Moriah McKinney's Portfolio
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Initial LevelThe Developmental Teaching Portfolio
Moriah McKinney
Initial LevelThe Developmental Teaching Portfolio
Moriah McKinneyElementary Education
Department of Curriculum and InstructionClemmer College of EducationEast Tennessee State University
Spring, 2014
Table of Contents
SECTION ONE: BACKGROUND INFORMATIONIntroductionWorking ResumeStatement of PhilosophyProgram of StudyUnofficial Transcript ACT or Praxis I Scores
SECTION TWO: SELECTED ENTRIESPlanning and Teaching Strategies:
Bloom’s Taxonomy AssignmentLesson Plans
Actual Teaching: Assessment and Evaluation:
Performance-Based Grading Rubric Learning Environment:
Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #3 – Paperwork
Professional Growth: STEA Membership STEA Workshop
Communication: Letter to Parents PBL Project
SECTION THREE: PROFESSIONAL EVALUATIONField Placement JournalsField Placement EvaluationsTimesheets
Concluding Reflection
Section One: Background Information
Introduction
My name is Moriah McKinney. I am currently working towards my Associates of Science in
Elementary Education for grades K-6 at Walters State Community College. I graduated in May
of 2014. I will be attending East Tennessee State University in the fall of 2014 to continue my
education, where I will major in Elementary Education. I am looking forward to becoming a
teacher within the next two years. The following is my Developmental Teaching Portfolio. It is
a work in progress that will continue throughout the rest of my education career. In this
portfolio, you will see artifacts that I have gathered while pursuing my degree at Walters State.
These works have helped mold me into the teacher I aspire to be one day. The artifacts I have
compiled show what I have learned and experienced while working towards my degree. I plan to
use these experiences to shape my classroom and get ideas for situations I may encounter during
my professional career. I will use this portfolio, along with other resources I have learned, while
working towards my degree. I look forward to having a professional career in a classroom of my
own.
Moriah McKinney1514 Whiteside DriveMorristown, TN 37814
(423)200-6089 / [email protected]
Professional Objective: To teach students to the best of my abilities, to the best of their abilities.
Education: Associate of Science in Elementary Education
Walters State Community College
High School Diploma, Morristown-Hamblen High School-West
Honors and Awards:Spring 2014 Walters State Dean’s List Fall 2013 Ms. Walters State 1st Runner-Up
Spring 2013 Outstanding Student Athlete Award for Volleyball
Fall 2012 Walters State Dean’s List
Related Educational Experience/Professional Experience:Summer 2014 Plan and Organize Events, Kingswood School
Spring 2014 Service Learning, Union Heights Elementary School Second grade
Fall 2013 Service Learning, Union Heights Elementary School Kindergarten
Fall 2013 Service Learning, Alpha Intermediate School Fourth Grade
College Related Professional/Academic/Service Activities:2013-2014 STEA Secretary
2013-2014 STEA MemberAdditional Work Related Experience:
Spring 2014 Morristown West High School, Morristown, TNAssistant Softball Coach
May 2013-2014 Parks and Recreation, Morristown, TN Score Keeper
May 2013-2014 Private Softball Lessons
May 2012-2014 Babysitter
Placement File:Please contact the ETSU Career and Internship Services Office.
Website: http://www.etsu.edu/careers , BucLinkTEL: 423-439-4450FAX: 423-439-6176
Context StatementType of Artifact: Paperwork
Date: Spring 2014Courses: EDUC 2300- Class Assignment
Description: This is a paper I wrote in class explaining my personal Philosophy of Education.
My Philosophy of Education
Teachers play an extremely important role in children’s lives. To some, they are a mother or
father figure and to some, simply an educator is an understatement. Children spend
approximately 1,260 hours per school year under the watch of their teacher. They form bonds
that cannot be broken within those hours. Seven hours a day, five days a week they fall in love
with one another. For a teacher to be the backbone of the classroom, he or she should acquire
the ability to be a lifelong learner, adaptable, and have strong disciplinary skills. These
characteristics would form a sturdy foundation of a successful classroom.
A teacher should not cease their learning because they have become the teacher and not
the student. Teachers must be lifelong learners. The students will teach them new things every
day. A teacher should also be willing to learn new things from his or her co-workers. While
teachers may be confident in what they are teaching, it may not be the best way for the students
to grasp the information. The teacher should be able to communicate his or her concerns with
other teachers and learn a new way to deliver the concept to the students. Learning should not
only be about the materials that are required to be taught but also meaningful life lessons. A
teacher should be able to see what his/her students need to learn. For example, if one student is
struggling to make friends, teachers should encourage others to befriend him or her. While
watching this process, the teacher may see things in the student that they should do to make
him/her a better teacher or person. This also can be part of a teacher’s adaptability.
As a teacher, being able to adapt is a must. There are numerous possibilities that can
change for teachers; they are expected to adapt to them all. Teachers always have new things to
be taught; many are teaching a different grade every year. A teacher has to be able to adapt to
the changes. They also must be able to adapt to the use of technology as it is becoming more and
more advanced. It seems as if no matter what age the students they are using technology.
Teachers must be able to adapt to use it to the best of their ability to enhance their students
learning. Another place where teachers’ will need to be able to adapt is to the way that each of
their students’ learn. While one way of teaching may help one student, it may not help another.
As there are several different ways that people learn, a teacher needs to be able to represent all
those styles sometimes. It may not be easy to teach a topic in a way that he/she does not learn;
however, being able to adapt to that style occasionally would greatly benefit students in the
classroom.
Being able to have total control over one’s classroom is an important attribute of an
effective teacher. When the students know who is in control at all times, they will have more
respect for that person. If a teacher waivers in his/her constancy of discipline, the students do
not know what to expect when they misbehave. However, if a teacher states rules and enforces
them, the students will know what is expected of them every time. Discipline should be fair, it
should not matter which student broke the rules. Teachers, who have strong discipline habits,
can take even the worst of students and shape them into something for the better.
Being a lifelong learner, adaptable, and having strong disciplinary skills are all attributes
of an effective teacher. If teachers could acquire these three characteristics along with others,
teachers would get more respect out of their students. From what I have been lucky enough to
see thus far, teachers deserve more credit than they receive. I aspire to have all three of these
characteristics as I pursue my career as an educator. I believe that both teachers and students
would benefit from these attributes.
Context StatementType of Artifact: Paperwork
Date: Spring 2014Courses: EDUC 2300- Program of Study
Description: This is a record of the classes I have already taken and will need to take.
Context StatementType of Artifact: Paperwork
Date: Spring 2014Courses: EDUC 2300- Transcript
Description: These pages show what classes I have taken at Walters State and what grades I made in each class. It also has the classes I am currently enrolled in for the Fall semester at ETSU.
Academic Transcript E00361688 Moriah P. McKinneyJul 19, 2014 12:50 pm
This is not an official transcript. Courses which are in progress may also be included on this transcript.
