Artifact Title: Mississippi Mission Trip

Date Completed: January 2012

Artifact Description:
The following artifact is an acceptance letter to participate in the mission trip to Mississippi and my
evaluation form after the trip. The trip was one week long and I was assigned to Jonestown
Elementary School in Jonestown, Mississippi. I was placed in one of the 5
th
grade classrooms,
ranging from 15-20 students.

ALIGNMENT
Wisconsin Teacher Standard Alignment
This experience best aligns with standard two of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher understands how children with broad ranges of
ability learn and provides instruction that supports their intellectual, social, and personal
development.
This experience best aligns with standard two because, while in Jonestown Elementary, I was able
to interact with a wide academic variety of students. During work time in class I walked around the
room and assisted the students with any questions they had about math, writing, and science. Over
half of the class was in a reading and writing program for students that are below the average skill
level. By observing their reactions and responses to certain questions I would ask or answers I
would give them, I was able to determine the best way to help the students learn. If a student
looked confused when I was leading them through the steps of a math problem, I would start over
and ask them what didnt make sense about the beginning steps and continue back through the
steps, frequently asking them if they were following what I was saying (auditory learner). Some
students had a hard time understanding an explanation verbally, but when shown with a picture or
object, they were more likely to comprehend the idea (visual learner). Using pieces of paper to
count (kinesthetic learner) or coloring in part of a box to show fractions was one method I used. A
few students needed to read their worksheet or textbook again on their own or spend time
independently looking for the answer to understand the material better (reading/writing learner).
More often the students who were part of the reading program needed visual aids, rather than text,
to learn a new topic.
I believe because they had difficulties reading, it was easier for them to learn with visual aids which
reduced their need to read text. I adjusted the way I assisted students based on my awareness of
their level academic knowledge, avoiding talking above or below the students educational
vocabulary and comprehension, and the knowledge that students have various learning styles (i.e.
visual, aural, read/write, kinesthetic). Because I was in the school for a week, I had the opportunity
to talk to the students and remember which students asked for help more or less often and which
students responded better to me assisting them in various ways (rewording a word problem,
showing them a picture of different types of clouds, giving them a page number that gives more
examples in the book).
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this experience best aligns with KSD2.a. of the UW-Platteville School of Education

Knowledge, Skill, and Disposition Statements which states: The candidate demonstrates genuine
care and respect for students while the students exhibit respect for the teacher. The students also
display genuine care and respect for one another as individuals and as students, and are aware of
cultural, social, intellectual and physical variations among their peers.
I believe this experience best aligns with KSD.2.a. because I showed all of the students, in and out of
my classroom, respect. By showing them respect, I encouraged the students to do the same towards
each other. If I heard a student being disrespectful towards another, I would ask them how they
would feel if treated this way and ask them to think about what they were going to say before they
said it. Many students were in the reading program so they could connect with one another in
academic similarities; students not in the reading program were considerate of others and I was
able to talk to them about their life experiences in the Delta of Mississippi.

Secondary Alignment:
KSD.1.b: Demonstrates Knowledge of Students

REFLECTION
What I learned about teaching/learning:
I learned that it is important to be patient with students, especially those who are struggling.
Students at different academic levels require diverse attention, regardless if they are above, below,
or at the norm. It is imperative to treat each student like an individual and not teach a class as one,
uniform entity. I learned that students that are treated with respect will return the respect and
treat fellow students respectfully.

What I learned about myself as a prospective educator:
I learned that it is important to be educated on the different ranges of ability of students in your
classroom. If you dont know the range then you are unable to sufficiently provide the adequate
instruction that supports the students needs. Looking at a concept from many different points of
view and putting myself in the shoes of my students will help me in the future to predict the kinds
of instruction I should provide for the students and question whether the way the ideas are
presented is helpful. Getting to know students on a personal level (their hobbies, what subjects they
like best, etc.) will also aid in providing the instruction that supports and encourages them best.