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I thought that this was the most intriguing topic during our class. I found it to be the most intriguing topic because I think that the incorporation of games into your lessons is a great way to have the students engaged within the content and material. After learning about educational games I learned about the important of them and how they benefit the students learning. Educational games increase retention, attention, and performance. I also found it important that when implementing classroom games in your classroom and it is a partner or group game to make groups of high with high, high and medium, medium and medium, medium and low, or low with low. This is important to keep in mind and also is useful because it will allow me to differentiate the material/questions for the group of students. It also allows the students to reach their fullest potential and one student is able to. For these reasons, I will use educational games in my classroom.
I will incorporate educational games when the students are reviewing content from the day before or as some form as a study guide for a test. During my four week clinical block I created a "number sort" on linear equations. I counted this game as a summative assessment because it included all of the content that they had learned in the unit. On the other hand, I could have the students create game that is composed of content from that unit. I could also use educational games on a day to day basis by using Plickers. Plickers is a game where the students write down their answers on a sheet of paper and then they hold up the sheet of paper over their heads. Then, I would scan the pieces of paper with the Plickers app on my phone. After all of the answers are scanned in, it then sorts out who got the correct answer and who did not. This data is all collected on your phone, tablet, or computer. I would like to incorporate educational games as much as I can into my lessons because of the benefits that they have.
For the educational games that I would incorporate in my class I would equally be likely to create and use existing games. When I use existing games I will go through the game and I will make adjustments to the game and the directions so that corresponds to my students and the content. For example, if in the game there is a question that is too hard or too easy then I will change it so that it is appropriate for my students. I think that I would also combine concepts from games and morph them into one game. Here, I am creating my own game even though I am using ideas from other games. Something else that I thought about doing is altering games that the students are familiar with and turning them into a math or science game. This way the students are able to make somewhat of a connection with the game and the overall concept/idea and rules of the game. I would also like to create my own games because then I would know what how the game is suppose to go without having to refer back to anything. Although I think that implementing educational games into my curriculum is important there are also limitations to them.
When incorporating games into your lesson I think that there are some limitations when using them as a teaching tool. The first limitation is that as much as we would like the students to take as much time needed to complete the game it is not realistic. Students are going to finish at different rates and some games take too long to finish them within the class period. Thus, it is important to choose a game where the students will take about the same time to complete it and does not take an excessive amount of time to complete it. Another limitation would be that a teacher should not over use educational games. If the students are going to always be playing games, then they can run at risk as loosing skills outside of playing the game. There are many benefits to incorporating educational games in your curriculum, but it is important to keep a balance between instructional time and game time. As much as I think that educational games are an important teaching tool there may be people who are opposed to them being an instructional tool.
There are two groups of people that I have in mind that would be opposed to having teachers use educational games as a teaching tool and those two groups are parents and teachers who have been teaching for 30+ years. I think that parents would be against having teachers use educational games because they might think that their child does not do anything else but play games in their class and they might not think that is benefiting their learning. If I have a parent who may not agree with me on educational games being a teaching tool, then I would provide them with the research that indicates how these games improve student learning. I would also recommend to the parent to come in a day that I have the students play a game during class so that they are able to see that the students are in fact learning and while they are learning they enjoy learning through a game. After the parent observes the students play the game then I would stop the few minutes earlier so that they can prove to the parent the purpose of the game and what the students gained from it. The second group of people that I think would be opposed to using educational games as a teaching tool are those "old-fashioned" teachers who think that direct instruction is the only way to teach students. These teachers may not think that games have a benefit to them and instead is a time where students goof around. For this group, I would do the same thing that I would do with the parents to inform them about the positive impact games have on student learning. I would also provide the teachers with a few game templets so that they can try using them in their class and see how it goes.
In my future teaching career, I see myself using educational games as a teaching tool. I think that mixing up my instructional strategies is important because it changes the pace of the classroom and it gives the students a "mental break", so they think, but they are actually learning more effectively. I will definitely be creating my own games, but I will also be using my resources to use games that already exist. Educational games are a great teaching tool and I can not wait to implement them in my classroom.