Transfer Credit Institution Credit Transcript Totals Courses in ProgressTranscript Data
STUDENT INFORMATION
Name : Moriah P. McKinneyBirth Date: Oct 05, 1993Student Type:
Transfer
Curriculum Information
Current ProgramB.S. in Educ.Program: Pre-Interdisciplinary
StudiesCollege: EducationMajor and Department:
Pre-Interdisciplinary Studies, Curriculum & Instruction
***Transcript type:WEB is NOT Official *** TRANSFER CREDIT ACCEPTED BY INSTITUTION -Top-
Fall 2011:
Walters State Cmty College
Subject
Course Title Grade
Credit Hours
Quality Points
R
ENGL 1010 COMPOSITION I B 3.000 Attempt
HoursPassed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 3.000 3.000 3.000 3.000 Unofficial TranscriptSpring Walters State Cmty College
2012:Subject
Course Title Grade
Credit Hours
Quality Points
R
ENGL 1020 COMPOSITION II A 3.000 Attempt
HoursPassed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 3.000 3.000 3.000 3.000 Unofficial TranscriptFall 2012:
Walters State Cmty College
Subject
Course Title Grade
Credit Hours
Quality Points
R
BIOL 1110 BIOL SCI MAJORS LEC I AU 3.000 BIOL 1111 BIOL SCI MAJORS LAB I B 1.000 MATH 1530 PROB/STATS-
NONCALCULUSA 3.000
MUSC 1030 Introduction To Music A 3.000 PHED 1140 STRENGTH
CONDITIONINGA 1.000
PHED 2600 ADAPTED A 1.000 PSYC 1310 Intro To Psych A 3.000 SPCH 1300 General Speech A 3.000 Attempt
HoursPassed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 18.000 15.000 15.000
15.000
Unofficial TranscriptSpring 2013:
Walters State Cmty College
Subject
Course Title Grade
Credit Hours
Quality Points
R
ART 1030 Art Appreciation A 3.000 BIOL 1120 BIOL SCI MAJORS LEC II C 3.000 BIOL 1121 BIOL SCI MAJORS LAB II B 1.000 CSCI 1100 Using Information Tech A 3.000 HIST 2010 U.S. TO 1877 B 3.000 PHED 2280 VOLLEYBALL A 1.000
SOCI 1020 Intro to Sociology A 3.000 Attempt
HoursPassed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 17.000 17.000 17.000
17.000
Unofficial TranscriptFall 2013:
Walters State Cmty College
Subject
Course Title Grade
Credit Hours
Quality Points
R
ENGL 2110 AMERICAN LITERATURE I B 3.000 HDAL 3310 EDUCATIONAL PSYC A 3.000 MATH 1410 NUMB CONC/ALGE B 3.000 PHED 1001 Fr Physic Ed/Fitness
ActivityA 1.000
PHED 1001 Fr Physic Ed/Fitness Activity
A 1.000
PSCI 1120 Intro Amer Govt C 3.000 SPED 2300 EXCEPTIONAL
LEARNERSB 3.000
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 17.000 17.000 17.000
17.000
Unofficial TranscriptSpring 2014:
Walters State Cmty College
Subject
Course Title Grade
Credit Hours
Quality Points
R
CHEM 1030 Intro to Chemistry Survey
A 4.000
EDFN 2100 Orien to Professional Ed A 1.000 EDFN 2300 Foundations for
TeachingA 2.000
HIST 2020 U.S. SINCE 1877 B 3.000 MATH 1420 LOGIC/PROBLEMS/
GEOMETRYB 3.000
PEXS 2002 Physical Ed/Lifetime Activity
A 1.000
PHIL 1030 SELF AND WORLD B 3.000 PHYS 1030 Intro Physics Surv A 4.000 Attempt
HoursPassed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 21.000 21.000 21.000
21.000
Unofficial TranscriptTRANSCRIPT TOTALS (UNDERGRADUATE) -Top-
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Total Institution: 0.000 0.000 0.000 0.000 0.000 0.000
Total Transfer: 79.000 76.000 76.000
76.000
266.000
3.500
Overall: 79.000 76.000 76.000
76.000
266.000
3.500
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Institution Combined:
0.000 0.000 0.000 0.000 0.000 0.000
Transfer Combined:
79.000 76.000 76.000
76.000
266.000
3.500
Overall Combined:
79.000 76.000 76.000
76.000
266.000
3.500
Unofficial TranscriptCOURSES IN PROGRESS -Top-
Term: Fall 2014College: EducationMajor: Pre-Interdisciplinary StudiesSubject
Course
Level
Title Credit Hours
ECON 1050 UG Economics And Society 3.000
GEOG 1012 UG Intro Cultur Geo 3.000
READ 3000 UG Curr Issues 21st Century Lit 3.000
READ 3100 UG Tch Read in Elem (K-6) Sch 3.000
SCED 4020 UG Wildlife Conservation 3.000
Unofficial Transcript
Context StatementType of Artifact: PaperworkDate: Spring 2014Courses: EDUC 2300- Praxis I Scores Description: This shows the scores I made on the Praxis I. I made the appropriate scores before enrolling in the EDUC 2300 course.
Section Two:Selected Entries
Planning and Teaching Strategies
Context StatementType of Artifact: Class AssignmentDate: Fall 2013Courses: EDUC 2010- Bloom’s Taxonomy Description: This activity is a sample of work completed satisfactorily during one of my general education classes. It was a part of a Problem Based Learning activity we produced during class time and outside of the class.
Name: Moriah McKinney Date: April 2, 2014 Class: EDUC 2010- Psychology of Human Development for Teachers Semester: Fall 2013
Bloom’s Taxonomy Activity
1. Targeted grade level: 4th Grade2. Subject area: Science3. Specific content to be taught: Coral reefs and how they survive in their environment.4. Book Title and Author: Coral Reef by Gary W. Davis
5. Questions:
1. Remembering1. Can you list three facts about coral reefs?2. How would you describe coral reefs?3. Can you recall why coral reefs are beneficial to the survival of some
organisms? 2. Understanding
1. What is the main idea of the book?2. What facts or ideas show that coral reefs are important?3. Can you explain what is happening to coral reefs from its poor
treatment? 3. Applying
1. How can you use this information in the future?2. How would you apply what you have learned to develop a model of a
coral reef?3. How would you organize a chart to show different animals that live in
the coral reef?4. Analyzing
1. What is the function of the coral reef?2. What conclusions can you draw about coral reefs? 3. Why do you think we need to learn about coral reefs?
5. Evaluating1. What is your opinion of coral reefs?2. Based on what you know, how would you explain coral reefs?3. What would you recommend in helping to protect the coral reef?
f. Creating1. What would happen if coral reefs died out? 2. Construct a model of the coral reef.3. Suppose you could protect coral reefs, what would be your plan of
action?
Context StatementType of Artifact: Class AssignmentDate: Spring 2014Courses: EDUC 2010- Class Activity Description: This activity is a sample of work completed for my class. It is a lesson plan using the Bloom’s Taxonomy.
Name: Moriah McKinneyDate: April 9, 2014Title: Animals of the Coral ReefGrade: 4th
______________________________________________________________________________________
Materials Needed: One copy of “Coral Reef” by Gary W. Davis Internet Access Copy paper for each student Crayons
Goals: TSW learn at least 4 different types of animals that live in a coral reef. TSW use their choice of a chart or graph to show where each animal may live within the
reef. TSW learn why the animals they chose live in the coral reef.
Objectives: TSW understand that coral reefs are important to all the sea animals. TSW understand that many types of animals depend on the coral reef for protection. TSW learn that the coral reef is more than something we enjoying looking at. TSW use the book and the internet to develop a picture of how the coral reef looks. TSW use a chart to organize where each animal lives.
Instructional Procedure:1. Ask the students what they already know about coral reefs.2. Read aloud “Coral Reef”.3. Discuss what new information the students learned from the book.4. Give the students an example of what the graph the produce should look like.5. Have the students to research why each of their four animals live in the coral reef.6. Ask comprehension questions.7. Grade their graphs and research based on the rubric below.
Questions See Bloom’s Taxonomy Assignment sheet.
Closure Ask each student to write down and turn in any questions they still have about coral
reefs.
