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This is a visual bulletin board in the classroom that displays student work.  I created a fun border and a catchy title that described their work. I utilized the space on the board to fit everyone's, and I placed those that didn't finish in the allotted time towards the bottom.

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I created 3 transitions to try out in the classroom and see their effectiveness. The first is a bell. I say aloud "1, 2, 3 everybody" *ring bell* and they say "freeze" as I ring the bell. This is to be used when students are at ELA or math centers and I want to inform them that we've reached the end of their center time. The second transition is a fun way for students to go from the rug back to their seats. It is a 6 sided die made from styrofoam that has an action on each side. For example, I could roll "peck like a chicken" and students would peck like a chicken as they walked from the carpet to their seats. The third transition is to be used when students have reached an uncomfortable noise level and need to be quieted down. I say, "hey hey!", students respond "what do I say?" and then they move their fingers across their lips like they are zipping them, reminding them that it is too noisy.

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1. I attended an event put on for new teachers.  There were many resources that were helpful to me as I enter the teaching profession next summer.  Booths included resume boosters, English as second language certifications, new library technologies, information about first year mentorship programs, etc.
2. I am a part of A+PEL and attended a seminar they had discussing grant proposals.

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The transition I found to be the most helpful in the daily schedule was the bell. It is used during every center time to either transition from round 1 to round 2 or go from centers back to their seats. Students recognize the sign of the bell as a means to stop what they are doing. When they are frozen from the bell I am able to tell them what to do next. Often times I will ring the bell a second time and that indicates it is time to clean up.

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In addition to my mentor teachers reward system, I decided to create "table stars". This would give the children an opportunity to work together as a group and have some friendly competition with their other table groups. In the next items you will see how this looked and was implemented.

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I shared some information I received from the grant proposal speaker via an email to some classmates.

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After 3 weeks of implementing this system, these are the amount of stars each table and collaborative group received.

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Reflection of the implementation of reward system: table stars

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This is a newsletter I sent home to parents the week of October 2. It includes the overview of learning topics for the week, reminders, Star Student info, and tests/homework for the week.

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Brief observation of each child

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handwritten note to parent

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Active member of AEYC and Distinguished Scholars.

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Active member of A+PEL

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To reflect on creating the above newsletter, I would say it was successful. While there was no spot for parents to sign that they acknowledged the newsletter, I do feel this was helpful to parents. The day after this was sent home, the majority of the class brought their permission slips for the field trip, and majority of the students were sporting their jeans on Thursday. I even spoke to a mother that had lunch with their child that week and she told me she would like that every week. I feel that a weekly letter that contains the most important aspects of the week is something I will implement in my future classroom. It can be hard enough for parents to check their child's binder every day or sign their conduct, and on top of that they are constantly getting single slips of paper to remind them of various events or assignments. With a weekly newsletter, they have one sheet of paper they could put on the fridge for the week and refer back to.

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I attended an event in the community for new teachers. It was held at the Instructional Resource Center on South Foster Rd. and included many resources helpful to my future as a teacher in East Baton Rouge Parish.

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Megan Daley and I created a PowerPoint for Mayfair's veterans assembly. Teachers and students emailed us photos and information about their loved ones that had served. The PowerPoint was presented for the school.

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Eco map

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Math game: students first roll the die to decide whether to choose an addition or subtraction problem.  Each side of the die has a word that correlates to either addition or subtraction (total, altogether, take away, minus, difference, sum) and students must decide.  Then, they pick from the correlating group of laminated word problems and work it out using the tens frames and dry erase markers.

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I implemented my math activity into one of the math center buckets. Usually, centers involve worksheets and math manipulatives. The students enjoyed this addition to centers because they were each able to take a turn rolling a die. Also, they enjoyed the change of pace from pencil and paper worksheets. They were each able to solve their own problem using dry erase markers on the laminated cards.

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There is often not enough time in the day to do everything you want. The class morning routine is jam packed with work, calendar, math journal all in a 30 minute window. Because of this, I wanted to create an easy and fun way for students to enter the classroom and participate in something they would enjoy. I implemented a morning question every day that could also be used in the math unit of graphing. The questions involve children's favorite things, and they make their tally first thing in the morning.

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This is an example of the morning question.  It asks students about their favorite things, for example this day asked what the students favorite color was.  This is something the children can do in one second as they enter in the morning before they even unpack. The tally chart is then integrated into their math unit later on in the daily schedule.

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I found these cute masks at the store and decided to purchase them for an interactive reading of Goldilocks and the Three Bears. I laminated them and hot glued them to large popsicle sticks so students could use them while reading.

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I used the above masks during a shared reading lesson with a small group of four. The children were so excited to switch it up from their usual around the teacher table reading. Other students got distracted by the masks and wanted to have a turn so I made sure at some point during the week all of the students had a chance to use the masks and act out the play. It was enjoyable to see the children embody their character. I believe the masks added confidence to their reading and they had much more fun with it than they do just sitting and reading from their reader at a desk.