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I was very pleased to see classroom management as a topic to reflect upon since it was one of my main topics that I want to learn more about. This topic also touches upon the use of socio-emotional standards to manage your classroom. Throughout this semester, I have learned a lot about classroom management from taking this course. I learned about the elements that make-up a classroom management plan and how to correctly consciously discipline students if they are misbehaving or being disruptive during class. I plan on using this information and begin creating my own classroom management plan that I would follow in my future classroom. Although, I feel like there will be components of the classroom management plan where it will take me time to perfect. Before I could begin creating my classroom management plan I needed a little background information.
This course was one of the few classes that I have learned about classroom management throughout my three and a half years here at Illinois State University. I liked how this classed provided me with more information on the elements that make up a classroom management. After this class, I now know that my classroom management needs to include, in no particular order, the following components: expectations, philosophy of teaching, recognitions, recognitions, philosophy of learning. consequences, classroom climate, procedures, and room arrangement. I found this to be useful information because before this class I thought that classroom management only contained a “plan” on how to keep your classroom in order. In other words, what I am going to do so that the students remain on task and how I am going to react, interact and discipline those students who misbehave/disrupt the class. Now, I know that a classroom management plan consists of much more than just how I am going to keep students on task and deal with discipline in my classroom. Moreover, I also found it particularly useful on ways to discipline students when they are disruptive/misbehave during class. I learned that there are different ways to appropriately discipline students. When I am disciplining a student I need to make sure that it is developmentally appropriate and that the discipline is either brain-based or socio-emotionally appropriate for the student. I also see myself using the seven skills of discipline because I do not feel fully prepared to discipline a student since I have not had to do that yet. Thus, I can definitely see myself using the conscious discipline website as a resource when I hit a fork in the road. With the content that I have learned in this course I feel prepared to begin composing a classroom management plan for myself.
With the information that I gained from this course, I believe that in order to manage my classroom effectively I will first have to come up with my philosophy of teaching and learning. I would want to begin with this because I would like to build and set up my classroom environment, rules, and expectations so that they align with my philosophy of teaching and learning. I also find it important at the beginning of the year to inform my students of the expectations I have for them and of my classroom. To my classroom rules I would like to include my students in the creation of the classroom rules. I will incorporate some of my own rules and expectations into this by implementing Love & Logic. By using love and logic I will have the students come up with classroom rules, up to my discretion, and then I will be able to say “well I let you all come up with a majority of classroom rules so I should be able to put some of my own rules in there.” I could also give the students choice they could either pick option A or B. Both options will either work out because both of them align with my beliefs. I will then move onto how I would like my room to look like by making a rough layout. Within my room I would like to have posters, pictures, drawings, etc. In addition to my classroom setup, I will come up with routines that I would want to incorporate within my classroom. For example, when the students come in they will do a bell ringer. I will then move onto ways that I can reward my students for following the classroom rules or doing something that deserves a recognition. For this I could tell all the classes if they follow the rules ten days in a row then I will bring in a type of snack. Lastly, I will gather ideas and ask my fellow teachers on how they have dealt with misbehaviors that occur during class. I will also take what consequences I thought worked well on addressing misbehavior that took place during my student teaching.
My plans for how I will handle students who misbehave in my classroom will correspond to the schools’ discipline policy. For example, I will give an office referral when it aligns with school policy. Otherwise. I have some ideas on how I will manage minor misbehaviors, repeated misbehaviors, and misbehaviors that will get a student a detention. My plan for minor misbehaviors that occur I will first give the student a warning, an eye message, walk towards them, etc. If the student continues to misbehave I will have them go in the hallway until they are prepared to come back in. If the misbehavior still persists then I will tell them to go wait in the hallway until I have a chance to speak to them or if I am not teaching, then I will pull them aside and talk to them right away. I will then contact the parent via email or phone. For repeated misbehaviors, I will ask the student to meet with me before, at lunch, or after school to have a private conversation about their behavior and come up with a plan/solution on how they can improve their behavior during class. If this does not work, then I would want to have a meeting with their parent. For instances when the students will get a detention right away, without discussion, is when the student is disrespectful, defiant, or breaks an important classroom rule. An example of an important classroom rule is if the student is on their phone or misusing the technology that I am allowing them to use. I think that my approaches will work because I think that many students will stop misbehaving one you give them a warning or ask them to go into the hallway. Also, I find it important to speak to the student about their behavior because then they can reflect on how their actions impact the rest of the students in the class. I think that meeting with the parent is also important because then the parent will be able to know about what is occurring during school. Although, I think that I have a pretty good plan for misbehaviors that occur in my room I do not know how affective they are going to be.
One of my main concerns about my classroom management as I prepare to enter student teaching is that I do not know if my cooperating teacher would approve of my plans for dealing with misbehaviors that occur during class. Although, my cooperating teacher and I have discussed what his discipline policy is, I am afraid that I am not going to implement it correctly since my discipline policy is different. My CT and I get along very well and I do not want to tarnish my behavior with my CT because I am not following the way he consequences student behaviors. I have been trying to enforce his discipline policy and it is going fine so far. In addition, I have not had to deal with some of the major discipline issues so I am nervous and anxious to see how I will address those.

