ELED 3226 Portfolio

8/18/2019 ELED 3226 Portfolio

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ENTRY #1

Observation Instructional Lesson

Classroom: Patriots STEM 3rd Grade Observer: Erin AlgeGrade: 3rd Date: March 14 !"1#C$rric$l$m Area: %ang$age Arts Time: 1":3"&11:3"

'hat ( notice Tho$ghts )$estions Connectionsto Methods Classes

• This school and grade have a

blended learning s*stem+ Theteacher teaches small mini&

lessons or small gro$,s andother gro$,s o- st$dents are.or/ing on other assignments+

• The teacher started b* ,$lling

boo/ gro$,s and otherst$dents .or/ed on theironline mod$les+&(n boo/ gro$,s the teacherrevie.ed .hat ,revio$sl*ha,,ened in the boo/ read

and as/ed com,rehension0$estions to st$dents abo$tcertain as,ects o- the boo/+ The boo/ gro$,s s.itched t.otimes+

Obective: CCSS+E%A&%iterac*+2(+3+1& Determine themain idea o- a tet reco$nt the/e* details and e,lain ho. the*s$,,ort the main idea+

• A-ter boo/ gro$,s the class

came bac/ together -or a mini&lesson+ The teacher had ahando$t on the Smartboard+ The class read the ,assageand ans.ered m$lti,le &choice0$estions as a class+

• The teacher did another,assage -or g$ided ,ractice

&( reall* li/e this model beca$se itallo.s the teacher to be more directin lessons and cater to more

st$dents5 needs+ St$dents also candrive their o.n learning+

&Di6erent gro$,s had di6erentboo/s beca$se o- reading level+

&St$dents ans.ered com,rehensionb$t had to 7nd evidence in the boo/-or the ans.er+ St$dents also had to

ma/e connections bet.een eventsthat ha,,ened ,revio$sl* in theboo/+

&Teacher gave strategies andeam,les abo$t ho. to 7nd main

idea+ The teacher modeled ho. to$se the three strategies to 7ndmain idea -or the st$dents at 7rst+A-ter modeling the teacher then letthe st$dents ans.er the net0$estion+ St$dents t$rn and tal/edto a ,artner to disc$ss the strateg*the* $sed to 7nd the ans.er+ The


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then st$dents had to com,letea ,assage and 0$estions ontheir o.n -or inde,endent,ractice+

• St$dents com,leted an eit

tic/et on the three main ideas-or clos$re o- the lesson+

teacher disc$ssed .ith st$dentsbrie8* to chec/ -or $nderstanding+


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Erin Alge

Dr+ Miller

E%ED 3!!#

March !1 !"1#

Entr* 91 2e8ection

'hile observing a third grade lang$age arts class at Patriots

elementar* ( observed a lesson on main idea+ This lesson .as

str$ct$red di6erentl* than an* lang$age arts lesson ( have seen

be-ore+ (n the beginning the teacher instr$cted st$dents to .or/ on

their mod$les online -rom the da* be-ore i- the* had not 7nished them+

(- the st$dents had 7nished the* .ere instr$cted to .or/

inde,endentl* on their .ord sorts+ 'hile st$dents inde,endentl*

.or/ed on their .ord sorts the teacher ,$lled boo/ gro$,s+ The

teacher ,$lled a total o- t.o boo/ gro$,s d$ring this ,art o- the

lang$age arts lesson+ As ( observed the teacher cond$ct the boo/

gro$,s ( noticed the im,ortance o- certain actions and 0$estions that

the teacher did+ or eam,le the teacher .o$ld start b* having

st$dents revie. and s$mmari;e .hat has alread* ha,,ened so -ar in

the tet+

D$ring the boo/ gro$, the teacher ens$red that all st$dents in

the gro$, ,artici,ated d$ring all ,arts o- the boo/ tal/+ ( observed the


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Observing this lesson has allo.ed me dee, insight into

