Morning Meeting: journal prompt either or (if you could be someone else for a day, who would you be and why? or you stumble upon a magical book that brings whatever you write in it to life. What do you write about?) -- i thought this was a really interesting and engaging way to start the day. Students seemed engaged and excited to write about it.

Science: Weather and Climate -- Peardeck on Chrome Books,, I've never heard of this application but it is used for interactive and follow along on the lesson plan. things like answering questions being asked, watching videos etc.

Learning about Seasons, guided notes and selective students have a whole powerpoint to follow along of.

"if we have forgotten about it we need to relearn it." Small groups over globe demonstration of how the sunlights ht differently depending how it it is spinning

Introductions: Introduced herself to me, asked about why internship, why i was doing it etc.

Setup:

• The classroom is set up into 5 groups with 4-5 students at each group.

  • Boys and Girls are mixed throughout the different groups.

Student to Student:

• Students are organizing a protest in response to a teachers being fired because of the budget cuts.

• They are doing a protest tomorrow fully done by themselves without the faculties help.

• Group Work/Discussion students were kind and considerate of others when listening to differing points of view.

• 2 EC students help each other with different things while Ms. Pantano helps other students and or teaches.

Teacher to student:

• authoritative and SEL approach to teaching

• Engaging with students in different materials through dancing (different motions for the water cycle.

• Full Group use of peardeck but individual work of looking through different slides, pictures etc,

Classroom Management:

• Students have been expected to come into the classroom and put their backpacks on their numbered hooks and to either sit in their seat or get breakfast before coming back and sitting down.

• On Monday's (specifically) students have the expectation to pull out their homework folder and write down their assignments for the entire week, this week it is math and reading.

• expectation to stay quiet and pull out their journal's and follow the SEL prompt on the board daily.

• Call and Response: Pause Pause, Call Call

• For behavior--redirection multiple times throughout the lesson.

  • "Hey are we doing this?"

  • "I know but how about instead we do this?'

• I really thought todays morning meeting was very amazing. With the cuts in WSFCS there was one teacher being fired and moved, the students put on a protest and signed a petition against this happening. While I wasn't here when the actual protest happened, the lead up and aftermath was very saddening but cool to see. The students worked really hard on the protest and made signs etc. to help keep a teacher here. While the protest did not change the outcome, the reason I liked morning meeting was because Ms. Pantano gave the students room to talk through their thoughts and emotions about the past few days. She has also talked to them about how while their voice matters and why advocating for what they want is important, you don't always get what you want nor do you get the answer you were looking for. It was a moment of educating the students about what is happening but also taking the time to process about their teacher being cut and another being moved to the middle school.

  Other notes:

  • Management: general call outs

    • "these side conversations are really distracting"

    • "hey can you stop doing this and do this instead?"

• Focused on inclusion and what this means.

• students were relating what inclusion meant to them through the book Wonder but also how they can take the skills they have learned to take into middle school next year.

• We watched a video called "We Dine Together" which was an initiative that started by a high school student by the name of Denis Estimon. This video showcased how when he was a new student he hated sitting alone and feeling excluded and did not want other students to go through this. He started a club which is now all over the United States, with the goal of making sure no one was excluded.

• They also had a talk about their feelings and the emotions surrounding the leaving of 2 teachers and the assistant principal.

Behavioral:

• Most students were fine but there was a select few that had focus issues today.

  • She pulled them aside and gave them redirections about the options they could've been doing when finished with their work.

  • She then gave 2 talks throughout the time I was there about their behavior and instead of giving them redirection, she gave them the opportunity to talk through their feelings about why their attention span was not 100% focused.

  • A lot of reprimand and redirection today. It has gotten to the point where she is now taking the quiz for a grade instead of them having the chance to revise.

  • Half of the class gets fun friday while the ones who were not engaged or participating would have to take the test during this time.

  • Fun Friday has been taken away depending on the student and what they have/haven't done.