From this course I have learned about how I can further improve my classroom management and misbehaviors that occur in my classroom. As the student teaching semester approaches I hope that I have a good understanding of my classroom management. I do not see me for seeing any major issues occurring, if anything all of the situations that occur during my student teaching will help me improve upon my classroom management.

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For my PDS internship I was placed at BJHS in an 8th grade mathematics classroom.

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As this first semester is coming to a close I do not regret my decision of being a part of the PDS program. I have learned so much about myself and how I will fulfill the role as the teacher. Being a part of the PDS program I definitely be prepared going into student teaching because I know my students and how the classroom operates. Over these past few weeks, I have been able to take the lead and teach lessons that went great and ones that did not go to well, but that is okay. I was able to create my own activities for the different units. By doing the PDS program I have definitely made the right decision on becoming a middle school teacher.
For the first couple of weeks I was inside the classroom for three days a week and for four weeks I was in the classroom for five days a week. Honestly, I did not feel any more stressed being in the school five days a week than I did being there three days a week. In fact, I found it to be more relaxing because I knew the routines and I was able to plan a full week of lessons and not just three. I also liked it better being there five days a week more because I was no longer missing two days of content at the end of the week. Thus when I was there the five days I knew how much content the students were able to get through Thursday and Friday. When I was only there three days a week it was harder because I had to plan for Monday even though I was not quite sure how much content was covered on Friday. Moreover, because I was there five days a week I was able to get used to the schedule and get in routine with me coordinating teacher. One of my favorite part about he four-week clinical block and the weeks before then was creating my own activities.
Obviously, when I first began the PDS program my coordinating teacher had me observe and shadow his lessons and activities. After a few short weeks, my coordinating teacher started giving me more responsibility with the lessons and activities. When I was observing and shadowing his lessons I was going off of what he told me to do. I would circulate the room to see how the students were doing. Then, he gave me the responsibility to find or create activities for the different units. During my internship I created a “BINGO” activity on scientific notation. This was to be done in pairs. Each student was given a “BINGO” card that consisted of quantities expressed in standard for, scientific notation, and engineering notation. The students had to role dice to see what problem they had to do. After the first class did this activity I had to make a few adjustments so that the game would go more smoothly. By the end of the last class I adjusted my activity to the point that I was content by the directions and what I had the students do. I also created a maze activity also on scientific notation. This activity was done individually because it was an assessment for the students. The students were to standard notation into scientific notation. The other activity that I created was a review number sort activity on linear equations. For this activity the students had to match up the y-intercept, equation, slope, and coordinates to a graph. There were seven different graphs. The students were able to complete this activity in pairs. This activity ended up going well for all of my classes and I am very pleased about that. Clearly, not all of the activities that I planned went well and thus not all of my lessons went the way that I planned them to go either.
Over the past weeks, there have been lessons that did not go well and ones that went really well. The most unsuccessful lesson that I taught on exploring irrational numbers. This was an unsuccessful lesson because I taught this lesson around the second week I was at BJHS. My cooperating teacher was not at school because he had a meeting all day. I think that is what made it an unsuccessful lesson because this was my first lesson that I had taught from beginning to end by myself without any feedback. What made it harder was that the concept of irrational numbers is already a hard concept for students because they cannot distinguish the difference between an irrational number and a rational number. As much as I tried adjusting my lesson throughout the day I ended up feeling like I confused my students even more. On the contrary, a successful lesson that I taught was on exponent rules. This was a successful lesson because I had the students fill out a graphic organizer that I had prepared for them. The graphic organizer allowed the students to have all of the important information on one sheet of paper. In this lesson I was able to demonstrate to the students each of the exponent properties by showing why you add exponents when multiplying exponents and so on and so fourth. When I did this I saw all of the light bulbs go off by their facial expressions, this was such a rewarding moment. Another lesson that really well was the number sort activity on linear equations. Many of the students enjoyed the activity because they were able to move around and “take a break” from learning.
Over these past 14 weeks I have been able to get to know my students and how they will behave during class. Most of my students are willing to learn the material, but then there are learners are completely against learning during class. There are students who are on there phones the whole period. I have talked to my cooperating teacher about this and he has told me not to bother telling them to get off their phone or take it away because then the student will become aggressive. For the most part, I would say that most of my students are well behaved although they like to become chatty at times during the lesson. There are also students who have to be moving around and causing a scene in the room by just walking around or making movements in their seat. I would say that this is all descriptors of typical adolescents because they are at that age where they need to be doing something all the time. If they are not doing something all the time, then they are sleeping during class and this can be due to them staying up late the night before. Because of all the behaviors that I have experienced from these students it has allowed me to adjust my classroom management. It has also let me to gain some more perspective on how to discipline students who misbehave during class by observing how my cooperating teacher has managed it.
When it comes to teaching there are many frustrations and joys that are going to occur along the way. My biggest frustration is taking my time to work with a student one on one and they are not appreciative of it and brush it off. Those students who have learned helplessness and as much as I try helping them they just give up even though I know they are more than capable of completing a worksheet that we are working on. No matter how much I try helping these students they just are not able to take responsibility of their learning. As I stated before I do not regret my decision of doing the PDS program because it has allowed me to see that teaching is what I want to do for the rest of my life. So far I have experienced so much joys in teaching from having nice intellectual conversations with my students to seeing that moment when their light bulb goes off. Also, seeing and hearing the type of impact I have on a student because of the relationships that I have formed with my students. Being able to help those students who are struggling and have negative perceptions of their abilities and watch them improve academically. I love coming into school not knowing what is going to happen with my lesson, whether or not it is going to sink or float. I also love knowing that everyday is going to be different. I am not coming to school and doing the same thing everyday with my students.
As this first semester comes to an end, I would not waking up at 6 am every morning and teaching until 2:45 pm because it comes with so many rewards. Yes, there are some frustrations that come along with teaching, but there are so many more joys that surpass all the frustrations. When next semester comes along, I feel very prepared to student teach because I know how my students are and the best way to teach them. I also know my cooperating teachers' classroom management and I am trying to align mine with his so that the classroom room environment remains consistent throughout the year. I can not wait until I have my own classroom and incorporate different instructional strategies that I have learned in class and from my cooperating teacher.

