Dominique+Matthews

Welcome Dominique!‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍



‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍I am looking forward to student teaching at Crescent Early Education Center and Sunnyside Elementary School. ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍



Today, September 4th, was my first day of student teaching with Mrs. M and Ms. B's preschool class at Crescent Early Education Center. Mrs. M gave me a tour of the school and she introduced me to the students, and the parents. The classroom has thirteen children but today there were only ten children. Furthermore, the teachers were very nice, helpful, and welcoming. Also, the physical environment was nice and organized. The classroom is broken into centers: literacy and language center, reading center, block center, sand/water center, science center, math center, art center, and housekeeping/dramatic play center. I thought it was interesting that in the morning the parents would bring their children into the school to the gym. Then, the teachers would come to the gym with a sign in sheet for the parents to sign and then the parents would leave.The teachers would take the children to the classroom. But most elementary schools when the parents would bring their children to school the parents would make sure their children would get in ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍the school safe and then the parents would leave. I believe that it is important for ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍teachers and students to have a great relationship, so the children can feel comfortable and safe. From this week I would change being introduced to the students, parents, other teachers, and staff I think when I start my new place I will introduce myself. By the end of the week I knew the routine and procedures of the classroom especially since Mrs. M gave a schedule of the classroom for this year. The whole school is preschool except the first floor it has special needs classrooms and head start.

Dominique Matthews Student Teaching September 6, 2012 Supervision Summary- Appendix H on page 54

1. The climate in the classroom is great because it is very attractive and inviting filled with bright colors. Also, the classroom is filled with pictures especially pictures of the children, and pictures that the children have made. The children are always having conversations, smiling, and laughing. The types of relationships that exist are student and teacher, teacher and parent(s)/guardian(s), and teacher and teacher relationships. The type of communication that is accepted is the children raise their hand until the children are called on by a teacher to speak. Unless, the teacher asks the whole class a question and tells the children that they do not have to raise their hand to speak. The students interact with each other all day such as during free choice/ play time, recess, at small group activities, and at lunch time.

2. The modalities are the children sit on the carpet during circle time so all the children can learn the lesson and the teacher has a better time controlling the misbehaviors. Also, some children are visual learners so she shows pictures and charts of things she wants the children to learn. There are learning centers that appeals to all of the five senses: sight, sound, taste, smell, and touch. Furthermore, there are a lot of materials in the classroom. Materials used in the classroom are: books, flashcards, scissors, pencils, paper, markers, crayons, colored pencils, construction paper, chalk, paint, blocks, manipulatives, chalkboard, erasers, pens, and calculators, Take the Cake game, math manipulatives. The learning objectives are very clear because the teachers and I would tell the children what they are going to be learning and doing for the day. Mrs. M types the lesson plans and she put it on the chalkboard, in the hallway, and she emails the lesson plans to the principal, parents, and the education coach. Furthermore, the children are interested in the lesson especially when they are engaged. For instance, if we ask the children a question about the lesson or the lesson involves something the children are interested in such as animals, toys, or paint. At a young age the children have a difficult time paying attention for a long time. But there is a lot of participation from the children.

3. The types of questions that occur in the classroom is a lot of how, what, and why questions such as: how many is this, what number is this, what shape is this, what animal is this, what color is this, why did you draw this, what letter is this and what sound does this letter make, what does an author do, what does an illustrator do, and what is a spine used for. Also, I ask questions about a book that I have read to the children or I would ask questions retaining to a lesson that I am doing. I believe this will help the children literacy expand and help their problem solving skills. Children create things such as patterns with attribute blocks because I taught a couple of children in small groups how to do patterns. This type of material can help children with their math skills because children are going to have to learn math in order to do math problems in school and use money.

4. Yes, there are clear behavior expectations because there are rules such as: no running, no fighting, raise your hand when you want to talk, no talking in the hallway, and stay in your seat. When a child misbehave the child either is put in time out, or cannot play in the play centers for the rest of the day, or the child has to sit on the bench during recess. Some preventative strategies the teacher do to prevent misbehaviors are that: the teachers would tell the children the rules and the teachers would tell the children how the children should act, and the teachers would give the children examples of children who are doing the right thing so the children will start to do the same thing.

5. The expectations in the classroom are flexible because the teacher would move onto another lesson or have the children do a movement activity if they get to frigidity after a while from sitting too long. Since the children are very young they have trouble paying attention for a long period of time. Autonomy is supported in the classroom when the children have choice of what learning center they would like to play at. There is leadership supported in the classroom because we give the children jobs such as: weather helper, calendar helper, attendance helper, boy line leader, girl line leader holding the door, or teris helper each week. Each week we change the helpers. Students are encouraged to express their thoughts by speaking about what they are thinking or draw how they feel, or express how they feel in a learning center.

6. For productivity, there is a classroom schedule and routines. The routine is in the morning the children will sign in their buses and put it on the gender they are. Next, the children will go to their seat and put their name puzzle together. Furthermore, after the children are done with their name puzzle they would raise their hand when they are done. The children will spell their name out for the teachers. So the children can recognize their name and how to spell it. After that, the children go to centers for free choice/ play time. Then, the children will go to the bathroom and wash their hands, and then the children will go to breakfast. The children will go back to the classroom after breakfast. When the children get back to the class it is circle time then center time. During center time, the teachers usually do lessons with some of the children in small groups. Furthermore, after center time it is time for recess, and the children either go outside and play on the playground or play inside in the gym depending on the weather. After recess, it is time for lunch and the children will go to the bathroom and then wash their hands. Next, the children will go to lunch and after lunch the children will go to their lockers, and get their pillow and blanket. Because after lunch it is nap time and after nap time the children will play with table toys on the floor while waiting for their parent(s)/ guardian(s) to pick them up from school. The teacher would turn over the hour glass clock and tell the children that she has turned over the clock. Then, she would ask the class that means you have how many minutes left until it is time to clean up. The children say five more minutes. There is a sense of flow in the classroom is great the classroom is set up for children and parents to easily move around the classroom. Furthermore, there are learning centers such as the reading, writing, art, math/science, block, housekeeping/ dramatic play, water/sand table, and table toy centers. The children's has their art work around the classroom for everyone to see. Also, there are bean bag chairs in the reading area. In addition, each child has their own locker with their name on it in the hallway.

7. The type of feedback the children receive for their work is that we praise the children for their hard work and we say things such as good work, or good job, or nice job. Also, the type of feedback the children receive for their work or idea is what made the child make this decision. In addition, some feedback for their work such as their drawings the teachers and I would ask the children what did they draw, why they drew whatever they have drew, and what colors they used.

8. Open-ended questions are used in the classroom to help develop the children's literacy skill. When I would read the children books I would ask the child open-ended questions such as what was the book about or who was their favorite person/character in the book. One open-ended question that we ask is when the children pick a center to go to. We ask each child what center they would like to go to. The child would have to say in a complete sentence I would like to go to whatever center. Also, as an open-ended question we would ask the child what will they do in that center. For instance, one child said she would like to go to housekeeping and I asked what she would do in housekeeping. She said I would like to play with dolls, we asked what you are going to do with the dolls. In addition, we ask open-ended questions such as why do the children think things happens. For instance, I asked the children why do they think it gets dark at night and child N said because the sun was not out. Furthermore, before the children go to lunch I would give the children bean bags and I would ask the children what color and shape the bean bag was. There are frequent conversations between students and teachers and teachers and parents, and peer conversations.

The week of September 10, my thoughts and experiences of student teaching has been great so far. This week I did circle time by myself last Tuesday because Mrs. M was going to be late. After watching Mrs. M, do circle time I felt confident to do circle time by myself. During circle time, I went over the days of the week, the months of the year, what month is, and how days have it been so far. Also, I went over how many days were home days and how days were school days. Then, we compared how many home days to school days. We counted out Monday through Friday which is five school days and we counted Saturday and Sunday as home days. So I put up five fingers up on one my hands for school days and two fingers up on my other hand for school days. Finally, I asked which had more days home or school and they said, "school days." In addition, we went over the letter A, what sound it made, I went over pictures of things that begin with a letter A, and we went over lowercase and uppercase A. Next time, I am going to show the children how to write uppercase and lowercase A. I read a book called "Mouse Paint" to the children. After, I read the story Mrs. M said that, "I need to work on being more animated and speaking louder when I read to the children." So next time I am going to be more animated and louder. I took some children books home and I am practicing doing these things. Also, I went over the rules such as: no hitting, no running, when you have a question raise your hand, we must share, when sitting on the carpet "criss cross applesauce and bubble lips" which means criss cross your legs and do not talk.Furthermore, this week I did the signing in with the parents in the morning in the gym. When, we got to the classroom I had to cut out construction paper for each child's favorite color, so I could trace them for a lesson about the body. Then, I had cut out some pictures from a magazine of each color to match the color of what circle the picture was. The children are starting to learn their colors and shapes if they already do not know them. Mrs. M had me take three to four students each day ask them what color the construction paper was and what shape it was. If they got it wrong I would tell them what shape it was. The pictures matched with the colored paper were for making a caterpillar using all eight colors. This week and last week, I helped set up the lunches for the children during breakfast and lunch. I took the children to the bathroom and made sure they flushed the toilet and washed their hands. I got to witness a building meeting with all the teachers they went over the budget for the fieldtrips, parents picking up children late, rise, informal and formal observations being done, and RISE.Also, my cooperating mentor teacher Mrs. M strategies of teaching are: direct instruction, indirection instruction, hands-on activities, verbal and nonverbal cues, child-centered, and teacher-centered instruction. Mrs. M uses Pennsylvania Standards, ECERS, and RISE to help her write her lesson plans and set up the classroom environment. Mrs. M uses the Pittsburgh Public School Early Education Programs Integrated Curriculum Units to write her lesson plans which she keeps in the closet. Also, she uses teacher-centered science resources lesson plans. Furthermore, she types her lesson plans out for each week to have a coy for herself, her assistant, the parent(s)/guardian(s), and the principal. In addition, she writes the lesson plans out on the board each week in the hallway. When Mrs. M would do a lesson or read a book she would use material that the children would be interested in such as animals to get the children engaged in the lesson. The children's behaviors are expected for children at their ages which is between ages three to five-yeas-old, so the children are going to misbehave a lot. For instance, they would run or skip in the hallway, hit another student or us, yell or scream, or talk or get up when they are not supposed to. But Mrs. M. Mrs. B, and myself would tell them to stop and tell them that they know what they are doing is wrong. If they continue to do so, we would tell them if they continue to do it there would be consequences such as not being able to play in centers such as housekeeping/dramatic play center or blocks center, or etc. Another consequence would be sitting on the bench during recess for a few minutes or the whole time.The children and Mrs. M relationship are great. I think it is important for teachers to have a good relationship with their students. So the children can feel comfortable and safe which can make it easier for them to want to learn. For instance, when the children first arrive the Mrs. M would say hello and hug each student and their parent(s)/guardian(s). Then, she would ask how are they doing? Who is picking up the child? When the students are behaving and talking to Mrs. M or Mrs. B, they are smiling and laughing, and interacting sometimes by hugging. Sometimes at young age students become attached to their teachers. Some classroom housekeeping rules where ever you are in the room such as a center we clean up before we leave that area. Record keeping, Mrs. D does anecdotal records, checklists such as MIESEL, and she has work samples for each child in their own folder in file cabinets. There is inclusion in the classroom because there is one child who has autism. The classroom has a speech therapist (ST), occupational therapist (OT), and an education coach.

