educ 2300 portfolio- katie perkins

Initial Level The Developmental Teaching Portfolio

Katie Perkins

Initial Level The Developmental Teaching Portfolio

Katie Perkins Elementary Education

Department of Curriculum and Instruction Clemmer College of Education East Tennessee State University

Spring, 2014

Table of Contents SECTION ONE: BACKGROUND INFORMATION Introduction

Working Resume Statement of Philosophy Program of Study Unofficial Transcript ACT or Praxis I Scores SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans

Actual Teaching: Assessment and Evaluation: Performance-‐Based Grading Rubric Learning Environment: Guided Observation #1-‐ Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #8 – Wait Time and Physical Proximity Professional Growth: STEA Membership Communication: Letter to Teacher PBL Presentation SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations Timesheets Concluding Reflection

Section One: Background Information

INTRODUCTION

My name is Katie Perkins. I am working on my Associate’s in Science of Teaching at

Walters State Community College. I will graduate from Walters State in May 2014. My

passion for teaching has grown tremendously in the past two years. The following is my

Developmental Teaching Portfolio. It contains documentation of my experience in various

classrooms and some of the many concepts I have learned while earning my associate’s

degree. This portfolio will continue to grow as I pursue my master’s degree. I plan to refer

back to this portfolio as I enter my own classroom to handle various situations that may

arise. I am looking forward to beginning my teaching career. I am eager to continue to grow

professionally as a future educ

Katie Marie Perkins 679 South Arch Rock Drive Sevierville, TN 378786

(865)654-‐4990/[email protected] Professional Objective: To teach and guide children in our elementary schools. Education:

2015-‐2017 Bachelor of Science in Elementary Education East Tennessee State University

2012-‐2014 Associate of Science in Education Walters State Community College

2008-‐2012 High School Diploma, Sevier County High School

Honors and Awards: Fall 2013 Walters State Dean’s List

Spring 2013 Walters State Dean’s List Fall 2012 Walters State Dean’s List

Related Educational Experience/Professional Experience: Spring 2014 Service Learning, New Center Elementary School Third Grade Fall 2013 Service Learning, Sevierville Primary School Second grade Spring 2013 Service Learning, Pittman Center School

Third Grade College Related Professional/Academic/Service Activities: 2013-‐2014 STEA Member 2013-‐2014 Phi Theta Kappa Member Additional Work Related Experience: 2013-‐2014 Substitute Teacher, Sevier County School System Placement File: Please contact the ETSU Career and Internship Services Office. Website: http://www.etsu.edu/careers , BucLink TEL: 423-‐439-‐4450 FAX: 423-‐439-‐6176

Context Statement Type of Artifact: Philosophy of Education

Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education

Description: This is my Philosophy of Education paper that I did in my EDUC 2300 Introduction to Education class.

My Philosophy of Education

To be an effective teacher, there are many attributes that one must possess. Three

attributes of an effective teacher are: learner, motivator, and communicator. Being a

learner means that the teacher is does not an “I know everything” mentality. When a

teacher is a great motivator, she is able to motivate even the laziest student to do their best.

Communication is a very important attribute of an effective teacher as well. If a teacher

possesses these attributes, I feel that they are on the road to success.

When a teacher is a learner, she is in a sense humbled. She brings herself down from

her years of higher education and is on the same level as her students. This means that she

does not see herself as a dispenser of knowledge. While the teacher will know what she is

supposed to teach and communicate with her students she will never know everything.

There will always be students that are curious and want to know more about a certain

subject. A teacher must be willing to admit that she does not know everything, but she must

also be willing to try her best to find out the answers when she is stumped. In doing this,

the teacher becomes a learner just like the rest of her students. I believe that this will make

her classroom much more interesting and less traditional.

Motivation is something that is needed in every classroom. There are many students

that are lazy. Often, the lazy student is that way because they are not challenged enough or

because they do not understand what is being taught. Other students that need extra

motivation are those that have been talked down to their whole lives. These students do

not want to try in their schoolwork because they have been lead to believe that they are not

good enough or smart enough. These students can come out of this state as long as their

teacher is willing to put in the extra work. When a teacher is a motivator, she goes above

and beyond to make sure that students are interested in what they are learning. When a

student is struggling, she takes the extra time to help them understand the core concepts of

the lesson. She is constantly cheering her students on and letting them know that they can

do whatever they put their minds to. Her motivation must be genuine and come from her

heart. Her students must be able to tell that she truly does believe in them. When a teacher

is a great motivator, I believe that she will find that she will have much more effective

students.

All teachers must be great communicators. They need communication skills on

many different levels. First and foremost, they must able to communicate well with

students. A teacher needs to be able to take a complicated concept and bring it down to a

level where her students can understand it. Teachers must also be able to communicate

with parents. While it is hard to tell a parent that their student is struggling, a teacher must

remain positive and help the parents help their students. Finally, teachers must be able to

communicate on a professional level. Teachers need to be able to communicate with all the

other teachers in the building, specifically the ones in their grade. Other teachers can be a

great resource. If teachers put their ideas together, they can help to better all the students

learning experiences. Other teachers may have had past experiences that are similar to

something that is going on in your classroom, and they may be able to lend a helping hand

to help you overcome that struggle. When a teacher is a good communicator, she is

ultimately helping to better her students learning experiences.