ho. di6erent lang$age arts lessons can be+ (t is im,ortant to

remember that not ever* lesson is str$ct$red the same and that

modi-*ing content is im,ortant to 7t the needs o- *o$r st$dents+ (

thoro$ghl* eno*ed .atching ho. the teacher eec$ted the lesson and

the classroom management that she $sed+ She .as able to ,rovide

.hole gro$, and small gro$, instr$ction in a short ,eriod o- time+

ENTRY #2

CLASSROOM DOCUMENTS


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Erin Alge

Dr+ Miller

E%ED 3!!#

March !! !"1#

Entr* 9! 2e8ection

The classroom la*o$t .as ver* o,en and designed .ith the

st$dents needs in mind+ The room is ver* o,en and the .indo.s on the

bac/ .all o- the classroom allo. nat$ral night to 8ood into the

classroom+ The des/s .ere ,re&arranged in three large gro$,s in the

center o- the classroom+ The teacher in-ormed me that the st$dents

.ere allo.ed to ,ic/ their o.n des/s net to .homever the* .anted to

sit net to+ (- the st$dent had to be addressed -or ina,,ro,riate


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behavior more than three times then the st$dent had to ,$ll their des/

a.a* -rom the gro$, and sit individ$all* -or t.o school .ee/s+ This .as

one motivating -actor -or st$dents to -ollo. all the classroom r$les and

do their .or/+ ( tho$ght this .as an ecellent classroom management

tool that .as $sed in the classroom+ ( reall* li/ed the -act that st$dents

.o$ld be able to collaborate .ith their -ello. classmates .hile having

to ,ractice sel-&control to not be o6&tas/+ This is a s*stem that ma* not

.or/ in ever* classroom b$t seemed to reall* stic/ .ith the

environment o- this ,artic$lar classroom+

The classroom .as e0$i,,ed .ith a Smart?oard and the school

had ,rovided Google Chromeboo/s -or ever* st$dent in the class+

Ever* st$dent5s des/ .as labeled .ith a nametag .hich incl$ded the

st$dent5s 7rst name last name and classroom n$mber+ Classroom

n$mbers .ere assigned to st$dents based on al,habetical order o- last

name+ The Chromeboo/s .ere also labeled .ith n$mbers and each

st$dent .as res,onsible -or the com,$ter .ith their n$mber on it+ (

noticed that this .as not onl* $se-$l -or organi;ation ,$r,oses b$t also

gave st$dents some sense o- res,onsibilit*+ One ver* im,ortant thing

that ( noticed immediatel* .as ho. m$ch the st$dents $sed and relied

on their Chromeboo/s+ The Chromeboo/s .ere $sed all da* ever*da*

d$ring m* t.o&.ee/ (M? bloc/+ ( believe that the $se o- technolog* is

etremel* im,ortant and smart+ (t allo.s st$dents to become -amiliar

.ith ne. technolog* and access in-ormation at the clic/ o- a b$tton+ (


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thin/ this allo.s the teacher more 8eibilit* and o,tions .hen ,lanning

lessons as .ell+

'hen the st$dents .ere not doing mod$les on their

Chromeboo/s the Smart?oard .as $sed dail* -or teaching lessons and

to dis,la* instr$ctions -or st$dents+ ( never observed an* st$dents

coming to the board to ta/e ,art in instr$ction d$ring the lessons+ (

thin/ it is im,ortant to sometimes incor,orate st$dents in lessons b*

allo.ing them to move aro$nd and come $, to the board+ This not onl*

,romotes st$dent involvement b$t also allo.s -or a more engaging

hands&on learning o,,ort$nit* -or st$dents+

Another im,ortant as,ect o- this classroom .as the ,osters and

enco$raging signs on the .all+ 'hile loo/ing thro$gho$t the room it is

hard to miss the ,osters o- reading@ .riting ti,s math eam,les and

ti,s classroom r$les enco$raging messages and other im,ortant

content that co$ld bene7t st$dents+ The classroom is bright and

a,,ealing .itho$t being too cra;* and cl$ttered .ith st$6+ One thing (

noticed abo$t this classroom .as the organi;ation o- it+ There .as a

designated s,ot -or ever*thing incl$ding st$dents5 boo/ bags

home.or/ -olders classroom boo/s t$rn it in -olders and m$ch more+ (

thin/ the organi;ation o- this classroom .as a critical tool that aids in

her classroom management st*le as .ell as her st$dents s$ccess+


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Thro$gho$t m* e,erience ( observed man* di6erent ideas and

.a*s that ( can set $, m* -$t$re classroom in order to maintain

organi;ation -$rther en-orce classroom management teach st$dents

res,onsibilit* and enco$rage st$dent interaction .ith technolog*

d$ring lessons+

ENTRY #3

Teacher Intervie

Teacher: Ms+ Sarah

(ntervie.: Erin Alge

1+ !o "o o$ rite a t%ica& &esson %&an'