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Although I believe that all of the assignments for this class were beneficial in my learning enjoyed doing the peer coaching project the best. It allowed me to observe a fellow peer while they were teaching a class. From doing this assignment it peaked my interest because I was going to be able to see how my classmates teach their students and give me an idea on their classroom management. Although I did not run into any problems with the peer that I choose to do this project with I could definitely see some difficulties and benefits to doing this. I would hope that during my first years teaching I will be able to have my mentor come in and observe my classroom and some of my lessons to give me feedback.
Before I even went into Ms. Isaacson’s room to observe here I remember thinking to myself that this was a great opportunity for me to give her feedback on how se can either improve her classroom management or her lessons. From this assignment I thought that it is important to not schedule observations to close to one another because I would not expect Ms. Isaacson to take all of the suggestions that I made and apply them to her lesson the next day. On the other hand, it may be difficult for teachers to schedule times to meet and debrief because they have busy schedules. In addition, peer coaching allows teachers to not only give recommendations to teachers, but it also allows the teacher who is observing to gather ideas on how they can incorporate instructional strategies or activities into their class if they worked well for the class that was observed. Moreover, another benefit to peer coaching is that it would allow teachers to maybe observe a class where a student misbehaves in their class and see how they behave in another class. The teacher would also be able to observe how that teacher dealt with the misbehavior and if the strategy worked.
I think that the best way to improve your teaching is getting observed by a fellow teacher because they can make recommendations on how to improve your lesson. For this reason, I could envision myself using peer coaching as a professional development tool as a future teacher. Because peer coaching does not take a lot of time to do, besides finding times to meet with the other teacher, it could easily fit into my schedule. Peer coaching is a professional development tool because you are giving feedback to a fellow teacher on their lesson, instructional strategies, activities, classroom management, etc. If peer coaching is not already being used in the school that I will be teaching at as a professional development tool, then I will try my best to have it become one. Having peer coaching is beneficial to not only teachers but to the students as well because it is improving their learning.
Peer coaching was a topic that interested me because I would be able to provide a classmate with feedback on their lesson and they will be able to do the same for me. With peer coaching it allows people who have not been in your room to see you teach and give honest comments. Although, there are disadvantages to peer coaching I believe that there are many more advantages than disadvantages. Since I find that there are many more advantages to peer coaching than disadvantages, I can definitely see myself using peer coaching as a professional development too. I hope that many others feel as strong as I do because I would like to be a part of it once I get a job.