The week of September 17, I have already thought about doing my preschool project on the science center because the science center is together with the math center. I think the science center needs its own area. Also, the science center does not have enough items and learning materials. From doing this student teaching it has made me know that I have chosen the right career. Also, from this experience I have learned how much I can help children learn and grow. This makes me feel very happy because children are the future. I have learned a song to go over the twelve months of the year. Also, I have learned new ways to get the children to start learning how to compare things such as comparing how many school days to home days. When the teachers wants the children to be quiet they would say bubble lips and fish tales which means no talking and arms behind your back. Furthermore, from many of my classes at Carlow University especially my psychology classes I have learned about many theorists and theories such as Erik Erikson. Erik Erikson developed Erikson's stages of psychosocial development. Since the children are between the ages three and five-years-old, they are at the stage of initiative versus guilty. During this stage, " Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt" (www.psychology.about.com). I think relationships are very important between a teacher and student, teacher and parent, and student and student. I have been doing lesson plans from the school curriculum units and Mrs. M lesson plans such as the taste testing lesson plan and the alligator made from the letter A. In addition, this week I am doing a lesson plan on ‍‍‍‍‍‍‍‍‍‍‍‍taste testing ‍‍‍‍‍‍‍‍‍‍‍‍dealing with the five senses: taste, smell, hearing, sight, and touch. I am going over taste such as bitter, sour, and sweet using pretzels, lemons, limes, club soda, dark chocolate, and sugar. I should have asked the children what two foods are sour. T his week I will be doing my lesson plan on the letter M. First, I will introduce the children to the letter M. Then, I will tell the children what sound that the letter M makes. After that, I will go over lowercase m and uppercase M. Next, I will go over note cards with words that start with a letter M such as marshmallow, monkey, map, mouse, and mailbox. Also, the note cards will have the picture of what the word is. Furthermore, I will show the children the picture of a monkey and I ask them what color is the monkey. If they do not know I will tell them brown. Then, I will tell the children that they are going to be making monkeys. I will show the children how to make the monkeys then I would tell them to glue the monkey on the piece of paper that has the lowercase and uppercase M at the top of the paper. The bottom of the piece of the paper will have word monkey. When they are done making the monkeys I will ask them to trace the lowercase (m) and uppercase (M). As an assessment, I will ask them what letter in the word money has a letter M and circle it. Finally, I will go over the letter M, what sound does the letter M makes, and lowercase and uppercase M. As a transition, I would ask each child to name their monkey and then they can go. Starting next week, I am going to be doing morning routines by myself. So I will be going over letters, the days of the week, months of the year, rules, and center time rules. Also, I am going to be doing lesson plans every day next week based on two different books one is called "ABC I Like Me!" by Nancy Carison and the other book is called "The Knee- High Man." In addition, I am doing a lesson plan on the letter S. The physical environment is great it is broken into learning centers and the room is very organized, and clean. There are many centers such as a: reading, math, housekeeping/dramatic play, math/science, and manipulatives, block, and water/sand table.In the reading center, there is a picture of a stop light on the wall. The color red it has "need more help," the color yellow it has "getting it," and the color green it has "yes, I can." I thought this was a very good idea, I am thinking about use this in my classroom when I become a full time teacher. Because they help children say what they know and what they need help in. Furthermore, this can also help teachers know what they have to go over more with the students. Also, in the reading center there are books, bean bags, a rug, and stuffed animals. As well. There is a picture of a hand it says feeling, the classroom number, and the teacher's name. Additionally, there is a picture of a hand, it says "happy, sad, angry, or excited." There is a big piece of paper that says "Dear boys and girls, Good morning! Today is _ day of school. We are learning about. The letter of the week is_. Let's get to work and have a great day!" (Mrs. D). During lunch the students and Mrs. D, Mrs. B, and myself hold hand and say "we are all friends having our breakfast/lunch together" (anonymous). Also, there are laminated school buses with each child's name. In the morning, they will sign in by taking their bus from home and placing it at school. In addition, she has a calendar, a weather bear, counting to 100 tree, and pictures of ice cream cones laminated with each child's name for happy helpers. Happy helpers would be a door holder or someone who will grab the bag for outside which has hands sanitizer, tissue, and a first aid kit. The music area has a bomb box with CDs on top of the shelf for the reading area. On the week of September 24, I taught the class the whole week. So I did circle time, small group, and read a book with activities for the children to do. Also, I did lesson plans on the letter S, name recognition, and shapes. When I first started writing my five day lesson plans I thought it was going to be difficult to come up with different lesson plans for five days with the same objectives. I did a lesson plan on shapes and I pointed to objects in the room and I asked the children what shape it is. But I think next time, I should have the children pick out shapes around the room and tell me what shape it is. I think it might get the students more engaged in the lesson. Circle time was difficult at first because some of the children would talk or hit each other when I would do circle time. So I reflected on this situation and the next time I decided to give the children ultimatum. I told the children the more time I spend on trying to get through the lesson plan the less time you would have to play in centers or play outside for recess. Also, I told the children the children the next person who interrupts me when I talk will sit on the bench for three minutes. After that, the children were all quiet most of the and I got through the whole circle time better. Relationships are important because it is the way as humans bond with one another. Teachers and children should have a great relationship and respect one another. The more the children develop a relationship with me, the more they will respect and listen to me which will make it easier for me to teach them and give them guidance. The emotional environment is good the children and teachers are always mostly happy because they are talking, smiling, or laughing. But sometimes when the children misbehave and the teachers tell them to stop or put the children in time out. The children would either get upset and cry or the children would get angry and try to hit something or the teacher. The writing center has a table with four chairs and the materials in this area are: dry erase boards, dry erase markers, pencils, chalkboard, chalk, eraser, and paper. Sand/ Water table area right now has hay and toys to play with in the hay, and short broom and dust pan to clean the hay if it gets on the floor. The Art area has a table with six chairs and this area consists of: paint, paint brushes, pencils, crayons, scissors, construction paper, markers, easels, and paper. There is a huge shelf in the middle of the classroom with many manipulatives such as counting bears, counting fruit, and etc. In front of this shelf is a table with eights chairs. Every table has a name tag for a child. Also, the dramatic play/housekeeping area has a table with four chairs and this area has: toy food, toy shopping baskets, dolls, toy police officer hat, toy firefighter hat, toy camera high heels, purses, toy broom, toy mop, toy rake, toy plates and cups, toy washer and dryer, toy stove, and toy refrigerator. In addition, the block area has toy tools, toy cars, wooden blocks, plastic blocks, Legos, toy dinosaur, toy horses, and toy cars. The math/science area has a table with six chairs. Furthermore, the math/science center has: counting cookie game, attribute blocks, magnifying glasses, calculators, magnetic counting maze, microscope, and binoculars. Furthermore, the aesthetics of the environment is wonderful everything is the room has bright and cheerful colors. Mrs. M and Mrs. B has a clothes line with children's names which they made out of paper Mache. Also, there is a caterpillar made out of construction paper that children glued different colors of magazine paper to the construction that was the same color. In addition, there are birthday cakes made out of paper that the children colored and each cake has a child's birthday written on it. Furthermore, there are body tracings on the wall of each child and the paper is whatever child body tracing favorite color. For transitions, Mrs. M would turn over the hour class and tell the children they have five more minutes to finish up what they are doing. When there is no sand at the top of the hour class clean up and sit on the carpet. The reason for the order of experience to help the children grow and develop cognitively, emotionally, physically, socially, and literacy and language, Also, the children can begin to get used to be on a schedule, doing routines, and being able to transition well. The outcome for the class socially I want each child to able to develop a relationship with their peers, teachers, and other people in order to talk or work with them. For the class, as an emotional outcome, I want each child to be able to trust, listen, and feel safe around their peers and teachers. Also, I want each child to be able to be away from their mother, father, or guardian without asking for them or crying for them. In addition, for the class physically as an outcome I want the children to become healthier by eating more fruits and vegetables. Physically, I want the class to become stronger and taller. Cognitively, I want all the children to learn there letter, numbers one through ten, colors, shapes, start to learn sorting, and start to learn patterns. When Mrs. M or Mrs. B was trying to help the children building self-esteem, they would say you can do anything you want to if you put your mind to it. We all make mistakes just keep trying. When at school, I have learned about Sigmund Freud and his Stages of Psychosexual Development. The children are between the ages three to five-years-old so they are in the phallic stage. The phallic stage is between ages three to six-years old and " during the phallic stage, the primary focus of the libido is on the genitals. At this age, children also begin to discover the differences between males and females. Freud also believed that boys begin to view their fathers as a rival for the mother’s affections" (www.psychology.about.com). During nap time, child R did not want to go to sleep and he continuously kept talking, and moving around a lot on his cot. Then, one of teachers told child R, if you keeping talking or moving around on your cot when you should be sleeping. You will sit in a chair for the rest of nap time. Child R says I want my mom, when my mom is picking me up. Furthermore, when it was time to take the children to the bathroom child Z was in the girl's line. So child N told child Z that this is the girl's line and you are a boy, you should be in the boy's line.
 * ‍****-The reading assignments are added to the blogs.**
 * The Describe, Inform, Confront, and Reconstruct are added to the blogs.**
 * The Describe, Inform, Confront, and Reconstruct are added to the blogs.**

O‍‍‍‍‍‍n the week of October 1, One day I forgot my lesson plans on Monday I was frustrated at first but improvised. I think this was a good experience because sometimes teachers have to think on their feet because sometimes there will not be a lesson plan to teach from. ‍‍‍‍‍‍This week was about how to treat friends and take turns so I explained what each theme was about and I read a book to help the children learn each theme. Since I forgot my lesson plans I improvised so I had the children play instrument together because that is what friends do together. Also, I did a lesson on children taking turns using the swings outside. This week was exciting the mayor came to read to the whole school. Relationships are very important especially between children and their teachers because a child should feel happy, comfortable, and safe with their teacher. If the children feel happy, comfortable, and safe the better the children will respect their teacher and be willing to learn. Furthermore, from many of my classes at Carlow University especially my psychology classes I have learned about many theorists and theories such as Erik Erikson. Erik Erikson developed Erikson's stages of psychosocial development. Since the children are between the ages three and five-years-old, they are at the stage of initiative versus guilty. During this stage, “Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt" ( [|www.psychology.about.com] ). Child N should initiative when child T could not open her milk during breakfast to get up walk around to the other side of the table to open the milk for child T. Also, child N poured the milk in child T's cup. For instance, when child T hit child R in their face because he took the toy that they want to play with. Because child T wanted all the toys in the housekeeping/dramatic center all to herself. But when I told child T to apologize to child R she said sorry and she started to cry because she felt guilty about hitting child R. During one of the center time child Y and child D was playing in the math/science center. They decided to play game named Shape cupcakes. They did not know how to play the game. First, I asked the children what each shape was but if they did not know a shape I told them what it was. Then, I showed the child to play the game I told the children they had to match the shapes pieces with whatever shapes are on the cupcakes. Then, both of the child starting playing by themselves and they started to match the shape pieces to the cupcakes by themselves. I enjoyed watching a knowledgeable occurrence I saw how the children learned how to match the shape game pieces to the cupcakes with the different shapes on them. Furthermore, I enjoyed watching the children are able to share and play together. Also, I learned that the children can pay attention if they are really engaged in what they are learning. Since the children are in Erik Erikson initiative vs. guilty stage of development, child I love how the children are engaged in activities with shapes. Child Y and child D took initiative to learn how to play the shapes game after I taught them how to play. I will have more opportunities for the all the children to explore shapes use different selection of things such as attribute blocks, clay, and play-doh. I should have gone over each shape. I think I should consider more ways to get the children engaged in learning and ways to extend lessons. My background in education at Carlow University and me as a future teacher. Furthermore, my value that education is important, I want the children to learn what I am trying to teach them. Since children are our future and my goal is to make sure each child should get the best education possible. Also, I want to make sure the children are engaged in what they are learning. Because the more children are engaged, the more the children will learn the information and retain the information. The children strength is that they knew most of their colors and most of their shapes. Because sometimes the children get square and rectangle mixed up. Children's strength is that they all know how to count up to five.

