Paige Whaley Education Portfoilo

Initial Level

The Developmental Teaching Portfolio

Paige Whaley

Initial Level

The Developmental Teaching Portfolio

Paige Whaley

Elementary Education

East Tennessee State University

Spring, 2014

Table of Contents

SECTION ONE: BACKGROUND INFORMATION Introduction Working Resume Statement of Philosophy Program of Study Unofficial Transcript ACT or Praxis I Scores

SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans

Assessment and Evaluation: Performance-Based Grading Rubric

Learning Environment: Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #3

Professional Growth: STEA Membership Praxis 1 Workshop

Communication: Letter to Parents PBL Presentation

SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations TimeSheets Concluding Reflection

Section One: Background Information

Introduction

My name is Paige Whaley. I am currently working to obtain an Elementary Education

Degree in Teaching, concentrating on grades K- 6 at Walters State then transferring to East

Tennessee State University. I have been attending Walters State since 2010. I am about to

graduate with my AST in the Spring of 2014. I will then be in the 2+2 program with ETSU. I

really want to teach first grade but of course I will be happy anywhere. I have always loved

children and I have also loved helping people. I have a very warm heart and love to make

everyone feel like they are included. This is my teaching portfolio and I hope to look back on

this when I become a teacher. My portfolio has everything that I have learned and all the

activities that I have done. I will use it as one of many resources as I begin my career in teaching.

I look forward to teaching and making kids happy.

Context Statement Type of Artifact: Resume Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of my resume.

Paige Rachelle Whaley

1659 Snapp Rd.

Sevierville, TN 37862

(865) 363-9150 / [email protected]

Professional Objective: To teach and guide children in our elementary schools.

Education:

2014-2016 Elementary Education East Tennessee State University

2010-2014 Associate of Science in Elementary EducationWalters State Community College

2006-2010 High School Diploma, Sevier County High School

Related Educational Experience/Professional Experience:

Spring 2013 Service Learning, Sevierville Primary School

Fall 2012 Service Learning, Hilltop Development Center

Spring 2010 Service Learning, Catlettsburg Elementary School

College Related Professional/Academic/Service Activities:

Spring 2013 STEA Member

Additional Work Related Experience:

Spring 2012 Helped at the Sevier County Angel Food Ministries.

Fall 2011 Helped Kids at My Moms’ Work. Sevierville Housing Authority. Income Housing Children that needed tutoring on homework. Also played games.

Placement File:

Please contact the ETSU Career and Internship Services Office.

Website: http://www.etsu.edu/careers , BucLink

TEL: 423-439-4450

FAX: 423-439-6176

http://www.etsu.edu/careers

Context StatementType of Artifact Philosophy of EducationDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Philosophy of Education paper that I did in EDUC 2300 Introduction to

Education Class.

My Philosophy of Education

Teachers and students are what make the life of learning worthy and special. They both

have many obstacles to overcome, and they also need each other to get through those obstacles

by being motivated. They also get through these obstacles by having positive attitudes and

determination. Teachers and students each have their own role in life. Their role in life was

assigned when he or she was born. The three attributes of an effective teacher are:

organization, motivation, and enthusiasm.

Organization is a huge attribute to being and becoming an effective teacher because

everything will be explained clearly and understood better. An effective teacher that is

organized is always well prepared, which is very important as well. An organized, effective

teacher makes difficult topics easy to understand by organizing different activities into ways

that visual learners can do hands on things. Another reason why being an I want to be an

organized effective teacher is because I can use examples, details, analogies, metaphors, and

variety in modes of explanation to make material not only understandable but memorable as

well.

Motivation is another attribute to becoming an effective teacher because motivators

encourage students to achieve their goals. Some students are not confident in doing things that

they have no clue about. Being confident is a huge thing in learning. By motivating them to do it

helps. By providing constructive and positive feedback, I feel that my students will succeed.

Enthusiasm is also another really important attribute to becoming an effective teacher

because enthusiasm is great because I can mold a student that is not confident or positive into a

student who is an energetic and dynamic person. Being energetic pumps them up and makes

them want to learn for the most part. An effective teacher that is enthusiastic seems to enjoy

teaching conveys a love of the field of teaching. Some of the teachers I have seen need

enthusiasm. This is why I want to make a difference in being an effective teacher who is

enthusiastic.