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ELL Accommodations and Modifications 					

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ELL Accommodations and Modifications 					

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As a general education teacher, it has never crossed my mind that I would ever have English Language Learner (ELL) students in my classes. With this class, I now know that it may not occur right away in my teaching career but it could happen in the future. If I do have ELL students in my class, then this class has prepared me to make the proper accommodations for any ELL student I may have. From this course I have learned how to distinguish what level the ELL student is at in reading, writing, speaking, and linguistic. I also now know how to modify my lesson plans to also include the necessities for ELL lesson plans. I have not yet have had an ELL student in my classes, thus I anticipate some challenges. In order to add accommodations to my lesson plans I first need to establish the level of the ELL student.

Throughout this class, I have not only learned how to write and make accommodations for an ELL student in lesson plans. In order to make such accommodations it is necessary to first identify which level the student is in the four domains of speaking, reading, writing, and linguistic. Then, each domain is broken up into six different levels: entering, emerging, developing, expanding, bridging, and reaching. This information impacts my planning and teaching when I have ELL students in my class because it allows me to modify the way I want the students to express their knowledge of the content based on the level that they are in speaking, writing, reading, and linguistic. For example, if the student is an emerging in writing but expanding in speaking then I would have them talk through their answer instead of having them write out their answer. I would also make sure that I do not talk too fast when I am instructing to the whole class if the student is in the entering, emerging, or developing level. In addition, in regards to planning I would begin to incorporate the elements needed for those ELL students such as the WIDA standard that I am addressing. I would also make accommodations in the following: visual/print, visual/conceptual representation, cooperative structure, and assessment. There are many different ways that middle level teachers can modify their curriculum so that it accommodates ELL students.

Middle level teachers can do several different things to modify their curriculum for ELL students. The teacher can use different activities to build background and activating prior knowledge. When the teacher wants to plan activities for building background and activating prior knowledge the teacher should ask themselves three questions. The first question is how will I present concepts/vocabulary the students will need to know for the unit? Question two is how will I know if the ELL student possess knowledge or skills needed for the concepts? Third question is how will I accommodate the different levels of ELL students in my class? These are important questions because the teacher would want to use activities where they are able to answer the second and third question. For the first question, teachers will have to be creative and think of the best way they can present the concepts/vocabulary of the unit to the students without overwhelming them. The teacher can also increase and decrease instructional strategies depending on the level of the ELL student. Such as in math, the teacher should increase the connections between mathematics and the real world and decrease memorization. In reading teachers should teach reading as a process without putting an emphasis on whole-class or small reading-group activities. The teachers can reference the Kingsley JHS flip book. When I become a teacher I anticipate challenges in my content areas because I currently do not have any ELL students.

My content areas are math and science and both subjects have content that is more conceptual. In both math and science, I think that a challenge for me would be trying to figure out the content that they do know versus the content that they do not know. I feel like I will not be able to make the proper accommodations until I know that information. A way that I could gather this information is by giving them an assessment at the beginning of the year or whenever they enter my class. Another challenge I may have is figuring out to what extent I need to modify and accommodate the students. I do not want to over accommodate and modify the content and assessments for the student because then I do not think that will end up benefiting the student. A solution to these two concerns would be establishing a relationship with my ELL students so that they feel comfortable telling me what they need and do not need more of in either class.
One of the advantages of being a minority teacher that speaks Spanish is that I can connect with those ELL students who came from Latin American countries. I will be able to communicate with these students in their native language to find out what their modifications/accommodations should be. Another benefit to being Latina and growing up in a Spanish speaking home is that I listen to Spanish music, watch soap operas, know Latino/a singers and actors. This would probably create an instant connection with those students because I grew up with some of the same things that they did. On the other hand, if I do not have ELL students who are Latino then I will use an app on my phone to translate what I want to say so that they feel comfortable speaking to me since I am trying to communicate with them in their native language. I would also communicate with them using pictures and simple words that they may know. In order to make a connection with these students I would want to know what their interests are, if they play an instrument, what their family is like, etc. I do not want to make these students feel isolated in my classroom.
After this course, I definitely feel more prepared about ELL lesson planning and modifying my curriculum so that it is appropriate for the ELL student. I have learned about what modifications need to be addressed in my lessons plans and also how to categorize the level of speaking, writing, reading, and linguistic the ELL student is. Depending on the level of the student in each of the categories will impact the modifications I make to my curriculum, activities and assessments. Challenges may arise where I may feel stuck because I do not know how to modify a certain concept in math or science. One thing I do know is that I will be able to make great connections with my ELL students because of my respect for other languages and cultures in my classroom.