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This is a reminder sent home to parents about a series of plays the children were putting on called "Reader's Theatre".

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This is a math checklist to see if students understand and implement the steps taught to solve a word problem. Specifically, this is related to problems they complete in their math journal daily.

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These are anecdotal notes of two very different children in their French ancillary. One student is very eager to learn, loves school, and always does as she's asked. The other student has ADHD and is triggered when it comes to French class.

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Megan Daley and I spent hours planning our TWS together, both during breaks in the daily schedule at Mayfair and outside of school. We collaborated our lessons and assessments so that we would be teaching the same thing across all 52 first graders. Not only did we work with each other, but also fostered a relationship with the associate teachers as we were taking over their Science lessons. We discussed with them our ideas and allowed them to give us constructive feedback and voice any concerns they had. For the most part, they let us take the reigns and create our lessons as we saw fit and implement assessments based on the learning goals we chose to target.

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Behavior assessment of 3 instances of a child in the class drawing attention to himself through inappropriate crying/behavior.

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This is a rubric I used during my TWS and throughout that unit as a whole to determine what students grasped.

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I made this pocket chart activity to go along with the math unit of graphing. This was a question of the day I had written in the morning to tie into the math lesson.

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After tallying on the board in the morning, we transferred the data into a class bar graph. Each student got to come up when the color they voted for was called and place a strip of paper under the correlating column.

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I sat in on a parent/teacher conference for a student who had severe ADHD.  I participated by sharing the behaviors I saw by him and informed the mother that she had a very bright child but he couldn't help his behaviors that were hindering him from doing his best work.

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Megan Daley and I formed a book club together after her mentor teacher recommended a book that we should read and would find useful in our future classroom. The book was titled "Spaces and Places" by Debbie Diller

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Below is a reflection on the information I gained from my professional reading.

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While this is not an item on the checklist, I believe it is important to share that I have fostered relationships with parents in ways other than those stated on the checklist. For example, very early on in the year I ran into a student's mother at The Loft.  This was very informal, but she had recognized me and asked if I was a teacher at Mayfair.  I said that I was a student teacher in her son's class and we got to talking and I made it a point to tell her of my fondness for her son already. Just this small interaction carried on through the present as we now converse every class event or field trip.

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Sending an introduction letter at the beginning of the school year to let parents know you'll be in their students classroom is expected. But, I think it is easy to neglect a goodbye letter to parents. I sent a letter home the Monday of my last week letting parents know that I thank them for allowing me to teach and learn from their children. I wanted to leave a positive footprint behind as I left both my students and their parents.

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I gave a couple of children an eco map template and my instructions were: "I want you to write the names of your family members, that is the closest relationship and effect on your life. Everything around the circle are things that also effect your life in an important way." Both students thought literally about what they would need to survive, as well as aspects of their life that they experience often such as church and school. I believe these two students did a good job explaining their ecosystem. However, this was different to the ecomap I did of a student because it did not include their background of income and parents jobs/ethnicities.

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Through my assessment portfolio I documented various assessments.  Aside from work samples, anecdotal records, and videos, I included teacher interviews, child interviews and pictures.  The link to my portfolio is here: https://docs.google.com/presentation/d/1_uWvmyovHwuHQRyAbQIz_N4ZRXY_eA7EnOY8XyIpfZA/edit?usp=sharing

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My reward system, table stars, was implemented as a way for classmates to collaborate and work together. The table as a whole is rewarded if every one is on task or has a zero level voice. With the implementation of this system, students spent more time talking to one another and helping each other stay on task.

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For the graphing unit in math, I decided to take away the computer center because students just play games and don't really get any educational purpose out of it. Instead, I rolled out the pocket chart with questions and students could graph their favorite things using laminated picture cards. I believe this hands-on center helped many students grasp and have more fun learning about bar graphs.

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Producer/consumer song that went with a Science lesson.

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I used the producers and consumers song in my teaching the week of my TWS. We sung it together as a class off of my anchor chart, and then I gave them each their own printed out copy to keep in the Science section of their binders.

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I have attended and participated in grade level meetings with Mayfair's principal as well as the Kindergarten and 1st grade teachers.

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For part of my TWS, I created a lesson that included aspects that touched on multiple developmental domains. First, linguistically through a story on food chains that was teacher read and then discussed the sequence of events verbally as a class. There was then an activity where students sorted a specific food chain into the correct producer and consumer order. This activity challenged the students cognitive development. Last, students were able to create their own paper plate food chains where they got to choose which producers and consumers they wanted to include as long as it was a realistic food chain. No two food chains looked the same and they were all aesthetically different, showing students individual creativity.

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I gave three teachers the same classroom management questionnaire.

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I modified a whole group lesson to be used as a small group lesson.

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Video to future students.