Adaptations to Meet Individual Needs: Any student who may need assistance may be paired with another student or be given
extra time to work on the assignment.
Evaluation/Assessment: See attached rubric.
Actual Teaching
Assessment and Evaluation
Rubric
0 1 2 ScoreParticipation Did not do
the assignment at all.
Gave one to three animals on their graph.
Gave at least four animals on their graph.
____ / 2
Attitude/Cooperation
Bad attitude and no cooperation.
Decent attitude and some cooperation.
Great attitude and complete cooperation.
____ / 2
Listening Skills
Did not listen to the reading or discussions.
Listened, but was disruptive
Listened with no disruptions.
____ / 2
Research No research was done.
1-3 reasons were correct
All four reasons were correct
____ / 2
Accuracy Nothing was correct.
1 or 2 items with incorrect info or misplaced.
All info is correct and in the correct place.
____ / 2
Total Score____ / 10
9-10 = Excellent7-8 = Good5-6 = Satisfactory3-4 = Needs Improvement0-2 = Unsatisfactory
Learning Environment
Context StatementType of Artifact: Class AssignmentDate: Spring 2014Courses: EDUC 2300- Guided Observation #1 Description: This is a sample of what I was able to observe while attending Service Learning this semester.
Guided Observation #1 – Contextual Factors
Name: Moriah McKinneyDate: April 3, 2014Course: EDUC 2300 Introduction to EducationSchool: Union Heights Elementary School
Interview your mentoring teacher to obtain the demographics about the school. Write a response for each question in a paragraph format.
1. Record the number of males, females, and ratio of ethnicity within the classroom.
In my service learning class, there are eighteen students total. Six female students and twelve males make up the room. The ratio is one girl for every two boys. The classroom does not feel unbalanced with the attitudes that the kids have. There is also one Hispanic student and one bi-racial student in the class; the rest of the eighteen kids are white.
2. What is the development levels of the students within the classroom youare observing?
The class is a mixed ability group; some below grade level, some average, and other above grade level. There is one student within the classroom who is classified as an extended resource student; there is another that is a resource student. The rest of the students are above or on grade level. The students seem to work well together. The ones who need help are not afraid to ask for help. When they ask, the others are willing to help.
3. How is the instruction modified to meet the diverse needs of the students? At the school I have been observing in, the students are split by the level they perform on in math and reading. They are split into a below grade level, on grade level, and above grade level. When they work on a reading lesson, the students are placed into small groups for individual instructions. This makes it easier on the students to get the attention they need.
4. Research the school and the Tennessee State Government web site toobtain information about the school community, school report card, and school population. The school houses grades K-5. There are approximately 300 students attending the school. The school was classified as a Title 1 school until June 30, 2012. The school is in the 68th percentile according to the test scores from 2010.
5. What are the specialized programs/activities found within the school thatwould assist special needs children, those who need enrichment activities,or remediation? List the specific programs that are available. There is a special needs classroom in the school with certified teachers. The class also has aids who work with the students. There is a speech and language therapist and physical therapist. Any student may be referred to these special resources at anytime, if a parent or teacher suspects that the child may need extra help. The students are encouraged to participate in; accelerated reader, band, Beta Club, 4-H, Scholars Bowl Team, basketball, cheerleading, Modern Woodmen Speech, Literacy Day, Book Character Day, No Bullying Program, Spelling Bee, St. Jude’s Math-A-Thon, Christmas Child Program, KAB, and a school wide Talent Show.
Context StatementType of Artifact: Class AssignmentDate: Spring 2014Courses: EDUC 2300- Guided Observation #2 Description: This is information I was able to collect from service learning and how I would like my room to look compared to the one I was placed in.
Guided Observation #2 – Physical Arrangement
Name: Moriah McKinneyDate: April 3, 2014Course: EDUC 2300 Introduction to EducationSchool: Union Heights Elementary School
Instructions for the Observer: First, draw a map of the classroom you are observing, including seating arrangements, placement of furniture, computers, telephone, and other equipment. Give a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional displays, management, and motivational elements. Then design your own perfect classroom
1. Draw classroom map:
2. Effectiveness of:a) Technology: In the classroom, there are two desk top computers, a Smart Board, and
an Elmo at all times. There are carts that float around the school that contain Apple Laptops. The Smart Board is for teacher and student use, depending on the activity. The teacher determines if it is appropriate for the students to use the Smart Board or not. The two computers and the Elmo are for teacher use. Using these tools, the teacher designs and presents lessons to the class. However, the teacher may let his or
her students use the computer to take an Accelerated Reader test. The laptops are used for the students to increase their typing skills needed for the writing assessment. The students also use the computers to take tests from the state and to play educational game selected for them by their teachers.
b) Traffic Patterns: The classroom is set up with the teacher’s desk and two computers against the wall farthest from the entry way. The student desks are in rows of six across and then a couple feet back is the next row, there are four rows of student desks. The students and teacher seem to be able to maneuver around the classroom well. They sometimes get a little cramped up between the rows because the desks slide. The Elmo and Smart Board are at the front of the classroom where they are out of harm’s way. There is a closet in the classroom where the students keep their backpacks on their way to their seats after retrieving their backpacks, they pick up their graded work and go to their seats for other students to have a turn. The in class library is in the front of the room so the books do not get disturbed, along with the Elmo and Smart Board. The students are also instructed on who is to line up first when changing classes or going to and from specials and lunch.
c) Instructional Displays: The teacher has the classroom set up with all the desks facing one direction. They all face the white board and the Smart Board. The date is always written on the board. There are boards and posters on the walls displaying numbers and letters, rules, and other academic helpers. There is a word wall, a focus on reading wall, and a calendar board accompanied with a number value holder. The number values help the students know when to carry numbers from the ones place to the tens and then to the hundreds place. The word wall keeps their new and older vocabulary words in sight, so that they are reminded to use them in their everyday speech. The reading wall has a reminder of their weekly goals such as being able to summarize the story and pick out the possessive pronouns.
d) Classroom Management:Within the classroom, the teacher has complete control. The school has a system that every room follows. The students use a clip-up, clip-down system. Every student starts on the same color and moves up or down based on their individual behavior. The students have to sit out during recess and get a note sent home with them if they have clipped down throughout the day. The teacher does let her students have some freedom to talk while doing their work as long as they are not too loud and still get their work finished.
e) Motivational Elements: If the class goes an entire six weeks without any students having to clip down, the whole class is rewarded with a snack, extra recess, or a movie. The students seem to work towards this, as it is rare that any students have to clip down within the classroom I was placed in. There is also a marble jar in the classroom. The students get a marble in the jar if they have done well throughout the day or been complemented by another teacher. The students may also get a marble if the whole class has completed their homework or made an A on a spelling test. Once the jar is full of marbles the class gets to help decide on a fun activity to do. Also, the students get an AR award for meeting targeted goal. This would be rewarded with popcorn or something that the student would enjoy. If the student have all A’s for the whole year, they may get a field trip at the end of the year. This helps motivate the students to act right and to do their work in the appropriate amount of time and correctly. Most of the praise the students get is in front of the class. Sometimes punishment is dealt with in front of the class; other times it is done between the teacher and the student.
3. Draw your perfect classroom:
Context StatementType of Artifact: Class AssignmentDate: Spring 2014Courses: EDUC 2300- Guided Observation #3 Description: This is what I was able to observe while in the classroom this spring.
Guided Observation #3 – Paperwork
Name: Moriah McKinneyDate: April 7, 2014Course: EDUC 2300 Introduction to EducationSchool: Union Heights Elementary School
1. How do students seem to have been instructed to head papers?There is some variation as to how the students head their papers. Some worksheets have a blank for the students to fill in their name, date, and number while others only ask for their name. If the assignment is only on notebook paper, the students are required to write their name and the date. The heading depends solely on how the assignment looks. The students know how to make each assignment look.
