Lauryn+Norton

=This wikispace logs Lauryn Norton's 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.




 * Lauryn's Fall 2009 Paraprofessional Placement**
 * School: || Harney Elementary School, South Sioux City, NE ||
 * Field-based supervisor: || Stephanie Livermore ||
 * Content area or grade level: || Third Grade ||
 * FBS e-mail address: || stephanie.livermore@ssccardinals.org ||
 * FBS phone: || 712-253-1115 ||
 * USD instructor || Mary Collins, Phone: 605-677-5155, e-mail: mary.collins@usd.edu ||

Today in math, Mrs R started the class with a review worksheet of addition with regrouping--afterwards I corrected the worksheet for her and realized that although this was a review of 2nd grade math, a lot of the students did very poorly on it. The lesson she was teaching today was 2 digit by 1 digit multiplication-- after going over the lesson, Mrs R gave the students 4 examples of how to do it. (EXAMPLE OF MONITORING/ADJUSTING) I worked with 3 of the students, Kendall, Wahil, and Jose, on their worksheets, FBS had them come work with me at a round table because these students have problems with multiplication problems. Since the students were not able to do the multiplication problems in their heads, I helped them by using groups of popsicle sticks and having them count out loud. This made it better for the students and Wahil told me I really helped him understand it more, which made me feel very good about it. || The students were spoken to today by FBS (Ms. Livermore) and school principle (Mrs. Eckhart) about being on their best behavior whenever there is a substitute teacher in the classroom--this is because last week they were very naughty while a Sub was in the room. During Math, the students started a bell ringer with subtraction flash cards and by completing a "Magic Square" where all directions sum=18 using 2, 3, 4, 5, 6, 7, 8, 9, 10 Mrs. R only gave students the number in the middle of the square, otherwise they would need to answer it themselves. (EXAMPLE OF STUDENT INVOLVEMENT) After working on "Magic Square" I took Alaly, Jacqueline, Tim and Kristian into the hallway to work on finishing their math assessment from the day before that they didn't finish. || The students had lunch from 11:00-11:45AM and then went to their "Specials" for today, Library Check-Out and Art. Since the district added classes to each of the elementary schools, Ms Livermore's class now has Art in her classroom rather than a separate classroom. Today the students had 12 different shapes to choose from to create an "alien" of their own. After art, the students had Writing. They are writing stories about their "wild things" that they drew themselves and must now describe in a paper. The class uses 5 steps to writing: 1-Star Planner (plan) 2-Sentence Strips (write) 3-Edit 4-Revise 5-Publish No one in the class will publish without having a personal conference with Ms Livermore to go over what they could change in their paper. (EXAMPLE OF CONSTRUCTIVE CRITICISM) Today I worked with Kristian, who I have worked with a couple times, on his sentence strips. After writing, the kids had their second recess of the day and when they came back I read them a book titled "Veterans Day." It was a very simple book that just gave important facts about the holiday. The kids then told us if they knew anyone that was in the military and completed a worksheet about Veteran's Day. || Created bulletin board of "number placement"--Students were all given a snowman with a number on it that they colored and then as a class had to figure out the order from smallest to largest all together. Helped FBS separate student work into their individual mailboxes. Observed two groups of Guided Reading--First group was Tuendedi, Angel and Andrew who were reading "If You Grew Up With George Washington"--The book talked about different things that were going on in the time of George Washington compared to activities today.---Second group was Raashan, Chelsie, and Edgar who were reading "Deserts" a book that talked about different information about deserts, animals and plants in deserts, and nomads. During math, the students worked on different ways of writing numbers. EXAMPLE: 1. 78,324 Value= 70,000+8,000+300+20+4 2. 23,550 Words= twenty-three thousand five-hundred fifty 3. thirty-five thousand six hundred ninety-two Numeral=35,692 4. 64,300 Place Value= Ten thousands-6 Thousands-4 Hundreds-3 Tens-0 Ones-0 || Met with FBS to go over my preparations for individual lesson and lesson with her--will teach guided reading alone on 12/15 and will teach writing with FBS on 12/16 || Tried to make sure students were using strategies if they had problems with any words in the books. (EXAMPLE OF PROMPTS) Helped FBS color pages of "Christmas Around the World" for next bulletin board Observed math class-- students were starting to work with area Observed writing class-- students groups were beginning conferences for their Expository Research Reports-- The students will be displaying these during the last week of school-- many people have been invited including the principal, the school superintendent, all the students in K-5th classes, the other school teachers, as well as a newspaper from Dakota City. ||
