Self Reflection #3

Anne, 
I believe I deserve an A for the last portion of the semester. In my last self-evaluation I talked about how I felt as if I stepped up my game on the QTC's. I put in more effort in the second half of the class for the QTC’s, and I did not wait until the last minute to do them. As far as attendance goes, I have come early to every class, and am not only physically there, but mentally as well. I am sorry I missed class on Thursday (4/24), but I tried to give more input into our discussions when you teach, as well as when my peers do GDFs and teaching projects. I believe our classroom environment throughout the semester has been a safe one and one that allows for a community environment. You did a very good job of making a safe classroom environment that is inviting for every one to give opinions and input. 

I believe my CSEL is quality and conveys my personal learning theory as well as how I want my classroom to be. I had a good time writing the CSEL and learned a lot about my learning theory as well as the information I learned during this course. I believe I displayed my learning very well through my CSEL, but I have had a hard time, as you said, keeping the length in the assigned limit. Overall, I believe my CSEL helped me round up all of the information I have learned throughout the semester, and is a very good assignment to wrap up and round out the course. 

Learning the Ropes Evaluation

I chose to evaluate the Learning the Ropes case study. I really enjoyed reading about Mindy's first day of kindergarten, and I believe it gave me a good look into what some of my future teachers may go through on their first days of school ever. It is amazing to me what young students figure out in such a short period of time. It is very important that future educators recognize this and hold them to high expectations in the classroom. We learn a lot about Mindy's different peer relationships, and her revelations of all different kinds of peers she has during this short case study. There are students like Jonathan who are know-it-alls and believe they have all the right answers to everything because they may have experienced something of the sorts in previous times, like going to preschool. Then you have the Tanya's who are good kids that want to be your friend and do good by you. Lastly, theres Mindy - the first timer who is apprehensive and a little nervous because she doesn't know what this whole school thing is all about yet. Mindy is learning a lot about herself here, and is being very observant. She knows she does not want to get the whistle blown at her so she is making sure to be on her best behavior, at least what she thinks is good behavior for certain settings. There are many examples of peer relationships, sense of self, and personality development in this short segment that we will quickly become aware of upon our first year of teaching - especially the younger grades!

Self Evaluation #2

Once I revisited the self-evaluation criteria, I believe I deserve a 95 out of 100 for the second half of this semester. In my last self-evaluation, I talked about how I was struggling with the questions to consider, and I decided then that I wanted to work on them. I have put in more effort in the second half of the class for the QTC’s, and I do not wait until the last minute to do them. As far as attendance goes, I have come early to every class, and I am not only physically there, but mentally as well. I have also tried to give more input into our discussions when you teach, as well as when my peers do GDFs and teaching projects. I believe I am becoming more comfortable with our class and our classroom environment. You do a very good job of making a safe classroom environment that is inviting for every one to give opinions and input. 

I also believe that my tickets out the door have been more thoughtful and really dig into what I am still questioning from that class, not just opinions that I have. I believe in the ticket out the door system, especially when I am given a prompt to write about. I like to have a prompt because if I do not have something specific to write about I feel like my mind just goes fifteen different places, and I have a hard time picking one thing.     

I feel like I am doing better on my questions to consider and that is why I gave myself two points more on this evaluation than the first one. I feel like mine and Holly's teaching projects and GDFs were really good and well received by our peers. I also give a lot of effort in coming to class prepared and having read for that day.  As I stated in my previous self-evaluation and  above, I think that class is going really well for me, and I am enjoying it tremendously. I am starting my CSEL and am very interested in how it will turn out for our first draft coming up soon!

Post #6 - Mandy Hyde

I think that some of the essential skills and/or learning outcomes I would like my students to know and be able to do are rehearsal, meaningful learning, organization, elaboration, and visual imagery. Learning about these theories in class today from Molly and Drew's teaching project will help me to give my students the ability to effectively know what helps them learn. Every student learns differently, and most of the time, they are unaware of this. It is important for them to know how they learn so that when they begin taking tests later on, they will know what helps them study and learn best. If a student knows they need rehearsal to effectively learn something, then they can study that way and so on with the other ways declarative knowledge is learned. I think it is also important that teachers know that there are different kinds of knowledge. I know there are long term and short term memories, but i did not know that there are declarative and procedural knowledge, which makes sense, and I am glad I now  know.    

