Katie+Nielsen

=This wikispace logs experiences in the classroom during the fall 2009 ELED 296 Paraprofessional Experience =

 This is the first field experience of the teacher education program. Its purpose is to provide insight into the real world of teaching in the K-8 and 7-12 setting. It provides a “hands-on” experience in which students may ask questions and share concerns they may have regarding the teaching profession. The experience will provide an opportunity to observe, record, and assess student behavior, effective teaching practices, and characteristics of different learning environments appropriate for children. This course will provide structure and guidance for the students as they observe, gather information, and reflect on teaching as a career. John Dewey, one of the most famous American educators, wrote extensively about reflective teaching. He defined reflective teaching as avoiding the “routine” and “impulsive” behaviors in favor of taking the time to “give serious consideration” to our actions. According to Dewey, the intelligent person thinks before he or she acts, and action becomes deliberate and intentional. In order for students to secure knowledge and insight from the field experience, their observations and participation have to be made with careful, analytical, and deliberate planning. Paraprofessional students develop their leadership skills while contributing to, learning from and influencing the learning of others.




 * Katie Nielsen's Fall 2009 Paraprofessional Placement**
 * School: || Vermillion High School ||
 * Field-based supervisor: || Mary Begley ||
 * Content area or grade level: ||  ||
 * FBS e-mail address: || mbegley@usd.edu ||
 * FBS phone: || (605) 677-7045 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

The students then broke into groups to do a group activity on "Listening". They were introduced a new assignment where they will research and debate a subject. __**Focus-Time Effectiveness:**__ Mrs. Begley changes the tongue twisters activity between classes so that they are different for each class. She uses this as a way to take attendance also. This saves time so she doesn't have to go through seperatly and take attendance. It also provides a learning experience for the students. || their topic and did a treasure hunt. I walked around to make sure everyone was participating and also helped any student that needed help researching. They asked a lot of questions and felt like I did a good job and helping them better understand. Speech section does. They started off with tongue twisters and then went to the library for their group projects and scavenger hunts. The class is a block so it is longer, this way they got to present their "debates" on the topic their group chose. I got to sit and observe one group and grade then on how well they presented their topic. Mrs. Begley gave me a rubric and I followed that and graded them. __**Independent Practice:**__ Today the students gave/performed their topic for the Group Research assignment. Mrs. Begley and I just sat back and let the students give their speeches with little supervision. We just listened to them and graded them based on their discussions. || twisters and then proceeded with a movie called, "Twelve Angry Men". || Begley has been out of the classroom due to Oral Interp. || __**Monitoring and Adjusting:**__ The students just started their persuasive speech. The student went to the computer lab to do surveys of each classmates topic. Mrs. Begley and I went around the classroom and made sure everyone understood the assignment and were progressing. || 30 min. || Today we started off with tongue twisters and then dispersed to the computer lab to work on outlines for their persuasive speeches. I also got to grade the students papers. 30 min. || Today the students went to the computer lab and worked on their outlines again. They are getting ready to give their speeches tomorrow, so I helped them practice the timing and consistency of their speeches. I also graded papers and put the grades in the grade book. ||
 * 30 hours of field-based classroom participation **
 * **Date ** || **Hours ** || **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Description of my activities/participation in the classroom.... **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> ||
 * 10/14 || 1 hr. || The class started off with tongue twisters, then Mrs. Begley introduced me to the class.
 * 10/19 || 1hr. 20 min. || The class started of with tongue twisters again. We then went to the library where they researched
 * __Objectives/Purpose:__** The students started a group research project. Mrs. Begley explained to them what they were doing and how to do it. She also informed students that researching a topic and discussing its pros and cons is used in everyday experiences. ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 10/23 || <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 2 hr. 30 min. || I view a different section of speech on Friday mornings. The class does about the same as my other
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 10/26 || 1 hr. || Mrs. Begley was absent today, so there was a substitute teacher, Mr. Ford. The class did their tongue
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 10/28 || 1 hr. || Today was a normal day, although there was another substitute teacher. The students didn't do much. Mrs.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 11/2 || 1 hr 30 min. || The class did tongue twisters at the beginning of class. The class then went over their editorials and started on their persuasive speeches by researching in the computer lab. They created their own surveys on their topic and each classmate filled out the surveys.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 11/6 || 2 hr.
 * __Student Involvement:__** The students are responsible to make sure they are involved in class and respond to the questions Mrs. Begley asks. If the students are not involved in the classroom and are doing something else, they lose class participation points. This encourages the students to get more involved in the classroom. ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 11/9 || 1 hr.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 11/13 || <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 1 hr. || Today I graded papers while the students did their tongue twisters for attendance and worked on their persuasive speeches. ||
 * 11/18 || 2 hr 30 min. || Today the students did their tongue twisters first. Then they gave their persuasive speeches. I graded their papers on notes of a persuasive speech. I also sat in on the Debate class today. ||
 * 11/20 || 2 hr. 30 min. || Today the students continued to give persuasive speeches, along with tongue twisters. ||
 * 11/23 || 2 hr. || Today I gave my lesson plan. I taught the students on how to give a demonstration speech. I used a power point to give the notes and gave them examples of speeches and also the outline they would have to make. We also began on how to to do a Rube Goldberg machine. They students also had their yearbook pictures today. ||
 * 11/30 || 1 hr. 30 min. || We went to the library today to do the outlines for their demonstration speeches. ||
 * 12/2 || 3 hr. || Two students gave demonstration speeches today. The first was "How to give a 5 minute face." and the 2nd one was "How to make a BIG sandwhich". I also got to grade these speeches on how well I thought they did based on a rubric given to me from Mrs. Begley. ||
 * 12/4 || 3 hr || Today Mrs. Begley was absent. She had an oral interp meet to go to. She gave me the responsability to grade the students demonstration speeches. They did a great job. One was "How to make scotcharoos" and "How to make Monster Cookies". ||
 * 12/11 || 2 hr. || Meet with Mrs. Begly and went over my observation packet. We talked about everything that we did throughout the semester and ways that we could improve. ||