What I did:

• Ms. Pantano has a few EC children within her classroom. Over the past week she has had me set up their notes for science by writing something into their notes that is easier to follow along with instead of the notes she does for the rest of the class.

• Today the notes were more in depth so Ms. Pantano had me sit beside two of her EC students and help as we went through checking the weather and filling in the data and also talking about air mass, the equator and weather.

• I am going back today for a second time during their math portion of the day but they are just going to be taking a quiz.

  • Ms. Pantano told me that until the end of the year she tries not to do summative assessments and instead will have her students take their quizzes and then they have a chance for revising and she goes through the entire quiz with them. She said she hates for students to be think that their grade defines them and that there is no changing it.

Other:

• I am only here for math and science so I have not seen any ELA or reading, right now the students are working on grammar and a gallery wall of different event that have happened throughout the book Wonder

• They had a grammar quiz today, most students did not do well because they were afraid of asking questions or doing the work because it was "too hard".

  • I've noticed this trend throughout my time at Jefferson along with some of the other schools we have went through that students are afraid of failure. Ms. Pantano also told me the same thing and a lot of her frustration came from this. It was easy to see today especially during math that some students were not willing to try a word problem or go through a review because they deemed it to hard and that they couldn't do it so why should they try.

• Multiple talks throughout the weeks about behavior and anxiety that this group of kids produce.

• She is having trouble with expectations/boundaries during class time especially with students following her around/trying to get her attention without raising a hand etc.

• They also seem to be "overly anxious" Ms. Pantano's words and she is still trying to figure out what is happening by talking to the students during morning meeting.

• I have noticed she uses humor/sarcasm to relate towards the students which seem to work in her favor.

Other:

• I was here during their math class and they had another quiz to take online.

• After the quiz, they started learning about compatible numbers and were put in breakout groups depending on how strong their math skills were.

  • The groups were: proficient, needs work, and then 2/3 EC children were put with me to work through the worksheet.

• During the small groups: I helped Jordan and Ian with explaining each problem, working through their answers and if wrong, restructuring it to where they would understand and make sense of the problem.

• While Ian needed questions answered occasionally, Jordan really needed help with comprehending the numbers, and used times tables to help her figure it out. Once shown visuals of each problem, Jordan seemed to understand it better than when just looking directly at the paper.

• Ms. Pantano had another talk to students this morning about their behavior. This time she pulled in their mission statement and asked them about it.

  • What were your thoughts?

  • What is the opposite of safe?

  • How can we foster an inclusive environment?

• She also acknowledged their anxiety and their personal immense pressure they put on themselves to be 100% all the time.

  • I will never be angry at you all for trying.

  • Are there times where I get annoyed with you all? Yes, but that doesn't mean I dislike you. It means that I can see your potential and wish that you would try.

  • No one is 100% perfect all the time, and that is okay.

Helping:

• With Ms. Pantano's EC students, she has trouble keeping up with all of their work and making it accessible to them.

  • Over the past few weeks, I have taken the students notebooks and wrote structured notes where there is a lot of fill in the blank, glued in cutouts and filled in each notebook according to their accessibility and understanding.

  • For 2 students, I filled in less and left a lot of blanks, only filling in things like (cubic ft, squared)etc.

  • For 1 student I still did the structured notes outline but filled in a lot more blanks and added the addition/division problems because as I have noticed in the past and as Ms. Pantano has informed me, that numbers come very slowly to Jordan and she has a tendency to get overwhelmed and not finish.

• We talked about me teaching a science lesson in the upcoming weeks about heredity and genetics-- because I have seen science the most out of every subject.

• I talked to Ms. Pantano today about coming back on Friday to see more of a whole day. I would only miss 9:30-11 and then be back for the rest of the day because one of my classes were canceled.

  • She said that she read the email and I would be getting small group reading instruction and less big group instruction.