Three attributes of an effective teacher are: learner, motivator, and communicator.

While there are many more attributes that are necessary to be an effective teacher, I

believe that these are the core attributes needed. When a teacher is a learner, she brings

herself down on the level of her students and learns with them. Motivational teachers help

to push every student to be the best that they can be. Teachers that are great

communicators ultimately help their students to have the best learning experience

possible. These three attributes are some of the attributes that I am currently working on

in my own life so that when I have my own classroom, I will be ready to help push my

students to be the best that they can be.

Context Statement Type of Artifact: Program of Study

Date: Spring 2014 Courses: EDUC 2300 Introduction to Education

Description: This is my program of study from Walters State showing the classes I have taken.

Context Statement Type of Artifact: Transcript

Date: Fall 2012-‐ Spring 2014 Courses: All Courses

Description: This is an unofficial copy of my current transcript.

Transcript Data STUDENT INFORMATION Birth Date: Jun 14, 1994 Student Type:

Continuing

Curriculum Information Current Program A. S. Teaching Program: AST Teaching College: Behavioral Social Science Major and Department: Teaching, Education ***This is NOT an Official Transcript*** INSTITUTION CREDIT -Top- Term: Fall Term 2012 College: Behavioral Social Science Major: Teaching Student Type: New First Time Freshman Academic Standing: Good Standing Additional Standing: Dean's List Subject

Course

Campus Level

Title Grade Credit Hours

Quality Points

Start and End Dates

R

CHEM 1030 WSCC Sevier Co Campus

UG Concepts of Chemistry "BONA FIDE HONORS COURSE"

A 4.000 16.000

CHEM 1031 WSCC Sevier Co Campus

UG Concepts of Chemistry Lab "BONA FIDE HONORS COURSE"

P 0.000 0.000

ENGL 1010 WSCC Sevier Co Campus

UG Composition I A 3.000 12.000

GEOG 2010 WSCC Sevier Co Campus

UG World Regional Geography B 3.000 9.000

INFS 1010 WSCC Sevier Co Campus

UG Computer Applications A 3.000 12.000

MATH 1410 WSCC Sevier Co Campus

UG Number Cncpts and Algeb Struct "BONA FIDE HONORS COURSE"

B 3.000 9.000

Term Totals (Undergraduate) Attempt

Hours Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 16.000 16.000 16.000 16.000 58.000 3.625

Cumulative: 16.000 16.000 16.000 16.000 58.000 3.625

Term: Spring Term 2013 College: Behavioral Social Science Major: Teaching Student Type: Continuing Academic Standing: Good Standing Subject

Course

Campus Level


Quality Points

Start and End Dates

R

EDUC 2010 WSCC Sevier Co Campus

UG Psy of Hum Dev for Tchrs B 3.000 9.000


UG Composition II "BONA FIDE HONORS COURSE"

A 3.000 12.000

HIST 2020 WSCC Sevier Co Campus

UG American History II B 3.000 9.000


UG Prob Slvng Geom and Statistics "BONA FIDE HONORS COURSE"

B 3.000 9.000

SPCH 1010 WSCC Sevier Co Campus

UG Fund of Speech Communication

A 3.000 12.000


Hours Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 15.000 15.000 15.000 15.000 51.000 3.400

Cumulative: 31.000 31.000 31.000 31.000 109.000 3.516

Term: Fall Term 2013 College: Behavioral Social Science Major: Teaching Student Type: Continuing Academic Standing: Good Standing Subject

Course

Campus Level


Quality Points

Start and End Dates

R

HIST 2010 WSCC Sevier Co Campus

UG American History I B 3.000 9.000


UG Probability and Statistics "BONA FIDE HONORS COURSE"

A 3.000 12.000

MUS 1030 WSCC Sevier Co Campus

UG Music Appreciation B 3.000 9.000

PSCI 1030 WSCC Sevier Co Campus

UG Concepts Earth and Space Sci B 4.000 12.000

PSCI 1031 WSCC Sevier Co Campus

UG Cncpts Earth Sp Sci Lab P 0.000 0.000

SPED 2010 WSCC Sevier Co Campus

UG Introduction to Special Educat A 3.000 12.000


Hours Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 16.000 16.000 16.000 16.000 54.000 3.375

Cumulative: 47.000 47.000 47.000 47.000 163.000 3.468

Events:

"MEMBER OF PHI THETA KAPPA"

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Total Institution: 47.000 47.000 47.000 47.000 163.000 3.468

Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000

Overall: 47.000 47.000 47.000 47.000 163.000 3.468

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Institution Combined: 47.000 47.000 47.000 47.000 163.000 3.468

