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https://chipcast.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=62b69b4d-bf63-4bf4-a968-fa6c3dbf04f8

I learned that I need to work on my classroom management and procedures. My students took forever to come to the carpet and get situated by someone who would not distract them.

However, I also learned that my students are very good at synthesizing. This was a great surprise, as synthesizing is a difficult comprehension strategy. I had to learn to adjust my lesson according to how much they knew already.

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https://chipcast.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ff7329e9-3030-478e-ad05-488d0079c328

I learned that I need to work on scanning the room and keeping a lookout for students who are not on task while I am teaching. This is difficult for me, as I often get tunnel vision and get too focused on my instruction, and not offering my attention to see if my students are focused.

It is exhausting to have to remind my students to stay focused and be on task. I believe the more mutual respect we gain from the students, the more they will be interested in your teaching.

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Articles That Support Alternative Seating

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Articles That Support Alternative Seating

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http://search.proquest.com.cmich.idm.oclc.org/docview/1655007659/abstract/AE027592AF124CB1PQ/1?accountid=10181

I became very interested in alternative seating as I was student teaching and trying to figure out what I wanted the "flow" of my future classroom to be like. I did hours of research and found the terms "self-directed learning" and setting up your room in such a way that supports that sort of learning. This article is one that I enjoyed reading because it supports with hard evidence that alternative seating does wonders for students' focus.

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Articles That Support Interactive Notebooking

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Articles That Support Interactive Notebooking

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https://www.dinah.com/professional-development/developing-and-communicating-content-knowledge-using-foldables-interactive/

I included this article because I became very curious about interactive notebooking and started to do more research on it's benefits. I was amazed that when I got to my student teaching assignment, my students did not have a science notebook or journal. This lit a fire in my soul and I hand-made booklets for my students. Doing this got me very interested in the idea of the students creating their own notebooks so they feel they have ownership of their journal, and so they would enjoy recording ideas in it.

I chose this particular article because I actually met Dinah, the creator of the original interactive notebook, while at an NSTA conference in LA, California in March. The book I bought is in the references text box above.

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I believe that teachers should get to know their students first. In order for teachers to truly help students become better people when they leave classroom, we need to know who they are and where they are starting from.  I plan to build trusting relationships with every one of my students so I may understand their triggers and emotions for effective classroom management, interests and dislikes when planning lessons, and personal goals so I know what I need to do to launch them toward success.

I want my students to be better people on the last day of school than the first time they walked through my door.  I want my students to be honest with themselves and others, always look to be better than they once were, and value opportunities to grow and show kindness. I will do this by helping my students set personal goals, self-reflect, and learn from mistakes. Mistakes will be seen as learning opportunities in my classroom.

I believe instruction should be driven with a C.A.R. in mind; Community, Accountability, and Relevance. I will design lessons that all students will be comfortable doing because we have formed a community of learners. My lessons will require students to be accountable for their learning and development – they will self-direct their learning, ask questions when they have any, and will reevaluate their efforts if their academic goals are not being met. Finally, my lessons will be relevant to my students so to peak their interest and link to future use as they grow.

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* Communicate with team members in the building (team teacher, special education teacher, title 1 teachers, councilor, secretary, principal, teacher aides, custodian, etc.) Each one of these people are very helpful in time of need.
* Collaborate with said professionals above.
* Communicate with parents often.
* Get to know students first, then teach.
* Plan ahead, and always be prepared so you are able to feel comfortable and flexible.
* Be able to make a decision on the spot.
* Follow through with behavior management.
* Hold students accountable for their learning.
* Use the curriculum as a guide and find creative ideas to make learning fun for the students in the classroom.

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These are books I have purchased over the past few weeks that will help steer me toward success for my Learning Goal. With molding my students to be better people, I believe that student-led learning, and newer innovations in education such as interactive notebooks are key.

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Beginning of experience: I want to better understand how to adjust my teaching strategies during my lessons to match my students’ learning of the new topic; I want to be sure to drive the point of the lesson home, and check student learning in the end to know my students get it.

End of experience: I want to continue to bring my own flare to the classroom, making connections with students so they understand content and learn life lessons to become better people, and continue to always be a life long learner of education.