Others:

• I did one on one help with another EC Michael today. He had a really rough morning and could not stay focused throughout morning work. Together we focused on his science reading and took turns reading paragraphs until we finished the article. When he didn't understand something I would explain it differently pulling on the past things Ms. Pantano talked about in the past few weeks. While it was hard to keep him on task because he was super tried we finished the article and explanation of it before moving on to the document where they had to answer questions. When Michael was confused he would refer to both the document and I to help rearrange some of the questions to help him understand what they were asking. He finished his document with only getting 2 questions wrong because he rushed through them without looking at each choice individually.

• We also got his stuff situated for his reading time with one of the EC teachers for later in the day.

• Ms. Pantano let me look through different graded assignments the students have been doing.

  • I noticed a pattern throughout certain students work. Like Ms. Pantano stated before conceptualizing is something that is very difficult for her Block B students.

    • with the reading/sometimes math the skill is fine but understanding on how to make the skill work is the issue.

  • Ms. Pantano had her students learn a place value method for big multiplication problems such as 650 x 24. I have never seen this method so instead of asking her, she let me choose a student to explain it and teach it to me.

    • Eian explained it perfectly and you can tell he conceptualized all of the directions and tricks Ms. Pantano had taught him.

    • He went step by step with me, stopped and asked questions about whether or not I understood and then

Science:

• Made pictures of the weather cycle using cotton balls, paper and glue to help them visualize what will happen. They have had 2-3 quizzes about the weather cycle and are coming to a close on the unit. Along with this they made bags with colored water to show the water cycle while writing precipitation, condensation etc. on the bag prior to adding water.

  • This class seems like very visual learners to me and sometimes struggle with conceptualizing things.

ELA:

• Oral Fluency

  • Reading Frindle in small groups to help with fluency. Each group member will read the chapter for focus on fluency of reading. Ms. Pantano said that the majority of these students have improved greatly since the beginning of the year.

  • She said by doing this they are learning about fluency but also about comprehension of the text to be able to pull out evidence when answering questions individually or group wise.

    • Each group is split up into where the students are fluency wise/behavior wise. Each group is going at their own pace and helping each other when they get stuck.

  • For textual evidence: questions, thoughts or feelings will be asked throughout each chapter for students to write down in their annotating journals.

I've noticed throughout my time in Ms. Pantano's class that she rides a fine line on being their authority figure while also being their friend. There are moments where she is very friendly and upbeat with each student, laughing and joking but it is always with a purpose. She has told me multiple times throughout the time I have been there, there is no point in being overly serious all the time. You have to meet students where they are at if you are wanting to get anywhere with them. She also opened my eyes to how much the students environment affects their attitudes and a lot of these behaviors can be linked back to how their home lives are. Something I want to take into my teaching experience is how she approaches her relationships with the families. She actively reaches out to parents throughout the year, and calls them weekly if I understood correctly. She wants to know what type of environment her students are living in and how she can better help them succeed while they are in her classroom.

I thought this was something I should touch on this week because I can see how her reoccurring efforts create a classroom culture that is welcoming for all students and a place where she wants students to succeed but she isn't mad or upset if it takes longer than she thinks it should.

I saw their morning meeting along with their phonics.

Heggerty:

• She used heggerty, which is phonemic awareness and phonics for students.

• Heggerty is used as daily systematic phonological and phonemic awareness instruction through an intentional progression to focus on complex skills. (got this from heggerty website)

• She used hand signals like taking one hand away and adding it back as the second syllable etc.

Redirection/Behavior:

• She immediately redirected Student A about his interruption of loud talking about how he couldn't sleep.

  • Used verbal reprimand, hand signals for "all done"

• Used call and response: class class control control

• Today we talked about how joy and kindness go hand in had. Throughout the morning meeting students were asked what both things mean and how students could use these words to continue the day.

  • Students came up with very well-thought out scenarios of how they could be kind to their fellow classmates like: inviting someone to sit with them during lunch, giving a compliment just because.

