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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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I recorded brief observations of each child during centers time on Thursday April 21st. I divided them into subgroups based on if they were playing together. 18 children were present in the classroom.

5 children were playing at the art center, creating drawings with markers, crayons, and colored pencils.

3 children were playing at the lego center building trains, planes, and buildings.

5 children were at table number 2 playing with play dough and all the tools with them.

2 children were playing in the loft with the animals and checkers.

3 children were playing in the kitchen with the fake food, putting it in and out of the oven.

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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. Calling the students to line up by what they are wearing.
2. Saying, "If you can hear me put your hand on your head, if you can hear me put your hand on your nose."
3. Calling the students to line up by what their first or last name starts with.

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33. Use transitions (from 32) regularly. 

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33. Use transitions (from 32) regularly. 

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I use these transitions almost everyday!

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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 was during my TWS and incorporates science, literacy, and social emotional into one lesson.

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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 have communicated to parents about various important topics on the App ProCare.

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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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During my TWS I added multiple books about Brachiosaurus to the library center. This created a meaningful connection between what we were learning about and the library center.

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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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This is my classroom management plan. One thing I have learned during my placement that has influenced my plan is the importance of strong meaningful relationships with all children. I have defiantly implemented this belief in my classrooms throughout student teaching.

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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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This game matched the number of dots in each square to the written number. We were practicing matching numbers without counting all the dots for numbers under 4.

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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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I played this math game with the students for two weeks, practicing fluency and counting. I was even observed during one of these lessons.

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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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Here is a picture of the note I wrote!

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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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Participated in Ersam's parent teacher conference.

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This newsletter contained important information regarding my advocacy project.

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

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

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I learned while it can be intimidating to engage families, it is important to the overall community of your classroom. I hope to create meaningful moments and ways parents can stay engaged in my future classroom. I will regularly send out weekly newsletters to update my families on the upcoming events and learning. I will also encourage families to get involved in the school community in whatever way they can.

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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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Here is an email I wrote to the parents of the class, discussing my Teacher Work Sample and what they could expect for the coming week. The email also hyperlinked the entire schedule and lesson plans for the week.

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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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In the mornings during morning circle we always count the friends. This promotes math fluency and is a way to get them to refocus before starting the morning meeting lesson.

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22. Practice using a that checklist/ anecdotal notes. 

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22. Practice using a that checklist/ anecdotal notes. 

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This is the anecdotal and checklist I used when taking my post-assessments for my TWS.

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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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Counting the friends is something we do everyday in my classroom!

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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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I have engaged with children in the maker space through materials such as popsicle sticks, cardboard roles, paper cups, and plastic spoons. I continue to ask what they are creating, why they are creating it, and what they want it to do.

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58. Participate in a research project targeted at teachers. 

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58. Participate in a research project targeted at teachers. 

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Participated in a research project with my Advocacy group.

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59. Collect data for a research project or develop your own teacher-research project. 

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59. Collect data for a research project or develop your own teacher-research project. 

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Collected data for my advocacy project, to find a baseline on children learning through play.

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62. Interview 3 pk/k teachers about classroom management approaches. Ask them the same 3 questions and write a brief report or record a video on what you learned about classroom management from the interviews. 

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62. Interview 3 pk/k teachers about classroom management approaches. Ask them the same 3 questions and write a brief report or record a video on what you learned about classroom management from the interviews. 

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Questions asked each teacher:
1. What classroom management strategies do you use in your classroom?
2. What is the hardest behavior to deal with in prekindergarten?
3. What is one tip you would give to a first year teacher developing their classroom management plan?

First teacher: Ms. Autumn
1. The jobs in the classroom to create responsibility for the friends. Creates an incentive, if you aren't behaving you may lose your job. Communicating with the parents and seeing what they do at home. Planning transitions, so they aren't wondering around and going crazy.
2. oppositional defiance disorder. Realized that it was mainly during transitions. It was rewarding to see how far ha
3. Don't shut yourself out from other teachers, seeing what they are doing. Collaborating and sharing resources with others who have more experience.

Second Teacher: Ms. Sarah
1. Reminding them off the schedule so they know what's going on. Opening communicating with kids at their developmentally appropriate level. Give them the run down of the day just like she would anyone else, giving them helpful reminders about the day. Taking to children about how their behaviors affect others. Always reminding children that the rules are in place to make them safe and to help them have the most successful day.
2. A child with ADHD and didn't take medicine for her ADHD. She was very disruptive and treating other students unkindly. She put her desk as close to her desk as possible. They continued redirect and help her throughout the day.
3. Level with the kids, tell them what you expect and develop  a mutual respect. When there is respect on both sides it will make managing the classroom easier.

Third Teacher: Ms. Emily
1. Use a lot of proactive strategies. Setting expectations with students at the begging of the year, making sure they are realistic. The set up and schedule of her classroom, having quiet and loud spaces and times.
2. Friends hurting other friends. Rough play is developmentally but learning those boundaries is difficult.
3. To be as proactive as positive to prevent behaviors from happening. Understanding in reaction to certain behaviors, all behaviors is communicative even though in that moment it may not feel like that.

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

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

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In my TWS I developed multiple lessons that differentiate instruction for different children.

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10. Implement the lesson plan (from item 9), documenting/ assessing child's progress and offering implications. 

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10. Implement the lesson plan (from item 9), documenting/ assessing child's progress and offering implications. 

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While teaching lessons with differentiated instruction throughout my TWS I was also able to document and assess how children were doing. Many children showed major growth in the learning goals presented for my TWS. Overall most children were able to grow in learning knowledge and characteristics about the Brachiosaurus.

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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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Through my Assessments Portfolios, I assessed two children on the social studies standard of having knowledge of self. Over the semester I conducted multiple student interviews that had a certain set of questions to assess them on the able they were able to understand and tell me things about themselves. Both students were able to tell me things about their family, what they do on the weekends, and their likes and dislikes.

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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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Looked at a small group lesson I taught with counting and connecting the numbers to the right number of dots. Reflected on ways I could make this lesson modified for a whole group. One example would be to get a large dice the children have to role in a circle. Then have numbers 1-10 written on flashcards. Each time the dice is rolled they would have to find the flashcard on the floor that shows how many dots are on that side of the dice.

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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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This semester I volunteered at the knock knock children's museum! I was able to gain valuable experience by working with this organization and helped children play and grow. I was also able to make other professional connections with educators in my field through this time spent at the museum.

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60. Participate in a book club related to professional readings (join one or start one with others). 

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60. Participate in a book club related to professional readings (join one or start one with others). 

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I participated in a book club with Nauras, where we would sent articles and research journals to each other in support of play.

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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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Went to Ms. Emily's classroom and observed two children for 10 minutes. The first child was playing with magnet blocks with a friend. The second child was drawing a rainbow using different colors she likes. The first child was smash and building with the magnet blocks, while also engaging and talking to his friends. They were also showing me what they had built and creating different trains, planes, engines. The second child worked calmly and quietly on her drawing adding many colors to her picture. They also wrote their name on the picture and wrote love with a heart on it. As the first child continued to play with the magnet tiles, the second child started to draw an ice cream cone and a house.

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