2. What policies exist for students for handling incomplete work, late work,makeup work, and missing work?The teachers are not allowed to give their students any zeroes. The students have class time to complete their work; however, all students do not use their time wisely. If the students choose not to finish their work, they are given extra class time. They also must take unfinished work to recess or their Extended School Program to finish their work. The students know they have opportunities to finish their work.
3. How are students instructed to submit completed work or turn in gradedassignments? When students are finished with their work, there are two different ways that they turn in their papers. Sometimes the students are instructed to pass their papers to the left where the teacher picks the papers up from the person at the end of each row. This way of picking up papers cuts down on the traffic in the classroom, especially if the class needs to change subjects quickly. Other times, the students are responsible for getting their papers into the completed work basket. When each student finishes, they quietly get up from their seat and turn it in on their own. This way they do not disturb their neighbors, so they can work for as much time as they need. The students who finish early may work on unfinished work or have some silent reading time.
Professional Growth
Context StatementType of Artifact: PaperworkDate: Fall 2013Courses: EDUC 2010- STEA Membership Description: This is a letter I received to show that I am a member of STEA.
Context StatementType of Artifact: PaperworkDate: Spring 2014Courses: EDUC 2300- STEA Conference Description: This is a certificate showing that I attended a conference for STEA.
Communication
Context StatementType of Artifact: PaperworkDate: Spring 2014Courses: EDUC 2300-Letter to Parents Description: This letter is an example of what I could send out to my parents. This letter could be sent out to parents as I begin to spend time in their child’s classroom.
April 9, 2014
Dear Parents,I am Moriah McKinney; I am an Elementary
Education major, from Walters State Community College. As part of a class requirement, I will be observing in your child’s classroom for at least 18 hours, this semester. I will be watching Mrs. Slover’s teaching style and how the students react to her style. I hope to get a better feel for being in the classroom through this experience. I am excited to be getting to work with your child! If you have any questions or concerns please contact Mrs. Slover.
Thank you, Moriah McKinney
Moriah McKinney
Context StatementType of Artifact: Class AssignmentDate: Fall 2013Courses: EDUC 2010- PBL Project
Description: This is an example of the work I produced in a group. It contains activities that can be performed within the classroom.
For another PBL assignment I helped to produce go to: http://popplet.com/app/#/1801788
Context StatementType of Artifact: Class AssignmentsDate: Spring 2014Courses: EDUC 2300- Classwork Description: This activity is a sample of work completed satisfactorily during one of my general education classes. We also constructed a Pintrest page. I participated in the ones with links provided.
11/14/2013 This video fits 4th grade standard SL.4.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. Follow this link to watch the video we constructed using students from a service learning classroom, https://www.youtube.com/watch?v=LALz42k3594&feature=youtu.be
11/08/2013: Apps that can be used to determine a theme of a story, drama, or poem from details, including how characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. This link will take you to the actual page we created, http://www.symbaloo.com/mix/theteachersassistant
This Snapguide explains how to defy gravity. Click on the link to open, http://snapguide.com/guides/defy-gravity-1/
This Thinglink project is called "The Seven Major Land Biomes." This link will take you to the activity, https://www.thinglink.com/scene/492754743467180034
This Glogster showcases the web tool, Tagxedo. The link provided will take you directly to the Glogster we created, http://media-cache-ak0.pinimg.com/originals/07/2c/50/072c5028d9417b5624390559d7771089.jpg
This project is entitled "First Grade Math Word Problem" and was created using the free app Showme. This link will take you to the task we developed, http://www.showme.com/sh/?h=1tgSLdQ
This Coggle provides facts about the state of Tennessee. Here is a link with the information we wanted to teach, https://coggle.it/diagram/53176324631a24930b0253f3/12130b63e7ec19a9711b15d4838d418da6e3ab8745cd885cc5094b0fefd9dfd2
Professional Evaluation
Context StatementType of Artifact: Class AssignmentDate: Spring 2014Courses: EDUC 2300- Service Learning Description: This activity is a sample of work completed satisfactorily during one of my general education classes. These were required courses for my degree.
EDUC 2300 Introduction To Education
Service Learning
Journal Entries
NAME: Moriah McKinney2/6/2014
VISION FOR MY FUTURE
Here is what I want to accomplish this year:
Education: This year in school I hope to get a better feel for what being a teacher will be like. I hope to reach a point where I realize this is the career for me! I hope my classes can help provide a better understanding as to why I have chosen this field. Within the next year I hope to graduate from Walters State and be accepted into East Tennessee State University and into their Education program.
Career: While still in school I do not plan to start a job that I will work at long term. I will babysit and give softball lessons to some family friends. I am currently helping coach softball at Morristown West. I am very excited to be around the students as this may be a part of my teaching career in the future. I will also be working at, Kingswood Academy throughout the summer months.
Family and Friends: With my family in friends in consideration I hope to stay close to them and gain new friends in my classes. I have already met a lot of amazing young ladies in class and hope that our bond can grow stronger. I will live in my parents’ house until the fall of next year when I will hopefully be living in Johnson City with a few close friends. I foresee myself being close to the same group of girls and the same boyfriend. Within the next year I hope I am able to befriend people that I may not have met without the classes that I have right now.
Involvement and Service to My Community: This year I am helping coach softball at Morristown West. Hopefully I am a good influence to the girls I will be around. I will also be involved in many activities within my church. We took up money and went Christmas shopping for a less fortunate family within the church.
Personal Growth: This year I plan on working on my people skills. Since starting college I have kept to myself and not made but a couple of friends. This year I also want to find myself and be able to gain friends that will accept me for me. I want to mature into an independent and reliable citizen of the community. I want to give back to the community that has supported me throughout my entire life.
Service Learning Project
Name: Moriah McKinneyCourse Title: EDUC 2300-001Date: February 6, 2014Agency Name: Union Heights Elementary School
Agency’s Mission Statement/ Grades Served/ Community Needs: “Our Mission at Union Heights is for the staff, the parents, the students and the community to work together to provide an appropriate learning environment in which all students are able to achieve their potential.”Union Heights has one building, it houses Kindergarten through fifth graders.
Prologue: I am very excited to begin my service learning. I have been placed in a second grade
room at Union Heights. I have so many expectations going into this service learning experience. I am looking forward to working with the kids and getting to see the behind the scenes work that teachers’ must do to make the school year successful. I hope to learn what are some appropriate behaviors for teachers’ in certain situations, how to decorate and arrange my classroom, and also how to communicate with the students.
As a teacher you have to be able to control your emotions in all sorts of situations. By watching the teacher I am placed with I hope to see how to react. When students act out, make you angry, offend other students, or if there are emergency situations the teachers are role models to every student. The teachers’ reaction instructs the students on what they should or should not do. Learning what is appropriate in certain situations is one way to take control of the classroom.
Secondly, I hope I can learn how to arrange my classroom to benefit the students. Having their seats arranged in certain ways and having an assigned seating chart could affect the way they learn. I want to know why students get seated certain ways. I also want to know how teachers decide what posters and decorations to use in the classroom. If the classroom has too much going on can it distract the students or could the students be bored by not having enough? I want to know how to determine these things.
I would also like to learn how to talk with my students. If there is a tone you should use with all of them or if you have to talk to each of them in an individualized manor. I want to be able to communicate with my students in a way that can be beneficial to them and me. I hope to see how my host teacher talks with her students and take all that I can away from this experience.