Morning Work:

• Students are learning how to study, this weekend they have to study for 1 hour, the catch is they can't do it all together, it can be 25 mins a day or 2 30 min days.

  • Students were upset at the thought of studying on the weekend, and consistently kept asking if she would ever stop assigning them homework on the weekend.

    • She explained and then I reiterated how important homework is to students, and why students sometimes will have homework on the weekend. We talked about why we study, what is needed when studying and different methods of studying.

  • Learning how to study:

    • They were given different options on how they could study.

    • notecards, wrote memorization, research, etc.

• What else happened:

  • Mock Science EOG

    • Students were partnered up and before study hall were asked to take a science exam together that is supposed to stimulate their EOGS.

    • There are around 20 students within Ms. Pantano's class: 8 are above grade level, 7 are right at grade level and

• 
  

Ms. Lingelbach:

Morning Meeting:

• hug, high five, fist bump ( they do this everyday, one student goes around the classroom and says "good morning _____" and they either high five, hug or fist bump).

• something special friday: students get to share something special that has happened to them throughout the week.

• heggerty:

  • not this ___ this___! for example "not braingle its triangle."

• Played ELA headbands: trying to spell words/sound them out

  • used a good analogy "like a rollercoaster to sound it out. middle sound start at bottom top is the vowel and then bottom is the ending

Classroom Management:

• use of call and response to get attention

  • eyes on me (teacher) eyes on you (student)

Ms. Pantano:

• Worked with Jordan, Michael, Eian

  • Khan Academy Worksheets

    • Helping jordan comprehend what the problem is asking

    • Michael: how to set it up

    • Eian: only helping occasionally with setting up.

  • Retaught different addition/subtraction confusion, making sure they understand what "checking your work" means.

• today we talked about the articles of confederation.

  • Assigned students hardest article of the semester. (1st hand document from 1800's creating harder or different languages.)

  • I thought the way Ms. Pantano taught this was very engaging and helpful to have students understand what they are reading. The article was filled with different terms and conditions, which can be confusing to students sometimes so Ms. Pantano decided to remake the language into plain english/relevant things that students can relate and understand.

    • It was like lightbulbs went off in students minds once the language was changed and related to something they liked.

• I worked with Michael through this. We went through and underlined/highlighted each of the important sentences that would help with the questions on the back. After we highlighted we went back to annotate and Michael had to learn how to write smaller because he couldn't fit everything in margins that he needed.

• Today I worked with Jordan and Michael on finishing their personal narratives.

  • Michael had his transcribed by Ms. Pantano last week, and all he had to do was copy the writing onto google docs and submit.

  • Jordan wrote her own down and just has to have time to write it into google docs, with her TBI she just needs processing time therefore making her personal narrative late.

• Michael did not want to write his and he likes to create distractions to try and switch the attention to something else so he does not have to do his work.

  • We focused on spelling and grammar throughout his personal narrative, he had a hard time writing about the things he "didn't like". He would refuse to write certain words because he didn't like the spelling.

    • EX: goldfish, together, because are examples of words Michael is not fond of.

  • He really enjoys his time with Mr. Fanning (who I assume is an EC teacher or specialist) that takes Michael for the majority of the day so when there is behavioral issues, Ms. Pantano will not let Michael go to Mr. Fanning until they have sorted out what needs to be done etc.

• Redirection is also a big point for both michael and the greater class, making it known that what they are doing is wrong but redirecting their attention somewhere else instead.

• I really liked how Ms. Pantano taught the lesson today, she showed students multiple ways of gravity,

• gravity forces and motion lesson, force, motion, friction, and initera by using herself and students as the example.

  • students were immediately engaged and each understood what was happening because Pantanto related it to the students by using them as the examples.