Transfer Combined: 0.000 0.000 0.000 0.000 0.000 0.000

Overall Combined: 47.000 47.000 47.000 47.000 163.000 3.468

Term: Spring Term 2014 College: Behavioral Social Science Major: Teaching Student Type: Continuing Subject

Course

Campus Level

Title Credit Hours Start and End Dates

BIOL 1030 WSCC Sevier Co Campus

UG Concepts of Biology 4.000

BIOL 1031 WSCC Sevier Co Campus

UG Concepts of Biology Lab 0.000

EDUC 2300 WSCC Sevier Co Campus

UG Foundations of Education 3.000


UG Western World Literature I 3.000

PHIL 1030 WSCC Sevier Co Campus

UG Human Nature and Life 3.000

SOCI 1010 Walters State CC, Main Campus

UG Intro to Sociology 3.000

Context Statement

Type of Artifact: ACT Date: March 2011 Courses: All Courses

Description: This is a copy of my ACT scores.

Section Two: Selected Entries

Planning and Teaching Strategies

Context Statement

Type of Artifact: Bloom’s Taxonomy Activity Date: Spring 2014 Courses: EDUC 2300 Introduction to Education

Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education.

Name: Katie Perkins Date: April 21, 2014 Class: EDUC 2300 Introduction to Education Semester: Spring, 2014

Bloom’s Taxonomy Activity

1. Targeted grade level: Second grade

2. Subject area: Math

3. Specific content to be taught: Add and subtract three digit numbers. • Standards to be covered:

o 2.NBT.B7- Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers , one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

4. Questions:

a. Remembering 1. What is difference between subtracting two-‐digit numbers and subtracting one-‐digit numbers? 2. When must you borrow in a subtraction problem? 3. How many do you borrow when you must borrow in a subtraction problem?

b. Understanding 1. List the rules of subtracting two-‐digit numbers.

2. Can you distinguish between subtracting two-‐digit numbers and subtracting three-‐digit numbers? 3. Can you provide an example of subtracting three-‐digit numbers?

c. Applying 1. When might you use subtraction of three-‐digit numbers?

2. How will this information be useful to you throughout the rest of your schooling? 3. How can you demonstrate your knowledge of subtraction of three-‐digit numbers?

d. Analyzing 1. Why do we need to learn how to subtract three-‐digit numbers? 2. What is so important about subtracting three-‐digit numbers?

3. Is there a different way to organize subtraction of three-‐digit numbers?

e. Evaluating

1. Could you explain to someone how to subtract three-‐digit numbers? 2. Is there a better way to subtract three-‐digit numbers?

3. Is there a better way to explain how to subtract three-‐digit numbers?

f. Creating 1. Can you write your own subtraction problem using three-‐digit numbers?

2. What manipulative could we use to see subtraction of three-‐digit numbers? 3. Can you compose a new way to teach subtraction of three-‐digit numbers?

Context Statement

Type of Artifact: Lesson Plan Assignment Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education

Description: This is the lesson plan to accompany my Bloom’s Taxonomy assignment that I created in my EDUC 2300 Introduction to Education class.

Name: Katie Perkins Title of Lesson: Subtraction of Three-‐Digit Numbers Grade: Second Date: April 21, 2014

Materials Needed:

• Large pair of die • Paper and pencil • Several pair of smaller die

Goals: The student will learn to subtract three-‐digit numbers Objectives: The student will learn to subtract three-‐digit numbers Instructional Procedures: Allow each student to take turns rolling one of the dice. For each subtraction problem you create, you will need six students. Each number will represent one of the place values for the numbers in the subtraction problem. This will also encourage critical thinking because the students will have to make sure the top number is larger than the bottom. Questions:

• (See Bloom’s Taxonomy assignment) Closure: The lesson will end with another quick run through of borrowing. Then the students will be put into groups and will be given a set of die to continue making and solving three of their own problems. Adaptations to meet Individual Needs: If a student could not role the dice, you could allow them to pick their favorite number instead. Evaluation Assessment:

• See attached rubric

Actual Teaching

Assessment and Evaluation

Context Statement

Type of Artifact: Rubric Date: Spring, 2014 Courses: EDUC 2300 Introduction to Education

Description: This is the grading rubric for the lesson I made in my EDUC 2300 Introduction to Education class.

0 1 2 Score Participation Did not

want to help create problems

Participated, but was not engaged

Participated and asked questions/answered questions

____ / 2

Attitude/ Cooperation

Bad attitude/ did not want to participate

Decent attitude/ obviously not wanting to participate but did anyway

Great attitude/ worked well with the group.

____ / 2

Listening Skills

Did not listen to teacher’s instructions

Listened to the teacher, but often interrupted

Listened attentively ____ / 2

Questions (3)

None correct

1-2 correct All correct ____ / 2

Format 3 subtraction problems

Problems were not correctly written or answered

1 or 2 of the problems were not correctly written or answered

All questions were correctly written and answered

____ / 2

Total Score ____ / 10

9-10 = Excellent 7-8 = Good 5-6 = Satisfactory 3-4 = Needs Improvement 0-2 = Unsatisfactory

Learning Environment

Context Statement

Type of Artifact: Guided Observation #1 Date: Spring 2014 Courses: EDUC 2300 Introduction to Education

Description: This is Guided Observation #1 that I completed in Mrs. Maples classroom at New Center Elementary School.