I cannot wait to get started on this project! I know I am going to fall in love with all the students and it will only make me more excited about becoming a teacher. I am really looking forward to being around all the students and getting to interact in the classroom.
February 20, 2014
Overview of events:
Today I went to Union Heights Elementary School to begin my service learning time. Today I got to meet with the principal and with the classroom teacher I have been placed with. I am in a second grade classroom. By the time I get to their class they have switched to their afternoon class. I was surprised by how intelligent the students were in just second grade. They did well in their math lesson.
She informed me on how the teachers worked together on getting the students ready for testing. Different teachers have different students depending on their abilities. Today, I was only observing so I was able to get a feel for how everything works and the students can get used to me being in the room.
Affect: Today’s experience was exciting! I had been waiting a week to meet the kids and getting more nervous every day. It was helpful to meet the principal today as well. He was very easy to talk to and eager to have me in the building. I felt very welcomed walking into the class. Overall, my day was eventful and kind of a shock; I had a great first day at Union Heights!
Behavior: Although, I did not get to work with the students on their assignments today I think it was better for me and the class for them to just see me in the room. I got to see how the kids act towards the teacher and how they interact with their peers as well. They were all very respectful of their teacher. They are a bit chatty but they also know when they need to be quiet and listen to what is being introduced to them and also what they are reviewing.
Content: I was able to see more things in the class today than I was before when I visited. I was able to see how some students are fortunate with their home life and some have a harder time getting someone to support them. Many of the students are living in a single parent home and many live with their grandparents. Seeing this I realize how the teacher becomes a safe place for the students. The teachers pack bags for the underprivileged students to take home and make sure they are taken care of. I also got to see that the teachers have to communicate with the classroom parents very often! She sent home a note today about health issues that they may need to be aware of, to prevent these things from happening to their child. The teacher also had to teach them math, which was attached to the new Common Core standards.
March 6, 2014
Overview of events:
Today, I got to observe the classroom a little more. I also got to work with some of the student’s one on one. They had to work on their “Fry Words and Phrases”. Some did very well with this activity and others struggled to get through it.
Affect: Today, I was surprised to be doing one on one work with some students. At first I was threatened by the task but the students helped to make me feel at ease. I was excited to work with them, I was just afraid of how they would react to me helping them. I was joyful to see that the students did well on their activity.
Behavior: I was able to help the students read through difficult phrases. I gave the students a list of “Fry Words and Phrases” and they had to individually read each line aloud to me. If they student got stuck on a word I would help that student sound it out. I would also ask them to slow down and rethink works that they may have just skipped over. The students acted as if they were completely comfortable in the one on one situation.
Content: By getting to work with the students today in class, I was able to see how they act when they have to review. There was no doubt in my mind that the students had read the same page over and over. However, getting to see how some students were so excited when they got through the page because they had worked so hard to complete it and how others were disappointed or did not seem to care really caught my attention. I learned that it is good for the students to get one on one time with a teacher or a helper in the classroom. Sometimes students who struggle can get overlooked and this time lets them know the teacher really cares about how they perform in the classroom. Also, some kids excel in individual work situations, this type of work could make them feel more comfortable.
March 20, 2014
Overview of events:
Today I was observing and helping students with their math work. The class had a lesson on fractions and they needed help understanding some of their questions. The class had to complete their work before recess or take it outside and sit aside and finish it before they could go out.
Affect: I was anxious to help the students with their math work and they seemed eager to receive the help. They understood after getting a chance to ask individual questions during one on one time. The students were excited once they grasped the concepts that they had missed before.
Behavior: I helped the students with any math questions they had, today they did fractions. The students worked quietly on their work for about ten to fifteen minutes and then were allowed to ask their neighbors questions or come ask the teacher or myself. The students would come to me and ask a question and I would have to ask them questions to help answer their question.
Content: While helping the students to do the math worksheet, I learned that it is better to answer some questions with a question. This way the students are still working hard for the correct answer. So many students think the answers should be handed to them. When the students actually have to try to get the answer they are more likely to remember how to do that particular thing. I also saw that it is good for the students to work together because they can explain things to each other in different terms that may make it easier for another student to understand.
Epilogue:
Reflect on your semester’s service learning experience. This semester during my service learning, I learned so much about the profession I have
chosen. I got the opportunity to learn about some individual students and the backgrounds they come from and how much the teachers care about them. This really shows how much teachers love their jobs. I would have never known all the things that teachers do on the side. The things they do out of the good in their hearts are unreal! I have learned how important it is for the teachers who teach the same grade to be on the same page. I got to see how closely the work their classwork with one another. I also learned a lot about the reasoning of the activities that they do. The classes watch movies only when it is connected directly to something they are doing in class. I have been in a fourth grade and Kindergarten class and being in second was a good in the middle experience. After this placement I think the lower grades are where I need to be as a teacher. I am so glad I got the chance to be in this classroom.Revisit the prologue. Have your expectations been met?
After completing my hours and looking back on my expectations, I see many items of information that I have learned. I did get to see her control her emotions in certain situations. She had a student with special needs in her class and she very often had to show patience. The little girl would test her and ask questions over and over and be up and down from her seat, she had to be stern and get the little girls attention. She also had to stop herself from laughing at things he said and did. There were also times when she had to be strict and control the whole classroom at once. I also got the chance to look around her classroom and see the way she had her walls decorated. She had the classroom rules, their daily schedule, where assignments are to be turned in, and all sorts of helpful signs. There was a library set up just inside the doorway, it was stocked full of books for the students. I asked about her seating arrangement and she had chosen for her students to sit in alphabetical order. I realized that this may not be the best idea; the students seemed to misbehave a
lot. When watching the teacher I also realized that she had her ways of speaking with each student. She used a more stern voice with some students who needed more discipline and a softer voice with those who were more sensitive and needed to be talked to gently. I have learned so much throughout this experience I could not even begin to explain all of it. It was such an eye-opening experience.
How have you been surprised, delighted, or dismayed by the experience? Give specific examples.
I was very delighted with most of the experience and had a great time, however many days I left very discouraged and feeling blessed. The teacher told me stories about some of the students. With this information I was able to better understand why some students acted the way they did. This tugged at my heart strings every time I visited the school. I was surprised by the number of students who were living with grandparents or family members other that mom and dad. I just wanted to hug the kids and tell them, I loved them and that everything would be alright. I was so proud of the children for pushing through everything they had been through. I was discouraged because I could see in most of the students that they desired to be loved. They would reach up for a hug every chance they got. I have realized just how blessed I am. How could this experience be improved?
I really enjoyed my experience and I would not have had it any other way.
VISION FOR MY FUTURE
Here is what I want to accomplish in the next five years:
Education: In five years I desire to have graduated from ETSU. I will probably be going back to school to get my Master’s Degree, while working as well. I want to have the best education I can to be the best teacher I can possibly be.
Career: In the next five years I hope to have landed a teaching job in or near Hamblen County. I have been in the Hamblen County School System my whole life and I would love to be able to give back to the community that gave so much to me. I want to help the children have a better life.
Family and Friends: I hope to be married and starting my own family in the next five years. I also hope to still be friends with my friends that I have right now and still have girls nights, I would hate to put my friends behind me simply because I start a new married life. I believe that I will always be close to my family. I will not always be living at home, however I know they will always be there for me and I will always be there for them.
Involvement and Service to My Community: I will continue to do things with my church family over the next five years. I hope to also be involved in things the school that I am teaching
at does. I will be more than willing to do any service projects that the school plans to be involved in.
