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EXTRA: attended EBR recruiting event

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59: Collect data for a research project
I participated in collecting data for my advocacy project based on hand washing

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58. Participate in a research project target at teachers
I participated in Dr. B's research project about scientists

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46. Update an existing center in a meaningful way

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42. Use the shared reading lesson in your teaching
See picture 41

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41. Create a fun shared reading lesson-- characters to act out and props

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Every day, the students are expected to sit quietly and be active participants during morning meeting and calendar Time. As a reward, the student who is the most attentive is allowed to come up and write part of the morning message beside me.

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I use all transitions daily

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55. Implement something you learned (from item 52) in your teaching/work

Positive reenforcement-- I have experienced the positive affects of positive reinforcement with a stubborn child. He did not seem to react to subtracting dojo points but did better when praised for little acts.

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54. Share what you learned (from item 52) with someone in cohort or placement school
I shared what I learned from the PD with Frances Thompson. She was unable to attend the PD's due to interviews.

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52. Develop a classroom management plan and implement a piece of it during your teaching

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63. Make a video to be shown to future PK-3 students giving them advice
https://www.dropbox.com/s/og3jwmolvxekv1w/%2363%20Dear%20Future%20PK3.mov?dl=0

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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 learned about classroom management from the interviews
https://www.dropbox.com/s/bzsklv6xg7za3ew/%2362%20Teacher%20Interview%20%20.mov?dl=0
Questions asked to Ms. Whitley, Ms. Boren, and Ms. Nyguen
1. What is one way that you help the students develop independence in the classroom?
2. What kind of reward system or way to reenforce positive behavior do you find works best?
3. How do you handle misbehavior during a whole group activity without disrupting the whole lesson?

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57. Actively participate with a professional organization other than KDE/AEYC/DISTINGUISHED SCHOLARS

I am a member of APel. I have attended several meetings and the most recent was on writing a grant proposal.

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56. Actively participate with a professional organization

I am one of the two Social Coordinators, along with Frances Thompson, for AEYC

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47. Create a new learning center

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

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39. Create activities for morning routines
I created the question of the day to do every day during morning meeting.

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38. Use the math game from your teaching
I used this during the composing/decomposing unit. It was left out for the kids to play with a partner for the module 5. (see 37 picture)

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37. Create a math game based on a specific skill
I created a math game. The unit was on place value. Students practiced creating parts to complete a number sentence. They will decomposing the numbers 1-9 into two parts, adding on the correct number of hairs to the bald man.

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36. Reflect on the reward system discussing effectiveness, changes, and alignment with your management philosophy
As I said in example 35, this reward system was fairly effective.  If I saw that they were too chatty or wiggly, I would remind them of the reward and they would all regain attention and become active participants in the lesson. I did not always work but 3/5 days it would.
Before teaching, I would never have thought of this idea. But I have seen a very big increase in involvement in the kids when I, or one of the other kids, mentions that they get to write the message. If they are being wild, I will politely remind them that they could have a chance to come to the front if they fix their behavior and 9/10 times there is a change.

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35. Use the system (from 34) in your teaching
This reward system worked fairly well. The students pay attention because they want to come up and do the morning message. If I saw that they were too chatty or wiggly, I would remind them of the reward and they would all regain attention and become active participants in the lesson.

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32. Create 3 transitions
1) T: 1, 2, 3 eyes on me
S: 1, 2, eyes on you
2) T: Criss cross apple sauce, hands in your lap, eyes on the teacher and just like that
3) Every morning, a "good morning" song is played to indicate the transition between morning centers and morning meeting

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27. Create a rubric to assess content in science or social studies

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25. Participate in a school level/building level IEP
I attended an IEP meeting on Tuesday March 6, 2018 for E.S.

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23. Go to an ancillary class and take anecdotal notes on two children

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21. Complete 3 running records

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16. Remind parents about an upcoming event

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15. Make a community connection and bring it into the classroom
We dressed as doctors in order to make an emphasis on why it is so important to wash hands.