In conclusion, my three attributes of an effective teacher are: organization, motivation,

and enthusiasm. I chose organization because it is a huge attribute to being and becoming and

effective teacher because everything will be able to be explained clearly and understood better.

I also chose motivation because it is another attribute to becoming an effective teacher because

motivators encourage students to achieve their goals. I also chose enthusiasm because it is also

another really important attribute to becoming and effective teacher because enthusiasm is great

because I can mold a student that is not confident or positive into a student who is an energetic

and dynamic person.

Context StatementType of Artifact Program of StudyDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Program of Study from WSCC showing classes I have taken.

Context StatementType of Artifact TranscriptDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Academic Transcript will all of my grades from WSCC.

Transcript Data

STUDENT INFORMATION

Birth Date: Apr 10, 1992

Student Type:

Continuing

Curriculum Information

Current Program

A. S. Teaching

Program: AST Teaching

College: Behavioral Social Science

Major and Department:

Teaching, Education

***This is NOT an Official Transcript***

INSTITUTION CREDIT -Top-

Term: Fall Term 2010

College: Behavioral Social Science

Major: Elementary Education Option

Student Type: New First Time Freshman

Academic Standing: Good Standing

Subject

Course

Campus

Level

Title Grade

Credit Hour

Quality Point

Start and

R

s s End Dates

DSPM 0850*

WSCC Sevier Co Campus

DS Intermediate Algebra

F 3.000 0.000 E

DSPR 0800*


DS Developmental Reading

B 3.000 9.000

DSPS 0800*


DS Learning Strategies A 3.000 12.000

DSPW 0800*


DS Developmental Writing

A 3.000 12.000

Term Totals (DSP Only)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 12.000

9.000 9.000 9.000 33.000

3.666

Cumulative: 12.000

9.000 9.000 9.000 33.000

3.666

Term: Spring Term 2011College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: New First Time FreshmanAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End Dates

R

BIOL 1030 WSCC Sevier Co Campus

UG Concepts of Biology

F 4.000 0.000 E

BIOL 1031 WSCC UG Concepts of F 0.000 0.000 E

Sevier Co Campus

Biology Lab

DSPM 0850*


DS Intermediate Algebra

C 3.000 6.000 I

EDUC 2010 WSCC Sevier Co Campus

UG Psy of Hum Dev for Tchrs

A 3.000 12.000

ENGL 1010 WSCC Sevier Co Campus

UG Composition I B 3.000 9.000

Term Totals (DSP Only)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 3.000 3.000 3.000 3.000 6.000 2.000Cumulative: 15.00

012.00

012.00

012.00

039.00

03.250

Term Totals (Undergraduate)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA


6.000 6.000 6.000 21.000

3.500

Cumulative: 10.000

6.000 6.000 6.000 21.000

3.500

Term: Fall Term 2011College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: New First Time FreshmanAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End Dates

R

GEOG 2010 WSCC UG World Regional B 3.000 9.000

Sevier Co Campus

Geography

HIST 2010 WSCC Sevier Co Campus

UG American History I C 3.000 6.000

MATH 1410 WSCC Sevier Co Campus

UG Number Cncpts and Algeb Struct

D 3.000 0.000 E

SPCH 1010 WSCC Sevier Co Campus

UG Fund of Speech Communication

B 3.000 9.000


Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA


9.000 9.000 9.000 24.000

2.666

Cumulative: 22.000

15.000

15.000

15.000

45.000

3.000

Term: Spring Term 2012College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End Dates

R


UG Concepts of Biology

B 4.000 12.000

I


UG Concepts of Biology Lab

P 0.000 0.000 I

INFS 1010 WSCC Sevier Co Campus

UG Computer Applications

B 3.000 9.000


UG Prob Slvng Geom and Statistics

C 3.000 6.000

MUS 1030 WSCC Sevier Co Campus

UG Music Appreciation B 3.000 9.000


Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA


13.000

13.000

13.000

36.000

2.769

Cumulative: 35.000

28.000

28.000

28.000

81.000

2.892

Term: Summer Term 2012College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End Dates

R

HIST 2020 WSCC Sevier Co Campus

UG American History II B 3.000 9.000


Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 3.000 3.000 3.000 3.000 9.000 3.000Cumulative: 38.00

031.00

031.00

031.00

090.00

02.903

Term: Fall Term 2012College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End Dates