On the week of October 8, this week was parent/ teacher conferences and this parent/teacher conference is at the school. There were only two parents that showed up to parent/teacher conferences. Some parent/ teacher conferences are at public places because the conferences use to be at the parents' homes since there was a terrible situation. These conferences is about "documents, medical issues, illnesses and medications, discussions about classroom and program policies and procedures, the teacher introduced the child and family to the staff and classroom, discuss several curriculum used, explain work samples, and miscellaneous classroom information" (Pittsburgh Public School District). I taught all week and I did lesson plans on safety and rhyming words. I think it is important for children to learn how to keep safe at all times We discussed how not to stand in front of the swing and do not walk up the slide. Also, I talked about strangers. I loved my rhyming words lesson; I think the children were really engaged when I used their names to introduce rhyming words. Next time I should children what are rhyming words by making up non-sense words to each child's name. I love Jean Piaget's Stages of Cognitive Development and the children are in the pre-operational stage which is from age’s two-to-seven-years-old. "The pre-operational stages are about children learning to use language and to represent objects by images and words. Also, thinking is still egocentric: has difficulty taking the viewpoint of others. In addition, classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour" (www.learningandteaching). Also, during circle time I showed the children note cards of pictures and words that describe the letter that we are learning that week. When I ask what the picture is they tell me. In addition, when I did my sorting lesson last week with the children with the counting animals, some of the children sorted the counting animals by color or what animal it was. Furthermore, I loved the content that we discussed in last seminar because we talked about resumes, teaching applications, the interview process, and PA educator. I think it is important for us as student teachers to know what to have on our resumes and what we should not have on our resumes to help us get the interview. In addition, if we get an interview we talked about how it is important to know information on the school to let the school know that you are really interested working at that school. Also, the PA educator website can let you know about teaching jobs when we start looking for a job. As a future teacher, I want to keep the children connected to their families because it is important that when they are at school they know that that their family, peers, and teachers love them and what them to be happy, getting a good education, and they are safe. For instance, I think it is important when the children are at school there are pictures around the classroom with them and their families. So when they are missing their mothers and fathers, they can look at the pictures and feel happy, and loved. I am nourishing the classroom culture by setting expectation for the children such as their cognitive, emotional, social, physical, literacy and language. For instance, I want all the children cognitive to learn their ABCs, numbers one to ten, colors, and shapes. In addition, I want the children to learn how to be alright when their parents leave them at school. Socially I want the children to learn how to get along with each other, share, take turns, and play with one another. Physically, I want them to grow up strong and healthy. This is why at school we make sure all the children eat fruit and vegetables, and milk every day. Literacy and language, I want to make sure the children learn: their ABCs, new vocabulary, learn that when we read we read from left to right, the children can identify sounds in words, learns environmental print, and they learn reading is important. I think it is important to nourish classroom cultures by having routines so the children can learn to feel secure and have self-discipline, and get used to being on a schedule. Additionally, I learned what it means to focus on relationships, not rules because in school there are always rules such as no fighting, no running, use your inside voice, and raise your hand when you want to talk. But when there is a good relationship between the children and teachers. The children will start to respect the teacher and would like to listen to what they have to say. These way teachers can help the children learn the difference between right and wrong. Therefore, rules will not be too important because children will try making the right choice and doing what is right. One day on a nice autumn day, during center time child M was in the math/science center playing with the yellow and red substance. He said one color was red and the other color. I told child M that the color is not orange but that color is yellow. Then, I told him to say yellow. After that, he shook the substance and he was amazed how these two colors changed into one color. I said when two are mixed or put together they turn into another color. Furthermore, I asked child M what was the color and child M said blue, and I told no it was green. After the substance separated back into the two colors. He said the colors again but he said the colors correctly. He said yellow and red. My role as a teacher to make sure that child M learns all his colors and do not mix them up. Also, this experience helped me to learn that I should review colors more with the children by doing more lesson plans on colors. This experience helped me to learn that children are learning everyday not just during circle time and small groups but during center time. I came to this conclusion from having and learning a lot in my class Play who was taught by Rae Ann Hirsh at Carlow University. I am happy that child M likes to exploring things which helps get him engaged in learning. Because play equals learning. Children learn a lot from exploring things and playing. I believe that playing makes learning things less stressful than being around all your peers during circle time or small groups. In addition, I can use this experience which can be useful when I teach the children primary and secondary colors. For instance, when you mix to primary colors together you will get a secondary color.

The week of October 15, I was thinking I cannot believe next week is my last week of writing lesson plans at my preschool placement. I thought I am really going to miss the children, Mrs. B, some of the parents, and some of the faculty and staff. This week, I did lesson plans on ABCs, the letter I, rhyming words, and three-dimensional shapes. I had the whole class I read a book on ABCs and it is called ABC for You and Me and I read a book called The Clever Jackal. I showed have showed the children the movie of The Clever Jackal so the children could understand the story better. I really like the Montessori "is designed to help children with their task of inner construction as they grow from childhood to maturity. It succeeds because it draws its principles from the natural development of the child. Its flexibility provides a matrix within which each individual child's inner directives freely guide the child toward wholesome growth from to age six and this is when children are sensorial explorers, constructing their intellects by absorbing every aspect of their environment, their language and their culture" (montessori-ami.org). Maria Montessori developed the Montessori approach where learning is child-centered because the children learn by using manipulative which were first modeled by their teacher. I believe that the children playing in centers which helps their social skills. Also, children playing in centers such as the manipulative helps the children learn because they ask questions and build things so their cognitive, language, and literacy skills will grow. There is teamwork in the classroom between the teachers and me to make sure everything is ready for the day and the day runs smoothly. We all do small group lessons with the children throughout the day while the some of the other children are at centers. An outcome for the class I want aesthetically is to be filled with the children's pictures and projects such as the children's alligator As, snake Ss, the cake made out of paper that each children colored with candles that represented their age, papers with each child name made out of paper Mache, body tracings, and the caterpillar made from different construction paper with pictures of different colors placed on what construction paper color it is. I believe that individual outcomes for child JA, child M, and child MM is for their speech and attention expand to grow. Also, child R, child Th, and child J for them to improve on their behaviors. Motivational strategies the teachers use on the children are asking the children questions such as I read a book I will ask the children: what does the author do, what does the illustrator do, what was the book about, how was in the book, or what did they like about the book. Also, another motivational strategy is when the children are doing something such as drawing I would ask the children what are they drawing and what made them draw what they were drawing. For guidance, lets make good choices or lets make good decisions. If some children are misbehaving the teachers give examples of children who are behaving so the children can know how the teachers what them to act. For instance, the teacher would say I like how child T is sitting criss cross apple sauce and her hands are in her lap, and she has bubble lips. The teachers for discipline would put the children in time out, or tell the children to sit on the bench during recess, or the children will be not allowed to play in centers for the day. The teachers and myself say things such as you can do anything you put your mind to and just try to help build the child's self-esteems. I did ongoing assessments that determined my lesson plans were on ABCs, shapes, colors, and counting at least one to ten. One day during center time child T was playing with the manipulatives on the floor. He looked over at the shapes on the back of the bookshelf. He started to name the shapes which were circle, heart, triangle, diamond, and oval. But when he got to square he said rectangle. I told him no that is a square and I told him to say square as I pointed to the picture of the square. Then, I showed child T the picture of a rectangle and I said square. I told him to repeat the word after me. I told him that a rectangle is long and a square is small as I pointed to each shape. So I said all the shapes again as I pointed to each one. I told him to repeat after me. Then, he said all the shapes by himself. This experience made me feel happy that child T wanted to learn all of his shapes that we go over every day during circle time. This experience for me I saw how interested child was in going over shapes and trying to learn new shapes. My role as a teacher is making sure that child T and the other students learn all their shapes. This was another great activity to teach children shapes instead of using bean bags. Also, we should have shapes of hexagon, pyramid, and cylinder. In addition, I was thinking about doing more lessons about learning 3D shapes and one lesson involves the children making 3D shapes out of play-doh.

On the week of October 22, I was very sad because it was my last week at my preschool placement. Mrs. M took back over teaching for the day so the children could get used to her teaching everyday again. Also, this week I did my project which I changed the math/science center into just a science center. In 1977, the love and logic way was developed by Fay and Dr. Foster W. Cline. They believe that there are "nine essential skills of love and logic and they are: empathy, neutralizing student arguing, delaying consequences, the recovery process, developing positive student and teacher relationship, set limits with enforceable statement, using choices to prevent power struggles, quick and easy preventive interventions, and guiding students to own and solve their own problems" (www.educationworld.com). I say hello and good morning to every child when they come in the morning. Furthermore, I hug the children throughout the day. Also, I will go around to each child during center time and I would play and speak to them. If a child looked upset or was crying I would go over and ask the child what was wrong, and then I would try to comfort the child. When I see a child arguing with another child, I would go over to the children and I would tell the child to stop the arguing. I would say we do not yell, scream, or fight with our friends; we are nice to our friends. Children should develop good relationships with other to help with their social skills. Furthermore, during circle time I would tell the children what are the rules are and I will tell the class if they misbehave the longer it will take me to do circle time which means less time to play in centers and less time to play during recess. There are only four children allowed at each learning center and there are more than the same toy for the children to play with. So the children will not fight over toys. In addition, I would tell the children if someone is bothering them that they should tell the person who is bothering them, "stop bothering me and leave me alone." During circle time, I should tell the students that we are all friends. Friends share, play with each other, and do not fight. If anyone is bothering you, you should say "stop bothering me and leave me alone." Rudolph Steiner developed the idea of the Waldorf Curriculum. The goal of the Waldorf Curriculum is to encourage the students for a lifetime of learning through art and gain life skills. Also, a goal is to educate the whole child through “head, heart, and hands” (www.waldorfschool.org). In addition, to produce individuals who are able to impact meaning to their lives. "Children should learn respect for people of all races and cultures” (www.waldorfschool.org). Also, "socialization and language skills become the focus as the children come together in this family-like setting and learn to play and work together. The songs, verses and games the teacher introduces during circle time are more complex than Morning Garden, and help to develop within the child an interest and love of language" (www.waldorfpittsburgh.com). The classroom is set up in learning centers so the children can play and socialize with each other. During circle time, the children and myself sing the twelve months of the year song and the seven days of the week song. I did many activities which could be considerate a part of a Waldorf Curriculum such as the children made snakes using the letter S. The children made three-dimensional shapes out of play-doh. Also, the children did rhyming activities such as pick a picture and say a word that rhymes with the picture. I like chapter three of Learning Together with Young Children A curriculum Framework for Reflective Teachers because it discusses "how to enhance the curriculum with materials" (Curtis, p.54). Since for my project I decided to change the math/science center into just a science center, so I removed all the math items from the center. I bought a solar system, a solar system book, plant, and a fish (two gold fish) which the children named Dora and Squirt. Also, I added the dinosaurs from the block area and a skeleton puzzle from puzzles in the reading area. One day Mrs. M had children start to learn their names. So she cutted the students name tags and made them into puzzles. We told each child to put their name together and for help we put another name tag on desk and it was taped to their desk. After the students put their names together they to spell their name child. I was helping one of the students at the back table. There was one student at my table child S. She did not know e, q, u, or o. So I told her what letter was. Then, I said I was going to spell her name and repeat after me. After that, I was made her try to spell her name again by herself and she still forgot u. So I told her what the letters were. She spelled the rest of her name correctly. I was so happy that she learned how to spell her name. Also, I was excited when child S was trying to spell child J’s name. My role as a teacher to make sure each child learns to recognize her name and spell her name. Because it made me feel like she wants to her letters and her name, and she learn to recognize her peer’s names. This experience made me think of new ways to teach children their names, ABCs, and peer names lesson plans. I evaluate the activity as a great way for the children to learn their name. Also, the children can do name tracings that I made from one of my lesson plans for name recognitions. In addition the children, so the children can start to learn to write their names.

Dominique Matthews Student Teaching Preschool Project October 25, 2012 Science Center

I decided to do my project on the science center but in Mrs. M's classroom it is the math/science center. The math/science center has: attribute blocks, pictures of shapes, binoculars, Lakeshore's magnetic numbers, calculators, magnetic wands, magnifiers, magnetic counting maze, and magnetic color maze. Also, the math/science center has: toy insects, yellow viewer, blue viewer, red viewer, Take the Cake game, counting cookies, microscope, and math manipulatives. In addition, the center has: red/yellow substance when shaken turns orange, blue and yellow substance when shaken turns green, pink and blue substance when shaken turns purple, zip, snap, button, buckle, and lace. The play level that I saw was level five which is the dramatic play level which is for ages three to five-years-old. Dramatic play is when a "child takes on a role and acts out through play what he understands about physical and social realm. A child acknowledges concept of pretending and can transcend own identity and the child take on a role child uses pantomime. Also, a child does not require realistic props, but may require facilitation by adult" (www.adoptionarticlesdirectory.com). On October 15, I saw child T playing with the magnetic color maze by himself which is solitary play. Child T used the magnetic wand on the magnetic color maze to try to move the different color balls into the same color gumball machine the ball was. Then, on October 22, I saw child I and child N play doing cooperative play with child I and they were playing Take the Cake game. Child N divided the cupcake papers with shapes on the paper and shape game piece between her and child I because I told her to do so. The children matched the shapes with the shapes on their cupcakes pieces. Furthermore, child N said what each shape was as she matched the shape game pieces to the shapes on the cupcake papers. In addition, I saw child M playing with the counting cookies and child R was the onlooker. Child R was watching child M count the counting cookies and child M said what each number was on each cookie. I think the types of material that would encourage higher levels of play would be a solar system, dinosaurs, and the skeleton puzzle. Furthermore, I could redesign the center about “higher levels of cognitive and social play" (student teaching book) by adding books about science and the skeleton puzzle to the science center. Also, I think I can facilitate literacy by having a solar system and reading the children a solar system books, and I will ask the children questions about the book. In addition, read the children other science books and ask the children questions. I can ask the children questions about what the children are playing with in the new science center. Also, I changed the play center yesterday. The science center now has: binoculars, Lakeshore's magnetic numbers, magnetic wands, magnifiers, magnetic counting maze, and magnetic color maze. Also, science center has: toy insects, yellow viewer, blue viewer, red viewer, and a microscope. In addition, the center has: red/yellow substance when shaken turns orange, blue and yellow substance when shaken turns green, pink and blue substance when shaken turns purple, solar system, and an aquarium with a fish a plant. Also, I took the dinosaurs from the block area and added to the science center. In addition, I took the skeleton puzzle from puzzles which are in the reading area and I added it to the science centers. Then, I introduced each new item to the class such as the fish, plants, and solar system. I told the children background information on each item and I read a book such as //What’s Out There A book about Space// by Lynn Wilson. Furthermore, I read //One Fish Two Fish Red Fish Blue Fish// by Dr. Seuss. I wanted to add a tornado tube, volcano, and a rock thing that turned to crystals to the science center but these items were sold out. I did a new anecdotal observation and I still saw level five the dramatic play level. The social interactions I saw were child Z looking at the aquarium with the fish and plants, and child Y was the onlooker. He watched child Z looking at the fish. I saw solitary play when child N was playing with the solar system by herself and she looked at each planet, and she tried to spell the name of each planet which I put on myself. The science center meets the early childhood education standards which is the PA standard 3.1 Biological Sciences-3.1a Living and Non-living organisms, 3.1b Genetics, 3.1 C Evolution. Also, this center meets PA standard 3.2 Physical Sciences-3.2a Chemistry, 3.2 Physics. In addition, this center meets PA standard 3.3 Earth and Space Sciences- 3.3a Earth Structure, Processes and Cycles, and 3.3b Origin and Evolution of the Universe. Furthermore, PA standard 3.4 Technology: Exploration, Inquiry, and Invention-3.4a Scope of Technology, 3.4c Technology and Engineering Design, and 3.4e The Design World. Finally, this center meets PA Standard Environment and Ecology-4.1 Watersheds and Wetlands, 4.2 Renewable and Non-renewable Resources, 4.3 Environmental Health, 4.4 Agriculture and Society, 4.6, Ecosystem and Their Interactions, 4.7 Threatened, Endangered and Extinct Species, 4.8 Humans and The Environment, and 4.9 Environmental Laws and Regulations.