Morning Meeting:

• Ms. Lingelbach dedicates her morning to making sure every student feels welcomed not only by her but also peer to peer. She does this by using the following method:

  • one student goes around the classroom and says "good morning _____" and they either high five, hug or fist bump.

• Today was a bit different because one of her students forgot to tell everyone good morning. Instead of the student who was left out saying something, every single other kid in the classroom advocated for the one. Loudly, but nicely each said "hey don't forget!, wait you didn't say good morning to ". Ms. Lingelbach handled it very well by saying "Thank you all for standing up for ____, but ____ do you think you could tell ___ that he forgot to say good morning to you"

  • I liked that she recognized her class for standing up for another student but also making sure that student knew he could stand up for himself without judgement.

Morning:

• Today was a social studies day not a science day.

• We worked on looking at the preamble and being able to pull away important information. Just like with the articles of confederation they did earlier in the week, this was focused on understanding the language used, while taking away the important language.

• Ms. Pantano showed students the Hamilton performance of "You'll Be Back" to show students why the colonists didn't want another king. It also showed students something relevant that they can relate to but also take from its historical context.

Afternoon:

Today I helped Jordan and Eian with their Khan Academy.

• For volume: I wrote follow along notes for Jordan, Eian and Michael.

• Mixed Number: I helped both Jordan and Eian with their Khan Academy.

  • First I had them go through the question and figure out what they needed to know.

  • Next I had them try it out on their own, this was a topic they had been learning about all week and it was knowledge check.

    • Jordan struggled with word problems but was very quick to understand when there were visual aids.

    • Eian was the opposite, he understand the word problems but the visuals tripped him up when he was asked to draw out his answers.

  • Both Eian and Jordan finished relatively quickly, and they both were beyond happy to finish in a timely matter and told me they felt really happy I helped them.

Report Card:

• Students were tasked with grading the United States in a report card based on if it upholds the truths from the Declaration of Independence. Each student got a outline of a report card with a list of things that needed to be graded on.

  • For example: all men are created equal, life liberty and pursuit of happiness etc.

  • Some students reflected the U.S. in a very negative light... and left comments about our current president, which Ms. Pantano and I found very tasteful and funny.

• On top of the report cards students were expected to do a webquest on the different parts of government and what their jobs are.

  • Each part of the packet had to do with a different branch of government and it was a very quick and easy fill in the blank.

  • I helped Michael fill half of his out, we went line by line and I helped him if he couldn't figure out the answers.

webquest, personal narraitve

• Michael needed help with writing his, so I had him tell me what he thought each law was about and then I wrote it down.

• He understood the concept of each law but putting it to words is where he struggled.

• As we finished with notes we turned to start making a Newton's law poster. As the students learned a new law they wrote it onto the poster, then relevant information and colored it. Once they finish one law they will move onto the next.

I am sad that this is my last day here at Jefferson. I have come to enjoy my time here and with Ms. Pantano. It has really made me sad that we did not have the time to be at a student teacher/teacher relationship like I would have had this semester. While not being here everyday has had some confusion, I have learned many things from Ms. Pantano and her students.

1. I have learned the power in quietness. Ms. Pantano lets her students have fun, but she makes it known when it is time to do school work. She does it in such an easy going way that while she gets frustrated with the students she's never angry.

2. Having fun doesn't mean your a bad teacher. Ms. Pantano uses students for demonstrations, talks about culturally relevant information, and is not afraid to scrap something if it isn't working for her or the students. She truly has fun with her students and while she takes on an authoritative approach she is still very kind and sweet but she doesn't just let anything happen.

3. Learning happens through what students find interesting. Happening right now is the Multicultural Festival, and usually they do one country per class but students within Ms. Pantano's class were a ton of students who were super excited about this so instead of keeping to one student, she let multiple do different countries.

In all my time within Ms. Pantano's class has given me insight into 5th grade and how different instruction can be tailored to fit the needs of each student and how that instruction fits into the broader scheme of full class instruction.