying "here". After every unit you have a new sheet so the sheets should be labeled with the name of the unit. This is important for the teacher to remember every student's behavior for each unit, every day. When going into putting grades into the grading book you could be grading a unit from two weeks ago and you have three groups of each grade level so it would be hard to remember exactly how every student did in that unit. If a student didn’t participate for three days out of a four day unit and you don’t remember that, you wouldn’t give that student the grade they deserve for that unit. This is a good system to keep track of everyone, everyday, behavior, attendance, effort, etc. It allows for a more comprehensive evaluation of a student’s progress over a longer period of time. This provides Mrs. Hartin a more accurate representation of their performance throughout the lessons/units. It also allows her to track trends and patterns in student learning, identify areas of improvement, and provide targeted support.

Overall, I really do like this system she has made for herself. This is not required for the school or anything else but herself to help her accurately give grades. I will definitely consider using this in my own teaching job.

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My second own created Unit plan (Basketball)

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Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students

Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including

the levels of intellectual, physical, social, and emotional development of their students

Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

These three pieces of paper are my mentor teachers notes from my day two lesson out of four for our catching and throwing unit that I created. The first two slips of paper are from her first observation with 1st grade and the third slip of paper is from her second observation with kindergarten. We decided for her to observe my underhand throw and roll lesson twice so we could make changes and discuss what went well and what didn't. Before I taught my lesson, my mentor teacher asked me what I wanted her to focus on while she would be observing me during my lesson. I wanted her to focus on what I felt I was struggling with which was timing and behavior management in terms of having most of the class focused and engaged and having less students disengaged. To put into better words I wanted her to focus on my 80/20 ratio having 80 percent engaged and 20 who needed redirecting.

I wanted her to focus on those two things out of anything because I find myself struggling having enough time for activities without having too much time after all I had planned and because with the K-2 levels I always feel like I either have their attention for too long or I have to rush my lecture so I don't completely lose their attention. It’s important to keep all students engaged and on track. Finding the right balance between activities, transitions, and instruction is a struggle for me so for this artifact my goal was to have enough time for all the activities as well as quickly getting students moving as fast as possible so they don’t get antsy and start losing interest because they’ve been sitting and listening for too long while also making sure the be detailed enough that students are taking in what was being taught. What I learned from this was during the first lesson that was observed my instruction was taking too long. I was repeating myself multiple times so what I changed from the first lesson to the second lesson instead of just standing up in front of everyone speaking to them I explained very simply, kept it short and sweet while also demonstrating what I was teaching. They were able to listen and see it in action. This way kept them engaged, interested, excited, and focused. While I was doing this I asked engaging questions and I even decided when I noticed a student started squirming around and distracting others I would have them come up and demonstrate for the class in place of me. During the first lesson we came to the conclusion that my activity time did not meet the activity time goal. You would want at least 50% activity time. Overall, my activity time was ten minutes, instruction time ten minutes and thirty seconds, total time for transitions was five minutes, and the game directions, set up and play time was ten minutes and fifteen seconds. Even when wanting to focus and make changes to one area I've learned that there is always room in other areas as well which is fine as long as I'm learning to make the changes now. My mentor teacher is always telling me not to be so hard on myself when it comes to growth because even after 24 years of teaching she still has areas for growth. In the second observation of the same lesson just with the changes made from the first and with kindergarten instead of first grade we had better results. More activity time, demonstrating while explaining and more engagement from the students.

In Quality Standard III Element A, I demonstrated an understanding of how students learn best, acknowledging that many of them benefit from active participation and real-world examples. By incorporating activities like watching a video and having a class discussion, I was providing opportunities for students to engage with the material in a way that resonates with them. In Quality Standard I Element B, I was showing how my lesson connects to a variety of content areas and emphasizes literacy and mathematical practices. By discussing where and how the underhand toss and roll are used in different contexts, I not only reinforced the skill itself but also highlighted its relevance beyond the classroom. They answered with bowling, corn hole, when you’re tossing a grape into a friends mouth at lunch, skipping rocks at the lake, during bean bag tag (which is everyone's favorite game), and also bringing up how they could play sports at recess, at family functions or outside of school such as rugby, kickball, baseball/softball, etc. This helps students see the practical applications of what they’re learning and encourages deeper understanding. By recognizing and incorporating different learning styles and adapting after figuring out what worked, what didn’t work then trying something new and making connections across various content areas, I feel that this article is addressing both element A and B.

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Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students

This is an area outside of the classrooms, it is hopscotch with numbers, alphabets, physical activity tasks (squats, spin around, touch your toes, hands up), even images of rocks, sticks and two hands on the floor. There is a start mark, then arrows pointed forward one is a one leg hop the other is a two foot hop and from there they land on a log that says clap….

