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53. Attend professional development activities.

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53. Attend professional development activities.

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One of the activities that I attended was put on by A+PEL. They provided a panel of experienced teachers and they allowed us to ask questions about our field. This was helpful to hear more suggestions on issues we had seen in the classroom and get other people's perspectives who have been doing this for a long time.

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

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

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I shared with Caroline some of the answers/ideas that were shared during the question and answer session.

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55. Implement something you learned in your teaching. 

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55. Implement something you learned in your teaching. 

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One teacher had suggested giving the class scheduled breaks to decrease behavior issues and keep the kids focused.

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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 a member of AEYC and A+PEL.

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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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57. Actively participate with a professional organization outside of school. 

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57. Actively participate with a professional organization outside of school. 

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I am a member of the Up21 Foundation. It focuses on providing opportunities to children who have Down Syndrome. I have volunteered/worked many events that this organization has put on.

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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 observed two students during P.E.

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

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

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Reading groups.

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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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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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This learning center is St. Patty's day themed and it focuses on fine motor skills and number recognition. The students look at the number and attach the correct number clothes pins to the paper.

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Agreed to participate in a science research project.

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16. Remind parents about an important upcoming event. 

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16. Remind parents about an important upcoming event. 

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We use Dojo to communicate with parents. I sent all the parents a message reminding them about our upcoming field trip.

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2. Use the observations to generate a lesson plan for differentiation/instruction.

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2. Use the observations to generate a lesson plan for differentiation/instruction.

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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 Dojo.

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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 involving one of our students who has an IEP. The meeting was set put because the student has a "promotion in jeopardy" tag on his most recent report card. The mother was concerned and wanted advice on what to do next. The student is going to be retested soon for his disabilities. He is currently in an inclusion classroom, but next year will most likely be moved to a self-contained classroom. Right now, he gets pulled out of the classroom 3 times a day by different specialists.

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3. Implement the lesson plan, documenting/assessing child's progress and offering implications.

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3. Implement the lesson plan, documenting/assessing child's progress and offering implications.

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Each subgroup of students are on different levels with decording words. I created word family flip books to practice with each child before reading with them. Depending on their level, that determined what flip book he/she got.

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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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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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This lesson plan included ELA, Science, and Cognitive developmental domains.

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9. Develop a lesson plan that differentiates learning for 1-2 students based on where the child is developmentally.

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9. Develop a lesson plan that differentiates learning for 1-2 students based on where the child is developmentally.

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

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

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

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

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I created a "bell ringer" and it is a student who is using their best thinking and they get to come ring the bell during instruction.

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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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We pick a "bell ringer" at the end of each day and the receive a prize.

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36. Reflect on the reward system discussing effectiveness, changes, and alignment with your management. 

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36. Reflect on the reward system discussing effectiveness, changes, and alignment with your management. 

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The "bell ringer" became a very effective tool because the students knew at the end of the day, one student would be recognized for doing a great job that day. It was in alignment with my managment because it allowed me to focus on the right behvaior and praise that instead of spending a lot of time correctly the wrong behvaior. For example, all I would have to say is, "I'm looking for students who are working hard to be the bell ringer." or "_______ looks like they are working hard to be the bell ringer today."

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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 simple tens and ones game to review place value. I would write the number on the board and students would draw it out using tens and ones. Each student was given a chance to come up to the board and draw.

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38. Use the math game during the teaching. 

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38. Use the math game during the teaching. 

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I would use this game as a time filler or math review whenever we had some extra time. The students really enjoyed it. Sometimes we would turn it into a point system and the winning team would receive a prize.

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39. Create activities for morning routines. 

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39. Create activities for morning routines. 

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I quickly took over doing morning meeting/calendar every morning. I incorporated cvc word practice or journal question each morning.

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40. Use the activities from #39 in your teaching. 

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40. Use the activities from #39 in your teaching. 

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I did morning meeting/calendar every morning.

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I created a poster that had a money song/poem written on it.

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Whenever we would do an activity using money, we would bring out this poster and sing it together as review. Whenever students have a questions about what coin is which, we sing the song to help them remember.

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

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

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This lesson was a whole group lesson about subtraction. After I taught it whole group I thought about how pulling them in small groups to complete the same activity could be beneficial to the ones struggling. It also game me a chance to challenge the ones who already understood.

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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 created the idea of letting our students have a "calm down zone" in the classroom if they ever got worked up for whatever reason. They would go into that area, calm down, and returned to the rest of the class whenever they got themselves together again.