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Item #39 Create activities for morning routines

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Item #39 Create activities for morning routines

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Turn & Talk

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Item #40 Use activities from #39 during your teaching.

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Item #40 Use activities from #39 during your teaching.

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Item #11 Create an interactive bulletin board for use by families or focused on families.

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Item #11 Create an interactive bulletin board for use by families or focused on families.

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Bulletin board was created the week before conferences so that parents could flip through the book and read their child's work.

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Item #1 Write a brief observation of each child

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Item #1 Write a brief observation of each child

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Item #2 Use the observation (from item 1) to generate a lesson plan for differentiation/instruction

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Item #2 Use the observation (from item 1) to generate a lesson plan for differentiation/instruction

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

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

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Item #4 Write a positive handwritten note to a parent about something that happened that day.

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Item #4 Write a positive handwritten note to a parent about something that happened that day.

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Item #7 Establish a system or method to create a community of learners, and encourage friendship and teamwork

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Item #7 Establish a system or method to create a community of learners, and encourage friendship and teamwork

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

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

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Spring 2018 Guided Reading Lesson Plan Observation.docx

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

See student row at bottom of page

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

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

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Item #16 Remind parents about an upcoming event.

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Item #16 Remind parents about an upcoming event.

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Item #17 Communicate with parents using a technology application like Remind 101.

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Item #17 Communicate with parents using a technology application like Remind 101.

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Item #20 Participate in a parent/teacher conference.

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Item #20 Participate in a parent/teacher conference.

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Item #22 Practice using a math checklist/anecdotal notes.

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Item #22 Practice using a math checklist/anecdotal notes.

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

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

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Item #24 Develop an assessment partnership with another professional to inform your instruction.

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Item #24 Develop an assessment partnership with another professional to inform your instruction.

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I was responsible for two reading groups this semester. At least three times a week I take anecdotal notes on the students in these reading groups. My mentor teacher and I sit down and discuss the notes that I have taken and then she does running records for the students. After, we sit and discuss progress, new reading levels, and sight words.

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Item #26 Complete a behavior assessment.

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Item #26 Complete a behavior assessment.

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Item #27 Develop a rubric to assess content in science or social studies.

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Item #27 Develop a rubric to assess content in science or social studies.

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Item #28 Use 3 assessment strategies other than work sample, anecdotal records, video/audio.

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Item #28 Use 3 assessment strategies other than work sample, anecdotal records, video/audio.

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checklist
child interview
rubric

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

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

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checklist - formative assessment LG1
child interview - pre/post assessments LG1 & LG2
rubric - formative assessment LG2

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Item #32 Create 3 Transitions (one should include an attention getter).

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Item #32 Create 3 Transitions (one should include an attention getter).

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"123 eyes on who?" "Eyes on *insert student leader name*"

"If you can hear me clap once, touch your nose twice, and snap three times" (teacher does command first followed by the students"

"Solar System Song" is played when it is time to stopping work and come to the rug. Children may sing along softly.

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Item #33 Use the transitions (from item 32) regularly.

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Item #33 Use the transitions (from item 32) regularly.

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Transitions are used daily.

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

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

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Students are constantly turning their behavior cards to yellow and red. Once they reach red, they have no reason to behave, being that they had already received the worst behavior for the day. I decided to switch things up by telling them that they did not have to stay on yellow or red. They could work their way back to green. This gave the students the desire to behave. Making this minor change to the behavior chart process made it a positive reward system and improved their behavior

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Item #35 Use the system (from item 34) during your teaching

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Item #35 Use the system (from item 34) during your teaching

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During my full week, it was sometimes difficult to keep the children on task. This is when the system began. My mentor teacher and I decided that this was a great technique and we have seen improvement in behavior ever since.

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Item #36 Reflect on the reward system (from item 34), discussing effectiveness, changes, and alignment with your management philosophy.

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Item #36 Reflect on the reward system (from item 34), discussing effectiveness, changes, and alignment with your management philosophy.

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Item #37 Create a math game based on a specific skill.

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Item #37 Create a math game based on a specific skill.

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Refer to the "Activities" section of the lesson plan

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Item #38 Use the math game (from item 37) during your teaching.

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Item #38 Use the math game (from item 37) during your teaching.

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This lesson was done during my 3rd observation with Dr. Baumgartner.

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Item #44 Use the pocket chart activity during your teaching

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Item #44 Use the pocket chart activity during your teaching

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Item #48 Make a poem on poster board (new to the classroom)

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Item #48 Make a poem on poster board (new to the classroom)

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Item #49 Use the poem during your teaching

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Item #49 Use the poem during your teaching

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Item #53 Attend professional development activities (offered by the school, professional organizations, etc.).

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Item #53 Attend professional development activities (offered by the school, professional organizations, etc.).

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Item #54 Share what you learned (from item 52) with someone in cohort or placement school

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Item #54 Share what you learned (from item 52) with someone in cohort or placement school

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Item #55 Implement something you learned (form item 52) in your teaching/work.

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Item #55 Implement something you learned (form item 52) in your teaching/work.

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Item #56 Actively participate with  professional organization.

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Item #56 Actively participate with  professional organization.

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Item #57 Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholars/CxC.

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Item #57 Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholars/CxC.

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Item #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 learn about classroom management from the interviews.

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Item #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 learn about classroom management from the interviews.

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 Teacher Interviews Reflection (checklist).docx

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

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

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See bottom of lesson plan

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Item #52 develop a classroom management plan and implement a piece of it during your teaching.

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Item #52 develop a classroom management plan and implement a piece of it during your teaching.

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Transitions - We use the same transitions every day. They are was to remember and the students know what it means when they hear it. The first week that I started teaching morning meeting we learned one new transition together and we used it everyday.

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EDCI 4381 Classroom Management Plan.docx

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Full Days: 16

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Item #63 What I wish I knew as a sophomore

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Item #63 What I wish I knew as a sophomore

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https://drive.google.com/file/d/1yKjdVNEgOLFA7b3SQCnrOG9ltR9Hi5XR/view?usp=sharing