 * 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;"> ||
 * 10/20/09 || 2 hr 45 min || Met with FBS, Stephanie Livermore, for the first time to go over red folder, tour of the classroom, learn information about classroom, as well as more information for contextual factors paper. Helped FBS put words up on the "Word Wall" --a wall where students will put interesting words they find in order to learn them. (EXAMPLE OF CLASSROOM CLIMATE) Introduced to the 20 students in the classroom before they started their "bell ringer" and "reading ticket" (EXAMPLE OF FOCUS and INDEPENDENT PRACTICE) The students split into 3 groups with 2 separate teachers based on reading levels for guided reading--there is one student that goes to a 5th grade classroom for guided reading because she has a much higher reading level than the other students in her class. Another teacher (Mrs. R) comes in to teach math to the class, today they will be learning story problems using multiplication. The multiplication is important for the students to learn because they will be taking a standardized assessment test in November.(EXAMPLE OF OBJECTIVE/PURPOSE) ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 10/29/09 || <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 3 hrs || Started day by helping FBS with her 3 groups of students in guided reading. (EXAMPLE OF GUIDED PRACTICE) The first group was Vivianna, Daniel, Jesse, and Wahil-- they were reading "The Griffeys: Father and Son Baseball." Today Mrs. Livermore listened to Vivianna and Daniel read 100 words--both students did good reading, but when asked what the story was about afterwards, they had no answer. The second group was Tuendedi, Angel, and Andrew. The third was Kendall, Lane, and Xavier. All of the groups got a worksheet to do after reading their chapters, this worksheet asked them to write down 4 main events, and then a 1 paragraph summary.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 11/5/09 || 3 hrs || Started class off by doing bell ringer which was a math worksheet dealing with multiples of 2, and a "Day of the Dead" Mask coloring sheet. Helped Tim and Jacqueline separately with math worksheet. Continued with Guided Reading (EXAMPLE OF STUDENT INTEREST/MOTIVATION) -- today I observed FBS with 2 different groups---the first was Tuendedi, Angel, and Andrew--they were reading "There's a Boy in the Girl's Bathroom" and we listened to Tuendedi read out loud and got 100% of the words correct without any help. the second group was Rashaan, Edgar, and Chelsie-- today we listened to Edgar individually and he read 97% of his words correct.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 11/11/09 || 7 hrs || This morning, the students were working on their Stanford Assessment Tests from 8:00-11:00AM. Today the students completed the Language and Mathematics Problem Solving sections. While the students were testing, I helped FBS around the room by putting corrected homework into the students' mailboxes, sorting the non-corrected work, alphabetizing the teacher's pink student enrollment sheets, putting student assessments into their personal file, and taking down the 2 bulletin board displays to make room for new ones.
 * 12/3/09 || 3 hrs 15 min || FBS told me 2 Caucasian students moved and she gained 2 new students that are Hispanic--one from Mexico who speaks little English and one from California--This changed much of the information in the Contextual Factors paper.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 12/14/09 || 1 hr || Observed end of Social Studies--talking about Kwanzaa.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 12/15/09 || 5 hrs || Started by teaching guided reading to FBS' 3 different groups--first group was Alaly, Kristian, and Sofia--Second group was Tuendedi, Andrew, and Angel--Third group was Rashaan, Chelsie, and Edgar.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 12/18/09

TOTAL || <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> 5 hrs

30 hrs || Worked with Kendall on her Expository Research Report-- Kendall was sick for a couple days while they were working on them so she needed helping publishing the finished paper. Observed the Guided Reading groups with FBS Observed the students working with area while in Math with Mrs. R. Worked with FBS on teaching Writing--we helped students finish publishing their Expository Research Paper and also went around listening to the students read their reports out loud and gave them tips for when they present the projects next week. ||