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During my college years, I wrote various lessons on different subjects, tailored to my professors' preferred lesson outlines. I have created lesson plans for grades 1 through 6, incorporating a wide range of media and outlines to include cross-curricular. I included some of the lessons below.

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EDUC 3330 Foundations of Learning Kindergarten Classroom Observation 10/3-10/4/22

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EDUC 3330 Foundations of Learning Kindergarten Classroom Observation 10/3-10/4/22

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For this course, I had to observe for two days in a kindergarten classroom. This was my first observation placement during my college years. As a sophomore, I felt very nervous about the experience, especially since I was in a kindergarten setting. I remember being anxious about saying or doing anything that might disrupt the teacher. I took detailed notes throughout the observation because I didn't want to miss anything, especially knowing that I would need to write a reflection on my experiences over the two days.

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ECED 3300 Physical Education Teaching 5/8/23

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ECED 3300 Physical Education Teaching 5/8/23

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In this course, I had to become a P.E. teacher, which was challenging for many reasons; however, it was a valuable learning experience that helped solidify my belief that I was not meant to become a physical education teacher.

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READ 4099 Reading Practicum Tutoring One-on-One 7/3/24

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READ 4099 Reading Practicum Tutoring One-on-One 7/3/24

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This summer course required me to tutor an upper elementary student. I chose a boy whom I have known since kindergarten, serving as his babysitter and camp counselor during the summers.

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Table of Contents
Click Below on the Content for the Information

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ECED 4311 Theory of Early Childhood Kindergarten Classroom Observation 3/17/25 & 3/19/25

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ECED 4311 Theory of Early Childhood Kindergarten Classroom Observation 3/17/25 & 3/19/25

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For this course, I observed a kindergarten class for two days. This was my second time observing a class during my college years, so I wasn't nervous; I knew what to expect. A classmate accompanied me, which was helpful because we could share insights and ensure we didn’t miss anything the teacher said. Although I recognize that kindergarten is not the grade for me, I really enjoyed my two days with the students. It was heartwarming and sweet to watch and interact with them.

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For this educational technology course, I had to create a lesson for 4th-grade math that focused on algebraic reasoning and multi-step problems, aligning with ISTE standards.

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READ 4392 Organs & Materials Small Group Intervention 2/13/25

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READ 4392 Organs & Materials Small Group Intervention 2/13/25

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For this course, we were required to go to Taylor Elementary to provide reading interventions to struggling first graders. Initially, we had to assess the students to group them into homogeneous clusters based on their reading skills. I felt nervous about assessing and tutoring a small group because I didn't want to fail or do anything wrong. However, I soon realized that I was putting more pressure on myself than necessary. Our professor guided us through the process, and it turned out to be easier than I expected. We were expected to create lesson plans based on reading intervention books and stories for each meeting with our small group. This was challenging at first, but over time, I grew more comfortable with writing the lesson plans and presenting them. When I first met the students I assessed, and later my small group, I introduced myself and asked questions about them. They were a bit shy at first, but as we continued to meet throughout the semester, they became more comfortable with me and began sharing stories and experiences from their lives. As the semester comes to an end, I hope that I have made a positive impact on their learning.

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ART 3311 Children's Book Art Lesson: A Bad Case of Stripes 3rd Grade

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ART 3311 Children's Book Art Lesson: A Bad Case of Stripes 3rd Grade

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For this elementary art education course, I created an art lesson based on a children's book. I chose to focus on the book "A Bad Case of Stripes" by David Shannon.

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READ 3388 Children's Literature about Dr. Seuss 3rd Grade

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READ 3388 Children's Literature about Dr. Seuss 3rd Grade

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For this children's literature course, I created a Padlet about a children's author, and I chose Dr. Seuss. Within this padlet, I had to create 5 different lesson plans based on 5 of his books.

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ECED 3300 Physical Activities over Hand Dribbling 3rd Grade

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ECED 3300 Physical Activities over Hand Dribbling 3rd Grade

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In this physical activities course, I taught 3rd graders various techniques during a P.E. class. This lesson is on hand dribbling.

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ECED 3331 Teaching Math Figures in Space: Polyhedra 2nd Grade

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ECED 3331 Teaching Math Figures in Space: Polyhedra 2nd Grade

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For this teaching math course, I created a lesson on polyhedra shapes for 2nd graders.

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ECED 3336 Teaching Science 5E Lesson Plan Relationships Between Organisms 6th Grade

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ECED 3336 Teaching Science 5E Lesson Plan Relationships Between Organisms 6th Grade

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For this teaching science course, I created 5E lesson plans for students in grades one through six. I chose to upload my lesson plan for sixth grade about relationships between organisms.

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ECED 4315 Teaching 5th Grade Social Studies Content Lessons Site

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ECED 4315 Teaching 5th Grade Social Studies Content Lessons Site

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For this course, I had to create multiple lessons that meet the 5th-grade Social Studies TEKS.

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5th Grade Social Studies Content Lessons

Jade Spangler | ECED 4315

"The more you know about the past, the better prepared you are for the future." - Theodore Roosevelt, 26th President of the U.S.

"History is who we are and why we are the way we are." - David McCullough, American Historian

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"The more you know about the past, the better prepared you are for the future." - Theodore Roosevelt, 26th President of the U.S.