Guided Observation #1 – Contextual Factors

Name: Katie Perkins Date: April 21, 2014 Course: EDUC 2300 Introduction to Education School: New Center Elementary School

Interview your mentoring teacher to obtain the demographics about the school. Write a response for each question in a paragraph format.

1. Record the number of males, females, and ratio of ethnicity within the classroom. There are 5 males and 13 females in the class. There is only one African American female in the class. 2. What are the development levels of the students within the classroom you are observing? Most of the students are average. There are two students that are working on an above average level. There are three students that are working on an a below average level. There are also two students that are involved in the special education program. Two students receive speech therapy. 3. How is the instruction modified to meet the diverse needs of the students? Instruction is modified to meet the diverse needs of the students by adhering to their various IEPs. The teacher also made sure that she presented instructions in many different ways and on many different levels. She would also present the class with many different ways to complete a problem other than the “traditional” way.

4. Research the school and the Tennessee State Government web site to obtain information about the school community, school report card, and school population. New Center Elementary School has a population of 774 students. 5. What are the specialized programs/activities found within the school that would assist special needs children, those who need enrichment activities, or remediation? List the specific programs that are available. New Center Elementary School has a program called Club Fit. This program is an extra curricular program, but it is also an after school support program. Students can sign up for this program without a referral for activities such as art, choir, or history club. Teachers may also refer students to Club Fit if they see that they need reinforcement in specific subject areas.

Context Statement


Description: This is Guided Observation #2 that I completed in Mrs. Maples classroom at New Center Elementary School.

Guided Observation #2 – Physical Arrangement

Name: Katie Perkins Date: April 21, 2014 Course: EDUC 2300 Introduction to Education School: New Center Elementary School Instructions for the Observer: First, draw a map of the classroom you are observing, including seating arrangements, placement of furniture, computers, telephone, and other equipment. Give a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional displays, management, and motivational elements. Then design your own perfect classroom 1. Draw classroom map:

Desks

Desks

TVs with Learning Games

Teacher’s Desk

Classroom Pet

(Turtles)

Desks

Desks

Door

Smartboard

2. Effectiveness of:

a) Technology: The technology in the classroom was used very effectively. The T.V.s were used as a center that could be used when they had finished their work. The teacher used her Smartboard as much as possible. While I was in the classroom, I saw her use it to show videos about the solar system and migration.

b) Traffic Patterns: Traffic patterns were varied. She often would have the class line up according to row. The students all knew their easiest route to the door and used it accordingly.

c) Instructional Displays: Next to the Smartboard, the standards that will be covered for the week are posted. Also on the wall there is a chart that tracks the students’ Accelerated Reader achievements. Other than these, there are no instructional displays in the classroom.

d) Classroom Management: The teacher had the students in a routine. Her students also know what behaviors she expects and what is appropriate while in the classroom.

e) Motivational Elements: This teacher used a marble system. Depending on the students’ behavior, she would move a marble to the appropriate jar. There were rewards for having all the marbles moved to the “happy” jar. This teacher also used public praise to reward students when necessary.

3. Draw your perfect classroom:

Desks Desks

Desks

Smartboard

Technology (Computers or iPads)

Teacher’s Desk

Context Statement


Description: This is my guided observation #8 that I completed in my EDUC 2300 class.

Guided Observation #8 – Wait Time and Physical Proximity

Name: Katie Perkins Date: April 21, 2014 Course: EDUC 2300 Introduction to Education School: New Center Elementary School

1. When the teacher poses a question either to the whole class or a single student (particularly in a situation where the student is having difficulty responding), what is the period of wait time between the posed question and the response? Observe 10 – 15 examples of posed question/response and time each instance. What is the average wait time that you observe? The average wait time I observed was 8 seconds. The teacher does something that I have never seen before but I would consider using in my classroom. When a teacher asks a question, students tend to automatically raise their hand. They do not always think about the question before raising the hand. This teacher would give the students about 8 seconds even after they had raised their hand and make sure they had thought through the question. Before she would call on a student, she would ask them a variety of critical thinking questions to make sure they were on the right track.

2. Where does the teacher position himself/herself in physical relation to the students? Does the content and the strategy of the lesson seem to have any bearing on the distribution of physical proximity time for a teacher? The teacher always stood in front of the class when explaining an activity. When they were working on an assignment, the teacher would walk around the classroom often checking their work. I can think of very few times that I saw the teacher sitting. By standing in front of the class, the students were all facing forward. This helped to limit distractions. Having the teacher walk around the classroom discouraged cheating.

3. What student response do you note to the physical proximity of the teacher? The students responded very well to the teacher while she was standing in front of them and walking around them. They seemed to have more respect for her because she was physically above them. They also knew that she could see all of them all of the time. This helped with their concentration.