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

March 9, 2018
I have learned so much after creating a newsletter.I have realized that without it, the parents would not know when tests are, spelling words, or any other general announcements. One of the most common things I heard during parent/teacher conferences was, "the math is so hard! We did not learn math like this". The newsletter I created provided an example problem for the math lessons throughout the week. The application problem throughout the week is usually the same type of problem so it allows the parents to see a visual example. I also posted the newsletter on Class Dojo because some parents do not consistently check their child's folder or the note can get lost. I have learned over the course of the semester how important it is to use paper and technology to get information to parents. All 17 of our parents are on Class Dojo and very actively check it. Therefore, posting the newsletter on Dojo usually has greater results with our parents. As a teacher, I will make sure I have important dates clearly posted on weekly newsletters in addition to difficult problems they may need in order to help their child on their homework. I think having a weekly newsletter is a fantastic idea to make sure the teacher and parents are always on the same page.

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12. Create a newsletter

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8. Do a lesson that incorporated 3 developmental domains
This lesson incorporated the students cognitive, social, and emotional domains.

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10. Implement the lesson plan (from item 9), documenting and assessing child's progress and offering implications.
3/5/18
JG was able to accurately complete the journal about plants in a small group activity. He does not learn as well in whole group because he gets distracted easily. However, he was able to accurately identify the parts of the plant  and use them in his writing with prompting and support.
ES  was still not able to fully grasp the concept. She had a case of the "wandering eyes" and once he saw what JG was doing, she was able to complete the writing but struggled to do it all herself. She could verbally tell me that the sentences she wanted to say but could not write it herself or form the letters. I documented all of this on the problem set and will make sure to review with him more tomorrow during morning work.

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

After creating an alternative type of guided reading for the four boys, I took observations and anecdotal notes on them two different occasions in order to document their progress.

Wednesday March 7: Today, the boys began a new book. The book was a level F. Easton did not seem to have any trouble however it took Jackson twice as long to finish the book. There hadn't big this big of a difference before. I decided that in the future I would possibly need to pick a slightly shorter book in order for them to have time to work on their centers, after guided reading. I also saw that Marek and a more difficult time connecting the more difficult reading book to an outside connection. The book was about exploring a cave and Easton was able to relate it to the book Going On A Bear Hunt that his mother often reads to him before bed.

Wednesday, March 14: Today, we began a shorter less complex book during reading small groups and it went much better than before. The book was the same level but I tried to pick a book all boys would enjoy equally. It was all about Space. Today was the first day the boys really were able to have a conversation without me facilitating. They started telling their thoughts and one idea led to another and about 4 minutes later they ended the discussion. They all talked about the sequence of events (this is the main idea of the week) with no assistance from me.

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53. Attend professional development activities

I attended weekly PD meetings. These artifacts were from April 25 and April 18.

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31. Create a visual bulletin board

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28. Use 3 assessment strategies other than work sample, anecdotal notes, video/audio

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22. Practice using a math checklist/anecdotal notes

While students complete their problem set independently, I walk around to informally assess and gather information in order to make small groups.

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14. Attend/participate in community event

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20. Participate in parent-teacher conferences
I attended a conference for MD regarding his possibility of being on the spectrum. His mother and grandmother came into our classroom.

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2. Use the observations (from item 1) to generate a lesson plan for differentiation/instruction

I created an alternative Guided Reading lesson plan different than the general lesson. They do not need to participate in Guided Reading how the other small groups do. They participate in a book-club instead of reading aloud to me. After reading independently, I guide comprehension questions such as, "tell me about the characters" "what are some inside traits you saw?" "do you see any connections to other literature or your own life?"

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1. Write a brief observation of each child (can be subgroup of each child)
Jackson, Griffin, Marek, and Easton are in the top reading group of the class. They are reading at a end-of-second-grade reading level. I have observed all of the boys making connections to other books and life skills, without being prompted. The boys are able to lead a discussion without much teacher involvement. Mostly the tend to follow Easton's lead but if asked directly, they can give an intelligent answer.

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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.

I created a 'question of the day' during morning meeting time. The student who is sitting in an actively listening position the whole meeting time is allowed to answer. Questions range from funny questions to deeper questions such as "how can you help a friend if they're struggling today?" or "why is it so important to use our manners?".