R

CHEM 1030 WSCC Sevier Co Campus

UG Concepts of Chemistry

A 4.000 16.000

CHEM 1031 WSCC Sevier Co Campus

UG Concepts of Chemistry Lab

P 0.000 0.000


UG Composition II F 3.000 0.000 E

PSCI 1030 WSCC Sevier Co Campus

UG Concepts Earth and Space Sci

A 4.000 16.000

PSCI 1031 WSCC Sevier Co Campus

UG Cncpts Earth Sp Sci Lab

P 0.000 0.000

SPED 2010 WSCC Sevier Co Campus

UG Introduction to Special Educat

A 3.000 12.000


Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA


11.000

11.000

11.000

44.000

4.000

Cumulative: 52.000

42.000

42.000

42.000

134.000

3.190

Term: Spring Term 2013College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End Dates

R


UG Composition II B 3.000 9.000 I


UG Probability and Statistics

B 3.000 9.000

PHIL 1030 WSCC Sevier Co Campus

UG Human Nature and Life

B 3.000 9.000

SOCI 1010 WSCC Sevier Co Campus

UG Intro to Sociology C 3.000 6.000


Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA


12.000

12.000

12.000

33.000

2.750

Cumulative: 64.000

54.000

54.000

54.000

167.000

3.092

Term: Fall Term 2013College: Behavioral Social ScienceMajor: TeachingStudent Type: ContinuingAcademic Standing: Good StandingSubject

Course

Campus

Level

Title Grade

Credit Hours

Quality Points

Start and End

R

Dates


UG Western World Literature I

D 3.000 3.000


UG Number Cncpts and Algeb Struct

B 3.000 9.000 I


Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term: 6.000 6.000 6.000 6.000 12.000

2.000

Cumulative: 70.000

60.000

60.000

60.000

179.000

2.983

Unofficial TranscriptTRANSCRIPT TOTALS (DSP ONLY) -Top-

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Total Institution: 15.000

12.000

12.000

12.000

39.000

3.250

Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000Overall: 15.00

012.00

012.00

012.00

039.00

03.250

Unofficial TranscriptTRANSCRIPT TOTALS (UNDERGRADUATE) -Top-

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Total Institution: 70.000

60.000

60.000

60.000

179.000

2.983

Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000Overall: 70.00

060.00

060.00

060.00

0179.0

002.983

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Institution Combined:

85.000

72.000

72.000

72.000

218.000

3.027

Transfer Combined: 0.000 0.000 0.000 0.000 0.000 0.000Overall Combined: 85.00

072.00

072.00

072.00

0218.0

003.027

Unofficial TranscriptCOURSES IN PROGRESS -Top-

Term: Spring Term 2014College: Behavioral Social ScienceMajor: TeachingStudent Type: ContinuingSubject

Course

Campus

Level

Title Credit Hours

Start and End Dates

ECON 2010 WSCC Sevier Co Campus

UG Macroeconomics 3.000

EDUC 2300 WSCC Sevier Co Campus

UG Foundations of Education

3.000

Unofficial Transcript

Context StatementType of Artifact Praxis ScoresDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Praxis Scores.

Put praxis scores here

Section Two: Selected Entries

Planning and Teaching Strategies

Context StatementType of Artifact: Bloom’s Taxonomy ActivityDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education.

Name: Paige Whaley Date: Spring, 2014 Class: EDUC 2300 Introduction to Education Semester: Spring, 2014

Bloom’s Taxonomy Activity

1. Targeted grade level: Fourth grade

2. Subject area: Math: Adding Fractions

3. Specific content to be taught: Understand Addition and Subtraction of Fractions as joining and separating parts referring to the same whole.

4. Questions:

a. Remembering1. Can you list three things about adding parts of something together?2. How would you show how to demonstrate adding those parts together?3. Can you recall how to work a problem where you had to add parts

together? b. Understanding

1. State how you would describe adding fractions to demonstrate understanding.

2. What is the idea of fractions?3. How would you summarize what adding fractions looks like?

c. Applying 1. How would you use adding fractions outside of school?

2. How would you show your understanding of adding fractions?3. How would you draw a picture to show adding fractions?

d. Analyzing 1. How do we use fractions?

2. What pictures can you draw of pies or pizzas to show adding fractions?3. Why do you think we need to know how to add fractions?

e. Evaluating 1. What do you think about adding fractions?

2. Based on what you know, how would you explain to the class how to add fractions?

3. How do you feel about this way of learning addition of fractions?f. Creating

1. Think of a way to teach addition of fractions?2. Show an example with objects?3. Show another way to teach how to add fractions?

