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I volunteered at the Knock Knock museum and was able to make professional connections at this professional organization. 

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56. Actively participate with a professional organization (part 1)

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56. Actively participate with a professional organization (part 1)

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58. Participate in a research project targeted at teachers.

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58. Participate in a research project targeted at teachers.

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- Participated in a research project with my Advocacy group.

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59. Collect data for a research project or develop your own teacher-research project.

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59. Collect data for a research project or develop your own teacher-research project.

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- Collected data for my advocacy project, to find a baseline on children learning through play.

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1. Write a brief observation of each child (can be subgroups of children).

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1. Write a brief observation of each child (can be subgroups of children).

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I recorded a brief observation of children during morning center time on March 28th. I divided them into subgroups based on if they were playing together. All 18 children were present on this day.
- 4 children were playing in the art center, they were using play dough to create their ideas. They also had marker, pencils, colored construction paper, buttons, and stamps.
- 3 children were in the block center. They were building roads, buildings, traps, and transportation systems for their cars and balls
- 4 children were in the kitchen. They were serving food from their kitchen. They were baking cookies and lunch. They had drawn up a menu on their clip board.
- 5 children were playing with table toys, they were using toys that connected together like blocks, twists, corks and what not
- 2 children were in the library reading books

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

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

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

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

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1. “How does that make you feel?”
2. “How can I make you feel better?”
— would you like a hug
— would you like to take a break
— can i say sorry
3. “ (Insert name here) I do not like that, I would like you to please stop”
4. “Sharing is caring”
5. “ Can I please have that next?” “When can it be my turn?”
6. “And what would you like me to do about that?”
7. “How can I help?”
8. “Thank you”

These are a few if not the most used phrases we have taught our students to use this semester.

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For the week that i taught my TWS, I was able to do multiple lessons that week that incorporated at least 3 or more developmental domains such as these. 

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8. Do a lesson that incorporates 3 developmental domains.

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8. Do a lesson that incorporates 3 developmental domains.

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I developed 5 lesson plans for my full week of teaching. For one of them, the children have to participate in a science activity sorting living things from nonliving things. I have a child in my classroom named John who receives speech therapy. Therefore, for that lesson I made sure to differentiate learning for him in order to assist him developmentally. He surprised me and completed the task with ease after i carefully described his directions! I was very happy with the positive and worthwhile experience doing this lesson!   

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

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

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This is the newsletter i developed during my full week of teaching to send parents. 

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

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

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Reflection

What I learned: The families like being updated about what their children are learning each week. It is a great time for them to see what they will be discussing, developing, and creating in the classroom. It helps families create activities for the home that match what their child is learning in class. It is great outlet for families to reach out with any questions or concerns. They know that there is structure to their child’s learning. They are aware that they can help as much as the teacher does in a classroom.

What I will do to engage families regularly: I will have weekly news letters, keep my email open for connection, send home notes home, and have parent calls or conferences if needed.

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I got to send messages on my mentor teacher’s behalf remind parents of upcoming events. 

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16. Remind parents about an upcoming event.

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16. Remind parents about an upcoming event.

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At the LSU lab school, we communicate with parents via “ProCare” and there was a child’s parents i go to communicate with during a day I had a full day of teaching. 

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

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

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I got the opportunity to participate in parent teacher conferences this week and these were one of the children in the class I got to sit in on and help come up with ways for their child to not give up on things so much and develop resilience through the aid of helpful children’s books that encourage not giving up on things. 

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20. Participate in a Parent/Teacher Conference (can count for either Standard 2 or 3, but not both).

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20. Participate in a Parent/Teacher Conference (can count for either Standard 2 or 3, but not both).

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At the LSU lab school, or running records are very different from public schools and are forms of charts, assessments, and references back to the standards like TS Gold.  

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21. Complete 3 running records. For example: DRA or an Informal Reading Inventory.

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21. Complete 3 running records. For example: DRA or an Informal Reading Inventory.

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I used this checklist to practice comparing kindergarten math standards to pre k math standards. 

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22. Practice using a math checklist/anecdotal notes.

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22. Practice using a math checklist/anecdotal notes.

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

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

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Erssm:
- it is center time (10:29 am) and it is right after morning meeting
- the child is at the art center with 6 other students
- the art center has markers and plain white paper
- this child is using color of the rainbow to draw circles at the bottom of her sheet
- she said they are colorful donuts
- she saw a friend drawing them and decided to make her own
- She converses with other children at the table and describes her art work
- she colors and draws on her paper while adding details to the artwork at the same time
- she takes turns using certain colors and waits her turn when a friend is using a marker she would like
- she quietly colors
- she asks her friends if they are done and if they can draw something else next
- she explains to a friend the proper way to open and close a marker
Ada:
- this child is sitting next to Erssm in the art center (11:00 am)
- she is Erssm’s best friend she says
- at first she drew a picture of a map she made with flowers on it
- she put stickers all around it and describes her picture to her friends at the table
- she then flips her page over to make donuts just like Erssm was

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This is a science rubric i created for my assessments in my science TWS. 