All the teachers ta/e all s$bect to ,lan+ ( ,lan reading .ith Mrs+

Pe,,er another teacher on 3rd grade&across the hallB+ 'e ,$t all o- the

lesson ,lans into an online ,lanboo/ and ada,t them to 7t the needs o-

o$r st$dents+ Teachers ,$t in the standards a bl$rb abo$t the lesson

and reso$rces+

!+ (hat t%es o) *ateria&s "o o$ nee" avai&ab&e hen o$%&an &essons'

'hen ( ,lan ( need to have m* la,to, -or Planboo/ (nternet

Canvas Common Core State Standards and the ,acing g$ide+ Also+++

m* ,$,,* and some m$sic in the bac/gro$nd to /ee, me going are

hel,-$l also+

3+ (n hat as "o o$ %&an to acco**o"ate in"ivi"$a&

"i+erences in the c&assroo*'

( di6erentiate -or m* st$dents based on their assessments -ormal

assessment and in-ormal observationsB+

• Rea"in,: or m* st$dents that need intensive intervention (meet .ith them in small gro$,s more -re0$entl* 3@4 times a


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.ee/B+ M* high 8iers and A(G st$dents ( meet .ith once a .ee/+On level st$dents ( meet .ith 3@4 times a .ee/ also+

• Math: 'e s.itch grade level .ide and ( have the second tohighest math class+ M* instr$ction is ,rett* m$ch the same (

give ever*one the challenging assignments and intervene .ithst$dents .ho are not 0$ite $nderstanding the conce,t d$ring.arm $, time+

4+ (hat are so*e o) o$ instr$ctiona& cha&&en,es as ateacher'

Time is A%'AS a challenge+ There is not eno$gh time to reach

ever* st$dent as m$ch as ( .ant to nor can ( s,end as m$ch time as (

.ant to revie. s/ills that the class overall doesnt $nderstand d$e tothe ,acing g$ide+ ( .ill sa* that having one&to&one technolog* has been

hel,-$l+ Another challenge is instr$ctional reso$rces+ 'hile (

%OE having chrome boo/s and access to technolog* ( ,ersonall* -eel

that o$r instr$ctional reso$rces are lac/ing+ 'e dont have tetboo/s

beca$se ever*thing is being trans-erred online+ 'hile it is -ab$lo$s (

-eel that since o$r assessments are still ,a,er ,encil it .o$ld be

hel,-$l to have tetboo/s .here st$dents can trans-er in-ormation -rom

the tet to their notes@assessment+ Sometimes the* ta/e the

technolog* -or granted+

F+ (hat have been so*e o) o$r instr$ctiona& s$ccesses asa teacher'

Technolog* has been a s$ccess+ T.o other third grade teachers and

( have ,resented -or ,ro-essional develo,ment Cabarr$s Co$nt*

teachers+

#+ (hat "o o$ consi"er essentia& characteristics )ors$ccess)$& teachin,'

Organi;ation -orgiveness $nderstanding ,atience and com,assion+

These things .ill hel, *o$ thro$gh an* sit$ation .ith st$dents and

,arents+

+ !o o)ten "o o$r st$"ents receive socia& st$"ies-scienceinstr$ction'


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'e $s$all* alternate bet.een science and social st$dies $nits+ Most

o- o$r c$rric$l$m -oc$ses on science b$t the* receive it ever* morning

-rom H:3" to I:1F+

H+ Are o$ satis.e" ith the a*o$nt o) ti*e that o$

c$rrent& a&&ot )or socia& st$"ies-science instr$ction'E/%&ain0

( -eel it is a s$itable amo$nt o- time since this is a s$bect that is not

tested b$t can be integrated in both reading and math+

I+ (hat socia& st$"ies an" science to%ics-$nits i&& best$"ie" "$rin, the secon" ee o) * c&inica&e/%erience' (hat are %ossib&e ,oa&s-obectives I co$&"a""ress )or * &essons' Do o$ have an instr$ctiona&

reso$rces that o$&" s$%%ort these ,oa&s-obectives'