Before Math/Science Center

After ScienceCenter



Standard || Competencies || Artifact || Date || Promoting Child Development and Learning || Knowing and understanding young children’s characteristics and needs Knowing and understanding the multiple influences on development and learning Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environment || Through my education as an early childhood major at Carlow University I have learned about the characteristics and needs of young children from many of my classes such as: Introduction to Early Childhood Education, Play, Child Psychology, Foundation of Education, Foundation of Special Education, and early Intervention. Also, from viewing and using the website ( www.pakeys.org ) which is the website for the Pennsylvania Learning Standards. The PA standards are the learning standards from birth to second grade of what the children need to learn and consists of what type of materials are needed to teach the children these things. I used the first grade standards and I learned the children should be learning how to skip count, even and odd numbers, vowels, consonants, letter sounds, and how to sound out words, and write sentences. In addition, I used the School’s curriculum to help plan my lesson plans for what the children should be learning and reviewing every day. Also, from my readings, research, and discussions with the teachers at these schools, my professors, and peers I have learned a lot about young children and early childhood education. This is a world filled with so much diversity. When I was at Carlow University, I l took classes such as Foundation of Special Education and an Early Intervention Class which helped me learn and “understand the multiple influences on the development and learning” (Student Manual) such as special needs students and English Language Learners (ELL) students. Children with special needs sometimes need more special attention. Students with special needs might need special equipment. They might need things such “consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant,, instructions broken down into steps, allow student to record, or modify format, extend time” (www.nichcy.org) For instance, there was a child with autism at my preschool placement and he was good but he had to have things repeated to him and he had some behavior problems which most children with autism do.. Also, so their peers can learn about the new student and their background. I used the developmentally appropriate book to "use developmental knowledge to create healthy, respectful” (Student Teaching Manual)helpful, stimulating learning areas which can help the children get help the children get more engaged in what they are learning. This book discusses research on the “ development, learning, and effective practices, as well as what experience tells us about teaching intentionally” ( www.naeyc.org ). Also, this book describes what types of things the children should be learning from birth to eight-years old. This book has helped me with my decisions in making such as my lesson plans because I did not want something too easy for the children because they would be bored. In addition, I did not want to do a lesson too hard for the children because I did not want them to struggle. Building Family and Community Relationships || Knowing about understanding diverse family and community characteristics Supporting and engaging families and communities through respectful, reciprocal relationships Involving families and communities in their children’s development and learning || I know and understand diverse families from my placement at Crescent Elementary School in Mrs. M’s classroom. For instance, when the families would pick up and drop off I noticed some children lived with: both parents, just their mother, just their father, grandparents, cousin, aunt, sibling, or foster parents. There were a few parents who were of the same gender. Also, when I was growing up I lived in a community just like Homewood. Homewood is not a good neighborhood and the people who usually live there is usually poor to middle class people. I grew up in Wilkinsburg. I try to support the families by telling the parents that if there is anything that I can do for they feel free to just ask me. Also, I tell the children if there is ever anything bothering them come talk to me. Also, I had conversations with the families every day discussing what lesson plans I did and what new things they were learning or things I was reviewing with them. Also, I talk with the families about how their child day was, what did they do, and what did they eat. In addition, I told families anytime they want to come in and spend time with their child and see what they are learning, and doing on a daily basis. They are welcomed to do so. In addition, I told families any time they want to read a story to the class feel free to do so. If the children need help feel free to help them. Also, I discuss homework that I want the families to help the child (ren) do and make sure they do it all. Observing, Documenting, And Assessing to Support Young Children and Families || Understanding the goals, benefits, and uses of assessment Knowing about and using observation, documentation, and other appropriate assessment tools and approaches Understanding and practicing responsible assessment to promote Positive for each child Knowing about assessment partnerships with families and with professional colleagues || The goal of assessment is to see how each student is see how the children are progressing. The benefits of the assessment are to see what each child know and what they need help on. The use of the assessments help me determine what lesson plans and worksheets I should do to help the children with things they are still having trouble on. I know and used “observation, documentation, and other appropriate assessment tools and approaches” from my class at Carlow University called Community and Reading Development taught by Nancy Steeley. I did observation and practicums at preschools and elementary schools. I wrote down what I saw during these observations and I watched Mrs. M do the MIESEL tests. I observed the children to see what type of learners they were visual or auditory. I did checklists and assessments with many of the children like on things such as numbers, colors, shapes, letters, letter sounds, and words. I wanted to see what the children knew and needed some more help on. So I can know what lesson plans I should do. Homework is another part of assessment and I gave children homework to work on at home with the help of their parents. Because with the help of parents helping their children with homework and things we are learning in class the children can grasp concepts easier and retain information better. Also, with the help from my cooperating teacher I thought of other things to assess the children on. Using Developmentally Effective Approaches to Connect with Children and Families || Understanding positive relationship and supportive interaction as the foundation of their work with children Knowing and understanding effective strategies and tools for early educators Using a board repertoire of Developmentally appropriate teaching/ learning approaches Reflecting on their own practice to promote positive outcomes for each child || "As display warm, nurturing interactions with each child, communicating genuine liking for and interest in young children’s activities and characteristics” ([|www.naeyc.org]). The students and I have a great relationship and the children should feel safe and comfortable. This will help give the children confidence Because this makes it easier for the children to want to learn. Also, this can help them with “positive development and educational outcomes” ([|www.naeyc.org]), I use and know that the curriculum is very effective tool because it helps me know what I should be teaching the children every day. Also, the curriculum has important strategies to help make sure each child learns the lesson. In addition, there are questions to help the children really think and make sure the children understand the lesson. In addition, so the children can engage in conversation with one another such as a Journal question. - I used the developmentally appropriate book to “ to use developmental knowledge to create healthy, respectful” (Student Teaching Manual)helpful, stimulating learning areas which can help the children get help the children get more engaged in what they are learning. This book discusses research on the “ development, learning, and effective practices, as well as what experience tells us about teaching intentionally” ( www.naeyc.org ). Also, this book describes what types of things the children should be learning from birth to eight-years old. This book has helped me with my decision making such as my lesson plans because I did not want something too easy for the children because they would be bored. In addition, I did not want to do a lesson too hard for the children because I did not want them to struggle. “I let the children engage in conversations, thought-provoking questions, and spontaneous activities” ([|www.naeyc.org]) to help them learn. -I have done writing prompts and blogs to reflect on my teaching practices to help the children better understand the lessons I am teaching. Also, I have thought of ways of how to change my lesson plan for the next time to make it better. In addition, I even thoughts of ways to make my lessons more engaging for the children so they would be more interested in what they are learning. Using Content Knowledge to Build Meaningful Curriculum || Understanding content Knowledge and resources in academic disciplines Knowing and using the central concepts, inquiry tools, and structures of content areas of academic disciplines Using their own knowledge appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child || I made goals of what I want the children to learn, understand, and retain the lesson. Because each lesson I made sure I had a goal and assessments for each lesson to make sure the students understand the lesson. Also, I made sure that lesson is broken down to make it easier for the child to learn. I made sure I focused on the main content areas of learning such as reading, writing, math, and science. I needed to "provide appropriate environments that support learning in each content area for all children for preschool. Candidates demonstrate basic knowledge of the research base underlying each content area and of the core concepts and standards of professional organizations in each content area. They rely on sound resources for that knowledge. Finally, candidates demonstrate that they can analyze and critique early childhood curriculum experiences in terms of the relationship of the experiences to the research base and to professional standards" (www.naeyc.org). When I start to do a lesson I always I use my own ideas of what this lesson should be about from my early childhood education classes at Carlow and I used the curriculum, and the [|www.pakeys.org] which is the website for the Pennsylvania Learning Standards. Also, from viewing and using the website ( www.pakeys.org ) which is the website for the Pennsylvania Learning Standards. The PA standards are the learning standards from birth to second grade of what the children need to learn and consists of what type of materials are needed to teach the children these things. Also, the curriculum has important strategies to help make sure each child learns the lesson. In addition, there are questions to help the children really think and make sure the children understand the lesson. In addition, so the children can engage in conversation with one another such as a Journal question. I used the developmentally appropriate book to “ to use developmental knowledge to create healthy, respectful” (Student Teaching Manual)helpful, stimulating learning areas which can help the children get help the children get more engaged in what they are learning. This book discusses research on the “ development, learning, and effective practices, as well as what experience tells us about teaching intentionally” ( www.naeyc.org ). Also, this book describes what types of things the children should be learning from birth to eight-years old. This book has helped me with my decision making such as my lesson plans because I did not want something too easy for the children because they would be bored. In addition, I did not want to do a lesson too hard for the children because I did not want them to struggle. “I let the children engage in conversations, thought-provoking questions, and spontaneous activities” ([|www.naeyc.org]) to help them learn. Becoming a Professional || Identifying and involving oneself with early childhood field Knowing about and upholding ethical standards and professional guidelines Engaging in continuous, collaborative learning to inform practice Integrating knowledgeable, reflective, and critical perspectives on early education Engaging in informed advocacy for children and the profession || I identify myself with early childhood because I am doing my student teaching at Sunnyside Elementary School teaching 1st grade. Also, I am involved in the early childhood field from taking early childhood education classes at Carlow University. In addition, I went to practicums and observations at the Early Learning Center at Carlow and doing observations at St. Agnes. I know about ethical standards and professional guidelines from reading the “Early Childhood Education Student Teaching Manual.” Furthermore, I have been upholding these by making sure I do not disobey any of these ethical standards and professional guidelines. I dress professional, always on time, and do my lesson plans on time. I engage in “continuous and collaborative learning to inform practice” (Appendix F) by speaking with my cooperative teacher and supervisor on how I can change my practice to make it better for next time. I am going to my student teaching seminars and having discussions about teaching, lessons, and the children. Also, I write a blog about my student teaching experience and sometimes I comment on other student teachers blogs and we discuss things about lessons, the children, and projects. -I have done writing prompts to reflect on my teaching practices and understand early childhood education to help the children better understands the lessons I am teaching. Also, I have thought of ways of how to change my lesson plan for the next time to make it better. In addition, I even thoughts of ways to make my lessons more engaging for the children so they would be more interested in what they are learning. **Writing Prompts** || August, 2009 to present || References [|http://www.google.com] http://www.naeyc.org/store/node/162
 * __Appendix F:__ NAEYC CHECKLIST (PRESCHOOL)**
 * NAEYC
 * Standard 1:
 * Carlow University**
 * Preschool Pennsylvania Learning Standards for Early Childhood**
 * Students with special needs**
 * Developmentally Appropriate Practice book ** || September 4, 2012 ||
 * Standard 2:
 * Grandparents**
 * Parents engaging in conversation with the teacher**
 * Parent reading a story to the class** || September 13, 2012 ||
 * Standard 3:
 * Assessment**
 * Carlow University**
 * Carlow University**
 * Parents helping their children with their homework** || September 25, 2012 ||
 * Standard 4:
 * Pic of student and teacher**
 * The curriculum**
 * The Developmentally Appropriate book**
 * Writing Prompts and Blogs** || October 7, 2012 ||
 * Standard 5:
 * Reading Book**
 * The curriculum**
 * Carlow, PA Standards, Curriculum, Developmentally Appropriate Book** || October 16, 2012 ||
 * Standard 6:
 * Carlow**
 * Student Teacher Manual**
 * Seminar, Blogs**

