Content Knowledge
Human Development and Learning
Diversity
Planning for Instruction
Learning Environment
Instructional Delivery
Communication
Assessment
Collaborative Relationships
Reflection and Professional Growth
Professional Conduct
Content Knowledge
The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.
Throughout my student teaching experience, I have learned that it is very important to be fully informed of the subjects I am teaching. I must say that it was difficult in the beginning because it had been years since I had learned third grade material. My mentor was a huge help. She gave me teaching resources and didn’t complain when I asked her a million and one questions about the same thing. I have since then cut back on my questions. I rely on my text books and resources for answers. Whenever I receive a question that I do not know the answer to, I simply say, “I don’t know but will find out for you.” This saying was taught to me by my second mentor. While in her class I was always amazed at how she was able to add little bits of information to every lesson, something I was never able to do. I asked her how she knew so much about everything. She told me that in the beginning she was just like me, young and uninformed. On many occasions she was asked questions that she did not know the answers to. Instead of just making something up she told them that she didn’t know and that she would find out. Well, after many years of researching for unanswered questions she has become fully informed of just about everything. I know that right now I am young and uninformed, but I will not let my students down. I, too, will research their questions and give them true and honest answers. Then maybe someday I will also know something about everything.
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Human Development and Learning
The teacher understands how individuals grow, develop and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
In the beginning of my student teaching I found it hard to challenge my students without making them feel overwhelmed with information they don’t understand. After many meetings with my mentor I learned that I must start small. Beginning with the text book information is always a good place to start. Using the vocabulary words from the chapter as that weeks spelling list is another good way to familiarize them with the unit. Finally, when I reached the point where I felt that I truly knew my students and their talents I was able to create some pretty fun lessons. For Easter, I taught a math lesson that involved adding and counting jelly beans. My students love candy and love anything that they can count and then eat so they truly enjoyed this lesson.
As a future teacher I hope to keep my mind young and fresh enough so that I can create more fun lessons that are geared more towards my students and their talents. I want them to want to sing, dance, be creative, and show off what they can do. I just need to give them the opportunity to do so.
Diversity
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Everyday at 11:15 A.M. during my student teaching, the two third grade classes switch for Literacy groups. There are five Literacy groups. Each group is divided according to reading and comprehension level. My students and I enjoy our Literacy group time together. We read chapter books that appeal to their interest and do further activities that accompany the book. In my future school and classroom, I hope to introduce Literacy groups. Through observations, I have discovered that most students read with more confidence in a smaller group and are less frustrated and less impatient because they are reading with others who are at their same level.[Back to top]
Planning for Instruction
The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
In the beginning, I will admit I was an inexperienced teacher. Instead of beginning my lessons with the state standards that I needed to teach, I chose to create a lesson and then search through the standards to see which ones I completed. This was very difficult and did not show me the standards that I was missing. I sat down and discussed this problem with my mentor. She suggested I take a copy of the I CAN DO ITS and check off the ones that I have already taught. The ones that I have not gone over yet will be the ones I need to work on for the next week. This was so much easier than searching through pages upon pages of standards in order to find the right standard that matches the lesson.I hope that in my new school that they support the I CAN DO ITS form of state standards. However, if they do not I have copied the I CAN DO ITS form and will use it when planning my lessons.
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Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Advocating for all students is not just about instruction but it is also important to include the classroom environment. I found it necessary to promote a healthy, safe and inviting environment for the students. In our daily routine we begin our day by pledging to Starke School to follow the I CARE RULES. After our pledge to the school we go over my classroom management plan which is the Buck System. I remind my students that in order for them to receive a buck for the day they must earn it. Throughout the day I try to make sure to do some activities that will reach the needs of all my students. For the high leveled learners I allow them to work together on three digit multiplication. I want them to be challenged and not bored. For the lower level learners, I actually worked one-on-one with them. As for the students who are in between, I usually create a packet that they work on by themselves. I make sure to clarify to them that though I am not with them I am still available to help with any questions. I really have tried to create a fun environment that all learning levels enjoy being in.
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Instructional Delivery
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Throughout my student teaching I have used many different resources. I have enjoyed creating power points for just about everything. Our district is a supporter of United streaming and I have used it on many different occasions. Another resource that I have almost run ragged is the overhead projector. Any worksheets that we work on together I make sure to create an overhead copy so that everyone can see where we are and what we are working on. On a few occasions I have brought in actual objects to help aid in my lesson. I feel that students become more interested in a subject when they get to see an actual object. This is something I would like to do more often in my future classroom.