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After these first few weeks of student teaching I have been paying attention to my cooperating teachers’ style of teaching. I have also been paying attention to the way that he creates relationships with his students and how the students connect with him. Although I have learned a lot from my cooperating teacher, there are some aspects of teaching that I would like to learn more about before I being my student teaching or even my clinical block. The aspect that I am referring to are classroom management, instructional strategies, implementing social emotional standards in the classroom, and the effectiveness of self assessments.

Over these past few weeks my main concept that I would like to learn more about is classroom management. I have a very general idea of classroom management. I know that it is very important in your classroom and the students. I know that it is a process used by teachers in order to create and maintain students’ behavior in the classroom. Before for the first semester of the PDS program I want to see how my cooperating teacher creates and deals with the different behaviors that may occur during class. With observing how my CT sets up his classroom setting then it would be a good idea for how I want my classroom environment to be. I think what I am missing from classroom management are the different strategies that I can use to get students back on task and not to disrupt the classroom before handing out detentions. I would like to refrain from handing out detentions and instead implement a classroom environment where students are able to ask questions and speak freely when it is an appropriate time in the lesson to do so. In addition, I believe that the other components that I am missing in a classroom management plan are the different components that make up classroom management. When I think about classroom management I mainly think about managing student behavior and the classroom set up, but I am not sure about what else goes into classroom management. Therefore, I want to learn more about the different components that make up classroom management and how to implement them in the classroom.
Along with implementing and creating a classroom management plan, I would also like to learn more about social-emotional standards and incorporating them in my lessons along with inside my classroom. Throughout my college education classes on middle level instruction I have yet to learn about social-emotional standards. In fact, the first time that I had heard about them was in an email that my CT sent me over the standard. When I read the email I just thought to myself “what in the world are social-emotional standards?” All I know, after looking at the Illinois State Board of Education (ISBE) website, is that “each standard includes five benchmark levels that describe what students should know and be able to do.” After looking at the standards they do not seem very hard to reach by each time frame given. What I am concerned about is that my classes have been centered around the common core standards and nothing else. The fact that there were more standards that we have to include shocked me since they have never been addressed in my classes so I feel unprepared including them within my lessons. I suppose that I can ask my CT more about them and see how he incorporates them on a day to day basis with his interactions with the students or maybe within his classroom environment. They may be simple standards to implement and incorporate in the classroom, but I think that they are important standards because they support the social and emotional status of young adolescents.
Moreover, another educational topic that I think I need more awareness of are all of different instructional strategies that can be used within the classroom. At this point in my education, the only instructional strategies are the ones that I learned in my TCH 306 class, literacy and technology across middle level disciplines. In this class we learned about literacy strategies that we can include across all content areas. Although I did learn about different instructional strategies in this class, I thought most of them can only be implemented in English, reading, or science. I could not see how most of them could be used in math class. I would like to learn more instructional strategies that can be used in math class that have the students interacting with one another. Having different instructional strategies while teaching is important because teachers should not be lecturing their students the entire time unless the teacher doesn’t want their students to learn. In addition, I would like to learn more instructional strategies that would appeal to each students’ learning styles. Obviously, not all students learn in the same way so I would like to learn ways to apply the different teaching strategies so that each student benefits and comprehends the material.
By the end of the semester, I hope to gain more information about classroom management, socio-emotional standards, and instructional strategies. I look forward to the challenges I may face and see how I overcome challenges. I will like to learn about classroom management so that I can start developing an idea as to what my own classroom management plan will be in the future. I will also like to learn about how I can create stronger connections with my students by implementing socio-emotional standards into my lessons. While observing my cooperating teacher I will be observing the instructional strategies that he uses and I see to best work for my current students. Overall, I want to find a way to have kids enjoy math instead of always questioning themselves how it pertains to their life.