Interactions Log and Reflections: Weeks 5-8 Direct Teaching/Instructional Approaches, lassroo! "anage!

ent, Di#erse Learning $eeds, "ultiple Roles of Teachers

%ART &: Interactions Log: Briefly log your interactions and activities in the first four weeks of your Level 1 Field Experience, especiall' in the 'ello( areas of the ta)le. (A bulleted list rather than a narrative description is encouraged. !hen co"plete the reflection #uestions that follow and sub"it the co"pleted docu"ent as an attach"ent on eLearning by *unda', April &+ ,our na!e: "entor Teacher: *chool: Weeks 5 - .: "ar/ + 0 "ar/ &1 Weeks 2 - 8: "ar/ 31 0 Apr/ 1 $ate%!i"es%Explanations and !&!AL '&()* !& $A!E 1%.%,31./ 1,/,301/,3 p"2 1%,-%,31./ 1,/1-0 1/1- p" (e.g., +,%,-%1./ 1,/.-01/.- p"2 1%.%1. "issed due to illness !otal hours to date/ 1!otal hours to date/ ,1 and have rescheduled. !otal hours to date/ 1, 1%11%,31./ 1,/,301/13 .%1%,31./ 1,/,301/,3 p" !otal hours to date/ 14 !otal hours to date/ ,. 56$5)E7! 56!E)A7!5&6*
8taking attendance or lunch count 8"aking bulletin boards or learning centers 8checking%grading student work 8entering scores%grades 8organi9ing "aterials 8ordering supplies 8collecting observation data 8taking notes 8"aking phone calls on teacher:s behalf 8researching resources for teacher

7heck student work !aking notes ;rading student work &rgani9ing "aterials (sing students: na"es ;reeting students 5nitiating conversations 5dentifying students: interests, strengths 7irculating during independent work ti"e Answering #uestions !alking with each individual student about a book they have been reading

!racking the students: behavior &rgani9ing "aterials !aking notes (sing students: na"es 5nitiating conversations ;etting to know the students better *haring appropriate infor"ation about "yself 7irculating during independent work ti"e Answering #uestions 'aving certain students read to "e that are struggling with reading ;oing with a student to

)ELA!5&6*'5< =(5L$56;
8introducing self to class 8learning and using students: na"es 8greeting students 8initiating conversations with students 8identifying students: interests, strengths, preferences 8initiating conversations with "entor teacher 8sharing appropriate infor"ation about yourself 8participating in advisory or classroo" guidance activities

56!E)A7!5&6* >5!' 56$5?5$(AL *!($E6!*

8circulating during independent work ti"e to answer #uestions, provide support or redirection 8working with struggling student who needs assistance 8working with advanced student who needs additional challenge 8planning and i"ple"enting 1/1 lesson 8collecting data directly fro" students (interview, survey, progress "onitoring

56!E)A7!5&6* >5!' *@ALL ;)&(<* &F *!($E6!*

8circulating during group work ti"e to answer #uestions, provide support or redirection 8leading%facilitating s"all group instruction or discussion 8re0teaching s"all group who needs additional instruction 8offering s"all group enrich"ent to students who need additional challenge 8planning and teaching s"all group lesson

)e0teaching s"all group that needs additional instruction

receive the afternoon snack <rovide support during s"all group discussion

56!E)A7!5&6* >5!' !'E >'&LE 7LA**

8reading aloud to class 8giving oral test%#ui9 to class 8taking over routine instruction "odeled by teacher (e.g., calendar, war" up, ho"ework check 8co0teaching whole class lesson with "entor teacher 8teaching lesson created by "entor teacher 8planning and teaching own whole0class lesson.

