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

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

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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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3. Implement the lesson plan (from item 2), documenting/assessing child's progress and offering implications. 

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3. Implement the lesson plan (from item 2), documenting/assessing child's progress and offering implications. 

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After implementing the differentiation that I planned for the students who were not engaged during my observation. I noticed that moving these students to the front on the carpet or switching their seats with other students seems to help the students better pay attention, participate in group discussion, grasp more concepts from the lessons, and overall the classroom management was better.

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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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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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For this standard, I used verbal responses. When a student answers a hard question correctly or has a great response, I say "Good job _____" and the students echo what I say by saying "Good job ____". Then I say "we are proud of you" and the students echo and say "we are proud of you" (I say it as a jingle, from a cheer so it has little pep to it). Another thing I do when a student or students do something that makes me proud, I say "pat yourself on your back!". To promote thinking and learning, when I ask a question to the students before we have a think-pair-share or a class discussion, I say "now, let's grind those thinking gears and get that brain working", the students pretend to grind gears by their head.

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8. Do a lesson that incorporates 3 developmental domains. 

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8. Do a lesson that incorporates 3 developmental domains. 

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I chose a Wit and Wisdom lesson that I taught. This lesson including 3 developmental domains, because it required the students to think deeply (cognitive), it required the students to exchange conversation and view points and give feedback (social & emotional), and it included the retelling in writing of the stories (language arts).

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

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

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Reflection: Through creating and sending home this newsletter, I learned that not all parents are open to allowing a student teacher to work with their children. I still treated that child like he was always part of the team though. In the classroom, I used DOJO to communicate with the parents about various events and anything involving the projects I completed for school.

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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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16. Remind parents about an upcoming event.

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16. Remind parents about an upcoming event.

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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 used the class Dojo to communicate with parents!

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19. Engage in a reciprocal relationship with one family using a journal (discuss with mentor teacher). 

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19. Engage in a reciprocal relationship with one family using a journal (discuss with mentor teacher). 

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

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

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After researching different ways to include families in the classroom, I decided that allowing parents/grandparents for read-alouds to the class, would be a great way to include families in the classroom community. Although, this was never able to happen. It is something I would like to keep in mind for the future.

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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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I sat in on a Parent/Teacher Conference. From my observation of the conference, it went very well. Both parents attended the conference and were very hands on and seemed to be involved in their child's learning and education. They asked for resources or tips from the teacher for homework assignments and various things they could work on at home with the student to prepare him for class. The main topic of the conference was the student's behavior. They conversed about how it mainly certain days when his behavior is a concern, and the parents assured my mentor teacher that they were working on correcting the behavior at home.

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

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

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I completed 3 DRA's on multiple children. Displayed is an example of one of the three DRA's I completed.

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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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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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Anecdotal notes --> Ancillary

M:
-engaged in group work.
-good teamwork and verbal skills.
-"Look Ms. Hays, I made a square! It's staying!"

L:
-"Solve your problem."
-(To another student) "How do you solve your problem, K?"
-engaged in group work, works well with students in group work.
-verbal communication skills are demonstrated well.

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24. Develop an assessment partnership with another professional to inform your instruction.

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24. Develop an assessment partnership with another professional to inform your instruction.

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*See checklist for signature of proof.*

Before the completion of our TWS and our full week of teacher, we sat down with the associate teachers from both 1st Grade classrooms and collaborated together to create the pre and post assessments for our TWS.

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26. Complete a behavior assessment (ABC - from Dr. DiCarlo's class).

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26. Complete a behavior assessment (ABC - from Dr. DiCarlo's class).

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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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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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1. T: Chicka, chicka
S: Boom! Boom!
2. T: Shark-bait
S: Ooh ha ha
3. "Show me a line, (clap, clap)
show me a line, (clap, clap)
show me a line, that will be fine
show me a line (clap, clap)"

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33. Use the transitions (from item 32) regularly.

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33. Use the transitions (from item 32) regularly.

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*See checklist for proof of completion.*

I used these three transitions throughout my teaching frequently. I used the 'Show Me a Line' transition before lining up for lunch every day.

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

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

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I reinforced the teacher's use of "warm fuzzies" every time the class did something good, or received a compliment from another teacher or ancillary teacher. In addition to her system, I used pencils to reward the students who had 4 or less marks throughout the entire week. I also reward the students who made 100's on their AR test with a bookmark.