Context StatementType of Artifact: Lesson Plan AssignmentDate: Spring, 2014Courses: EDUC 2300 Introduction to Education Description: This is the lesson I made for the activity on how to ADD Fractions in EDUC 2300 Introduction to Education.

Name: Paige Whaley Title of Lesson: Apple FractionsGrade: FourthDate: Spring, 2014

Standard: CCSS.MATH.CONTENT.4.NF.B.3.AUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Materials Needed: 3 or 4 different types of Apples. We will need different shades of green and different shades of red. If possible, get them from an orchard.Use bags or boxes to hold the apples.

Goals: The student will sort the apples according to color. The students will also add the total number of apples they pick versus the number of apples left.

For Example: They would write down 5/10 Gala Apples or 5 out of 10 Gala Apples plus 4/10 Granny Smith Apples or 4 out of 10 Granny Smith Apples.

5/10 + 4/10=9/10 Apples Total.

Objectives:

The students will discover the basic concept of fractions. Students can sort the apples according to size, specific shapes, etc. They can also add how many apples they pull out of each bag which creates an addition

problem with fractions. Students can separate in each distinguishable group. Students can even cut into equal sections to show fractions. Continue to review fractions. Basic addition and subtraction of fractions can be learned from

this activity.Instructional Procedures:

The teacher will give all the students a bag and we would all go outside and sort our apples.

I would read them the Apple Fraction book and ask them questions. I would ask them what kind of apples that they like? Ask them if they have ever cut an apple? Then, at the end I would go around the room asking what they learned.

Questions: (See Bloom’s Taxonomy assignment)

Closure: We would the lesson with questions and comments about the apple book and then we would eat the Apple Pie.

Adaptations to meet Individual Needs: Pair one of the higher level students with a lower level student.

Actual Teaching

Assessment and Evaluation

Context StatementType of Artifact: RubricDate: Spring, 2014Courses: EDUC 2300 Introduction to Education Description: This is the Rubric I made for this Activity on How to ADD Fractions in Education 2300 Introduction to Education.

0 1 2 ScoreParticipation Did not

participate in activity.

Gave one or two ideas for activity.

Gave at least three ideas for activity.

____ / 2

Attitude/Cooperation

Bad attitude/ did not want to cooperate with others

Fair attitude/ had to be reminded of how to work with others

Great attitude/ worked well with others and gave good answers.

____ / 2

Listening Skills

Did not listen to “Apple Fractions”

Listened to “Apple Fractions” but was talking

Listened to “Apple Fractions” with no disruptions

____ / 2

Questions (3)

None correct 1-2 correct All correct ____ / 2

Sorted Apples correctly and answered all questions

Had no interest in activity.

Did activity but missed a lot of points

Followed all directions and completed activity.

____ / 2

Total Score____ / 10

9-10 = Excellent7-8 = Good5-6 = Satisfactory3-4 = Needs Improvement0-2 = Unsatisfactory

Learning Environment

Context StatementType of Artifact: Guided Observation #1Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my guided observation about contextual factors that I did in EDUC 2300. Introduction to Education.

Guided Observation #1 – Contextual Factors

Name: Paige WhaleyDate: Spring, 2014Course: EDUC 2300 Introduction to EducationSchool: Sevierville Primary

1. The number of males and females are 50/50. There are eight Hispanics in the classroom; the rest are Americans.

2. The developmental levels are on all three levels. There are lower level kids, medium level kids, and higher level kids. For example; when they get into their math groups, they are paired together with whatever level they are on. Some are more advanced than others.

3. The whole class does a few easy problems and then the whole class does some medium level problems, and then they all do one advanced problem, this is so they can experience all levels of thinking.

4. Primary School has 729 students from kindergarten to second grade. The annual

Report Card is a comprehensive showcase of state, district and school-level data for each school year. The Sevierville Primary School has good standing as far as grades. The Report Card includes demographics, achievement results, accountability progress, value-added data, attendance figures, graduation rate and more.

5. Comprehensive Developmental Class (CDC) and Extended Resource Program are

provided for students who need intense small group academic assistance and/or require much assistance to maintain success in a general education classroom.

Context StatementType of Artifact: Guided Observation #2Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #2 about physical arrangement that I did in EDUC 2300 Introduction to Education class.