Personal Growth: In five years I hope to have grown up a lot. I feel as if I have always been mature for my age, however I still get nervous that I have not grown up enough to be on my own completely. I hope to be able to help myself and everyone around me. I hope that I will be able to think of others first all the time! I want to be someone that all of my students can look to for advice.
REFLECTIONSHere are the Knowledge and Skills that I have acquired as a direct result of taking part in
this Service Learning project:In doing service learning I have learned more than I could have ever imagined. I learned that as a teacher you have to be able to do a million different things all at once! When students get out of hand you have to be creative as to how you handle the situation. They have started to “double dip”, in certain subjects so they are sure to meet their benchmarks. Having to change up a lesson may also be appropriate some days. If the students do not understand the topic the way that you are teaching it, you have to come up with a different way to get it across to them. I also learned that the more involved students get to be the more they like the lesson, something as simple as answering a question out loud is a big accomplishment for the second graders. I have gotten to see just how early the students are being introduced to new technology. I have also saw that the kids may not be very advanced with technology, yet it seems to make them more excited about learning. I was able to observe that there have many changes since I was in second grade which shocked me; we only got to go the computer lab once a week and most of the time it was not educational. Today the students are only allowed to use the computer to do educational activities.
Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class:
This service learning experience let me get to see the things we were learning about in class put to work. I got to see first-hand that some of the students are not in the best living situations and could be on the streets at any time. I saw kids coming to school in the same outfits and asking the teacher for food during snack time, because they did not have any to bring with them. I saw that the teacher was very organized; she had to have everything presented to the class in a clear way so that the students could understand everything. She made transitions very smoothly and did not bounce back and forth between topics.
My Contribution to the CommunityI have devoted18 hours to my Service Learning project. Here are four lasting experiences that
are an outcome of my Service Learning project:1. There was a girl who was diagnosed with ADHD who would not be still or quiet, when she
got her hands on something that was interesting to her she would not pay attention to anything else, therefore the teacher was constantly collecting things from her.
2. The children would still show love to the teacher even when she had to punish them; one little boy constantly got into trouble and would still go up and hug the teacher when he got the chance. He knew that she was fussing at him to make him do better.
3. I realized that when a teacher has a “favorite” it is very obvious and it does not go unnoticed by the other students.
4. There needs to be some sort of goal that the class is working towards as a whole, so the students can remind each other to be on their best behavior.
Context StatementType of Artifact: Class AssignmentDate: Fall 2013Courses: SPED 2010- Service Learning Description: This activity is the Service Learning work I completed for my Special Education class.
Service Learning
The mission at Union Heights Elementary School is: “Our Mission at Union Heights is
for the staff, the parents, the students, and the community to work together to provide an
appropriate learning environment in which all students are able to achieve their potential.” The
school houses grades kindergarten through fifth grade and it also contains a special needs
classroom. They also have an active Parent Teacher Organization that helps with many events in
the school.
I am very excited to begin my service learning. I have been placed in a Kindergarten
room at Union Heights. I have been informed that there is a little boy in the classroom who has
autism. He is a lot smaller than the rest of the class and seems to function at the same level as
the other students yet, learning a little slower.
I am hoping to get to know this little boy well enough to understand all the difficulties he
has to overcome. I know he, just as any other person living with a disability, would want to learn
to the best of his ability. He knows better than anyone what makes learning easier for him.
However if the teachers are not listening to him it will not matter at all.
I hope to be able to find out ways to help students dealing with disabilities. I want to be
able to help them in such a way that only their brilliant abilities shine through. They can do
things just as well as you and I and they deserve a fair chance. I hope to see ways to get them
involved and not afraid to learn along with the classroom.
I would love to learn ways to get the students in the classroom to give students with
disabilities the same respect as they give any other student in the class. I do not think they way
children treat others is fair most of the time. They may not even realize it but they can be very
hurtful and not intend too. I would like to learn ways to incorporate person first into the
curriculum for younger students so they do not offend anyone as they grow up.
I cannot wait to get started on this project! I know I am going to fall in love with all the
students and it will only make me more excited about becoming a teacher. I am really looking
forward to being around all the students and getting to interact in the classroom.
My first visit: Today I visited Union Heights for the first time. I got to meet with my classroom
teacher and her class. However the principal was not in because of a family emergency.
This semester of service learning has been such a blessing. I have enjoyed the kids and
got a lot of information on how to manage a classroom that contains a special needs student. It
gave me perspective on many aspects I did not realize as a student. The tools I have learned
being in the classroom will be put to good use eventually. Some of these include how to handle
behavior problems, communicating with co-workers, having an involved classroom and being
patient with students who struggle. Having a student who requires an IEP, such as Bobby*, in
his LRE gives me a feel for how things work in his setting. Looking back on the prologue I have
accomplished some of the goals, but not all completely. I do have a better understanding of how
to work with Bobby after being in class with him and some one-on-one time. My goals were to
understand his difficulties enough to help decrease them, find ways to help any student with a
disability, and to find out how to get other students to accept students who are different from the
way they are.
I do understand how to help Bobby better; however I would not feel confident being with
him all the time and being in complete control of what he does. He is a smart little boy yet he
lacks motivation.
I believe that to help any student with a disability I would have to take the same
approach. Give them their space and time. If the student gets upset talk about what can be done
to fix it and do so! The student will appreciate it as will the rest of the class.
Through service learning I have also learned that the other students, even at such a young
age realize he is not the same as he is. Bobby does let this affect him; he gets very upset at the
smallest things that other students do or say to him. The students in his class do need to learn
about how to act towards him. They should be taught about his disability eventually and how to
speak about it without being harsh and upsetting him.
I have been surprised by working with the students by how much they know in others.
They have grown and developed as students since I have been in the classroom. It is very
delightful to go into the room and be welcomed by all their sweet smiles and hugs. Bobby was
one who always liked to be hugged more than the others. It is heartwarming to see the love and
they have for their educators. Bobby especially loves his teacher and communicates his feelings
to her very often. I have also gotten so down hearted while learning about the home lives of the
some of the students. I have been blinded by the family that I grew up in and did not see the bad
situations that others have to put up with.
In my opinion the only thing that could be improved upon in the service learning process
would know exactly what you are to do and what the teacher hosting you should expect. I felt
comfortable helping the students after being in the classroom for a day; although I did not feel
comfortable having to be alone with the children. I was left with them a few times which made
me nervous.
From taking part in service learning I have learned how to talk to the students. Some
students take everything to heart and get offended easily, while others need to be talked to in a
more stern way. If you do not know how to talk to certain children you will have classroom
management problems. One kid may be crying while another is acting out because they are not
getting punished for their behavior.
I have also learned how important it is to work and communicate with your co-workers
and principal. I always saw some friendships among my teachers but I did not see the extent of
the relationship. They share lesson plans, crafts, and information about students. This is helpful
because they can determine where a student needs to be placed.
Service learning has connected to this class through Bobby and the way he works. He is
living with autism and has to work a little harder. He does not show significant signs and it
could be a misdiagnosis. Bobby does exploit some social problems, he is shy yet he wants to
play with the other students at recess. He can write well for such a young age and he can read
fairly well also. Bobby can do his math homework he just chooses not to. He is also a lot
smaller than the other kids in his class, and still wears a pull-up. He has a very low maturity
level compared to the other students.
*Bobby is not the student’s actual name; it has been changed for privacy purposes.
Context StatementType of Artifact: Class AssignmentDate: Fall 2013Courses: EDUC 2010- Service Learning Description: This activity is the Service Learning work I completed for my Psychology of Human Development for Teachers class.