Professional Growth

Context Statement Type of Artifact: STEA Membership


Description: This is my welcome letter from STEA.

Dear Katie Perkins: Welcome to the National Education Association! Your 1 year NEA Student Membership application has been processed successfully. Your transaction of February 11, 2014 was approved in the amount of $30.00. The confirmation number for this transaction is ELFEA8072754 and your NEA member id number is 0008462974. Educator's Employment Liability coverage is in effect from today, February 11, 2014 through August 31, 2014. PLEASE PRINT THIS LETTER AS PROOF OF YOUR MEMBERSHIP AND COVERAGE IN THE PROFESSIONAL LIABILITY INSURANCE PROGRAM. Thank you for joining the National Education Association, Tennessee Education Association and your local chapter. You are now a member of our united family at the local, state and national levels. We encourage you to become active in the Association as well as to take advantage of the information, services and programs the Association has to offer. Among the resources available to you are: * The NEA website, http://www.nea.org, including an area dedicated to the Student Program (http://www.nea.org/student-program). While much of the site is open to the general public, there is an area accessible to members only (https://login.nea.org/nea/index.cgi). * Your State Association website; you can find the URL in the directory (http://www.nea.org/home/49809.htm). * Two publications sent directly to you from NEA that can help you follow education trends; Tomorrow's Teachers (http://www.nea.org/tomorrowsteachers), published annually, and NEA Today (http://www.nea.org/neatoday), published eight times per year. * Access to GEM-Gateway to 21st Century Skills (http://www.thegateway.org) with thousands of lesson plans and other teaching resources at your fingertips. * Access to tips and advice from practicing teachers. Works4Me (http://www.nea.org/tools/Works4Me.html) is an online NEA resource that links you to success stories in the classroom, subscription to an E-Newsletter with classroom tips, and a discussion board for sharing ideas or asking advice. * Access to NEA Member Benefits (http://www.neamb.com) for discounts on such things as car rentals, magazines, car insurance, credit card programs and much more. Register (https://secure.neamb.com/registration.htm) today! A package with membership materials will be mailed to you in the next few weeks.

We look forward to your participation and to your help with making sure there are great public schools for every child. Dennis Van Roekel, NEA President David Tjaden, NEA Student Program Chair

Dues payments are not deductible as charitable contributions for federal income tax purposes. Dues payments (or a portion) may be deductible as a miscellaneous itemized deduction.

.

Communication

Context Statement Type of Artifact: Letter to Teacher


Description: This is a letter I wrote to the teacher at the school I did service learning at to thank her for allowing me to be in her classroom.

April 27, 2014

Dear Mrs. Maples, Thank you so much for allowing me to observe in your classroom! I have learned many valuable things while watching you teach. I admire your way of teaching, and hope to teach like you one day. I also admire your passion for your job. It is very evident that you care for your students and want them to succeed. I truly enjoyed being in your classroom! Thank you, Katie Perkins Katie Perkins

Context Statement Type of Artifact: PBL Presentation


Description: This is a copy of the presentation we gave explaining our PBL presentation in EDUC 2300.

This is a copy of the PBL project I completed in my EDUC 2300 Introduction to Education class.

Section Three: Professional Evaluation

Context Statement Type of Artifact: Field Placement Journals


Description: These are the journals I wrote while doing my service learning hours at New Center Elementary School.

Journal Entry One Teachable Moments

One of my favorite things that I observed about Mrs. Maples was her constancy to make the most of every moment. She truly made every moment a teachable moment. One day when we were coming in from recess, there were large rain clouds coming in. One of the students said “Oh! Look at the clouds!” to which Mrs. Maples replied, “Yes, do look at the clouds!” She proceeded to ask the students what kinds of clouds were overhead. This was a great opportunity for the students to bring what they had learned about class about clouds into the real world. It was great to see the students get so excited about what they had learned!

Another instance that turned into a teachable moment was one day during a bathroom break. There is a large mural on the wall between Mrs. Maples’ classroom and the bathrooms. The mural is of the world. Earlier that day, one of the other third grade teachers had covered up the names of the continents because of TCAPS coming up. After the students had finished using the restroom, the students were walking up to the mural saying “Look! I’m in Europe!” or “Look! I’m in Africa!” Mrs. Maples turned this into a game. She would have the students line up on the opposite wall and call them to a specific continent by a certain attribute that they had. For instance, she might say “If you have more three or more vowels in your name, go to Asia,” or “If you name has two syllables, go to South America.” She also turned this into an opportunity to discuss what countries make up North America. The students were all so excited to go on a “vacation” to a new continent when it was their turn!

ABCs of Reflection

Affect: I was so excited to see Mrs. Maples making these everyday moments teachable moments! She very easily could have gotten mad at the students for not getting in line to go back to class. Instead, she saw the potential of these moments and made the most of them. Behavior: In these specific instances, I did not participate. Instead, I was an observer. I was simply watching to see how the students responded and how Mrs. Maples would respond to the students. Cognition/Content: These instances directly related to what we are learning in class. Mrs. Smith constantly reminds us that we need to have the least amount of down time as possible. Mrs. Maples made the most of ever second she spent with her students.