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

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

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In our classroom, my mentor teacher an dI like using hands on materials. Sensory materials are the best and these stones are used for measurement. The children know that 1 of the stones equates one as a whole. We use this form of measurement to to count how long items are and measure objects in our classroom. 

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30. Work with your mentor teacher to develop an authentic measurement.

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30. Work with your mentor teacher to develop an authentic measurement.

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

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

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- “1, 2, 3, Eyes on me” “1, 2, 3, Eyes on you!”
- “Hocus Pocus Everybody focus!”
- “If you can hear Ms. Nauras’s voice.. touch your head, touch your nose, put a finger on your lips and or make a bubble”

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

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

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- These transitions are used everyday:
— when walking to our classroom
— walking to the other pre k classroom
— getting in line
— going to wash their hands
— during morning meeting
— during morning and afternoon literacy
— during small groups
— during center time
— during afternoon table toys
— outside during play

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Every-time the students are doing what they are supposed to be doing and meeting expectations. We have this reward system where every time they do something good, we will drop a marble or stone into the jar. When it reaches a certain level or looks to be a lot and heavy. The students get a small party with treats. 

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

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

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

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

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- I used this system all the time during morning meeting, transitions, when they line up, I will re visit it throughout the day. I used it heavily during my 2 full weeks of teaching and my other full days of teaching.

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

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

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Reflection

Effectiveness: The students were more likely to listen. They had a goal to work towards. They were aware of the system and made sure to abide by it.

Changes: There should be a set amount that they can reach than the weight because then they know what they have to work towards.

Alignment with my management philosophy: Yes it does, because my philosophy promotes for a healthy and happy environment that is filled with positive reinforcements.

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I created this math game for one of my TWS lessons that used sensory material like shaving crème. 

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

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

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I got to implement this math activity i created and the children got to do it in groups everyday in small group! Here it is in action! 

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

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

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I created these higher level questions for morning meeting for the week i taught my TWS. 

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39. Create activities for morning routines (problem of the day, daily questions, check-in boards, etc.).

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39. Create activities for morning routines (problem of the day, daily questions, check-in boards, etc.).

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I used those higher level questions to reinforce the books we read during literary time. This was done on purpose to form a correlation between the morning and the afternoon topics so that the children could form a concrete learning of the objective from that day. 

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40. Use the activities (from item 39) during your teaching.

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40. Use the activities (from item 39) during your teaching.

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We have these backpack reading bags that we switch books out every week for so that parents can read to their children at home. They record the books they have and their child’s progress. The levels are increased every week. 

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60. Participate in a book club related to professional readings (join one or start one with others).

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60. Participate in a book club related to professional readings (join one or start one with others).

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- I participated in a book club with Ella, where we would send articles and research journals to each other in support of play.

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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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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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1. What are your classroom management approaches?
2. What are ways you curb behavior issues in your classroom?
3. How do you keep the children focused for periods of time at the age group your classroom is in?

Ms. Emily
1. I try to do as much as i proactively as i can which includes: creating the schedule and also how i create the physical space because you have to have time for loud and quiet. When proactive isn’t enough and you have to react to things then i would try my best to understand why a child is doing it as much as i can because a lot of behaviors can be extinguished by fulfilling the same function but in a good manner. I use guidance talks, and a class expectations made together.
2. Using practice strategies: scheduling, expectations, its a lot about by curbing them later by setting clear expectations now and being consistent. If children notice inconsistency they will not abide by them.
3. The biggest thing to remember is to not expect them to not focus for periods of a time. Anything more than 20 minutes you have lost them. Longer period means something has to be hands on.

Ms. Autumn
1. Class jobs to help develop responsibility in the classroom so they are not wandering around. It creates an incentive and there can be consequences. Using different transitions during activities so they have direction and structure.
2. Talking with parents and having and building consistency at home and school.
3. Being very high energy during whole group, making things age appropriate, splitting longer books in half, and having fun before sitting down. During morning meeting having music play. Giving them opportunities to get their energy out and have fun.

Ms. Sarah
1. I tell the children to schedule ahead of time to know what they expect. Talk about the classroom expectations. We are all a team as a class so that we can work together. Go over rules and consequences so that i can create a safe environment.
2. Teach the kids to be empathetic to each other, for example “would you like if that happened to you”. Emphasizing being kind and issues that cannot be handled with words will call for discussion with parents. Behavior charts like stickers and slashers and or warnings. But ic an get them to corporate by leveling with them.
3. Keeping them engaged, asking them questions, getting them involved. Asking questions during reading time or during read aloud.