'e are st$d*ing Ecos*stems+ St$dents .ill be able to identi-* ,arts

o- a ,lant and $nderstand the -$nctions o- each ,art+ The* have to

s$mmari;e the stages o- a live ,lant+ St$dents .ill also com,lete a P?%

that incor,orates their /no.ledge to ,ac/age a ,lant and send it in the

mail+

1"+ (hat "oes rea"in, instr$ction &oo &ie in o$rc&assroo* e0,0 rea"ers orsho%4 basa&s4 etc05' (hatrea"in, to%ics i&& be st$"ie" "$rin, the 2n" ee o) *c&inica& e/%erience' (hat are %ossib&e ,oa&s-obectives Ico$&" a""ress )or * rea"in, &esson' Do o$ have aninstr$ction reso$rces that o$&" s$%%ort these,oa&s-obectives'

or reading instr$ction ( $se a readers .or/sho, model+ 'e have

t.o .hole gro$, lessons se,arated b* small gro$, rotations+ The 7rst

lesson is o$r $nit reading lesson and second is a com,rehension

lesson+ 'e .ill contin$e to .or/ on o$r social iss$es $nit and transition

into co$ntries aro$nd the .orld+ St$dents .ill be able to research their

in-ormation abo$t the co$ntries+ The* .ill also be able to identi-* socialiss$es in stories and com,are them to other tets+

11+ (hat *otivation tactics "o o$ $se to ens$re a"esire to &earn'


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( $se m* classroom econom* s*stem to motivate st$dents+ (t

accom,anies o$r school .ide behavior ,lan+ St$dents li/e to .or/ -or

letters above and mone* re.ards to ,$rchase co$,ons and other

s,ecial ,rivileges+

1!+ Te&& *e abo$t the c&assroo* co**$nit0 (hat arethe c&ass r$&es' !o is st$"ent behavior *onitore"' Inhat as is %ositive behavior rein)orce"' In hat asare ne,ative behaviors %revente"' Te&& *e abo$t theconse6$ences )or ne,ative behavior0

( have F basic r$les+ ollo. directions 0$ic/l* al.a*s raise *o$r

hand ma/e smart choices res,ect *o$rsel- others and the

school al.a*s and do *o$r best+ St$dent behavior is monitored .ith

above the line and belo. the line character cards+ St$dents .ho

receive 3 belo. the lines have to ma/e a ,hone call home+Conse0$ences -or negative behaviors are letters belo. and mone*

7nes+

13+ Te&& *e abo$t the %acin, o) &essons an" interactionin the c&assroo*7 $se o) ti*e7 an" other as%ects o)ti*e000ait ti*e an" ti*e $sin, teacher ta& an" st$"entta&0 (hat ors e&& ith o$r st$"ents'

( generall* ,ace m* lessons .ith .hole gro$, small gro$, and

individ$al tas/s and assessments+ 'hen introd$cing a $nit .e do a loto- .hole gro$, activities and based on st$dent5s assessments

st$dents .ill do a lot o- small gro$, instr$ction and ( .ill ,$ll individ$al

st$dents to catch them $,+ St$dents do .ell .ith all t*,es o-

instr$ction -or di6erent reasons+ (n .hole gro$, instr$ction st$dents

can see and hear other st$dents thin/ing+ (n small gro$, the* can as

.ell and ( can hel, -oster their thin/ing in the right direction+ (ndivid$al

and one on one instr$ction and assessments are .here st$dents can

as/ 0$estions and ( can see i- the* dont $nderstand certain conce,ts+ (

$se a combination o- strategies t$rn and tal/ .ith a ,artner as ( listen

in thin/ in *o$r head silentl* and ,$t *o$r 7nger on *o$r nose .hen

*o$ are read* b* a sho. o- hands stand i- *o$ agree+++ it al.a*s

de,ends on the s$bect+ ( -eel that ( have -ostered a learning

environment .here st$dents can -eel com-ortable to as/ 0$estions and

ma/e comments in -ront o- others+


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ENTRY #3

Teacher Intervie Re8ection

( .ant to start o6 b* sa*ing that this teacher is al.a*s on to, o- her

game and is read* -or an* challenges that are thro.n her .a*+ (n the

beginning o- the t.o&.ee/ (M? ,eriod ( intervie. m* teacher+ A-ter

intervie.ing m* teacher and observing her -or the t.o&.ee/ (M?