Journal Entry Two Sleeping in Class? When I walked into Mrs. Maples class on this particular day, the students were taking turns reading a paragraph of their science story aloud. I sat down at the table in the back and just began to watch what was happening. I immediately noticed a student on the back row with his head on the desk snoring. I know Mrs. Maples personally, and I knew that this was not something she would normally approve of unless there was something else going on. Eventually, Mrs. Maples woke the student and had him read. He remained awake for the remainder of the class. Shortly after, the students when to P.E., and I had an opportunity to talk to Mrs. Maples about this particular student. I had seen observed this students behavior before and noticed that he was different that the typical student. Ironically, the night before in EDUC 2300, we talked about homelessness. Mrs. Maples told me that she had good reason to believe that this particular student’s family was currently living in their car. Mrs. Maples could not go into much detail, but everything began to make sense to me. She told me that this student would often come to school early and would eat as much as he possibly could during lunch and snack time. The main reason she had let him sleep a little in class was because she was sure that he had not slept well the night before. She admitted that it was a tough situation because the other students would see him sleeping and might wonder why he could sleep and they could not. She also said that he is an avid reader. He would often be caught in class reading a book in his desk. Mrs. Maples would make sure to ask him questions to make him pay attention and stop reading. She said that often times he would be able to repeat word for word what she had just said regardless of the fact that he had been reading. Mrs. Maples was understanding of the fact that reading was his way of escaping his reality. She told me that his behavior plan was based around getting books and being able to be the library assistant. I was able to “diagnose” this particular student before Mrs. Maples had told me this information because of what I learned in EDUC 2300.

ABCs of Reflection Affect: This whole situation kind of disturbed me. I was so broken hearted when I learned of this student’s home situation. While I had heard that there was a homeless population in Sevierville, I had never really been around it. Behavior: This situation ended up changing the way I viewed this student. I was suddenly more understanding of his behavioral issues. I am not saying that the lack of a home is a reason to act out, but it is often why students have behavior issues. Cognition/Content: This situation directly related to what we learned in EDUC 2300. I was able to take what I had learned in class and figure out that there was something different about this student.

Journal Entry Three Take Time to Think Often times when students are asked a question, they raise their hand because they want to be the first one to have the answer. Sometimes these answers are not correct. Mrs. Maples would have the students think for a few moments before she would call on someone to answer. While she was waiting, she was not silent. She would be reminding the students of what they already know to help them make sure they had the correct answer. This was a practice that I had never seen before, but I would consider using in my classroom.

ABCs of Reflection Affect: This situation definitely pleased me. I was happy to see that Mrs. Maples was not calling on the students that always knew the answers. Instead, she was reminding the students of what they knew so that more of the students would have an opportunity to answer the questions. Behavior: While this was happening, I was mainly just observing. Sometimes, Mrs. Maples would pull me into the exercise by saying “Oh, Ms. Katie! Look at all the hands that are raised!” Then, she would begin to remind them of what they already knew to make sure they had the correct answer. Cognition/Content: While this could be considered down time, I did not see it as such. Since Mrs. Maples was reviewing what had already been taught, I saw this as a time for the students to take a moment to really think about their answers and remember what they knew.


Date: Spring 2013 Courses: EDUC 2010 Phycology of Human Development for Teachers

Description: These are the journals I wrote while doing my service learning hours at Pittman Center School.

Journal Entry 1

First Visit to Pittman Center

Going into Pittman Center, I already knew the principal and some of the staff. On my first day, I met with the Mrs. Carr (the principal) and had her sign the appropriate paperwork. While in the office, I met the school’s janitor, officer, and some of the ladies that work in the office. From day one, they were all very supportive of my decision to go into education.

I was also introduced to Ms. Hans on this day. Just walking into her room, I could tell that she had a very rowdy class. Ms. Hans was very appreciative of my coming to help. It was decided that I would help with reading groups. The students were very excited to meet me as well.

ABC’s of Reflection

Affect: I could tell that, even though I might not interact with them much, the staff and I would get along very well. I already knew some of them, but the new people I met were very welcoming. When I first walked into Ms. Hans’ room, I was very overwhelmed. The students were very talkative. I was observant of the fact that Ms. Hans was a younger, newer teacher, and the students were very aware of this. I felt as if the students might try to take advantage of her. Behavior: I felt that I was very effective on this day. I was able to meet with the principle, the teacher I was assigned to, her students, and some of the staff. I was very excited that I meshed well with everyone I came into contact with. Cognition/Content: When I saw that the students tried to take advantage of Ms. Hans, I was anxious to be able to monitor how she would control the class. We had talked about classroom control in class, and I wanted to see if she would use any of the methods we had discussed.