EDUC 2010 Psychology of Human Development for Teachers
Service Learning
Journal Entries
NAME: Moriah McKinney9/23/2013
VISION FOR MY FUTUREHere is what I want to accomplish this year:
Education: This year in school I hope to get a better feel for what being a teacher will be like. I hope to reach a point where I realize this is the career for me! I hope my classes can help provide a better understanding as to why I have chosen this field. Within the next year I hope to graduate from Walters State and be accepted into East Tennessee State University and into their Education program. Career: While still in school I do not plan to start a job that I will work at long term. I will babysit, give softball lessons to some family friends, and play volleyball for WS throughout the fall semester. When the spring semester begins I plan to help coach softball at Morristown West. I am very excited to get to be around the students as this may be a part of my teaching career in the future.Family and Friends: With my family in friends in consideration I hope to stay close to them and gain new friends in my classes. I have already met a lot of amazing young ladies in class and hope that our bond can grow stronger. I will live in my parents’ house until the fall of next year when I will hopefully be living in Johnson City with a few close friends. I foresee myself being close to the same group of girls and the same boyfriend. Within the next year I hope I am able to befriend people that I may not have met without the classes that I have right now. Involvement and Service to My Community: This year I will be helping coach softball at Morristown West. Hopefully I will be an influence to the girls I will be around. I know with these girls I will be going to Kingwood Academy and making Christmas crafts with the girls living there. I will also be involved in many activities within my church. We will take up money and do Christmas shopping for a less fortunate family within the church. Personal Growth: This year I plan on working on my people skills. Since starting college I have kept to myself and not made but a couple of friends. This year I also want to find myself and be able to gain friends that will accept me for me. I want to mature into an independent and reliable citizen of the community. I want to give back to the community that has supported me throughout my entire life.
Service Learning Project
Name: Moriah McKinneyCourse Title: EDUC 2010-001Date: September 23, 2013Agency Name: Alpha Intermediate
Agency’s Mission Statement/ Grades Served/ Community Needs: “A World-Class Education - Right Here At HomeAlpha School provides for the development of the total person through academic excellence in a caring, safe environment.We believe...
that Alpha is, and should continue to be, an accessible environment for our parent and community partners
that education is not received; it is achieved. that every student should have an opportunity for rigorous instruction and high
expectations that every student is important and every student can learn that all students become responsible for their learning that learning takes place in an orderly, caring environment that children are living messages we send to a time and place we will never see.”
Alpha has two buildings, one which houses K-2 and the one I was in which holds grades 3-5.
Prologue: I am very excited to begin my service learning. I have been placed in a fourth grade
room at Alpha Intermediate. I have so many expectations going into this service learning experience. I am looking forward to working with the kids and getting to see the behind the scenes work that teachers’ must do to make the school year successful. I hope to learn what are some appropriate behaviors for teachers’ in certain situations, how to decorate and arrange my classroom, and also how to communicate with the students.
As a teacher you have to be able to control your emotions in all sorts of situations. By watching the teacher I am placed with I hope to see how to react. When students act out, make you angry, offend other students, or if there are emergency situations the teachers are role models to every student. The teachers’ reaction instructs the students on what they should or should not do. Learning what is appropriate in certain situations is one way to take control of the classroom.
Secondly, I hope I can learn how to arrange my classroom to benefit the students. Having their seats arranged in certain ways and having an assigned seating chart could affect the way they learn. I want to know why students get seated certain ways. I also want to know how teachers decide what posters and decorations to use in the classroom. If the classroom has too much going on can it distract the students or could the students be bored by not having enough? I want to know how to determine these things.
I would also like to learn how to talk with my students. If there is a tone you should use with all of them or if you have to talk to each of them in an individualized manor. I want to be
able to communicate with my students in a way that can be beneficial to them and me. I hope to see how my host teacher talks with her students and take all that I can away from this experience.
I cannot wait to get started on this project! I know I am going to fall in love with all the students and it will only make me more excited about becoming a teacher. I am really looking forward to being around all the students and getting to interact in the classroom.
September 24, 2013Overview of events:Today I went to Alpha Intermediate to begin my service learning time. Today I got to
meet with the principal and with the classroom teacher I have been placed with. I am in a fourth grade classroom. The teacher has a morning group of students and an afternoon group of students, some of which are the same. Her morning group is full of students who are strong in reading and in language and her afternoon group is students who are lower level learners in math and science.
She informed me on how she runs the classroom and the order of activities in the classroom. Today, I was only observing so I was able to get a feel for how everything works and the students can get used to me being in the room.
Affect: This was beneficial for me, to see how she talks to them and how she has the room laid out. I was very excited to get put into a classroom and get to meet the students. I could see that the class was very anxious to get to know me. I had a great time getting to be with the class.
Behavior: I did not do anything with the students yet, however I feel that as if sitting out today was good for both the class and me. They were able to ask me a few questions so they would know me a little better. This way the students would feel comfortable with me being in the classroom with them every week.
Content: By being in the classroom today I was able to see that there are many aspects that we have talked about in class. I saw the way that the classroom decorations were very active in the learning they were doing. I also got to see the students get up in front of their peers and share their work. This can strengthen their peer relationships. Speaking in front of the class also gives the class different perspective on the topic.
October 1, 2013Overview of events:Today in class I continued to observe and I also was able to help the students with their
math lesson. I was placed with one little boy during their science lesson to work on their partner work. I also got to answer some of the questions that students had during their math lesson.
Affect: When I was partners with the little boy for his science assignment he seemed very excited to have me as his partner, however I was nervous that I would tell him the wrong thing. I did not want to be the reason he missed the question. When they moved to their math lesson I was enthusiastic about helping. The teacher is always letting me know what they are working on and why and this makes me feel more comfortable and excited about what is to come.
Behavior: I was able to be partners with a little boy for science and help him get his work completed. I did not give him the answers I simply used scaffolding to get him to the answer. The students also had to use their context clues and observations to come to a conclusion to the questions. During the math lesson they worked on writing their own word problems. I had to walk around and make sure they were on task and making problems that were challenging
enough for their grade level. I was also having to make sure they had worked out their problem correctly.
Content: By getting to work during this class time I saw that when the students show poor behavior the teacher takes away their recess time which does not seem to be working. This punishment is not suitable for wrong they did. The children have to tell the teacher why they had to sit out before they can play, however the same children seem to always be on the wall. The reinforcement they are receiving is not positive reinforcement because their negative behavior continues. I also observed that the students interact with the teacher and their peers very well. This would be good to have in the classroom considering they need to be able to talk to other people all throughout their lives they are establishing good people skills.
October 29, 2013Overview of events:Today I was observing, helping in math problems, and also assisting in a social studies
project. I was with students who had questions over their math work and told to help in getting them to understand the task at hand. I was also asked to help assist students while using computers to do a social studies project.
Affect: I was anxious to help the students with their math work and they seemed eager to receive the help. They understood after getting a chance to ask individual questions during one on one time. I was nervous when they asked for help on the computers because I was not familiar with the computers that they were using. I had only used a MacBook a few times and did not feel completely comfortable helping the students.
Behavior: I helped the students with any math questions they had today they did multiplication with two and three digit numbers. They were not completely grasping the concept of multiplying every number. However, once they received one on one help they better understood what they were doing wrong. They also had problems with their multiplication tables, I would then give them a similar problem with easier numbers, and so they could think about what they were doing right and wrong. When working on the social studies projects they were to do research and write about their findings. They get involved in what they are doing and they have misspelled words or look onto websites that are not very reliable. I am able to help in this aspect as well.