Guided Observation #2 – Physical Arrangement


a) Technology:The teacher has a smart board that she uses to project stuff and show videos. That is the only form of technology that particular classroom had. The used it to watch movies and do math problems.

b) Traffic Patterns:The desks were in pods. 3 desks were put in a circle form kind of. She would move them around every month so the students would be with someone different every time. The teacher’s desk was kind of in the back of the room and she also had a table at the front of the room that she sat at as well. There is a dry erase board in the front of the room that has all of their weekly vocabulary words and all of their spelling words. Most of the students have their backs to the door and

Boards

deskdesk

Teachers

Desk

door

the door is shut most of the time. I didn’t notice anyone getting distracted by the door. So this arrangement seems to work very well.

c) Instructional Displays:The bulletin board was really crowded to me. She had so mush left on there that she had no room to write anything else during class. Bulletin boards are all on the left side of the room with calendars and other useful tools for everyday classwork.

d) Classroom Management:At the start of the class the students seems to be a little rowdy and then the quiet down usually after the lesson is started and if they don’t then the teacher pauses the lesson and makes someone give her a penny. They do get rowdy during interruptions. Like if the phone rings she will send a student to answer it and then all of the others will start talking. The consequences for unacceptable behavior are giving the teacher a penny. The earn pennies randomly for being good and being quiet in the hallway or wherever they may be. So when they do something unacceptable, they have to give back a penny.

e) Motivational Elements:The reward for academic or good behavior will be receiving a penny or getting to get a breeze freeze that they can drink in class. When one of the students help the other then they get rewarded and they usually get to become the leader or get something out of a prize bucket. This little girl named Gracie got pulled to the side with the teacher and the teacher explained to her how important she was to the classroom and she helped out tremendously. I witnessed her being a little mommy and little teacher. I did see instances of negative reinforcement from the teacher. She was drinking a diet coke in front of the students and told them to put theirs away. One student called her out and said “it is not fair that you get to drink that in front of us when we are thirsty.” Which that is called modeling and that is not being a very good model.

Context StatementType of Artifact: Guided Observation #3Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my Guided Observation #3 about General Procedures I did in EDUC 2300 Introduction to Education


Guided Observation # 3- General Procedures

1. What routines have been established to take attendance, deal withpreviously absent students, and handle tardy students? All of the students take their chairs down when their name is called, and the chairs that are still up are the students who are either tardy or absent. There are two students that have multiple tardies, and in fact those students have gone over the limit of how many tardies that they are allowed to have and truancy is starting to step in. This is not the students fault but it is the parents fault.

2. What observations can you make about transition times, i.e. changing from one activity to another? The students are really great about doing this. When it is time for gym, computer, or library, they all get in a single file line and do duck tails and bubbles. They walk quietly to their activity. They seem to know not to act up in the hallway or they will get a penny taken from them. They always have a leader and the leader takes count before they go back to the classroom. When the activity is over they repeat those steps all the way back. I did not see in behavior issues in that area.

Professional Growth

Context StatementType of Artifact: STEADate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my STEA insurance I got for service learning in EDUC 2300.

Context StatementType of Artifact: Praxis WorkshopDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is from when I attended the Praxis Workshop in EDUC 2300.

Communication

Context StatementType of Artifact: Letter to ParentsDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is the letter I wrote to the parents when I did my Service Learning at Sevierville Primary School in EDUC 2300.

March 26, 2014

Dear Parents,I am Paige Whaley from Walters State Community

College. This semester, I have been participating in a service learning project for my education class. I have been doing my service learning at Sevierville Primary in Mrs. Carver’s class observing and working with your child and Mrs. Carver. I have had a great time so far with this experience, and each and every one of them has touched my heart already. I am building a foundation that will assist me in being a more effective teacher when I have my own classroom in the future. If you have any questions or concerns, please contact Mrs. Carver at 865 453-2824. Thank you for your time.

Thank you, Paige R. Whaley

Paige R. Whaley

Context StatementType of Artifact: PBL Presentation Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is the PBL Activity and Presentation that we did in EDUC 2300.

Section Three: Professional Evaluation

Context StatementType of Artifact: Journal Date: Spring 2014Courses: SPED 2010 Description: I did 18 hrs service learning for SPED teacher kept paper work.

Context StatementType of Artifact: Journal for EDUC 2010Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description I did 18 hrs service learning at Hilltop Development center but teacher kept paperwork.

Context StatementType of Artifact: Journal for EDUC 2300Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: These are the journal entries that I did for EDUC 2300 while doing service learning at Sevierville Primary School.