Journal Entry 2

My Day Working with a Reading Group Today I got to work with a reading group for the first time. This is what I will be doing throughout my Service Learning project. I am excited about this because the last time I was in a classroom, I helped with math. It will be interesting to help with a different subject. Ms. Hans told me that I would be working with her most advanced reading group. It was a group of four girls, and they were reading above the third grade reading level. I was basically there to make sure they were reading words correctly and to clarify the meaning of new words. They also had reading comprehension pages to complete. These girls were fun to work with!


Affect: I enjoyed working with this reading group. It was interesting to see how the girls talked through their worksheets. They all had different answers, and they got to explain to their friends why they felt that way. They were also making predictions for what might happen in the coming chapters. These girls were very smart, which made it very easy to work with them. Behavior: I feel that I was very effect on this day. I was there to help the girls in the group, and they knew that. They were not afraid to ask me questions. They felt that they were able to be very open with me. This made me feel great! These girls had just met me, and they treated me like I had been with them all year. Cognition/Content: Working with this group was rather easy. I was able to use some of the methods we talked about in class. When the girls stumbled on new words, I was able to help them understand what the word meant. I gave them the definition, an example of how the word could be used, and asked them to give me other examples. I also had to refocus their attention on the task several times, and I felt that I was more effective in doing this because of methods we talked about in class.

Journal Entry 3

My Second Reading Group Today, Ms. Hans asked me to work with a new reading group. She told me that they were her lower end readers. They were not reading on grade level. The class as a whole had been working on the Sarah Plain and Tall series, and this group was farther behind than the others. I noticed the students talking to each other about which book they were on; they quickly realized that the group I was working with was farther behind than them. Ms. Hans quickly put a stop to this and said, “everyone reads at their own pace”. Ms. Hans said that she usually reads one page aloud to the group and then has one of the students reread it out loud. It was very obvious that these students were behind their reading level. These students were also very rowdy. I had to constantly get this group back on task. Today was definitely a learning experience. Working with these students tested my patience, and showed me that every day it is not always rainbows and butterflies in the classroom and I need to be prepared to work with all types of children.


Affect: I was really nervous but also excited going into this task. Since the other reading group I had worked with read above their reading level, I knew that this group would be a challenge. It also made me sorrowful to see these students struggle with reading. These students are in third grade, and I knew that if students are not reading on grade level by this grade, they most likely never will. It really broke my heart. I wanted to do everything I could to help them be able to read better. Behavior: I felt that my behavior was effective. I was very willing to work with this group, and I wanted them to feel comfortable with me. I felt that they were not afraid to ask questions when they were struggling, and that made me feel great. Cognition/Content: The whole time I was with this group I heard Mrs. Smith screaming in my head, “IF STUDENTS ARE NOT READING ON GRADE LEVEL BY THRID GRADE THEY MOST LIKELY NEVER WILL!!” This concept from class made me realize how important it was for me to not take this task lightly.


Date: Fall 2013 Courses: SPED 2010 Introduction to Special Education

Description: These are the journals I wrote while doing my service learning hours at Sevierville Primary School.

Reflective Journal Entry #1

On Wednesdays, I was mainly observing the classroom. I was there during their

math time. Also, the beginning of this time was when the class’ three students who attend 3

hours of extended resource everyday were out of the class. One of these students has Down

Syndrome. The teacher told me several times that this was the easiest part of her day. With

these three students gone, the teacher is able to focus on the lesson and not have to worry

with the distractions that the students in extended resource bring to the classroom. This

teacher used many different games and activities in her math lessons. For example, when

learning about greater than and less than, the teacher would pass a large die to two

students. The numbers they rolled would represent the ones and tens place. This activity,

though very simple, got the students excited about the lesson. When the classes other three

“friends”, as every student in the class was referred to, returned, the teacher would include

these students as well. Although it was very hard, the teacher always did a great job in

conveying the lesson to the students on their level.

Reflection:

Affect: On Wednesdays, I did not feel like I was much help to the teacher. I was mainly just

sitting at a table observing what was going on. Everything that I observed in the classroom

was very positive, especially the interactions with the students with disabilities. The child

with Down Syndrome was very obviously loved by all the students and the teacher, and he

was often told by the teacher how much he was cared for. He was not made out to be an

outcast.

Behavior: I feel that my actions during these service learning periods were very affective

although they were very minimal. I tried to stay out of the way, but made it known to the

teacher that I was available to help in anyway possible. She would tell the students that if

they had a question, I was available to help them if they wanted. I feel that many teachers

would feel awkward in asking for help especially from a college student. I learned that if

someone is willing to help and be an asset to the class you should allow them to help in

anyway possible. This does not only help you as the teacher, but it helps the individual that

is looking for some hands on learning opportunities.

Content: The principle I saw demonstrated here was Learner Development. The teacher

was very aware of the fact that many of her students were on different levels socially and

intellectually. She always did her very best to modify any projects or handouts given to the

students so that they could complete it and gain the most from it.


