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Ruthie Buskirk EDEL/EDRD 300 (Praticum Experience (Ice Breaker Activity,…

- - - - learning more about people's culture and how not everyone has the same expereinces
        
        having diverse books in the classroom so assumptions aren't made
- - - - This was my first experience ever where I was in a classroom (as a teacher) right after the student's break and I got to see how coming back from break really affects the students' ability to learn and how they are out of their regular school routine
- - - - Teachers track and figure out where student's reading level is. They help based on what child needs
    - - Multiple ways of teaching and having children learn
- - - - Some are very out there and in your face and others are very quiet and do what they are told the very first time.
    - - Had students take 3 or 4 deep "snake breaths" to help them calm down. Students seemed to enjoy that really helped them calm down. Is something I would consider doing in my classroom since the students seemed to really enjoy that!
  - - - Kept them engaged better than the last time
      - Sat at the desk instead of the floor which I think helped them with their concentration
    - - I wish I would have had them get pencils before coming over to the table. I forgot and I had all of attention, but when they needed to get their pencils from their desk I lost their focus and complete and undivided attention.
  - - - I think it went well, but I think one thing our group could have improved on was making sure to look at the lesson plan before we teach.
      - There were good life lessons they could apply to their life and not just a slice of life from someone else's life.
      - Lesson #2
        
        Today's lesson went really well! There was an equal divide between the 3 of us! Since they were brainstorming their ideas we made it silent work. It was the first time I heard that class that quiet. Which was kind of werid
        
        All students were able to come up with 3 or 4 ideas that they could write about with a slice of life from them.
        
        The student who has Autism was very set on writing about The Titanic. Even though it is not a slice of his life, we decided that this would be okay since he was so set on it and seemed excited about it. This was an accommodation we made so he would do this assignment and be excited about it.
    - - I thought this was our best lesson yet! Emily did a great job explaining what we were doing and the students really liked choosing one thing to write about
      - Since it was something the students came up with themselves they seemed to enjoy it better than us coming up with something for them to write about.
    - - This lesson was very difficult for the students to grasp and since I was the one leading it, I became very overwhelmed, but luckily I had awesome teaching partners to help me!
      - To change it in the future I could have made my examples much less complex and given maybe 2 options for them to choose from.
- - - - Making sure not to do these because they only hurt the child. Examples: criticizing, blaming, nagging, threatening, punish, complain
    - - Make sure to do these instead of the deadly habits. These will help child.
        Examples: support, encouraging, listen, accepting, trust, respect
    - - Even if something is not your fault, you have to take responsibility on how you will change the future of that situation
- - - - Will go out of my way to make sure they are succeeding
        
        If they don't succeed now they will fall behind in higher grades
    - - If they are engaged they will want to learn and will pay attention in the lessons. They will take things away from the lesson and apply it to their own lives!
    - - Kind
        
        They are seen as a welcoming, a cheerleader for the students and not an enemy.
      - Patient
        
        Kids will test people's patients and you have to learn how to control your angry and be able to teach through these kinds of behaviors. If you do not then the day will not run smoothly.
      - Energetic
        
        Keeps students engaged and interested
  - - - the environment & how it affects the student ability to learn
        
        how the teacher goes about teaching the students the material
    - - how you deal with certain situations that take away from teaching time
        
        how to deal with difficult, bad, or inappropriate behaviors
  - - - Making the Rules
        
        mixture of me choosing them and coming up with them as a class!
        
        I will have the basic rules and they will add ones they think are important when we have that discussion as a class
      - How will they be taught and implemented?
        
        they will be listed in the room for everyone to see
        
        we will remind ourselves of the rules daily for the first few weeks of school and then when needed
      - Encouragement to follow rules & how to deal with negative behavior
        
        Encouragement
        
        I want to come up with some kind of reward system and implement that for good behavior. It encourages the students to behave well, but it can also have consequences if they misbehave
        
        Dealing with bad behavior
        
        On top of the reward system I want some kind of clip chart. Mr. D. used a clip chart in his classroom and I have seen it in multiple other classrooms and I think it works really well. The further down a student would go would mean the larger the consequence. Not only would they lose a behavior reward (chip), but they would have a phone call home or trip to the office.
      - Maximize effectiveness of classroom rules
        
        "Big 5"
        
        Rules: having rules stated clearly
        
        Routines: predictable and easy to navigate so students aren't caught of guard by new ideas or concepts
        
        Praise: positive and specific phrases and actions to tell child they did well
        
        Misbehavior: respond constantly and with appropriate consequences for any behavior issues in the classroom
        
        Engagement: have meaningful and interesting opportunities and instruction.
        
        Teacher Attribution Theory
        
        Whatever I am feeling or doing will reflect on my teaching and how I see my student's behaviors
        
        Is the way I am feeling or acting make the student's behavior an external or internal cause? - Locus of Control
        
        Are the causes under someone else's control? - Controllability
        
        Are the causes fixed or do they need change?- Stability
        
        This theory will affect how I maximize the effectiveness of my classroom management?
        