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

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

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*See the checklist for proof of completion*

I used this system during my full week of teaching and especially during my full days of teaching.

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

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

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I believe that the warm fuzzy system worked better when the class was rewarded for more than just compliments or being quiet during a lesson. In my honest opinion, I saw that the students were not receiving the praise they deserved, therefore I began to reward them more often during my teaching. As for the pencils for a reward as good behavior or 4 or less marks for the week, I initially planned to give them for no marks during the week but I quickly realized that would not work out so I had to adjust my requirements. As for the bookmarks for the AR test, I did observe that more students were eager to read using the bookmarks I gave them.

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

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

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For the math game I created a game including 10 counting cubes, a dry erase marker, and a dry erase board. I created this math game to help students to practice making a ten. I used this game as a fluency enhancing strategy. The students were given various times to complete the making the ten strategy and write it on their board.

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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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39. Create activities for morning routines (problem of the day, daily questions, check-in boards)

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39. Create activities for morning routines (problem of the day, daily questions, check-in boards)

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For morning routines, I added a sing-in board/list for the students to start practicing writing their first and last names

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

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

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*See checklist for proof*

I used these sign in sheets for each morning, the students seemed to enjoy it too! If every student signed in before we started checking morning work, the class would get a warm fuzzy. It was a good opportunity to reward them for taking care of their morning responsibilities.

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41. Create a fun shared reading lesson (characters act out story, props, etc.)

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41. Create a fun shared reading lesson (characters act out story, props, etc.)

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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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For the shared reading lesson, we used the story stones to retell the fable "The Hare and the Tortoise". Here is a picture of the students who retold the fable!

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For the take home backpack, I included a Pete the Cat book, a Pete the Cat stuffed animal for the student to practice reading to, and a composition notebook for the student to write about what they read.

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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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On this page the students were to illustrate their pumpkin seed packet, then they were to write a story using the time order words to tell about the seed packet and the pumpkin. With the reading curriculum, it requires the students to retell many stories. Therefore, we decided it would be best if this sheet was put into the work on writing center bin for the students to practice and improve their writing and retelling skills along with their illustration skills.

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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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I decided to make a poem for punctuation.

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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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*See checklist for proof*

I used the poem during one of my Wit and Wisdom lessons where we talked about punctuation. I often revisited the poem in several other lesson, to test and remind the students of the importance of using periods.

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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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I took this math lesson and made it small group because I observed that the students better understood the material when worked with in a small group setting. This was especially easy to do, since we had 3 teachers in the classroom. I was able to plan for 3 groups to be worked with at one time.

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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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We worked with Mrs. Hand to to help the students complete their arcade game for the Cardboard Challenge.

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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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During the first week of August, I attended the professional development days that the school had planned for the teachers. We attended school-wide meetings and grade-level meetings.

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54. Share what you learned (from item 53) with someone in cohort or placement. 

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54. Share what you learned (from item 53) with someone in cohort or placement. 

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The other 1st grade student teacher, Jessica and I, sat down to talk about what we had learned not only during that first week of August but as well as other grade-level meetings we attended. We talked about how we learned to communicate with other professionals in a professional manner by observing the interactions of the teachers with other teachers and the administration. We also learned the proper way to communicate with parents, what to do and what to avoid.

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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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I used the knowledge I gained about communicating with parents other professionals in my work. I made sure that when I sent a message to a parent or parents, that I had another professional (my mentor teacher or the associate teacher) before I sent it. Collaborating with other professionals really helped to build my communication skills and planning skills.

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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 am member of the AEYC of LSU.

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57. Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholars/CxC.

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57. Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholars/CxC.

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I am a member of the National Science Teachers Association.

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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 learn about classroom management during 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 learn about classroom management during the interviews. 

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We conducted an interview among two 1st grade teachers and two kindergarten teachers. The interviews were conducted by myself, and Jessica Holman.

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

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-Student teaching: answering common questions.
-What I wish I knew when I was a sophomore.
-What I wish I knew as a junior in PK3.
-What I wish I knew as a fall senior in PK3.
-What I learned/gained from being involved in the clubs.

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Standard 1

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Standards 2 & 3