A7!5?5!5E* &(!*5$E &F <LA7E@E6! 7LA**)&&@

8observed in other classroo"s 8teacher planning ti"e 8tea" "eeting 8recess%hall%bus duty 8after school student assistance 8extracurricular activities 8special perfor"ance 8parent0 teacher conferences 8teacher professional develop"ent

Log and Reflection Weeks 5-8 %ART 3: Reflections

<lease answer the following #uestions with responses of at least 25-&44 (ords including details and exa"ples, which address the ite"s in each #uestion. &/ Direct Teaching and 5ther Instructional Approaches $uring class we discussed the $irect !eaching @odel. $irect !eaching refers to a teacher0led approach to instruction. 5t typically involves several steps or phases 0 activation of students: existing knowledge of a topic or skill, explicit presentation or de"onstration of lesson content, checking for understanding, guided practice by students, independent practice by students, assess"ent and evaluation. 'owever, direct teaching is Aust one approach to teaching and there are a nu"ber of others (e.g., de"onstration, pair work, cooperative learning groups, roundtable discussion, whole class discussion, role play, Aigsaws, learning centers, etc. $escribe how you have observed your "entor teacher use the $irect !eaching "odel or other instructional approaches in her%his classroo" and the benefits for student learning. @y "entor uses this $irect !eaching @odel every day in her large reading group with the entire class. @s. *ink will read a book, usually nonfiction, and they will talk about so"ething dealing with how to figure out unknown words, or using the text features, etc. *he will tie each lesson with so"ething the students already knew or had recently learned. *he will then have the" try to do the exercise by the"selves and then share with a partner what unknown word they figured out by looking at key words in the paragraph or whatever activity they are doing. !hen, in order to check their understanding of the concept and give the" so"e practice with the idea before going back to their seats and doing it independently she gives each student a clipboard with two or three sticky notes on it and a

pencil. *he then would have the" write down two unknown words fro" the large group reading text on their notebooks and then give the" ti"e to figure it out for the"selves. !hen, @s. *ink would ask individual students what their unknown word was, what they think it "eans, and how they figured it out. 5 think this is a great way to use the $irect !eaching @odel, and also get the students interacting with each other and thinking for the"selves as well.

3/ lassroo! "anage!ent B3C of good classroo" "anage"ent involves teachers proacti#el' preventing behavior proble"s fro" occurring, not reacting to proble"s as they occur (e.g., teaching clear rules%expectations, signaling transitions in activities, using a variety of teaching%learning styles, teaching conflict resolution and citi9enship%character, cueing expected behavior, e"ploying positive reinforce"ent, etc. . $escribe one basic classroo" "anage"ent strategy that you have noticed your "entor teacher use and co""ent on how well it appears to work in preventing behavior issues in the classroo". @y "entor teacher always addresses every conflict in the classroo" and teaches how to resolve every conflict. *he will point out students who are behaving positively and really "ake a conscious effort to get really excited when a student is behaving well. @y "entor teacher also tries to teach responsibility, character, and tells the students that +it:s not always about the"D, and they have to +think of others over the"selves so"eti"es.D 5 think these are good things that we need to teach children in schools, especially if they aren:t getting these lessons at ho"e.

+/ Di#erse Learning $eeds $uring >eek 13 of the course, we discussed so"e ways in which teachers address their students: differing learning needs. >hat are so"e of the strategies or techni#ues your teacher uses to "eet the learning needs of all the students in his%her classroo" (e.g., varying the content, process, or product, scaffolding, "odifying the learning environ"ent, utili9ing assistive technology tools, working collaboratively with support personnel such as resource teachers and paraeducators, etc. . Looking back on the student you identified in your >eeks 10. Log and )eflections assign"ent as so"eone who needed additional challenge or support, how well did you provide that student with what he%she needed to be successfulE $id you "ake a positive i"pact on this studentE 'ow do you knowE >hat will you do differently the next ti"e you work with a si"ilar studentE @y "entor teacher has four sections of different Fs"all groups:. !here are three to five students in these s"all groups. Each student is with the sa"e s"all group the whole year. 5n these s"all groups "y "entor teacher teaches the students language lessons. *o"e of the groups will be learning the sa"e lesson as others, and so"e of the groups are learning things co"pletely different based on their learning level and what they need to i"prove on. Another thing "y "entor teacher will do is set out fifteen to twenty "inutes at the