        It will make me realized if the child's actions are really out of line or my mind perceiving it that way. And that will play a role in how I discipline a child with negative behaviors.
  - - - Quiet/Calm Down Corner
        
        All students, gen ed and special ed, can use this corner to calm down or take a break from the day. It could also be part of the flexible seating. This could be an area with fidgets, a chair, calming colors, and objects with lots of different textures.
        
        If placed in the right direction the teacher will be able to see what the student is doing in the calm down corner and in the area it will have the needed materials, such as fidgets, sound machines, and other tangible items in that specific area.
      - Flexible Seating
        
        Allowing student to sit where they can work best on independent and quiet work. This would allow them to be more comfortable and relaxed. Also swirly chairs, exercise balls, and standing could be used at their desk during full class instruction.
      - Sitting in table groups
        
        I love having students sitting in table groups rather than rows because it allows for good discussions and students to work together with a group of people or during partner work.
        
        This is a good option because the teacher can still see all students at most parts of the room and each table has access to the needed extra materials in the center of their "pods".
  - - - The student is getting the motivation to make those connections though the help of their teacher because the teacher holds the reward.
        IT IS TEACHER CENTERED
        Ex: Teachers gives writing prompts and the rules are made by the teacher
    - - The student motivated by is making connections from the lessons to the real world and being rewarded on their own without help from others.
        IT IS STUDENT CENTERED
        Ex: students are working for a higher purpose or student made classroom rules
  - - - Respecting other people in the classroom
        (do not hit/touch others, do not take things without asking)
        
        Building Students Up
        (positive self-talk, positive interactions with students when they mess up)
        
        Outside the Classroom Rules
        (walk quietly in the hallways, always walk, do not touch things on the walls unless you are told it is okay, listen to other adults when I am not with students)
    - - Written for all to see
        
        Constant verbal reminders
        
        Corrected (in appropriate way) when those "rules" are broken
        
        Consequences if broken many times in a row
      - How will they be corrected if broken?
        
        1st: verbal reminder
        
        2nd: One-on-one conversation with teacher
        -3rd: (Depending on situation) consequence give (possible clip down on chart)
        -4th: Phone call home
        -5th: Administration gets involved
- - - - I want to make sure students are getting material that is at their level, but still challenges them.
        
        Why Important: if plans aren't individualized and not at the student's level then there is now way the child can learn. They will fall behind, loose self confidence, and not enjoy school.
    - - guided reading, independent work, partner work, worksheets, whole class instruction, etc.
        
        Why Important: keeps them engaged and they will not get bored of doing the same things everyday. They will have favorites and not so favorite, this way they will not always be stuck doing something they don't enjoy.
  - - - In order for a child to be successful in all areas of their academic career, they have to be able to read. Reading is the base of the world around them. That being said literacy is a huge part of the classroom. I want to adapt how I teach so all students have the capability to learn. I will use different types of teaching methods and a range in how they will work without me. I will do whatever it takes to get my students to understand how to read and write.
  - - - Danger of a Single Story
        
        There will no longer be one side shared to the story since everyone has a different experience in life.
      - Broken into groups based on reading level
        
        Having reading groups based on level makes it individualized for each student. They are getting the content in a level they understand and they will be able to take things away from the book
      - Books can teach students a lot about different cultures, life lesson, and even help them learn about their own cultures.
        
        You have to be careful the book is accurately portraying the culture and not talking about the misconceptions of that specific culture.
  - - - To see what progress students have made in "x" amount of time
      - Helps me see what I need to continue doing and what changes I need to make so students are understanding the content better
    - - Cold Reads and Post Reads (Mr. D called them blue reads and red reads
        
        Cold Reads/ Blue Reads
        
        The first time reading the story and seeing how the student does (marking what words they got wrong and how many words they read in a certain amount of time)
        
        Post Reads/Red Reds
        
        The last time the student read the story and looking at what improvements they made from the blue/cold read.
      - Running Record
        
        Seeing how many words a student can read in a minute and the mistakes they make. Normally we look at semantics, syntactic, and graphophonic. (Also looking to see if child corrects themselves without being prompted to)
  - - - Being able to teach L.A. in different formats
        
        Receptive (Listening, Reading, and Viewing)
        
        Expressive/ Productive (Speaking, Writing, and Visually Representing)
        
        Mixes up how I teach and some of the time I will be doing things and they will be following what I am doing and other times they will be doing it on their own.
        
        They will get differentiated instruction
    - - Reading
        
        Daily
        
        Mixture of how it is done (independently, with partners, as a whole class)
        
        To learn new concepts or ideas
      - Writing
        
        Daily
        
        To learn new concepts or ideas
        
        To tell and show me what they have learned
    - - Phonemic Awareness
        
        Focus on individual sounds of letters
        
        Foundation of phonics
        
        ORAL based
        
        Elkonin Boxes to learn
        
        Used in early grades (K)
      - Phonics
        
        Used in written word patterns
        
        Links written letters & word sounds
      - Comprehension
        
        The "why" (why do people read?)
        
        The goal of reading
        
        Understanding what is happening in the text
    - - multimodal
        
        Always mixing things up to keep students engaged in the lessons and content being taught.
        
        I want to use direct teaching and independent teaching
        I find it super important to use different types of teaching methods because in a child's life they are also their own teacher. They will discover things and need to learn how to process that information and use it in their own life.