Walters State Community College

Service Learning

WSCCFebruary 5, 2014

VISION FOR MY FUTURE

Here is what I want to accomplish this year:

Education: I want to accomplish my AST degree in teaching. I hope to be graduated after this semester and move on to the second part of the 2+2 program with ETSU. I want to higher my GPA a little more as well.

Career: In the next year I want to be able to know a lot more about students learning and I will be able to see that more by doing my Service Learning. I won’t be in my career until 2 years from now. So in the next year I want to learn a whole lot more about how to work in the classroom and new techniques of teaching.

Family and Friends: In the next year I would like to better my relationship with my boyfriend and work towards both of us getting a degree before we start working on getting married and having a family.

Involvement and Service to My Community: I would like to be able to help the needy and the students who do not have a good home life. I have done service for this community in the past and I love it dearly. I worked at the food ministries at one point and it just warmed my heart with all the precious people that I came in contact with.

Personal Growth: I would like to be better at a lot of things but no one is perfect so all I can do is try harder to be what I want to be.

Service Learning Project

Name: Paige WhaleyCourse Title: Education 2300Date: February 5, 2014Agency Name: Sevierville Primary School

Agency’s Mission Statement/ Grades Served/ Community Needs: Sevierville Primary will provide a nurturing and inclusive environment which promotes academic excellence and will guide all students in their acquisition of knowledge and overall development as they become well-rounded students excited about learning.The serve grades K-2. It is a Title 1 school.

Prologue: I expect to be able to know more about students. I also expect to be able to see what kind of different techniques are being used. I expect to see how the room is set up so I can get an idea on how I can eventually set up my classroom. I really think that this experience will help me develop tremendously! I hope I learn about how different materials link to different things. I would like to see what kinds of materials the students use. I think that students and staff will perceive me as a nice and kind girl who is trying to learn what the teacher does.

Journal Entry #1

First Agency Visit: (Overview of Events)

I met with the principal of Sevierville Primary, Harriet Berrier and discussed my service learning. We talked about how I had done Service Learning there last year as well. She introduced me to a teacher by the name of Ms. Carver. I talked to her a little bit and told her I was very excited about doing Service Learning in her 2nd Grade classroom. We settled on days and times that I would be able to come. We also talked about things that kids were doing and their schedule every day.

ABCs of Reflections

Affect: I felt at ease about talking to the principal because I have known her for many years and she is a wonderful lady. She let me know how happy she was that I was here for the second time to do service learning again. I became confident that everyone would make me feel at home. All the staff at Sevierville Primary are very nice and made me feel welcome. They all have something nice to say. I will make the best out of my 18 hours and am very anxious to start.

Behavior: My actions this week were very effective! Getting to know the teacher I am going to be working with was good. I have warmed up to her. I am not shy by no means, that is probably why. At times I was at loss for words because I was trying to figure everything out. But other than that I feel really good about this. I felt like I made a really good first impression.

Cognition/Content: I have already learned many theories and ideas in my education class, but I am now anxious to see them happening in this 2nd grade classroom. Just from my short visit with Ms. Carver, I can tell that she is going to be very awesome to work with. She told me all about what they do and how different students learn in different ways. I am looking forward to seeing all of the different ways they learn.

Journal Entry #2

Affect – I was very pleased with what I did and saw today in Service Learning. These students are very precious. Some of them just put a smile on face and made me happy. They had a huge affect on me and showed me respect. Some of them tend to do very well and others are having a hard time. Those are the things that I had a big focus on today. I watched each and every one of them do the activities.

Behavior – I was kind of nervous at first. After that I warmed up and walked around the class and observed what the teacher was doing. I felt a little different about how she went about things. Everyone has a different way of doing things. I would have stopped and helped the students who needed help instead of just ignoring and going on with the lesson. That is what I would have done differently.

Cognition or Content – Today they were writing sentences. They have to write 10 sentences out of their vocabulary words. The sentences in the story that they are making have to have one of the following words: car, dark, arm, star, park, yard, party, and hard. If they need a new dictionary word they just ask the teacher and she writes it down for them. Some of the objects in the classroom could very helpful to students if they would use them. The ones I saw were linking cubes and I asked the teacher if they used them and she said they did at the beginning of the year and some of them still need to be using them. The linking cubes help with math and some of the students are having a hard time with math.

