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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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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. "I like to move it move it, I like to move it move it, I like to move it move it, I like to move it!" (Sing this three times when moving from morning work to the carpet to start the day)
2. "Tootsie Roll, Lollipop, we were talking now lets stop." (Attention Getter - We say this in between partner talk to move to the next thing)
3. "Ready, Set, Let's work!" (Students say this when transitioning from table work into center time.)

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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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2. Use the observation to generate a lesson plan that differentiates instruction. 

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2. Use the observation to generate a lesson plan that differentiates instruction. 

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See Differentiation

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

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

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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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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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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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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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Place value and representations or forms of numbers

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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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Students used this game during math centers

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39. Create activities for morning routines. 

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39. Create activities for morning routines. 

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Question of the day! I ask my students a question every morning about something in their life. During Morning meeting everyone gets to share their answers.

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

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

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15. Make a community connection and bring it into the classroom. 

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15. Make a community connection and bring it into the classroom. 

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2018 cardboard challenge - Invitation to Participate - final (1)

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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 app like Remind 101

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17. Communicate with parents using a technology app like Remind 101

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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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20. Participate in Parent Teacher Conference

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20. Participate in Parent Teacher Conference

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Here is a picture of two students practicing their reader's theatre scripts before performing.

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At the professional development we learned about implementing small group math centers in our classrooms. Many teachers around the school were having trouble with this so the principal decided that this would be a good use of development time.

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54. Implement something you learned (from 53) in teaching

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54. Implement something you learned (from 53) in teaching

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Because the development focused on small group math, my teacher and I came up with the idea to create a group of rotating groups within the two groups we already pull. For instance, if we were working on Eureka with yellow group, the green group would have three rotations of the other three centers pictured.

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55. Share what you learned from (53) w/ someone in cohort

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55. Share what you learned from (53) w/ someone in cohort

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56. Actively participate in a professional organization 

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56. Actively participate in a professional organization 

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Here is an email from Dr. Dicarlo saying that I am currently the president of the Student AEYC at LSU.

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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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57. Actively participate in a professional organization other than (LSU generals) 

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57. Actively participate in a professional organization other than (LSU generals) 

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Students are to sort the words with the correct ending

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44. Use the pocket chart activity (from item 43) in your teaching

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44. Use the pocket chart activity (from item 43) in your teaching

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Students used this activity in the word work station during center time

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5. Complete an eco-map for a child (other than portfolio child) 

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5. Complete an eco-map for a child (other than portfolio child) 

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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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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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I updated the fluency center. The fluency center just used to have passages that the students had never seen before and meant nothing to them. I noticed students not reading during that center. So, I updates the center by adding passages from their reading lessons. I also added their reader's theatre scripts for them to work on with peers in that center.

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Before

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After

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46. Update an existing center in a meaningful way based on contextual factors and learning objectives. 

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46. Update an existing center in a meaningful way based on contextual factors and learning objectives. 

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Before, the reading center was a mess. Students would either go to the reading center and not read or would just skim over books and keep getting new books without actually reading. So, I decided to update the center to make students accountable. One of the learning objectives is to be able to retell stories. So, I added folders that have a reading contract as well as different activities for students to be able to retell stories and point out key details in a text. (The attached file includes images of this)

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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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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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22. Practice Using a math checklist or anecdotal notes

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22. Practice Using a math checklist or anecdotal notes

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23. Ancillary Class Observations on 2 Students

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23. Ancillary Class Observations on 2 Students

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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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28. Create 3 assessment strategies other than work sample, anecdotal records, video/audio (see portfolio rubric) 

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28. Create 3 assessment strategies other than work sample, anecdotal records, video/audio (see portfolio rubric) 

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1. Child Interview

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2. Sketch

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3. Checklist

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29. Use the new strategies (from item 28) for assessment in your TWS

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29. Use the new strategies (from item 28) for assessment in your TWS

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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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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 from 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 from the interviews

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63. Make a video to be shown to future PK-3 students giving them advice 

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63. Make a video to be shown to future PK-3 students giving them advice 

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Video Link: https://youtu.be/vpaCkTbpifA

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1. Completed TWS Checklist

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2. Completed TWS Child Interview

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3. Completed TWS Sketch

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6. Do eco maps with a few children from their perspective and compare it to the teacher's perspective

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6. Do eco maps with a few children from their perspective and compare it to the teacher's perspective

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Purple is the Student's perspective
Blue is the Teacher's perspective

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Implemented piece of management plan (Whole Class rewards)