"It is important to design your classroom to the children’s needs. Though you are often limited by funds and not everything can be perfectly designed for students it is important to think about the way students will move around your classroom and how they will see things. You should put things that they will need at their level and think about things that they might not easily be able to access or see very well and work to combat them. It is also important to keep things clean and sanitary. Another thing to think of is making sure there is enough space for students to move about freely. You don’t want students running into things or worse each other, this only creates problems" (Rena Starr)-

On the week October 29 (NEW PLACEMENT-Sunnyside Elementary School), I was excited to start my new placement at Sunnyside Elementary School but I did not start my new placement until Thursday because Dilworth Elementary School was not taking students teachers. My new placement is at Sunnyside Elementary School in 1st grade. I met Mrs. S my cooperating teacher staff and she introduced me to the staff and children. There are eighteen children in the classroom. She showed me everything in the classroom. Also, Mrs. S gets the children in the morning in the gym after breakfast. Mrs. S believes that every minute counts and there is not any time to waste. In addition, Mrs. S does intervention in the mornings. Intervention she goes over letter sounds and she would say the word that begin with that sound. For example, v-van, z-zebra, and z-fox. Mrs. S goes over the children's spelling words crib, crab, grab, trap, trip, hit, and win. Mrs. S would sound out each letter of the spelling word and ask the children to sound the word out, and say the word with her. The class uses their fingers to help them spell out words. In addition, there are posters of: question mark, exclamation point, and a period. The children's frequency words are that, good, come, and on. Robust vocabulary words are train, needs, and grouchy. There were words with definitions on the wall for this week and they were express, movement, and imitate. The morning message said “What unique qualities can we learn about each other as we grow older. Theme quest: What makes a pet special? Weekly Theme: Pets. Sit Brad. Get the green ball. You are a good dog. What else can pets do? What do pets need? How can you train them? Sounds of the week -r blend-cr (crib, crab), tr-(trip, trap), and gr-(grab, grass). Comprehension skills and strategy- Analyze: 1.) story structure and 2.) Characters and Setting" (Mrs. S). Mrs. S would ask the students which sentence has a period, question mark, and exclamation mark. And why? Furthermore, Mrs. S in the morning if she sees a child still tired and sleepy she lets the children knows so is she. Then, Mrs. S tells the children that they should go to bed earlier. Also, my cooperating mentor teacher Mrs. M strategies of teaching are: direct instruction, indirection instruction, hands-on activities, verbal and nonverbal cues, child-centered, and teacher-centered instruction. The children are mostly behaved but there are times that a few students would misbehave. The children have a great relationship with Mrs. S she would say good morning to the children in the morning and the some of the children would hug her as they said good morning back to Mrs. S. The classroom housekeeping is when Mrs. S grades paper, making worksheets for in class or homework, copy papers, write lesson plans, and putting important papers in the children's mailboxes. Mrs. S keeps a record of the child progress in folder on a cabinet which is called student data. Also, there are file cabinets with more folders on the progress of each child is doing so far. She must write anecdotal records and keep papers on assessments that she does with the children. The physical aspect of the classroom has: the calendar, computers, children's mailboxes, desks and each desk has a child's name, a strip that says the season and it has written autumn, pencil sharpener, printer, paper, echo, garbage cans, crayons, a clock, magnetic boards, the alphabet on the wall, numbers from -11 to 126, count to 100 chart, microwave, refrigerator, file cabinets, coins posters such as penny, nickel, dime, quarter; a picture of a stop sign, a picture of railroad sign, printer, and a handicap sign. Also, in the classroom there are pictures of clocks one clock has 7:30, 8:00, 9:00, 10:00, and 11:00. There is an I can time clock poster it says "7: 30-wake up, 8:00-time to go to school, 10:45-time for recess, 3:30-time to go home, 6:15-time for dinner, and 8:00-time to go to bed. The classroom has a sign that says "Believe we can believe we will achieve. In the morning, the children are supposed to put their homework in the homework box, then check to see what their classroom job is. The classroom jobs are: girl line leader, calendar helper, attendance helper, weather helper, boy line leader, teacher for the day, and lights person. Then, the children would turn over their apple. There are rules that the children have made up: 1. "Share & help, 2. Have respect, no hitting, and be kind; 3. No swearing/cursing, and 4. be quiet, patient, and raise your hand" (the children).There is a math, science, and reading area. Furthermore, the math area has words such as less than, more than, patterns, between, and predict. Also, in the math area there are: The reading area has a word tree on the wall and some of the words are: not, it, yes, too, over, down, up, ant, now, land, sand, movement, unique, interest, and express. On the board, there is a best listener sign for the children who are behaving and doing what they are supposed to be doing. There are a lot of books to read and some are just to read but there are math and science books. In addition, there are posters on: vowels, long vowels, consonants, and shapes. Furthermore, the classroom has a great setup there is a reading, math, and science area. But I have not seen any interactions in these areas yet. The emotional aspect of the classroom is great; the students are mostly always happy, smiling, and laughing. Aesthetics of the classroom is good the classroom is filled with a lot of bright materials such as the alphabet, check in apples, the calendar, class job, spelling words, and bright paint on the wall which is purple and yellow. There is a daily schedule and the school goes by a six day schedule. Also, there are two beeps over the loudspeakers which mean it time to transition to the next period. Mrs. S would tell the students to put away their things and take out what they need for this period. The reason for the order of experience to help the children grow and develop cognitively, emotionally, physically, socially, and literacy and language. In addition, the children can begin to get used to be on a schedule, doing routines, and being able to transition well. The outcome for the class socially I want each child to able to develop a relationship with their peers, teachers, and other people in order to talk or work with them. For the class, as an emotional outcome, I want each child to be able to trust, listen, and feel safe around their peers and teachers. There is teamwork between Mrs. S and Mrs. R because they are two first grade teachers and if there is anything In addition, for the class physically as an outcome I want the children to become healthier by eating more fruits and vegetables. Physically, I want the class to become stronger and taller. Cognitively, I want all the children to learn the sound of each letter, sound out words, learn to write sentence, learn to count by 2s, 5s, learn how to count money. Aesthetically the classroom is filled with bright colors; the classroom is yellow and purple. For child D, child I, and child T I want their behavior to become better because they misbehave a lot. The only was the class is inclusive is that it has one child that has attention deficit hyperactivity disorder (ADHD) and he has problems with his speech. One motivational strategy is when the whole class are really behaving they get a check on the board and when they get five checks they a pizza party. Also, if a child gets on the best listener list on the board at the end of the day they get a treat. In addition, if children bring in their homework and has it all done, they will get a sticker that day on their chart. There are rules such as: share and help; have respect, no hitting, and be kind; no swearing/cursing; be quiet, patient, and raise your hand. When children misbehave the child either put on hold or put in time out. Some preventative strategies the teacher do to prevent misbehaviors are that: the teacher would tell the children the rules and the teachers would tell the children how the children should act, and the teachers would give the children examples of children who are doing the right thing so the children will start to do the same thing. If students misbehave their name would be put on hold and they will not get a treat. When Mrs. S was trying to help the children building self-esteem, they would say you can do anything you want to if you put your mind to it. We all make mistakes just keep trying. There are ongoing assessments such as on letter sounds, spelling, writing sentences, and money. Howard Gardner developed Howard's Gardner Eight Multiple Intelligences. The eight multiple intelligences are: linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. I have used spatial intelligence logical-mathematical to help child S with her worksheet. The worksheet was about counting by 4s. Furthermore, the first problem was set up find the next numbers 4, 8, 12, 16, 28, 30. She was having trouble I said how I could get from four to eight and I used my fingers to represent four. Then, I put up eight fingers. Next time I will show the class how to do problems such as these with tally marks. Child S you will need four more to get to eight. I said correct, so then she said the next number would be 20 and 24. Furthermore, I will be using Howard Gardner's Eight Multiple Intelligences as assessment tools to assess the children for my lesson plans. I think it is important to have great relationships with the students and their parents to make sure the children are getting the best education possible.



The Daily Schedule- 1st Grade

Breakfast 7:5 5a.m-8:10 a.m. Homeroom 8:10 a.m.-8:15 a.m. Intervention/Morning Routines 8:15 a.m.-8:45 a.m. Period 1 8:45 a.m.-9:30 a.m. Period 2 9:30 a.m.-10:15 a.m. Period 3 10 :15 a.m.-11:00 a.m. Period 4 11:00 a.m.-11:45 a.m. Period 5 (1st Lunch) 11:45 a.m.-12:30 p.m. Period 6 (2nd Lunch) 12:30 p.m.-1:15 p.m. Period 7 1:15 p.m.- 2:00 p.m. Period 8 2:00 p.m.- 2:45 p.m. Homeroom 2:45 p.m.- 2:48 p.m. Bus Dismissal 2:48 p.m. Riders & Walkers 2:51 p.m. ESEP 2:51 p.m.- 3:16 p.m. Double ESEP 3:16 p.m.- 3:41 p.m. Preschool 8:30 a.m.-2:30 p.m.

Dominique Matthews Student Teaching November 1, 2012 Supervision Summary- Appendix H on page 54

1. The climate in the classroom is great because it is very attractive and inviting filled with bright colors. Also, the classroom is filled with pictures especially pictures of the children, and pictures that the children have made. The children are always having conversations, smiling, and laughing. The types of relationships that exist are student and teacher, teacher and parent(s)/guardian(s), and teacher and teacher relationships. The type of communication that is accepted is the children raise their hand until the children are called on by a teacher to speak. Unless, the teacher asks the whole class a question and tells the children that they do not have to raise their hand to speak. The students interact with each other all day such as at intervention, gym, computers, recess, at small group activities, and at breakfast and lunch. Also, when the students are doing interventions and one needs help, one of the other students would help them.

2. The modalities are the children during circle time so all the children can learn the lesson and the teacher has a better time controlling the misbehaviors. Also, some children are visual learners so she shows pictures and charts of things she wants the children to learn. There are learning centers that appeals to all of the five senses: sight, sound, taste, smell, and touch. Furthermore, there are a lot of materials in the classroom. Materials used in the classroom are: books, flashcards, scissors, pencils, paper, markers, crayons, colored pencils, construction paper, chalk, blocks, manipulatives, chalkboard, erasers, pens, calculators, attribute blocks, pictures of shapes The learning objectives are very clear because the teacher and myself would tell the children what they are going to be learning and doing for the day. Furthermore, the children are interested in the lesson especially when they are engaged. For instance, if we ask the children a question about the lesson or the lesson involves something the children are interested they are really engaged. But there is a lot of participation from the children. For instance, sometimes doing intervention sometimes the student would sound out the word or spell the word before she asked the children to do so.

3. The types of questions that occur in the classroom are a lot of how, what, and why questions such as: Mrs. S would make a letter sound and she would ask the children what letter is this sound. How do you spell this word. What is the word. How many sentences is this. What is a comma, period, and exclamation point. What is a comma, period, and exclamation point used for. How are a penny, nickel, dime, and quarter? What is a setting? What are characters? What are the spell words? What are the definitions of the spelling words. The children would create words, sentences, drawings such as coins to represent money. The children will need to learn words and write sentences in order to write how to write papers which they will need in school and when they get a career. In order to express, their thoughts and feelings. Also, children will need to learn money in the real world in order to buy things such as food, clothes, and school supplies.

4. Yes, there are clear behavior expectations because there are rules such as: share and help; have respect, no hitting, and be kind; no swearing/cursing; be quiet, patient, and raise your hand. When children misbehave the child either put on hold or put in time out. Some preventative strategies the teacher do to prevent misbehaviors are that: the teacher would tell the children the rules and the teachers would tell the children how the children should act, and the teachers would give the children examples of children who are doing the right thing so the children will start to do the same thing. There is a Ms. S and she teaches the children about feelings such as happy, sad, angry, and excited and what these feelings are. Also, Ms. S tells the students how to handle these feelings. In the morning, the principal makes an announcement about if the children have a problem do not take the problem into own hands tell an adult.