,eriod ( tr$l* .as able to gain a dee,er $nderstanding and insight into

all the ,lanning it reall* ta/es to be an elementar* school teacher+

One thing that m* teacher tal/ed abo$t in the intervie. and also

.hat ( observed in the classroom .as the classroom econom* that had

been established+ St$dents .ere able to gain b*

-ollo.ing classroom and school r$les com,leting assignments and

,artici,ating res,ect-$ll* in class+ A-ter the intervie. ( .as c$rio$s as

to .hat the econom* and comm$nit* o- the classroom .ere li/e b$t

the s*stem .as more e6ective than ( tho$ght it .o$ld be+ This is a tool

that ( .o$ld $se -or classroom management as .ell as teaching

st$dents abo$t res,onsibilit* and the econom*+ ( thin/ it is im,ortant

-or st$dents to start to $nderstand the econom* at a *o$ng age and

that *o$ m$st .or/ -or .hat *o$ .ant+

One o- the instr$ctional challenges that m* teacher and ( had in

common d$ring m* teaching .as the -actor o- time allotted -or each

lesson+ ( -o$nd o$t 0$ic/l* that it is etremel* eas* to over ,lan and


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eceed the time limit -or a certain s$bect+ (n the intervie. m* teacher

states


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inall* as ( re8ect on m* teacher ( reali;e ho. -ort$nate ( .as to be

able to be ta/en in b* a .onder-$l teacher .ho lead b* eam,le

,rovided endless s$,,ort and reso$rces and .as an ins,iration in her

o.n classroom+ M* teacher .as coo,erative and hel,-$l .ith the

intervie. as .ell as d$ring the .hole t.o&.ee/ e,erience+ She made

me -eel com-ortable and .as easil* a,,roachable .hen ( had 0$estions

or needed hel,+ ( learned more -rom this teacher than she .ill ,robabl*

ever /no. b$t one o- the biggest lessons she instilled in me o- .as to

al.a*s /ee, the st$dents 7rst+

ENTRY #9

St$"ent Intervie

St$dent: Carter Smith

(ntervie.er: Erin Alge

10 Te&& *e hat it:s &ie to be a rea"er- riter in thisc&assroo*'

•

20 (hat:s it &ie to be a *athe*atician- scientist- socia&scientist'

•

30 !o "o o$ best &earn as a st$"ent'


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•

90 I) o$ ere the teacher in this c&assroo* hat o$&" o$"o the sa*e' (hat o$&" o$ "o "i+erent&'

• Same:

• Di6erent:

;0 (hat *aes a ,oo" teacher'

•


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have good ideas>+ (t .as evident d$ring a science lesson .here

st$dents had to collaborate to create a ,roect that the st$dents

.or/ed .ell together and .ere all able to contrib$te ideas+ ( tho$ght

this collaboration and creativit* ,rod$ction in the classroom .as

im,ortant -or st$dents beca$se the* are tr$l* able to learn -rom each

other their s$ccesses and mista/es o- the ,roect+

This theme o- coo,eration is constant in the classroom+ (t is eas*

to see as an observer in the classroom b$t it is clear that the st$dents

are conditioned to coo,erating .ith others as .ell+ 'hen as/ed .hat

*o$ .o$ld do di6erentl* as a teacher Carter stated that he .o$ld li/e

more time in math and coo,erating .ith ,eo,le in gro$,s+ Ke also

made it clear that he li/es + (t .as clear that Carter had a res,ect -or his teacher on the

.a* her classroom .as r$n even i- that incl$ded him having some

conse0$ences -or his actions+ Ke also tal/ed abo$t .hat he tho$ght

made a good teacher and com,ared it to Ms+ Sarah+

Overall -rom this intervie. ( learned a vast amo$nt abo$t

classroom d*namics and ho. this third grader vie.ed learning+ ( /no.

-rom e,erience that not ever* classroom had the same environment

as this one+ The teacher res,ected the st$dents and demanded it bac/

-rom them or else there .ere certain conse0$ences+ This is di6erent

-rom a /indergarten or 7rst grade class beca$se the* have more r$lesand ta/e them more serio$sl*+ ( learned that third graders are given

more lenienc* and -reedom b$t also have to sho. more res,onsibilit*

and $nderstanding+ This intervie. .as also hel,-$l -or me getting to

/no. the classroom d*namics management and getting to learn -rom

a third graders ,ers,ective+

ENTRY #;