This is a great strategy to help students who are having a hard time focusing. It provides a fun, active and engaging way for them to take a break, get some physical activity, and refocus their attention. This helps students release excess energy, improve their motor skills, and engage in active learning. It also promotes concentration, as the physical activity can help students refocus their attention. This strategy can be considered a combination of physical activity and brain breaks, which are effective techniques for improving focus and overall classroom behavior. This sensory path offers quick movement breaks that can help students refocus their energy and attention, leading to improved academic performance and behavior in the classroom. Which is why this is a great tool that the teachers use when they feel they have tried redirecting certain students multiple times and they just can't refocus the student. They send the student to the sensory path with directions. For example, "Take 4 laps around the sensory path then on your way back to class take big deep breathes and you may re-enter the class when you are ready to learn" or "Take as many laps around the sensory path as you need then return to class". Asking the students to go take however many laps the teacher thinks they need can be a specific and achievable task that helps them reset and come back to the classroom ready to learn. The sensory path also provides a multisensory learning experience that works for a variety of learning styles and preferences. Whether the student is visual, auditory learner or learns while doing they can all benefit from the sensory path. That is why this artifact meets the requirements for Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. This is because teachers prioritize the physical and emotional safety of all students within the classroom. When they feel a student is being unsafe to themselves or to others they can be sent to the sensory path to calm themselves on their own in an active and fun way. It also provides to a diversity of students who learn in different and unique ways that supports all kinds of learners.

There is one kindergarten student who would always come into the class with the most energy and just would not stay still. He was very difficult to get to sit still and engage in a full lesson. After many redirects and trying to plan a way to get him to enter the gym calm and willing to engage I decided to send him to the sensory path for a couple of laps during the lesson and he came back in excited and in control of his body. It was the best thing in the moment my mentor teacher and I were so excited we had to give him praise before he left for the day. After that day I didn't even tell him to go out to the sensory path he voluntarily decided he needed to take four laps every time he has p.e before entering the gym. Overall, this sensory path is such a great resource that all teachers can use whether their class is right across the hall from it or on the other side of the school it is open to everyone. A few times as well when I have waited for my next class out in the hall I have seen a teacher walk three students over to the sensory path and before they begin the path he said "now you will each go around the path once and then we will walk calmly back to class. When you have reached the end wait patiently for the rest of us." Every teacher uses the path differently but everyone uses it when they need it. Overall, this is such a useful and interesting tool that I have never seen anywhere else before and I wonder if more elementary schools could make use of a tool like this.

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This image is one of my artifacts because this is something I KNOW I will need and want in my office. This is my mentor teachers Feel Good wall. She puts up notes, drawings, pictures, etc. from students, parents, staff members, and family. These are all here for her to look at when she is struggling, having a tough time, when her students are making her feel overwhelmed, or when she is feeling like she is dragging. It creates a positive and uplifting environment. It serves as a reminder of the impact you have on your students and helps boost morale. These positive feedback notes and expressions of appreciation from students, families, and colleagues can boost a teacher's motivation. Seeing those heartfelt notes, drawings, or messages of gratitude when you are feeling like you're in a pit serves as a GREAT reminder of the impact they have on the students' lives and the value of our work. This is truly such a great career and so rewarding and it should always feel that way but it won't always feel that way and that's fine. We just have to think about the reason we are in this career, why we love this job, and how the good parts make us feel. This is an emotional demanding job and having a collection of uplifting messages and tokens of appreciation can give us that emotional support during those hard times. It encourages and validates our work and how we make such a positive difference in students lives. The people who give us those affirmations make us feel great and appreciated it makes those challenging times feel worth it.

Overall, a "feel good" wall or file is a simple yet powerful tool for promoting well-being, fostering positive relationships, and enhancing teacher positivity and encouragement. It serves as a reminder of the positive impact teachers have on their students' lives. I will definitely be setting up a "feel good" wall in my office.

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Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Element C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.

plans lessons incorporating available technology to facilitate classroom instruction.