5. The expectations in the classroom are flexible because the teacher would move onto another lesson or have the children do a movement activity if they get to frigidity after a while from sitting too long. Since the children are very young they have trouble paying attention for a long period of time. Autonomy is supported in the classroom when the children have choice of what learning center they would like to play at. There is leadership supported in the classroom because we give the children jobs such as: weather helper, calendar helper, attendance helper, boy line leader, girl line leader, door holder, teacher of the day, light person (turns on and off the lights). Each week Mrs. S changes the helpers. Students are encouraged to express their thoughts by speaking about how they feel and drawing on white boards.

6. For productivity, there is a classroom schedule and routines. The school is on a six day schedule. Furthermore, the transition to the next period is determined by two beeps over the loudspeaker. Yes, there is a sense of flow in the classroom. The sense of flow is great the classroom is set up for children, teacher, and parents to easily move around the classroom. Furthermore, there are areas in the classroom such as reading, math, and science. The children's has their art work around the classroom for everyone to see. In addition, each child has their own locker with their name on it in the hallway and their own mailboxes in the classroom.

7. The type of feedback the children receive for their work is that we praise the children for their hard work and we say things such as good work, or good job, or nice job. Also, the type of feedback the children receive for their work or idea is what made the child make this decision. Mrs. S says "Good job, good job, good job, g o o d j o b! good job, good job, good job." Also, "Here we go the child's name. Child's name did some excellent reading today. Yay! the child's name. “In addition, Mrs. S would tell the students how proud of them she is.

8. Open-ended questions are used in the classroom. What sound does letter_ makes? Yes, there is frequent conversation about things the children are learning or need help with. The children, teachers, and parents are always speaking to each other making sure the children get the best education possible. The teachers speak to make sure there is anything they could do to make their lessons or teaching better

Front of the classroom





My Desk

On the week of November 5, this is the week that I met the principal and I passed out important papers for the principal to each teacher. I made copies of the homework, tests, permission slips, and other papers for Mrs. S. I put homework, permission slips, graded tests, and other papers in the children's mail boxes. Also, I graded tests, homework, and I gave test to students who were absent the day before. Furthermore, I put up work samples on the bulletin board in the hallway. I helped Mrs. S make folders for her tripod presentation. There was an in service day on Election Day and the teachers did presentations on state tests, UDI, bullying, Ipad, Ipad education apps, and technologies. My cooperating teacher and a few other teachers, and I went out to eat at Burgatory during lunch that day. I talked about the primary project to Mrs. S; we talked about the field trip either being at the Children's Museum, or The Science Center. In addition, I asked my cooperating teacher can I start my week of lesson plans next week and she said yes. I will start out next week doing all math lessons next week. Furthermore, I got to help child P in the special needs class on Friday who has speech problems and other special needs. Child P is learning sign language. Next time I am going to pay attention to the Speech Therapist when she was teaching child P sign language. So when if I ever have to help child P or any other children with hearing impairment problems I can communicate with them better. Relationships are very important between a teacher and a student. For instance, if a child needs help with something they should feel comfortable to ask their teacher for help for things such as spelling or with a math problem. I like the theorist Albert Bandura who developed the Social Learning Theory. He believes that “most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). I believe this because many students look at other children's work in class to see if they do not have the right answer they would ask one of their peers for help to show them how to get the right answer. This helps the children learn so next time they could do the problem by themselves and get the right answer. One day the children were in the di groups that Mrs. S had the children broken into four groups. One group was doing math games on the computer, another group was reading, one group was writing down words that begun with the letter they picked, and one group was playing concentration. Mrs. S asked me to supervise the concentration group. Concentration is when someone picks two cards with words and they have to have the same words match. If they had a match the child would say the word and the other children would repeat the word. Then, the child would write the word in a sentence on a whiteboard and then the child will read their sentence to the other children, and then it would be the next child's turn. But if they did not have a match they put the cards back and then it would be another person turn. Child G picked the word amuse and he did not know how to pronounce the word or what the word mean. I told child G how to pronounce the word and I told him to repeat after me. After that, I told him that amuse means to be really into something you like. I was excited to see how engaged the children were in going over old words and learning new words. Also, how the children wanted to learn how to pronounce words that they did not know and the definition of the new words. In addition, I liked how the children were engaged in making sentences with the matching word that they found. I came to this conclusion that children that when children are engaged in learning the more they want to learn new things. Also, I came to the conclusion that the children are always learning new words everyday. So there are a lot of words that they do not know. But I underestimated the children about knowing what the word protect means. Child T said protect means to keep safe. My role as a teacher is to make sure children learn as many things such as words as they can,This experience was very valuable to me because I got to teach children new ways to teach children spelling words and how to use these words in a sentence. In addition, instead of just telling the children the words some of the children started to sound the words out first.

__**Appendix F**__ Standard 1: Standard || Competencies || Artifact || Date || Promoting Child Development and Learning || Knowing and understanding young children’s characteristics and needs Knowing and understanding the multiple influences on development and learning Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environment || Through my education as an early childhood major at Carlow University I have learned about the characteristics and needs of young children from many of my classes such as: Introduction to Early Childhood Education, Play, Child Psychology, Foundation of Education, Foundation of Special Education, and early Intervention. Also, from viewing and using the website ( www.pakeys.org ) which is the website for the Pennsylvania Learning Standards. The PA standards are the learning standards from birth to second grade of what the children need to learn and consists of what type of materials are needed to teach the children these things. I used the first grade standards and I learned the children should be learning how to skip count, even and odd numbers, vowels, consonants, letter sounds, and how to sound out words, and write sentences. In addition, I used the School’s curriculum to help plan my lesson plans for what the children should be learning and reviewing every day. Also, from my readings, research, and discussions with the teachers at these schools, my professors, and peers I have learned a lot about young children and early childhood education. This is a world filled with so much diversity. When I was at Carlow University I l took classes such as Foundation of Special Education and an Early Intervention Class which helped me learn and “understand the multiple influences on the development and learning” (Student Manual) such as special needs students and English Language Learners (ELL) students. Children with special needs and sometimes need more special attention. Students with special needs might need special equipment. They might need things such “consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant, taped lectures, sign language, notes into computer, large print or, assistive technology; shorter assignments, instructions broken down into steps, allow student to record or type assignment, read test to child, modify format, extend time” ([|www.nichcy.org).For] instance, there was a child with attention deficit disorder at my second placement and he was good but he had to have things repeated to him. In addition, English Language Learners are children from other children who know none or little amount of English but they are learning English. I used the developmentally appropriate book to “ to use developmental knowledge to create healthy, respectful” (Student Teaching Manual)helpful, stimulating learning areas which can help the children get help the children get more engaged in what they are learning. This book discusses research on the “ development, learning, and effective practices, as well as what experience tells us about teaching intentionally” ( www.naeyc.org ). Also, this book describes what types of things the children should be learning from birth to eight-years old. This book has helped me with my decision making such as my lesson plans because I did not want something too easy for the children because they would be bored. In addition, I did not want to do a lesson too hard for the children because I did not want them to struggle. Building Family and Community Relationships || Knowing about understanding diverse family and community characteristics Supporting and engaging families and communities through respectful, reciprocal relationships Involving families and communities in their children’s development and learning || I know and understand diverse families from my placement at Sunnyside Elementary School in Mrs. S’s classroom. For instance, when the families would pick up and drop off I noticed some children lived with: both parents, just their mother, just their father, grandparents, cousin, aunt, sibling, or foster parents. There were a few parents who were of the same gender. Also, when I was growing up I lived in a community just like Stanton Avenue. Stanton Avenue is not a good neighborhood and the people who usually live there is usually poor to middle class people. I grew up in Wilkinsburg. I try to support the families by telling the parents that if there is anything that I can do for they feel free to just ask me. Also, I tell the children if there is ever anything bothering them come talk to me. Also, I had conversations with the families every day discussing what lesson plans I did and what new things they were learning or things I was reviewing with them. Also, I talk with the families about how their child day was, what did they do, and what did they eat. In addition, I told families anytime they want to come in and spend time with their child and see what they are learning, and doing on a daily basis. They are welcomed to do so. In If the children need help feel free to help them. Also, I discuss homework that I want the families to help the child (ren) do and make sure they do it all. Observing, Documenting, And Assessing to Support Young Children and Families || Understanding the goals, benefits, and uses of assessment Knowing about and using observation, documentation, and other appropriate assessment tools and approaches Understanding and practicing responsible assessment to promote Positive for each child Knowing about assessment partnerships with families and with professional colleagues || The goal of assessment is to see how each student is see how the children are progressing. The benefits of the assessment are to see what each child know and what they need help on. The use of the assessments help me determine what lesson plans and worksheets I should do to help the children with things they are still having trouble on. I know and used “observation, documentation, and other appropriate assessment tools and approaches” from my class at Carlow University called Community and Reading Development taught by Nancy Steeley. I did observation and practicums at preschools and elementary schools. I wrote down what I saw during these observations and I watched Mrs. M do the assesment tests. I observed the children to see what type of learners they were visual or auditory. I did checklists and assessments with many of the children like on things such as letter sounds, counting by 2s, 5s, and 10s, counting back, spelling words, punctuation, and time. I wanted to see what the children knew and needed some more help on. So I can know what lesson plans I should do. Homework is another part of assessment and I gave children homework to work on at home with the help of their parents. Because with the help of parents helping their children with homework and things we are learning in class the children can grasp concepts easier and retain information better. Also, with the help from my cooperating teacher I thought of other things to assess the children on. Using Developmentally Effective Approaches to Connect with Children and Families || Understanding positive relationship and supportive interaction as the foundation of their work with children Knowing and understanding effective strategies and tools for early educators Using a board repertoire of Developmentally appropriate teaching/ learning approaches Reflecting on their own practice to promote positive outcomes for each child || "As display warm, nurturing interactions with each child, communicating genuine liking for and interest in young children’s activities and characteristics" ([|www.naeyc.com]). The students and I have a great relationship and the children should feel safe and comfortable. This will help give the children confidence Because this makes it easier for the children to want to learn. Also, this can help them with “positive development and educational outcomes” ([|www.naeyc.org]), I use and know that the curriculum is very effective tool because it helps me know what I should be teaching the children every day. Also, the curriculum has important strategies to help make sure each child learns the lesson. In addition, there are questions to help the children really think and make sure the children understand the lesson. In addition, so the children can engage in conversation with one another such as a Journal question. - I used the developmentally appropriate book to “ to use developmental knowledge to create healthy, respectful” (Student Teaching Manual)helpful, stimulating learning areas which can help the children get help the children get more engaged in what they are learning. This book discusses research on the “ development, learning, and effective practices, as well as what experience tells us about teaching intentionally” ( www.naeyc.org ). Also, this book describes what types of things the children should be learning from birth to eight-years old. This book has helped me with my decision making such as my lesson plans because I did not want something too easy for the children because they would be bored. In addition, I did not want to do a lesson too hard for the children because I did not want them to struggle. “I let the children engage in conversations, thought-provoking questions, and spontaneous activities” ([|www.naeyc.org]) to help them learn. -I have done writing prompts and blogs to reflect on my teaching practices to help the children better understand the lessons I am teaching. Also, I have thought of ways of how to change my lesson plan for the next time to make it better. In addition, I even thoughts of ways to make my lessons more engaging for the children so they would be more interested in what they are learning. Using Content Knowledge to Build Meaningful Curriculum || Understanding content Knowledge and resources in academic disciplines Knowing and using the central concepts, inquiry tools, and structures of content areas of academic disciplines Using their own knowledge appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child || I made goals of what I want the children to learn, understand, and retain the lesson. Because each lesson I made sure I had a goal and assessments for each lesson to make sure the students understand the lesson. Also, I made sure that lesson is broken down to make it easier for the child to learn. I made sure I focused on the main content areas of learning such as reading, writing, math, and science. I needed to provide appropriate environments that support learning in each content area for all children, beginning in infancy (through foundational developmental experiences) and extending through the primary grades. Candidates demonstrate basic knowledge of the research base underlying each content area and of the core concepts and standards of professional organizations in each content area. They rely on sound resources for that knowledge. Finally, candidates demonstrate that they can analyze and critique early childhood curriculum experiences in terms of the relationship of the experiences to the research base and to professional standards. When I start to do a lesson I always I use my own ideas of what this lesson should be about from my early childhood education classes at Carlow and I use the curriculum, and the [|www.pakeys.org] which is the website for the Pennsylvania Learning Standards. Also, from viewing and using the website ( www.pakeys.org ) which is the website for the Pennsylvania Learning Standards. The PA standards are the learning standards from birth to second grade of what the children need to learn and consists of what type of materials are needed to teach the children these things. Also, the curriculum has important strategies to help make sure each child learns the lesson. In addition, there are questions to help the children really think and make sure the children understand the lesson. In addition, so the children can engage in conversation with one another such as a Journal question. I used the developmentally appropriate book to “ to use developmental knowledge to create healthy, respectful” (Student Teaching Manual)helpful, stimulating learning areas which can help the children get help the children get more engaged in what they are learning. This book discusses research on the “ development, learning, and effective practices, as well as what experience tells us about teaching intentionally” ( www.naeyc.org ). Also, this book describes what types of things the children should be learning from birth to eight-years old. This book has helped me with my decision making such as my lesson plans because I did not want something too easy for the children because they would be bored. In addition, I did not want to do a lesson too hard for the children because I did not want them to struggle. “I let the children engage in conversations, thought-provoking questions, and spontaneous activities” ([|www.naeyc.org]) to help them learn. Becoming a Professional || Identifying and involving oneself with early childhood field Knowing about and upholding ethical standards and professional guidelines Engaging in continuous, collaborative learning to inform practice Integrating knowledgeable, reflective, and critical perspectives on early education Engaging in informed advocacy for children and the profession || I identify myself with early childhood because I am doing my student teaching at Sunnyside Elementary School teaching 1st grade. Also, I am involved in the early childhood field from taking early childhood education classes at Carlow University. In addition, going to practicums at the Early Learning Center at Carlow and doing observations at St. Agnes. I know about ethical standards and professional guidelines from reading the “Early Childhood Education Student Teaching Manual.” Furthermore, I have been upholding these by making sure I do not disobey any of these ethical standards and professional guidelines. I dress professional, always on time, and do my lesson plans on time. I engage in “continuous and collaborative learning to inform practice” by speaking with my cooperative teacher and supervisor on how I can change my practice to make it better for next time. (Appendix F) going to my student teaching seminars and having discussions about teaching, lessons, and the children. Also, I write a blog about my student teaching experience and sometimes I comment on other student teachers blogs and we discuss things about lessons, the children, and projects. I did my celebration of teaching essay on a specific moment that important and I wrote about how important one-on0one attention can really help the children learn the lesson I am trying to teach them. -I have done writing prompts to reflect on my teaching practices and understand early childhood education to help the children better understands the lessons I am teaching. Also, I have thought of ways of how to change my lesson plan for the next time to make it better. In addition, I even thoughts of ways to make my lessons more engaging for the children so they would be more interested in what they are learning. References [|http://www.google.com] http://www.naeyc.org/store/node/162
 * First Grade Pennsylvania Learning Standards for Early Childhood Education**
 * APPENDIX F: NAEYC CHECKLIST- PRIMARY (1ST GRADE)**
 * NAEYC
 * Standard 1:
 * Carlow University**
 * First Grade Pennsylvania Learning Standards for Early Childhood**
 * Students with special needs**
 * Developmentally Appropriate Practice book ** || October 29, 2012 ||
 * Standard 2:
 * Grandparents**
 * Parents engaging in conversation with the teacher**
 * Parent(s) come to see what their child does on a daily basis.** || November 5, 2012 ||
 * Standard 3:
 * Assessments**
 * Carlow University**
 * Carlow University**
 * Parents helping their children with their homework** || November 19, 2012 ||
 * Standard 4:
 * Picture of student and teacher**
 * The curriculum**
 * The Developmentally Appropriate book**
 * Writing Prompts and Blogs** || November 22, 2012 ||
 * Standard 5:
 * Reading Book**
 * The curriculum**
 * Carlow, PA Standards, Curriculum, Developmentally Appropriate** Book || November 12, 2012 ||
 * Standard 6:
 * Carlow**
 * Student Teacher Manual**
 * Seminar, Blogs, Celebration of Teaching Essay**
 * Writing Prompts** || August, 2009-present ||