Overa&& C&inica& E/%erience Re8ection

M* overall (M? clinical e,erience .as ,rett* ama;ing and

signi7cant to m* gro.th not onl* as an individ$al b$t as a ,re&

,ro-essional as .ell+ ( /ne. going into this e,erience that ( .o$ld be

learning a lot b$t ( never co$ld have imagined the etent to .hat (

.o$ld have learned+ ( learned the im,ortant o- balancing time

management classroom management ,lanning and act$all* teaching


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lessons+ (t is common to hear the ,hrase and ( have never agreed .ith this statement more+ ( am not

even a -$ll time teacher *et b$t the ,ast t.o .ee/s ta$ght me that

teachers -$l7ll n$mero$s roles thro$gh their dail* lives+ The* teach

lessons ens$re a sa-e comm$nit* in their classrooms care -or

st$dents im,lement interventions ,lan lessons and so m$ch more+

The t.o&.ee/ (M? e,erience honestl* /ind o- scared me at 7rst+

( .as not s$re .hat to e,ect or that ( .o$ld be able to accom,lish all (

needed to d$ring the t.o .ee/s+ %oo/ing bac/ ( can /ind o- la$gh at

m*sel- beca$se o- ho. sill* ( .as -or being so nervo$s+ ( .ent in .ith a

,ositive attit$de and the .hole e,erience .as a ,o.er-$l one+

Overall ( had a ,ositive e,erience b$t that doesn5t mean that ( didn5t

have moments that need im,rovements+ To be honest ( did not thin/

one o- m* lessons .ent ver* .ell at all+ This alone ta$ght me so man*

things that ( need to im,rove on+ (t is a hard thing to balance time

management and classroom management at 7rst b$t .ith ,ractice (

/no. it .ill become more nat$ral+ ( even noticed this teaching more

lessons thro$gho$t the .ee/+ ( became more com-ortable .ith the

st$dents and too/ m* teacher5s advice ver* serio$sl* .hen ,lanning

and eec$ting m* lessons+

M* teacher did a -antastic ob o- balancing ever*thing+ She

al.a*s ,lanned ahead .as consistent .ith classroom management

and handled $n,lanned sit$ations calml*+ ( a,,reciated the -act that (.as able to learn her teaching st*le b* observing her teach lessons as

.ell as having her e,lain her o.n st*le to me+ M* teacher o6ered me

co$ntless ti,s o- advice and reso$rces to $se in m* -$t$re classroom

one da*+ This .as ver* val$able to me beca$se as a st$dent in college (

sometimes .orr* abo$t ho. ( am going to ac0$ire all the necessar*

materials ( need -or me -$t$re classroom+ M* teacher sho.ed me that

there are so man* reso$rces o$t there that *o$ can $se and that *o$

act$all* have to $tili;e them to bene7t+ Another thing that st$c/ .ith

me -rom m* teacher .as her motto


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there .as not eno$gh time in the da* to teach .riting to st$dents and

that she tries her best to incor,orate .riting into other lessons+ The

tone she $sed .as not a ver* ,ositive one .hen she .as e,laining

this to me+ She told me that she .ishes that she had the o,,ort$nit* to

hold a .riter5s .or/sho, in her class a co$,le da*s a .ee/ b$t that it

$n-ort$natel* .as not loo/ing li/e that .o$ld be an o,tion d$e to EOG

,re,+ ?eca$se o- this ( decided to incor,orate .riting into m* reading

lesson+ D$ring this lesson ( ta$ght st$dents abo$t ho. to .rite to

e,ress their o,inion and reasoning+ A-ter learning abo$t careers and

reading a boo/ abo$t them st$dents had to .rite abo$t a career the*

.anted to be and three reasons .h* the* tho$ght that career .as

im,ortant+ M* st$dents loved that ( .as able to incor,orate creative

.riting into a lesson+ ( -o$nd that m* belie-s abo$t .riting instr$ction

hel,ed in8$ence m* decision to incor,orate .riting into an* lesson

that ( co$ld+

Altho$gh ( have attem,ted to s$mmari;e all that ( have learned (

/no. that it .o$ld be almost im,ossible to dis,la* all ( have learned

thro$gh this ,a,er+ %oo/ing bac/ on this e,erience ( .as involved and

engaged as m$ch as ( co$ld be and ( thin/ that ,$shed me to thin/

o$tside .hat ( normall* do+ (t challenged me to become a better

teacher st$dent and ,erson+ ( .as .orried abo$t several things going

into this e,erience and ( am ha,,* to sa* ( am a bit more com-ortable

in the classroom no.+ D$ring this clinical e,erience alone ( .as able

to come a.a* .ith so man* e,eriences that .ill hel, me gro. as ateacher+ ( am ecited to see .hat m* st$dent teaching and -$t$re *ears

o- teaching has in store -or meL

ELED 3226 Portfolio

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