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Communication
The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Throughout my student teaching experience I have learned the importance of using effective written, verbal, and nonverbal communication. In the beginning I was pretty good at giving verbal instructions but my mentor informed me that I need to keep in mind my visual learners. I quickly changed my routine to one that now involves both verbal and written instructions. I have since changed my routine again so that it now includes me physically performing the instructions.
I have also learned to watch my body language. I need to be aware of what my body is saying to the students. If my voice sounds excited about a subject then so should by body. I never want to be seen yawning, slouching, or demonstrating boredom. I want my students to see me full of energy and excitement instead of just hearing my excitement.
Finally, I have kept the communication line open between myself and my students’ parents. On many occasions I have sent home letters about important events, dates, and any changes the students might have during the week.
Click here to view a letter I wrote to parents.
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AssessmentThe teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
Throughout my student teaching I have experienced a wide variety of different ways to assess students. I have had my students create a cereal box synopsis of a story, a power point on a President, a classification group activity, and a mapping tornado alley activity. I found that planning these assessments were pretty easy but the grading portion was less than enjoyable. How do you grade a project when each one is unique in its own way? I learned from my mentor that by just stepping back and observing their behavior, motivation, and work that I would get a better understanding of how well they comprehended the lesson or activity. My mentor explained that some students are naturally artistic and can create these big beautiful master pieces but still not grasp the main idea of the lesson. Then there are other students who aren’t artistically creative and couldn’t create something even if you helped them but they could state word for word the entire lesson learned. By observing them I can see who truly understands and who doesn’t have a clue.
Click here to view a power point my students created for their President's Day project.
Student President Presentation
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Collaborative Relationships
The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and community to support student learning and well-being.
I have been truly blessed throughout my student teaching experience. At my school every single teacher is open, honest, fun, and willing to collaborate with you on anything. One specific example would be at the beginning of the school year. My mentor used her communication skills to invite the first graders down to her room to help our students with a beginning of the school year glyph. Both grades enjoyed the activity and this also helped to build lasting relationships. Even now when the end of the school year is just a few weeks away some of my students still converse with their first grader who helped them with their glyph. Another example would be my collaboration with another intern to put together a presentation for the Illinois State Reading Council held in Springfield, Illinois. The intern and I together taught the same lesson in our third grade classrooms and then together put together an information board that explained the lesson. The presentation went smoothly and we were both able to inform many people of our lesson in a well articulated manner because we worked together on the project. There wasn’t one person in charge of one specific thing, it was a joint effort and we rocked it!
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Reflection and Professional GrowthThe teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
If there was one word that I could say that describes the PDS program it would be REFLECTION! Throughout my entire student teaching experience, I reflected on everything from lesson plans to classroom management plans. Reflecting has helped me to see what areas I’m good at and the areas I’m not so good at. When reflecting on the areas that I am not so good at I also make sure to write what I would do if I were to do the same lesson again. My reflections have also shown me that I need to work on my time pacing. My lessons are either too long or too short. They are never in-between. These are areas that I know I must work on and master in order to have a well organized and well managed classroom. I must also master these areas if I want to become a positive educator and give my students a more thorough education.
Click here to view a reflection I wrote after teaching a Science lesson.
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Professional Conduct
The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.Throughout my entire PDS experience I have used Charlotte Danielson’s Framework of education to reflect on my experiences. In fact, District 108 is adopting Charlotte Danielson’s Framework of education as their own to use when evaluating their teachers. I have attended many meetings at District 108 that discussed and informed other teachers of Charlotte Danielson’s Framework of education. While at these meetings I felt like I was a part of the presentation since I have thoroughly studied and have been taught the philosophy. I felt proud that I was able to help out those teachers at my table who did not understand something about the framework.
I also strive to use the Fish philosophy not just in my classroom but also in my everyday life. The Fish philosophy is such any easy philosophy that any teacher could introduce the philosophy to their students. Maybe they could even use it as a part of their classroom management plan. For me, I know that any philosophy that allows me to play everyday is a great philosophy.
Click here to view an assessment from my liaison.