On the week of November 12, the week started off good because we were off on Monday for Veteran's Day. The next day I got to do my first week of math lesson plans and I was very excited. Also, I made worksheets to go along with my lesson plans. When I first arrived at school my cooperating teacher told me that she loved my worksheets and this made me feel like I am doing a good job so far and that I am growing as a teacher. This made me very proud of myself. Also, she said I was very creative. My lesson plans were on even and odd numbers; skip counting by 2's and 10's; patterns; and more and less. I think for next time I used manipulatives to get the children more engaged in the lesson. There were two students were having trouble paying attention. In addition, I think I should have the children count out how many an item and writing done. Then say if the number is even and odd and I will ask the children why do they think the number is even or odd. I was taught in school that a number is even if it ends with a 0, 2, 4, 6, or 8. A number is odd is when a number ends with a 1, 3, 5, 7, or 9. But Mrs. S said a number is even when it is divided among two people there is an equal amount. Odd number is when there is not an equal amount when something is divided among two people. My role as the teacher to make sure the children learned and understood even and odd numbers. I told the child use their number line the odd numbers in blue and the even numbers are in red. Most of the students started to get the lesson and I was very proud and happy.In addition, I gave retests to two students on what letter is each sound that I gave them and words- I sounded the word out and they wrote what it was, and trick words. I had to leave today for the student teacher meeting because my teacher liked my worksheet so much she used my worksheets today for math. I finally put these tripod folders in the teacher's mailboxes that Mrs. S and I stayed to 6:00 p.m. doing one day after school. I really like Jean Piaget's Cognitive Development Stages and these children are at the Preoperational stage which means the children's she things in only their point of view. Because many children have trouble thinking about what each said and why.I asked why do they think another how do they think their friend got the correct answer. Most of them do not know and will not even try thinking about how their peer got the answer.

On the week of November 19, there was an assembly and the news was there because Sunnyside Elementary School was named a star school which they school received a grant. Also, this week I did my reading lesson on the book HELLO, HELLO! by Miriam Schlein. My lesson went great but I think next time I should have talked about characters and settings before I asked the children what they were. But I discussed with children what greet means, what the main idea and details of the story was, how to summarize a story, how did some of the animals say hello, and how to they say greet or say hello to someone when they first meet someone. In addition, because Mrs. S was so busy I got to do lessons on time with the children. Furthermore, I gave a reading test and a math test, and a spelling test this week to the children. I was really excited I got to experience giving the children test and help grade them. I read the children a book about aquariums because my primary project is the aquarium. So I read Curious George and the Aquarium is Margaret and H.A. Reys. Then, I read My Visit to the Aquarium by Aliki.The children loved the book and we discussed all the animals that live in the aquarium. Since I gave the children a survey for the project and the survey had police station, solar system, dinosaurs, and the aquarium. Most of the children choose the aquarium. We are going to the PPG Aquarium on a field trip either the week of December 10. Rudolph Steiner developed the idea of the Waldorf Curriculum. The goal of the Waldorf Curriculum is to encourage the students for a lifetime of learning through art and gain life skills. Also, a goal is to educate the whole child through “head, heart, and hands” (www.waldorfschool.org). In addition, to produce individuals who are able to impact meaning to their lives. "Children should learn respect for people of all races and cultures” (www.waldorfschool.org). Also, "socialization and language skills become the focus as the children come together in this family-like setting and learn to play and work together" ([|www.waldprfschool.org]). The children did turn and talk group to discuss the main idea and main details in the story and they summarized the story. I think it is important children learn how to socialize and work together because it helps their knowledge expands. Also, there are always people having to work in peers or in groups to complete things such as a project such as our Aquarium Project which the children are working together to present a presentation on the week of December 17 about the aquarium and aquarium animals.





On the week of November 26, I did a reading comprehension on "Goldilocks and the Three Bears" and I discussed what is a main idea, main details, setting, characters, beginning, middle, the end, and retelling the story. Also, I did a physical phonics lesson with the children and the words were: top, hog, hop, jog, bog, hot, pot, and job. I gave the children whiteboards and markers, and a few children I gave papers with letters on them. I would sound out each word and if the students think they had one of the letters of that word they would go to the back. The children would write on their whiteboards what they think the word is. Then, the people in the back would show us the word and the class would put up a thumbs up if they agree and a thumbs down if they do not agree. I will tell the class if the word was right or wrong. After that, I would ask the children to show me their whiteboards with the word on it if it is wrong I would tell them how to spell the word. I think next time I would go see if the children in the back have the right word and if they do not I will tell the children the right word. Then, I will tell the children to show me there whiteboard and then I will tell the children in the back to show them the word. Those children I went over all the spelling words, robust words, and high frequency words that they have been learning from the beginning of the school year until now. In addition, I gave the children another survey so they could pick what animal they wanted to do their project on. Furthermore, I gave each child a coloring book with aquarium animals to color. I started writing my paper and doing my PowerPoint about one-on-one attention for the Celebration of Teaching at Carlow University.My project was about how important one-on-one attention is really important because it can help with making sure the children learn and understand what I am trying to teach them. I was doing a lesson plan on telling and writing half past the hour. I walked around the classroom to make sure each student was getting the lesson and write down the correct answers. There were a lot of children who were having not even on the same problem that I was on, I told the children to pay attention and follow along. There was one child who I called on for the answer who said the right answer but wrote the wrong answer on their worksheet. I told the child they should pay attention and stop tapping their pencil and daydreaming. I went over to child S because she looked like she was having a problem. I asked her why she does not have the right answer she said because she did not know what to do. I went over to tell her if she needs help she should raise her hand and ask for help. Then, I told her remember that half past the hour means thirty minutes. When it is half past the hour the hour hand is between two numbers and the minute hand is always on six. In addition, you could think of half past being half of the clock. Then, I asked her again “if it is six thirty on the digital clock, what numbers would the hour hand between and the minute hand are on the analog clock” (the worksheet). She said the hour hand is between 6 and 7, and the minute hand is on six. I connected my lesson to Lev Vygotsky’s The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own” ([|www.simplypsychology.org]). When I showed child S how to tell and write time half past the hour on the analog clock and digital clock, and then she did it correctly by herself. She was very proud of herself and so was I.

On the week of December 3, this week my supervisor came to discuss the PD 430 form from the last placement. I gave the students another reading comprehension test. On Wednesday, I went to the mandatory employment seminar for Pittsburgh Public School District student teachers. I loved this seminar was very informative we met may principals from Pittsburgh Public Schools, we discussed the application process for full time teachers and substitute teachers, and the interview and interview questions, and we did mock interviews. The next tiime I think I will volunteer to be one of the people doing the mock interview. This week the children looked up where their animal lives, what their animal eats, and what their animal do. Since the principal has not been at the school because of personal reasons so we are no longer going to the zoo. So the mobile zoo is coming to the classroom on the December 14 but they are not bringing animals. Also, this week went to the Celebration of Teaching at Carlow University and it was very nice. First, the entire education faculty, student teachers, and the student teacher’s families had dinner together. Then, we had a brief introduction of the dean of the school, faculty, undergraduate student teachers, and graduate student teachers. After that, I gave my presentation on one-on-one attention, I was very nervous but I think it went really good. Howard Gardner developed Howard's Gardner Eight Multiple Intelligences. The eight multiple intelligences are: linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. I have used spatial intelligence logical-mathematical to help child T with her worksheet. The worksheet was about counting by 5s. Furthermore, the first problem was set up find the next numbers 5, 10, __,__ _, 25, ___, 30, 35,__ _, ___, and 50. She was having trouble I said how I could get from I showed her the number line going across the classroom from -10 to 105. In addition, I told her to turn to her 100s chart in the back of the book and lets count by 5s using the number chart. Furthermore, I will be using Howard Gardner's Eight Multiple Intelligences as assessment tools to assess the children for my lesson plans. I think it is important to have great relationships with the students and their parents to make sure the children are getting the best education possible