For my lessons I have been using an interactive smartboard to display diagrams, instructions, images for those who learn visually and videos to demonstrate proper techniques, exercises, and sports strategies. This allows students to actively engage with the content. I use interactive tools to annotate diagrams, highlight key points, or solicit input from students during discussions or demonstrations. While using the smartboard I provided immediate feedback to students during activities and exercises. For example, if everyone was around the gym practicing their basketball dribbling I'd pause the class have them look up at the board and check for understanding, asking students if they are using their finger-pads, if their ball is bouncing above their waist, if they are keeping their eyes up, and keeping their non dribbling arm up to block opponents. When checking for that understanding I would have a gif or image up on the slide showing the proper techniques that they should be doing. That way they not only hear me explaining it to them, they also see me demonstrating it and seeing a visual. Another way we have utilized technology is by using the board for a station. During our Skill-Related Components of Fitness we did stations for the reaction time lesson. One of the stations was at the board where they had poly spots in a square each spot being a different color. The board would flash a different color each time for four minutes and it would speed up the longer it would play. Whatever color came up they had to move to the same color poly spot and touch it with their hand then move back to the center of the square and continue this for the whole video. The technology at this school enhanced the lessons by far. For example, our physical education lessons on the board were set up in as,

Warm up has the directions on the slide so they walk in read the board and get started right away.

Then before we get to talking and learning about the lesson we watch a "G.O.A.T" video that demonstrates the skill or sport we are covering in the lesson so students can watch it in a live game/in action and so that excitement builds in them.

Throughout the presentation are visuals for everyone to see and come back to if needed.

While explaining the activities you can put visuals up as well as even play an available video of students playing that game so you can mute the video and explain in your own words while they are seeing it in action.

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This is basket is called The Owls Nest. It is filled with noise block headphones, timers for 30 seconds, 3 minutes, 1 minute, two stuffed animals, one being an owl and the other being a monkey that wraps around your neck giving you a hug, a laminated sheet with emotions, a drawing pad, and a book called The Magical Yet. The basket is the nest they take to the owl nest corner. When they feel that they need some time away from the class, classmates, or the lesson they make the decision themselves to take the owls nest to the corner away from everyone. In the corner they use whatever they need from the nest that will calm them down.

The noise block headphones are for anyone who can easily get distracted by noises in their environment, whether it's coming from their other classmates or noises from activities that get too loud. It also serves as a helpful tool for those with sensory processing issues. They are there to create a quieter environment, allowing students to focus better, helping students feel more comfortable and less overwhelmed in the gym, and minimize distractions.

The timers are there for students to use based on the time they believe they need at the owls nest and to give them a set to so they aren't sitting there the whole lesson.

The two stuffed animals are there if they need comfort from a "friend". One stuffed friend give hugs so if a student calms with physical touch this acts as a comforting hug. The other is there for the same comfort instead the student could give it a hug.

The laminated sheet of emotions helps as a guide for students to think about what they are feeling specifically and think about why they feel that way.

There is also a book called The Magical Yet. This book is there because it is a motivational book about the concept of "yet" is a growth mindset philosophy that suggests that just because we haven't achieved something yet doesn't mean we never will. It encourages perseverance, resilience, and a positive attitude towards learning and growth. Instead of saying, "I can't do this," adding "yet" at the end shifts the perspective to, "I can't do this yet, but I will keep trying and improving." This book is also used outside of the Owls Nest. It serves purposes everyday with every student who feels that setbacks and failures aren't a natural part of the learning process.

The Owls Nest is a strong tool for students to understand themselves and realize that they need to be away from the group for a while in order to be efficient and successful. It offers a safe space for students who may feel overwhelmed or overstimulated.

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Have a conflict? go to the conflict corner

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Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students

Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students

This is one of my articles because this is a tool I will be taking and using in my own class. I see it being utilized and effective in every class every day. The conflict corner is a designated space in the gym where students who feel that they are having a conflict with another go to the corner to resolve conflicts constructively. The expectations for the conflict corner are if you are asked to the conflict corner you must go, if you need a moment before going to the corner you may take a minute to sit out and calm yourself if you do not think you will effectively communicate and solve the problem. After a minute you may head over to the corner. When you are in the corner you will start off by you both having your hands out (palms facing up), the person who asked to go to the conflict corner will start explaining their feelings and the situation that brought them to the corner. Then the other will speak, each will listen when the other is speaking they must listen and not interrupt. After both have spoken and let out what they needed they will then brainstorm a solution together, what they can do next time so it doesn't happen again. Another expectation is that they cannot leave the corner until they have either resolved or come up with a solution to their conflict. There are "No conflict", "small conflict" and "Big conflict" situations that all students know of. A no conflict would be a conflict that does not need to be taken to the conflict corner. For example there are students who will come to me upset saying they fell and hurt their knee because of "Lucas". After they come to me and say that I ask them "Did they do it on purpose?", they then respond saying "no, I tripped over their foot". I ask them if it's something they need to go to the conflict corner for and they respond no. That is a no conflict. A small conflict would be a situation during a tag game where a student is not following the rules. The rules are you must tag with two fingers on the upper back. Someone comes to me complaining that "Lucas" tagged them with his whole hand on their arm. I ask that student if they can solve this issue with "Lucas" themselves at the conflict corner. They respond yes and ask "Lucas" to go to the conflict corner with them. In the corner they discuss how he was not following the rules and used his whole hand instead of two fingers. "Lucas" responds saying he forgot or sorry he did that, he will make sure to use two fingers, then they may resume play. That is a small conflict. A big conflict would be if two students were budding heads and putting their hands on each other or using hurtful words. For example, one class there were two students who were having a conflict outside of p.e and they brought it into class. From the beginning of class during the warm up they had been going back and forth making comments to each other during play. At one point one of the students got mad and threw a bean bag at the other and started yelling at them. With those emotions being so high from both students, I brought them both in told one to sit on that side of the gym and the other to take a seat on the other side. After a couple minutes I told them both they needed to go to the conflict corner and solve their issue before they may join back in the lesson. With tensions running so high between the two they would not have asked each other to meet them at the corner so a big conflict is either when they are told by the teacher to go or if they have a case where they are being physical or verbally hurtful. Sometimes the big conflicts may not get resolved to the point where they have become great friends again they could just agree to disagree but as long as they come up with a solution. A solution such as, when they are participating in an activity they will stay on opposite sides of the gym, they won't tag each other or they won't be on the same team, etc.