Journal Entry # 3

Affect: Today was a little bit different than any other day I have been in the classroom. All the kids were tired because this is the first time they have had a full week of school this month due to all the snow days. They are on their 4th day straight. They were not really concentrating as well as they usually do but they did ok.

Behavior: My behavior was mostly concentrating on each student and how they were acting. Some of them were very good and spoke up when asked to. Others were just blurting out. That is another thing I noticed. I took them to gym and boy was that fun. The funny thing about that was that the teacher said they listened to me better today than they did her. I was alone with them and that is something new for all of them so they seemed to respect me.

Content: They were playing a game called “Sparkle”. Sparkle is where they spell all of their spelling words. They all stand up around the room and each say one letter, when the word is completely spelled out the last person says sparkle then the student beside them sits down. The last one standing is the winner. They also read stories to each other and asked each other questions afterwards. I thought that was very helpful.

Epilogue:

Reflect on your semester’s service learning experience. My Service Learning experience was awesome and I loved it. It opened my eyes a whole lot to what actually goes on in the classroom.The teacher told me that I was a tremendous help to her because she has not had a helper because not a lot of people do service learning in second grade. I was the second person to ever do it in her classroom. She said that it was very convenient and that the students absolutely loved me. I had a lot of fun and I wish it was not over.

Revisit the prologue. Have your expectations been met? Yes, I expected to be able to know more about students. I was able to know a lot more about the students. I loved them to death, each and every one of them was different of course, but they each had their own specialties. I also expected to be able to see what kind of different techniques are being used. I was able to see all of these techniques that were being used. I really thought that this experience would help me develop tremendously! It did.

VISION FOR MY FUTURE

Here is what I want to accomplish in the next five years:

Education: I hope to be in my own classroom and have my bachelor’s degree and possibly be obtaining my master’s degree.

Career: I hope to be teaching, like I said before. I hope to be in my third year of teaching.

Family and Friends: My vision on my family is that I will be married because I just got engaged and I will be getting married in one year and I hope to have children and be one big happy family. That is what I strongly believe that will happen.

Involvement and Service to My Community: I plan to serve my community in any way possible. I will help out with really anything outside of school for volunteer work to help people in need.

Personal Growth: I want to be out of school and in my own classroom and married to my wonderful fiancé. I hope to have a little happy family and me being a first grade teacher.

REFLECTIONS My Service Learning experience was awesome and I loved it. It opened my eyes a whole lot

to what actually goes on in the classroom. The teacher told me that I was a tremendous help to her because she has not had a helper because not a lot of people do service learning in second grade. I was the second person to ever do it in her classroom. She said that it was very convenient and that the students absolutely loved me. I had a lot of fun and I wish it was not over.

EDUC 2300 Introduction to Education class:We have pretty much talked about everything that happened in the classroom that I was doing Service Learning in and I definitely saw the ups and downs. I also saw the do’s and the don’t. I noticed things that the teacher did and said that we had talked about in EDUC class and I saw some things that I did not particularly like. No modeling at all. But on the happy side, I learned what to do and what not to do or say.

Context StatementType of Artifact: EvaluationsDate: Spring 2014Courses: SPED 2010 Description: Teacher kept all of the paperwork for the evaluations.

Context StatementType of Artifact: EvaluationsDate: Spring 2014Courses: EDUC 2010 Description: Teacher kept all of the paperwork for the evaluations.

Context StatementType of Artifact: EvaluationsDate: Spring 2014Courses: EDUC 2300 Description: Here are the evaluations that I receive from the teacher that I did in my Service Learning in EDUC 2300.

Context Statement

Type of Artifact: TimesheetsDate: Spring 2014Courses: EDUC 2010 Description: Teacher kept the paperwork for the timesheets that I had in EDUC 2010.

Context StatementType of Artifact: TimesheetsDate: Spring 2014Courses: SPED 2010 Description: Teacher kept the paperwork for the timesheets that I had in SPED 2010

Context StatementType of Artifact: TimesheetsDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: These are the timesheets I filled out in Service Learning that I did Sevierville Primary School in EDUC 2300.

Concluding Reflection

Thanks for the taking the time to look at my portfolio. I really appreciate your time and hope you enjoy looking at my entire portfolio that I have accumulated over the past few years. My goal is to become an encouraging, effective, and a wonderful teacher.

Paige Whaley Education Portfoilo

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Transcript of Paige Whaley Education Portfoilo