Post #5 - Mandy Hyde

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

Yes, I definitely believe there are tools from a behaviorist view for both encouraging productive behaviors and discouraging undesirable behaviors that can be applied to this case. Some of these tools can be inclusive and based on the whole third grade class, such as a class bingo. Evert time students do what they are told in a timely fashion, like washing their hands, getting their lunches, and lining up at the door, they will receive a number pulled from the bingo board. When they connect enough numbers to get a bingo, they get a small celebration, like ice cream at lunch. This influences them to work for an end goal, and when they reach it, they feel they have accomplished something. This could also work for just small groups in the case study, if they grasp the material and complete their project they could receive an end goal, like a treat at lunch or another thing that interests them. As an individual, Lisa is bringing down her group, so this needs to be addressed. I would talk with Lisa about her actions and reactions in her group, and see if she realizes what she is doing and how she is effecting her group. Addressing the problem is a primary concern, and then I would implement a clip system for that student that only she knew about. It is easy to just say clip down, if she is acting out and distracting her group, but you can also have her clip up if she is demonstrating positive behavior, like paying attention and being on task. Having her parents involved with the clip system will also help Lisa learn how to monitor and control herself. You could send home a report every day that gives parents an idea of how she did that day. This can teach Lisa how to hold herself to a higher standard and work on regulating her own emotions.    

  

Self Evaluation #1

At this point in the semester, I believe I would give myself a 93 out of 100. I have arrived to all of our meetings early and prepared to engage and work. I have always been more of a listener than a talker, but I have tried to give more feedback in our class periods, especially lately. I believe that as the semester goes by I will become even more comfortable with giving my input, as I have in the last few meetings. Our tickets out the door are a great way to sum up what we have learned by the end of a lesson and I will say, I learn more than I think I do, and this system helps me to realize that. I definitely think that this system is one I could take into the classroom with me. The readings are also helpful to learn from as well as a to use as a reference. It is nice to be able to refer back to something I am unclear of, especially if I am still wondering about it after we meet.

I feel like the thing I would dock myself on would be the Questions To Consider. I am not sure why, but I feel like I answer the questions, but I do not ever have enough. I always feel incomplete when I do them, and I need to go back and add to the ones I have already done. Oh, and QTC #4...I really need to add on to you. The week that was due was the pit of my existence. I had so many things due that week that I did not know the CSEL guidelines and all the information was up already so in my mind I put that on the back burner. I am going to make a promise to myself that my QTCs will become much better. Not that I completely put no thought into them, because I do, but I feel like I can do better work.

As I stated above, I have never missed class or been late to any of our meetings, and more importantly I am mentally checked in at all of our classes. Speaking of check in's, I really like them. I like to hear about everyone's weekends and I believe it helps to lighten the mood and get everyone talking. I also enjoyed working on and presenting my teaching project with Holly. I think the class responded well to our teaching project and it offered something different for them. Overall, I believe that class is going really well for me, and I am excited about my next teaching project, coming up this week!

Group Differences Forum Reflection

I think that Holly, Kelly and I came in very prepared to facilitate a discussion on racial stereotyping and how to handle it in positive healthy ways in the classroom, but I feel like the class was either not feeling discussion that day or were uncomfortable with our topic. Racial stereotyping can definitely be an awkward and uncomfortable topic, but as a group we talked about how to stay respectful towards everyone. However, there was little input on opinion on how our peers stereotype, or were ever a victim of stereotyping during our discussion so it was a little difficult. Overall, I think that our group differences project went well, but I know we were relying on more class participation to fuel our discussion than just talking at the class as much as we did.