end of each day and work with individual students who struggle with "ath. *he uses blocks and different things to help students understand different "ath concepts. *he also works with different paraeducators and individual students so that they are both on the sa"e page on where the student is at in a certain area, and to discuss what they need to "ake sure they teach that student. 5 feel as if 5 really helped the student that 5 identified in "y >eeks 10. Log and )eflections assign"ent. A few ti"es that 5 visited the classroo" "y "entor teacher had "e read to the student during his individual reading ti"e to try and cheer hi" up. Another ti"e when he was working on his power point he was getting frustrated. 5 "ade sure not to not let hi" give up, and 5 talked to hi" about the i"portance of perseverance. 'e ended up getting his assign"ent done and feeling very good about it too. 5 feel like 5 do "ake a positive i"pact on hi" every ti"e 5 a" there. Every ti"e he sees that 5 have co"e for the afternoon he gets this big grin on his face and also waves at "e. 5 always "ake sure to give hi" a hug when 5 a" there. !he next ti"e 5 work with a si"ilar student 5 will keep trying to be positive with the student and create a relationship with hi" or her. 1/ "ultiple Roles and Responsi)ilities of Teachers !eachers have "any roles and responsibilities beyond planning and i"ple"enting instruction in their own classroo". List se#eral other roles and responsibilities expected of your "entor teacher and descri)e at least one of these/ (7onsider school co""ittees and teacher tea"s, after school progra"s, fa"ily0school connections, co""unity0school connections, extracurricular activities, supervision duties, professional develop"ent, role "odeling, counseling and providing e"otional support, etc. @y "entor teacher has several extra responsibilities that she does besides planning and i"ple"enting instruction in her classroo" including helping out at the after school progra" known as FLA*' which helps students who struggle with "ath to get extra help. *he also has to "eet with the other teachers within her grade level at least once a week to co""unicate on what they all will be doing for the week so that they are on the sa"e page. !his is also known as professional develop"ent. !his is i"ple"ented at "any different schools and helps the teachers to all be teaching the sa"e things in the sa"e way so that when students go fro" grade level to grade level it is easier for the" to transition. !his is also beneficial for the teacher to collaborate different ideas about the "aterial and also have support throughout the year when dealing with "aterial that they cover. @s. *ink also has recess duty every !uesday during the lunch shift along with around five other teachers. !his takes away fro" her planning ti"e on !uesdays which causes her to feel a little stressed or "ake life see" a little "ore hectic. 5/ ,our De#elop!ent as a Teacher >hat has gone well for you in the "iddle weeks of your field experience and what has been your biggest surprise, challenge, or frustrationE >hat have you learned about yourself and how well suited you are to the profession of teaching. $o you have any concerns or #uestions that you would like your 7ourse 5nstructors, your Field Experience 7oordinator, or others to follow up onE 5 have really created relationships with the students in "y classroo". *o"e "ore than others, but 5 have beco"e #uite fond of "any

of the students. !he biggest surprise for "e was seeing how "uch +characterD teaching "y "entor teacher does. *he really tries to teach the students about a good work ethic, being respectful of one another, and persistence. !he biggest challenge or frustration that 5 have found to be is when the kids "isbehave and 5 really don:t know how to react to it. 5 don:t know whether 5 should ignore it or address the issue. !his is so"ething that 5 have fears about if 5 continue on to teach and have "y own classroo". 5 fear that 5 "ight not have very good classroo" "anage"ent skills. 5 have learned that 5 love kids a lot and 5 value the" and the education that they receive. 5 still don:t know if teaching is right for "e. 5 think 5 a" going to think on it and keep "y options open, but 5 do know that 5 love kids and 5 have grown an attach"ent to the kids in "y "entor classroo".