Content: Some of these activities relate back to our class in different ways. With the students doing the research for social studies and writing about it they are practicing meaningful learning. The students are using metacognition when learning this way. They have to think about thinking, because they need to know why they are doing what they are doing. Lots of times multiplication facts are learned through a Rote learning process, this is obvious in some of the students because they could not get the right answers. The students often referred to posters in the room to help remind them of what the answer to a multiplication problem is. The connections are things I never would have noticed before.
Epilogue:
Reflect on your semester’s service learning experience. This semester during my service learning, I learned so much about the profession I have
chosen. I got the opportunity to learn about some individual students and the backgrounds they come from and how much the teachers care about them. This really shows how much teachers love their
jobs. I would have never known all the things that teachers do on the side. The things they do out of the good in their hearts are unreal! I also learned a lot about the reasoning of the activities that they do. The classes watch movies only when it is connected directly to something they are doing in class. I am so glad I got the chance to be in this classroom. When I first picked a grade that I thought I would like I picked fourth, but actually being in there made me realize I might not like fourth grade as much as a younger grade. I loved being in the classroom getting hands on experience and getting to few it with a new outlook on the classroom. Revisit the prologue. Have your expectations been met?
After completing my hours and looking back on my expectations, I see many items of information that I have learned. I did get to see her control her emotions in certain situations. She had a student with special needs in her class and she very often had to show patience. She also had to stop herself from laughing at things he said and did. There were also times when she had to be strict and control the whole classroom at once. I also got the chance to look around her classroom and see the way she had her walls decorated. She had the classroom rules, their daily schedule, where assignments are to be turned in, and all sorts of helpful signs. The reading center had simple décor, with a peaceful drawing on the wall of a tree and the sky, this would help the student relax and concentrate. She also had helpful and encouraging posters hung along the walls. I asked about her seating arrangement and she had chosen their seats according to grades, personal need of the students, and behavior issues. When watching the teacher I also realized that she had her ways of speaking with each student. She used a more stern voice with some students who needed more discipline and a softer voice with those who were more sensitive and needed to be talked to gently. I have learned so much throughout this experience I could not even begin to explain all of it. It was such an eye-opening experience.
How have you been surprised, delighted, or dismayed by the experience? Give specific examples.
I was very delighted with most of the experience and had a great time, however many days I left very discouraged and feeling blessed. The teacher told me stories about some of the students. With this information I was able to better understand why some students acted the way they did. I heard that many of them had lost one or both parents due to overdose incidents. She also told me some had lost one parent and the other was perfectly capable of taking care of them they just chose not to, therefore being put into foster care or with grandparents. This tugged at my heart strings every time I visited the school. I just wanted to hug the kids and tell them, I loved them and that everything would be alright. I was so proud of the children for pushing through everything they had been through. I have realized just how blessed I am. How could this experience be improved?
I really enjoyed my experience and I would not have had it any other way.
VISION FOR MY FUTUREHere is what I want to accomplish in the next five years:
Education: In five years I desire to have graduated from ETSU. I will probably be going back to school to get my Master’s Degree, while working as well. I want to have the best education I can to be the best teacher I can possibly be. Career: In the next five years I hope to have landed a teaching job in or near Hamblen County. I have been in the Hamblen County School System my whole life and I would love to be able to
give back to the community that gave so much to me. I want to help the children have a better life. Family and Friends: I hope to be married and starting my own family in the next five years. I also hope to still be friends with my friends that I have right now and still have girls nights, I would hate to put my friends behind me simply because I start a new married life. I believe that I will always be close to my family. I will not always be living at home, however I know they will always be there for me and I will always be there for them.Involvement and Service to My Community: I will continue to do things with my church family over the next five years. I hope to also be involved in things the school that I am teaching at does. I will be more than willing to do any service projects that the school plans to be involved in.Personal Growth: In five years I hope to have grown up a lot. I feel as if I have always been mature for my age, however I still get nervous that I have not grown up enough to be on my own completely. I hope to be able to help myself and everyone around me. I hope that I will be able to think of others first all the time! I want to be someone that all of my students can look to for advice.
REFLECTIONSHere are the Knowledge and Skills that I have acquired as a direct result of taking part in this
Service Learning project:In doing service learning I have learned more than I could have ever imagined. I learned that as a teacher you have to be able to do a million different things all at once! When students get out of hand you have to be creative as to how you handle the situation. The teachers at Alpha noticed that having their students sit on the wall during recess when they got in trouble was not working, which led to them making the students walk laps around the playground. Having to change up a lesson may also be appropriate some days. If the students do not understand the topic the way that you are teaching it, you have to come up with a different way to get it across to them. I also learned that the more involved students get to be the more they like the lesson. The fourth graders always wanted to get up from their seats and do things or get on the computer for their lessons. I have also saw that the kids may not be very advanced with technology, yet it seems to make them more excited about learning. I was able to observe that there have many changes since I was in fourth grade which shocked me, the students were allowed to use their notebooks that had their multiplication tables in it, and the teacher also told them they would be able to use them during the Tera Nova. I would have never been allowed to do this.
Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class:
This service learning experience let me get to see the things we were learning about in class put to work. The students had so many visuals within the classroom to remind them how or when to do things. There was also a connection through scaffolding. It looked like every lesson was begun with scaffolding and used continually throughout the lesson. I also saw that there was positive and negative reinforcement. There were often times where the punishment was negative and the undesired behavior continued to occur. There were many examples of Rote Learning Styles also. The students were asked to repeat things all the time. The students did so and then had to do worksheets or book work over the topic.
My Contribution to the CommunityI have devoted 21 hours to my Service Learning project. Here are four lasting experiences that
are an outcome of my Service Learning project:5. There was a boy who had a disability who would not ask for help, however when I asked him
if he needed help he would gladly except the help that was offered. 6. The children would still show love to the teacher even when she had to punish them; they
still knew that she loved them and cared for them.7. When a student was trying to tell an off topic story during class time, the teacher instead of
cutting him off asked him to write it down for her sometime so she could read it later and finish the lesson. This did not hurt the student’s feelings and gives them an opportunity to write more.
8. I realized that when a teacher has a “favorite” it is very obvious and it does not go unnoticed by the other students.
Context StatementType of Artifact: PaperworkDate: Spring 2014Courses: EDUC 2300- Evaluation Description: This is a copy of the grades that were assigned to me after working in the classroom.
Context StatementType of Artifact: PaperworkDate: Fall 2013Courses: SPED 2010- Evaluation Sheet Description: This is a copy of the grades that were assigned to me after working in the classroom.
Context StatementType of Artifact: PaperworkDate: Fall 2013Courses: EDUC 2010- Evaluation Sheet Description: This is a copy of the grades that were assigned to me after working in the classroom.
Context StatementType of Artifact: PaperworkDate: Spring 2014Courses: EDUC 2300- Timesheet Description: This is a record of the hours I put into my Service Learning in EDUC 2300.
Context StatementType of Artifact: PaperworkDate: Fall 2013Courses: SPED 2010- Timesheet Description: This is a record of the hours I put into my Service Learning in SPED 2010.
Context StatementType of Artifact: PaperworkDate: Fall 2013Courses: EDUC 2010- Timesheet Description: This is a record of the hours I put into my Service Learning in EDUC 2010.
CONCLUDING REFLECTION
I would like to take this opportunity to thank you for viewing my portfolio. I have worked hard
to acquire all of these works. I hope they give you a better understanding of the activities we
have been completing. I have kept these works to help me to become a better teacher in the
future. I am excited to take the next step as a future educator. I cannot wait to reach my ultimate
goal of making a difference to any and every child possible, by giving them the gift of education.