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EDUC 3339 Foundations of Social Studies 5E Lesson Plan for 5th Grade

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EDUC 3339 Foundations of Social Studies 5E Lesson Plan for 5th Grade

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For this social studies course, I created a 5E lesson plan about a significant historical event or current issue; I chose to focus on the current issue of wildfires in California.

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READ 4392 Organ & Materials for Reading 1st Grade (Small Group Lesson)

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READ 4392 Organ & Materials for Reading 1st Grade (Small Group Lesson)

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For this course, I had to meet with first graders who are struggling with reading, so I included one of my lesson plans.

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This course was quite challenging for me, as I have never taught physical education before, and we had not been trained on how to manage children in a gym setting, which is very different from managing students in a regular classroom. Although the third graders were sweet and enthusiastic about learning from me, they are still children who are figuring out how to control their bodies and energy in a safe manner without hurting those around them.

I remember one specific boy who loved to talk. He would often start the activities before I had a chance to explain the instructions, and he wasn't always aware of his surroundings, which sometimes led to him inadvertently hurting his classmates. To grab his attention, I would calmly say his name, but this approach was not very effective. He would often refocus for only a brief moment before returning to his talking or energetic movements.

To address the situation, I approached him and squatted down to his eye level. I spoke to him softly yet firmly, ensuring that I had his full attention while keeping my words private from his peers. I repeated my expectations for his behavior during instructions. I also mentioned the consequence of having to sit out of the activity if he continued to disobey and not pay attention. This approach immediately led to him listening more attentively and participating actively and safely in the activity.

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READ 4099 Reading Practicum Tutoring One-on-One

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READ 4099 Reading Practicum Tutoring One-on-One

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I entered this experience thinking that I could manage teaching the student since I had known him since kindergarten, and now he was in the fourth grade. However, I quickly realized that having a built relationship can only go so far. He felt too comfortable with me, which led him to talk excessively about topics unrelated to our goal: assessing and improving his reading skills.

I eventually had to re-establish firmer boundaries between teacher and student. This meant being stricter in correcting his attention and behavior, even when he said I was being "mean," as I usually am not with him. I also learned to patiently wait for him to answer comprehension questions, allowing him time to think instead of immediately providing the answers myself. He expected that I would eventually answer for him, but this was not beneficial for his long-term learning.

Additionally, I reminded him that if he wanted me to respect and listen to him, he needed to do the same for me. He often did not respect my instructions and found it difficult to listen to what I wanted him to do. This approach helped to improve his attitude and behavior towards me and the assignments, as he realized I would not revert to being the "kind" Miss Jade he was used to, until he turned it around.

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ECED 4311 Theory of Early Childhood Observation

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ECED 4311 Theory of Early Childhood Observation

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During my observation of the kindergarten class at Taylor Elementary, I was impressed by Mrs. Watson's classroom management and structure. She fostered a nurturing environment for her students while also maintaining a clear boundary between teacher and students. Mrs. Watson incorporated many open-ended activities and questions to engage the students and encourage higher-order thinking.

The only instances when students did not meet classroom expectations occurred when they resorted to tattling on their peers. In such cases, Mrs. Watson would remind them to assess whether the issue was a minor problem among students or a significant concern for the teacher. This approach effectively reduced the frequency of tattling.

Every morning, Mrs. Watson would gather the students on the carpet to introduce their classroom mission statement and expectations through fun songs and body movements. This repetition helped strengthen the students' long-term memory, enabling them to recall the expectations without needing constant reminders. I found this method to be a clever and engaging way to involve students while fostering their independence in managing their actions and words.

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I established a positive teacher-student relationship with the student I was tutoring, as I had previously been his babysitter and camp counselor for a few years. This relationship helped create a comfortable and safe environment for him, allowing him to feel that he could speak freely about what was going on in his life. While I was happy that he felt comfortable around me, I also needed to remember that the primary goal was for him to learn and improve his reading skills.

As a result, I had to shift my approach from being overly friendly to being more focused on teaching. This was challenging for both of us, as he didn't appreciate that I was limiting our discussions to academic topics during tutoring sessions. I explained to him that we could talk about other subjects after our tutoring session but needed to concentrate on our work during that time.

Being a people pleaser, I wanted him to know that I care and am willing to listen. However, I recognize that there will be times when I need to be "strict" to ensure he follows the expectations.

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This experience allowed me to build a positive teacher-student relationship with my three first graders. At first, the students were shy about speaking up, so I had to coax them to talk about what we were reading and learning each day. However, they soon became more comfortable and excited to see me and each other. They would run up and hug me, which was so sweet. It warmed my heart that they felt comfortable approaching me and freely sharing about their weekends or what was going on in their lives. This created a smooth rhythm of teaching and learning.

Occasionally, we would have to include one or two students from a different group to join our small group because their "teacher" was absent that day. This disruption affected our rhythm, causing my students to act out. For instance, they would struggle to sit calmly, talk excessively when they shouldn't, and lose focus on my teaching. In response, I had to pause the lesson to regain everyone's attention, including the newcomers. I repeated my expectations to all of them and expressed how I felt when they disrespected me in that way, which helped improve their behavior. I'm learning that even when we have a positive relationship with our students, they are still children who may occasionally act out. In these situations, we will need to redirect their behavior. However, maintaining that positive relationship can make it easier to correct their actions and helps students better understand and desire to please the teacher.