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In the classroom I been able to practice and accomplish a variety of teacher activities. One instance in which I was able to practice was with creating model keys for the students. Often in my placement my SBE will assign me to take student worksheets and create a key in order to check student accuracy and to have a template in order to model student work. This has helped me to touch on several skills as a teacher. One of which s to understand what students need to do in order to be successful, going through all the necessary steps that they would go through in order to understand how the learning will take place. Another thing skill that this touches on is seeing what extra resources the students could use that would enhance their learning. practicing this teacher activity has helped me to think like a teacher and incorporate necessary skills.

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Another teacher activity that I have been able to practice is teaching a single unit. While in our placements we are tasked with teaching a single lesson my SBE has entrusted me with helping to teach an entire unit of my 7th grade section of my placement. In the class my SBE will defer to me to teach the 7th grade history lessons, the focus in which is colonial  history of the Americas. This has taken the lesson planning skills that were necessary during my single lesson and expanded them. While as before I needed to be successful one time, I now need to be able to come to my placement and replicate my work to be successful. In doing this I have found that I am touching on the reflection section of the instructional cycle as I am able to reflect daily as on what works and what does not work teaching.

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Another connection I made to class content was the in class discussion about appropriate, and inappropriate teacher and student touching. In this class we discussed how in certain situations, and grades specific touching like hugs, pats on the backs, or handshakes would be appropriate or not appropriate. For example younger grades hugging is more appropriate then it would for older grades. It was decided upon by the class that a side hug or handshake is the best option for most students. In my placement I was able to see how my SBE approached a similar situation. When approached for a hug my SBE deferred to a side hug rather then a traditional hug, showing a positive example of how student and teacher touching should be conducted for the student (who often asks for hugs), and their age appropriateness.

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One thing that I feel I can work on is with constructive criticism when disciplining or commenting on student work. Often students i my my class get in trouble for having poor quality work that needs to be corrected. An issue I've had is explaining to them that it is not sufficient while also pointing out where the work was good. As a teacher I feel a student needs to be lifted up so that they are motivated, while also understanding that better work is needed. Having an eye for the small details of what the students did right in order to give a positive and a negative is a skill that I need to incorporate in order to give good constructive criticism.

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Another thing that I can work on in the classroom is passing times. When going from specials such as gym, art, or music the students are often looking for friends to talk to or walk in the opposite direction to avoid going back to the classroom. One thing I've noticed is that I do not have a great way to keep them going so that they are not late to class, trying to balance time for them to interact with peers while getting to class has been a challenge for me and likewise something that I need to talk with my SBE about in order to ensure both class time and student interaction are kept in mind.

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What attributes make a great teacher? What things do all great teachers have in common?

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One final connection I was able to make through my placement was to the class content of Readiness. In the online class period we learned about how readiness, this is what the students bring to the class in the form of content knowledge and skills from previous learning. This  is an important factor in deciding as a teacher what needs to be re-taught in order for students to have a base for their learning. In my placement this knowledge is evident as in math class the students often come with a lack of readiness for the grade appropriate tasks they must complete. Skills like order of operations, and negatives vs. positives was not taken away from previous learning and thus has caused my SBE to have to reteach many of these skills in order for the students to be able to complete algebraic equations.

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A third thing that I was able to accomplish in my placement was professional collaboration with my SBE. In my Educational Technology class we were tasked with interviewing our SBE about their use of tech in their classrooms. Through this interview were able to create a technology plan that outlined what tech was best for her instructional use, the students, and what tech she and I felt she lacked that would e beneficial. From this I was able to take away that the most beneficial tech is that of modeling type tech such as doc cameras and projectors, while a smart board is needed to improve her teaching using tech. Through this interview I was able to give feedback as well as reflective advice in order to collaborate with my SBE to improve the class.

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Finally, the last thing I was able to practice while at my placement is interacting with standards when helping construct student lessons. As previously stated in the 2nd #4 reflection, I have been given the opportunity to help teach a unit. With the teaching of the lessons comes the alignment with school and state standards necessary for student learning. For these lesson my teacher will often receive the standards that must be touched upon through an activity or learning experiences. As the teachers me and my SBE must use these standards to create the lessons, using them to dictate what materials to use, what points to emphasis, and overall dictate how the lesson will look. An example of this practice was when we were given a standard that involved the use of visual sources, such as a map. To met this standard we decided that the use of a map, as well as a mini-lesson about how to read a map would be the most beneficial in order to meet the standard for student learning. By interacting with standards more frequently I have been able to connect the various steps of the instructional cycle.

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During my time in the classroom I was able to make several connections to class content. The first connection I made was to the class content of interest. When completing the online class we learned about how interest can effect student motivation levels with more interesting topics leading to increased motivation. In my placement this idea is clearly evident. Thee students in the 8th grade portion of my class are not interested in math leading to decreased motivation and a lack of effort, however a majority are interested in history leading to increased motivation and positive effort. Seeing this in the class reaffirmed the class content, and showed the importance of having interesting and engaging topics in order to ensure students are motivated to complete their work.