I would use this in my future classes because it provides students with a safe and structured environment to learn and practice conflict resolution skills. That is why this artifact demonstrates Teacher Quality Standard number II. They can learn how to communicate effectively, negotiate, compromise, and find mutually acceptable solutions to conflicts. Instead of escalating conflicts that disrupt the learning environments, students can address their issues in the conflict corner. That is why Teacher Quality Standard III is also demonstrated in this artifact. The conflict corner offers a calm and supportive space where students can learn to manage their emotions constructively. This also promotes empathy and perspective, helping students develop a deeper understanding of others feelings and viewpoints. It builds positive social skills and strengthens their relationships. Overall, the conflict corner can contribute to a positive and inclusive learning environment, where students feel supported, respected, heard, and equipped with the skills to navigate conflicts effectively.

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Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

I have put this lesson in as one of my artifacts along with these pictures because it demonstrates Teacher Quality Standard I. That is because I demonstrated the ability to design and deliver lesson from multiple different content areas such as nutrition, skill related components of fitness, as well as various sports such as cup stacking, hockey, basketball, team building, volleying, dribbling and striking, jump rope, gymnastics, jump bands, catching and throwing. I also participated in teaching two dance lessons for four weeks working on those dances with each third and second grade classes to perform to the school, staff and families. I integrated relevant concepts from lessons that were given the lesson before so I made sure to cover the new lesson topic as well as revisiting the lesson before to review and make sure the students are taking in that information. During my lessons I made sure to outline and address the specific learning objectives and criteria. My instructional approach has been organized so the students take in those key concepts related to the content. Throughout every lesson I made sure to cater to the developmental needs and abilities of every student and building that positive and interactive classroom environment ensuring that every student is learning, active and trying their best. Teacher Quality Standard II is also demonstrated in these pictures and lesson plan because I made sure to always bring up the importance of safety and responsibility when using equipment and awareness of their personal space. Along with that for standard II I always made sure to create an inclusive environment for all students to have fun and learn at the same pace and ensuring that all students actively participate.

Overall, I feel that I have learned so much that I never thought I would have experienced or learned at my placement. This was the best place I could have ended up and the funny thing is this was neither of my options but I was placed here and I am so glad that I did. I have no negatives only positives and learning experiences. I had never cup stacked or thought I would cup stack in physical education ever. Yet, I did and I am so glad I got to experience learning, seeing and teaching this unit because it was one of my favorites. I loved the content, loved watching the students have fun cup stacking and learning in the process as well. Now I have knowledge on the area and I am so glad that I do. Another unit that was my favorite would be the nutrition unit. I hadn't had much experience teaching nutrition I only remember learning a few things about nutrition during one of my courses at metro. I had no idea that a nutrition unit in physical education could be as active as this unit at my placement was. Not only was it active it was fully engaging. All students had so much fun learning about the area. My last unit that I found so interesting would have to be the skill related components of fitness. One thing I have learned about this time would have to be that there is so much more to physical education than playing sports. I had no idea before coming to this experience that I would learn about more than just soccer, baseball, basketball, etc. I am so glad that I got to be apart of this experience and learn more about this job and even about myself. I am excited to take all that I now know to my own job, my own school, my own classes, and my own students.

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philosophy of education Interview Questions