Fridays were testing days in this second grade classroom. On a few of these days, I

was asked by the teacher to read the tests aloud to four of the boys who had IEPs. While

this was a struggle for me some days, I learned many valuable lessons. It was difficult for

me to read the questions to the students and watch them answer them wrong when they

had just answered the same kind of question correctly in class. I struggled with this

because I did not know how to effectively help them. I was able to see how their teacher

would try relentlessly to help them to understand the concepts that were being taught.

While it sometimes seemed like a waste of time, I could tell how accomplished their teacher

felt when the concept finally “clicked”. She tried several different approaches to teaching

the concept so that she could find the one strategy that would help the students

understand.

Reflection:

Affect: I really enjoyed helping these students with their tests. It was a very hands-‐on

learning experience for me. While it was a difficult task for me, I believe I learned valuable

lessons from it. I learned that while it might take several extra minutes, it is worth it to take

that extra time to make sure a student truly and fully understands a concept. I enjoyed

working with these students. It was a side to teaching I had never seen.

Behavior: I believe that my actions were very affective. I did my best to help the students

complete their tests, and I was very patient with them while they answered the questions.

The teacher was also very patient with them. I will definitely help my future students to

understand what I am teaching them no matter what it takes just as this teacher did. I

learned that it is very important to keep in mind that not every student learns the same

way, and that I should always go the extra mile to make sure every student understands the

concept to the best of their ability.

Content: The principle that I observed on these days was Instructional Strategies. The

teacher was a great example of this principle. She spent as long as she possibly could

explaining certain concepts to students in different ways to make sure they understood the

concept.


On this day, the class had Camping Day. This was the day that the teacher took them

outside to the Outside Classroom and had a mock camping site set up. She had a tent and a

fire pit. They did their classwork outside, and all the activities had something to do with

camping. I was able to help with one of the activities by reading a story to the students.

This was such a great day for the students. Many of them told me that that was their first

time camping and they were having a great time. The teacher told me that one of the

reasons she had this day was to allow the students to have a life experience that they may

not get to have outside of school. While the students were outside, they were put into pods

so they could be sent to the different learning stations. This was great to observe because

all of the students were mixed up. It was great to see how the regular education students

interacted with the special education students. The teacher spent time earlier in the year

explaining to the students that just because someone acts differently then they do does not

mean that they should not befriend them. The students took this heart and went out of

their way to make everyone feel included.

Reflection:

Affect: I had such a great time on this day. It was a great learning experience for the

children and it was obviously something that they enjoyed. I enjoyed getting to read to the

students and interact and connect with them. It also made me very happy to see all of the

students playing and learning together. No matter what intellectual level they were on,

there was something they could do with someone else to create a meaningful learning

experience.

Behavior: Everyone was so positive on this day. It did not even really feel like an actual

school day. This was great because the students tended to be on better behavior. I will

definitely do similar things in my classroom. It is such a great thing when students can be

given life experiences in school.

Content: The principle I observed on this day was Learning Environments. The teacher

was able to create an environment that was very different from the classroom. This

environment promoted individual and collaborative learning and encouraged positive

social interaction and active engagement in learning.

Context Statement Type of Artifact: Field Evaluations


Description: These are the field evaluations from service learning that I received from Mrs. Maples at New Center Elementary School.

Context Statement

Type of Artifact: Field Evaluations Date: Spring 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers

Description: These are the field evaluations from service learning that I received from Ms. Hans at Pittman Center School.

In EDUC 2010 Psychology of Human Development for Teachers, I completed eighteen

hours of service learning at Pittman Center School. I received a field evaluation from Ms.

Hans, but I no longer have that documentation.

Context Statement Type of Artifact: Field Evaluations


Description: These are the field evaluations from service learning that I received from Mrs. Blanchard at Sevierville Primary School.

In SPED 2010 Introduction to Special Education, I completed eighteen hours of service

learning at Sevierville Primary School. I received a field evaluation from Mrs. Blanchard,

but I no longer have that documentation.

Context Statement Type of Artifact: Time Sheets


Description: These are the time sheets from service learning that I did with Mrs. Maples at New Center Elementary School.


Date: Spring 2013 Courses: EDUC 2010 Psychology of Human Development for Teachers

Description: These are the time sheets from service learning that I did with Ms. Hans at Pittman Center School

In EDUC 2010 Psychology of Human Development for Teachers, I completed eighteen

hours of service learning at Pittman Center School. I kept a log of my service learning hours

that was approved by Ms. Hans, but I no longer have that documentation.



Description: These are the time sheets from service learning that I did with Mrs. Blanchard at Sevierville Primary School. .

In SPED 2010 Introduction to Special Education, I completed eighteen hours of service

learning at Sevierville Primary School. I kept a log of my service learning hours that was

approved by Mrs. Blanchard, but I no longer have that documentation.

CONCLUDING REFLECTION

Thank you for taking time to view my portfolio. I hope that through reading through

these documents you have seen that I have worked extremely hard to begin my journey as a

professional educator. I feel that I have acquire knowledge that will help me throughout my

teaching career, but I look forward to learning more for the remainder of my education and into

my career. I hope to become an effective, loving teacher.

educ 2300 portfolio- katie perkins

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