Dominique Matthews Celebration of Teaching Essay Attention I chose these moments because it made me think about how important one-on-one attention can really help children learn and understand things. One day during my student teaching experience I was doing a lesson on time and it was about how to tell and write time to the half hour on an analog clock and a digital clock. I told the children that an half past the hour means thirty minutes after the hour. Then, I gave the children an example of what half past the hour is. I told the children that half past twelve o’clock is twelve thirty. After that, I showed the children what twelve thirty on the analog clock. Furthermore, I told the children if it is half past twelve o’clock the hour hand (which is the short hand) should be between twelve and one, and the minute hand (which is the long hand) should be on six. When it is half past the hour the hour hand should be between two numbers and always go with the first number. The minute hand will always be on the six. Next, I showed the children how to write half past the hour on a digital clock. I told the children that first you would write twelve then two dots, and then you would write thirty. After that, I did a worksheet that went along with this lesson and I did the guided practice with the children. Guided practice is when I you go over the questions with the children because children need a lot of examples sometimes in order to get the lesson. I went over the first problem with the children which I had to make up a time to put in the digital clock therefore I wrote four thirty. I told the children that four thirty has a four, then two dots, and then thirty. Then, I showed and told the children how to make four thirty on the analog clock and then I showed the children how to write it on the digital clock. Then, I read the problem I read the sentence “if it is four thirty on the digital clock, what numbers would the hour hand between and the minute hand be on the analog clock” (the worksheet). Then, I said remember the hour hand is the short hand and minute hand is the long hand. I randomly called on a student to answer the question. They said the hour hand is between 4 and 5. The minute hand is on is on 6. After this, I did more questions with the children. I walked around the classroom to make sure each student was getting the lesson and write down the correct answers. There were a lot of children who were having not even on the same problem that I was on, I told the children to pay attention and follow along. There was one child who I called on for the answer who said the right answer but wrote the wrong answer on their worksheet. I told the child they should pay attention and stop tapping their pencil and daydreaming. I went over to child S because she looked like she was having a problem. I asked her why she does not have the right answer she said because she did not know what to do. I went over to tell her if she needs help she should raise her hand and ask for help. Then, I told her remember that half past the hour means thirty minutes. When it is half past the hour the hour hand is between two numbers and the minute hand is always on six. In addition, you could think of half past being half of the clock. Then, I asked her again “if it is six thirty on the digital clock, what numbers would the hour hand between and the minute hand are on the analog clock” (the worksheet). She said the hour hand is between 6 and 7, and the minute hand is on six. Furthermore, I had another specific moment the day after I gave the students an assessment test and I graded the test. The test consisted of letter sound, spelling words, and writing sentence. I noticed that child K did not do well on the test but I gave the review test two days before and the student did great. But during the test I did notice that child K was not paying attention. Child K was daydreaming and tapping his pencil. He got all the questions right except three answers on his review test two days before. My cooperating teacher asked me to give child K a retest because he knows his letter sounds and he told me that he has been studying. Also, she told me to give child B the test because he was absent the day of the test. I noticed when I gave the retest to child K he was still having trouble paying attention so I told child K and child B to pay attention and keep focused, and follow along. In addition, child B was having trouble paying attention because he was doing things such as looking around the classroom or putting his head down while I was trying to give them the test. Furthermore, I repeated each sound, word, and sentences. Because sometimes children at this age sometimes have trouble paying attention for a long period of time. Child K finished his test. Child B was getting upset and frustrated after doing his test. I gave child B some more one-on-one attention I pointed to each question on his test as I read it, and then child B finished the test. They both got As on their assessment tests and they were very proud of themselves and I was too. I chose these moments because it made me think how important one-on-one attention is because it can really help children learn and understand what I am trying to teach them. For instance, if a child such as child S is having trouble with a lesson I can help them. Since sometimes children are afraid to ask for help in front of their peers because they do not want to seem like they are not smart. Children can be cruel to one another. In addition, if a student might need one-on-one attention if they missed something that I said. For example, because child K and child B were not paying attention to me they missed out important questions and things I was saying involving the test. This is normal for children at such a young age sometimes have trouble paying attention. I learned that one-on-one attention is very important when teaching. Since “ one-on-one attention can help teachers monitor how well the child is mastering the lessons, and can adapt the pace and targeting of skills accordingly. Children have less fear of making mistakes when taken out of a group situation, and flourish in a safe learning environment. Also, one-on-one attention can help boost self-esteem and self-confidence in young learners. In addition, this can help children develop critical thinking skills” ( [|www.anguslloyd.com] ). This influenced me to become a better teacher because from now on I am going to give more one-on-one attention. Also, I am going to ask the class is there anyone who still does not understand the lesson to raise their hand for help. Furthermore, if one child is having trouble with a lesson usually there are other children having problems. As teachers, I believe that it is our goal that each child learn, understand, and retain each lesson we are teaching them in order to get the best education possible. Children are our future. I connected this moment to Lev Vygotsky’s The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own” ([|www.simplypsychology.org]). When I showed child S how to tell and write time half past the hour on the analog clock and digital clock, and then she did it correctly by herself. She was very proud of herself and so was I.

References [] http://www.simplypsychology.org/Zone-of-Proximal-Development.html

Dominique Matthews Student Teaching Primary Project-The Aquarium December 18, 2012

The Aquarium I decided to do my primary project for the first grade on the aquarium and aquarium animals. Furthermore, I decided to do this topic after giving the children a survey about what topic they wanted to learn about. The topics were: dinosaurs, the solar system, the police, and the aquarium. The majority of the children chose the aquarium. Then, I told the children that most of them chose the aquarium so we are going to do our project on aquarium. After that, I decided to go to the Carnegie Library to find and take out books about aquarium animals. I decided to take out and I read the children “Curious George at the Aquarium” by Margret & H.A. Rey and “My Visit to the Aquarium” by Aliki. After I read the books, the children and I discussed what types of aquarium animals were in these books. Also, I did another a survey to let the children choose what aquarium animal they wanted to do research on the computer on the internet for their presentation. The choices were: penguin, fish, seahorse, octopus, dolphin, and shark. All the animals were chosen except octopus. When I had the children research their animal on the internet in the classroom on the computers in the back of the classroom and I had four of them at a time at the computers. In addition, I made sure I set up each computer to be on a different animal to make it easier for the children to look up information on the animals. The website that I used was [|www.kbears.com] and iseahorses.com. The children needed a piece of paper with the questions on it and a pencil to write with. I wanted the children to know about this topic was: what types of animals live in the aquarium, what their animal eats, their animal does, their animal lives, and draw a picture of their animal in its habitat. The children wanted to know where did the animals live and eat. Also, the children’s parents spoke with their children about the aquarium and their child’s specific aquarium animal. As an assessment, I will ask the children what each animal is, what each animal eats, and what each animal does. I will plan on doing lesson plans on animals especially aquarium animals. These are a few answers the children put on their paper from the website they were on. They said a shark “eats fish, squid, turtles, seals, dolphins, and other sharks” (www.kbears.com) Sharks attacks people and swims in the ocean. Seahorses eat “daphnia, Cyclops, larvae of the water, or mysids” ([|www.kbears.com]). Also, seahorses can swim and change colors to blend with things. Seahorses live in the ocean. Penguins eat “fish and other marine animals” ([|www.kbears.com]). “In addition, the penguin swims and they waddle. In addition, penguins live in the “Southern Hemisphere” ([|www.kbears.com]). Fish eat “smaller fish and shrimp” ([|www.kbears.com]). Furthermore, fish can swim and they live in the ocean. Dolphins eat “fish and squid” ([|www.kbears.com]) and they can swim, and jump up and down. They live in the ocean. Also, both first grade classrooms were supposed to go to the PPG Zoo and Aquarium but since the principal has not been at the school for personal reasons anything considered a liability the child will not be going to the aquarium. Also, since that little boy died at the zoo last month after getting mulled by the African dogs the school thinks the zoo will be an enormous liability. Instead, the mobile zoo is coming to the school on December 14, 2012 at 9:15 am to 11:15 am and they are going to be discussing aquariums animals by doing a program called Ocean Away. I think this Ocean Away program from the mobile zoo will help the children really learn more about the aquarium. The first grade classroom that I am student teaching is going to write one to two sentences about what they have learned from the program. The week of December 17, the culminating event the children will do is a presentation and they will write one to three sentence papers on everything they have learned, and they will present it to the classroom. Finally, the children will draw and color a picture of their animal. The children learned what types of animals live in the aquarium, what their animal eats, their animal does, their animal lives, and what types of things are in the aquarium such as plants.

=__**Primary Project-Aquarium Animals- (Technology)-Researching on the internet their aquarium animals**__=





References www.kbears.com

On the week of December 10, I am so happy and excited I cannot believe graduation is this week on Friday and on Thursday it is is my birthday so it is really a great week. This week I gave a spelling test, a reading test, and time test to the children. I did a lesson on skip counting by 2's and 5's, and I made a worksheet that went with it. In additon, I did a lesson plan on counting by 5's from 10 to 105. The only thing I would do next time is have the students use their 100s chart in the back of their math book to help them count if they needed help. Wednesday, I did a lesson on counting by 5's from 60 to 0 and counting by 1s. Then, I made a worsheet on both lessons. Then, I made up a lesson on even and odd using counters because Mrs. S had to do something for the play. Also, I made up a lesson that day on counting backwards by 2's and 5's to reviewAlso, I did a reading comprehenision on a book called the "RED-EYED TREE FROG" and we discussed characters, setting; beginning, middle, and end of a story. Furthermore, we discussed what was the main idea and main details of the story. One child retold the whole story I was very impressed. Also, the mobile zoo from PPG Zoo and Aquarium came on Friday the program Ocean Away went wonderful the children loved the program and learned a lot.They discussed what types of animals were at the aquarium such as: penguins, dolphins, sharks, fish, octupus, jelly fish, seahorses, and etc. During the reading test, I was giving child G, child Ly, and child L because they were absent on Monday. One of the question on the test said "what word rhymes with beg" and I had to sound out the word beg. I told the children that rhyming words are words that sound alike. Then, child G said also rhyming words has the same ending. My role as the teacher was to make sure the student understood the question. Also, I told the children words I thought they did not know how to say or what they mean. I was very happy and surprised that child G knew the word rhymes and what it means. I was very proud of him.The children are at Erik Erikson's Psychological Stages Industry vs. Inferiority which is from ages six to twelve-years-old. Erikson believes "children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills. It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self esteem. The child now feels the need to win approval by demonstrating specific competences that are valued by society, and begin to develop a sense of pride in their accomplishments. If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to" ([]). All the children are trying to read their books and the decoder reading books by themselves and also a lot of children go head and do the work without waiting for the rest of the class such as a worksheet such as a math worksheet on counting by 2's and 5's. Because they feel confident like they know what to do. Their is a lot of turn in talk during reading comprehension so children can discussed what they think the main idea and main details or high frequency words they do not know or make a peer might learn. So the student who does not know what the word means can learn it. Also, during lessons if a lot of the students do not know they can work in partners to find the answer. A lot of the children would show Mrs. S or myself something they have finished doing because they feel great that they have achieved something.

=__**PPG Zoo & Aquarium Mobile Zoo- Ocean Away Program-Guest Speaker Ms. Noel**__=









On the week of December 17, I cannot believe it is the last week I am really going to miss the children and my cooperatin teacher, and supervisor. This has been a wonderful experience and I have learned a lot. I think I have grown as a future teacher and this will make me better myself in lessons and teaching. I did a lesson on counting backwards and by 2's and 5's. I think next time I am going to have the children use their counters. Also, I did a lesson on time on a hour later and half past the hour. I love the theorists Albert Bandura and he believed "people learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). If the children are misbehaving or not sitting properly I would say I like like whomever is sitting as a model for how I want the children to sit and behave. Then, all the students start to sit and behave like the person I was describing. One day child B kept writing the just the letter q for the qu sound and I told and showed him that he should write qu. I told him usually when he writes a q there is usually a u after it. I did a lesson on counting to 9 by adding to numbers by using counters. Also, I did a lesson on different ways to get to twelve such as using twelve tally marks or six yellow counters plus six red counters. The play was yesterday it was wonderful the students did a great job and their parents loved it. In addition, the children did their presentation on their aquarium animals on Thursday. Their presentations were wonderful and I was very proud of them. Friday I am teaching all day by myself while the substitute watches me.

References

[]

=__**Primary Project Presentation**__=
 * Child I- Seahorse**


 * Child N-Dolphin**

__**Child N-Dolphin (Jump up and down like a dolphin)**__


 * Child D-Penguin**
 * (Waddling like a penguin)**


 * Child T-Shark**

Child T- References

[]

Poem-

I‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍n Good Hands‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍
In the hands of a gifted teacher a classroom is a magical place In the hands of a gifted teacher There’s a smile on each child's face In the Hands of a Gifted Teacher Creative Energy is Everywhere In the Hands of a Gifted Teacher There’s a Catalyst who Genuinely Cares In the Hands of a Gifted Teacher Desire and Wonder is Awakened In the Hands of a Gifted Teacher The Educational Agenda is Shaken In the Hands of a Gifted Teacher Self-Management Skills are Modeled In the Hands of a Gifted Teacher The Best of Reality is Bottled In the Hands of a Gifted Teacher Gifts and Talents are Refined In the Hands of a Gifted Teacher The Willed Future is Designed Ultimate Cyan

References []

[|http://www.learningandteaching.info/learning/piaget.htm#ixzz29BzId6Es] [] [|http://www.pakey.org] [] [] [] [] [] Learning Together with Young Children A curriculum Framework for Reflective Teachers