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Tuesday, December 8

  1. page Classroom Management edited ... It is essential in any classroom setting to have a management plan in place so that effective …
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    It is essential in any classroom setting to have a management plan in place so that effective instruction and learning can occur. Throughout my experiences in working with students, I have developed my own personal management plans, for both in the classroom and out of the classroom. I have found that it is the little things that often go unnoticed that help keeps things running smoothly the most. These strategies should, however, be reflected upon regularly for effectiveness depending on the class and age of the students. Classroom management plans are also refined over time as a teacher gains more experience, allowing them to learn from both colleagues and students what really works. My current classroom management plan was developed during a Classroom Management course. I am sure that it will change frequently based on my own personal experiences in my classroom as well as my observations of other teachers.
    {management plan.pdf}
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    the classroom. {procedures.pdf}
    {procedures.pdf}

    {student_teaching_001.jpg} Lunch Count Chart
    The physical arrangement of the classroom is vital to the success of each individual student. While the seats can be moved and are often flexible in my student teaching placement in first grade, there are some students who thrive in certain seats or placement in the classroom and do not need to be moved regularly. My first grade classroom has four tables that can comfortably seat up to six students; however, there are no more than five students ever at a table due to the current class size of eighteen. This provides for centers to be implemented easily in the classroom, which are common in first grade so that the teacher can optimize his/her time with each student. An example of the classroom seating chart can be viewed here. These seats, however, have no correlation to the various groups the students rotate in regularly. The reading groups are based on ability level and math groups change from week to week. This provides opportunities for all students to interact no matter what his/her ability level. These groupings can be viewed below.
    (view changes)
    1:03 pm
  2. page Planning for Teaching edited ... ​ Providing students with texts that are both engaging and leveled is very important for Firs…
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    Providing students with texts that are both engaging and leveled is very important for First Grade students. Each week during guided reading, the leveled groups are exposed to a variety of stories both fiction and non-fiction. To provide purpose to the reading curriculum, I select texts that provide an opportunity for connections to be made between the content areas. For example, when learning about plants and their parts, students were reading in his/her reading group about how plants grow. Also, when students were introduced to counting by 2's, they were reading texts about numbers and things that come in pairs. This allowed students to expand his/her knowledge on the subject being taught, as well as make reading relevant and purposeful. Below are some examples of the texts that students read.
    {books_004.jpg} Sample texts the students read.
    I also made sure to provide students with a variety of activities to incorporate the skills and concepts being taught in reading. One weekly skill was comparing and contrasting. I planned a lesson to incorporate the seasons: comparing and contrasting fall and winter. The lesson can be viewed below, as well as pictures of students engaged in the activities.
    {compare and contrast seasons.pdf}
    (view changes)
    10:50 am
  3. page Planning for Teaching edited ... Science Science is a very hands-on experience in the classroom for students as they are able …
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    Science
    Science is a very hands-on experience in the classroom for students as they are able to explore a variety of topics. The lesson plan below was designed to meet First Grade Science SOL's 1.4. This state standard focuses on understanding plant parts, needs, and characteristics. Students were able to explore edible plant parts that they may encounter daily. By introducing students to plants and their parts during the week, they had been exposed to what is viewed as normal plant parts on flowers. This lesson made plant parts relevant to each students everyday life through the exploration of food. Most people do not think about the food they are eating in terms of the part of the plant; however, part of the standard is to identify edible and non-edible plants. Students were allowed to handle the food and identify what part of the plant it was based on its characteristics. The food they sampled can be viewed below: seed - pumpkin seed, root - carrot, stem- celery, leaf - lettuce, fruit - apple. They were also engaged in identifying other foods that are plant parts that they did not taste such as potatoes, broccoli, beets, and cabbage. The Edible Plant Parts lesson was very hands-on and a fun way for students to meet the state standards in an engaging manner.
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    lesson.pdf} {DSC02153.JPG} The plate of food students had to identify.
    Reading and Language Arts

    Providing students with texts that are both engaging and leveled is very important for First Grade students. Each week during guided reading, the leveled groups are exposed to a variety of stories both fiction and non-fiction. To provide purpose to the reading curriculum, I select texts that provide an opportunity for connections to be made between the content areas. For example, when learning about plants and their parts, students were reading in his/her reading group about how plants grow. Also, when students were introduced to counting by 2's, they were reading texts about numbers and things that come in pairs. This allowed students to expand his/her knowledge on the subject being taught, as well as make reading relevant and purposeful. Below are some examples of the texts that students read.
    {books_004.jpg} Sample texts the students read.
    I also made sure to provide students with a variety of activities to incorporate the skills and concepts being taught in reading. One weekly skill was comparing and contrasting. I planned a lesson to incorporate the seasons: comparing and contrasting fall and winter. The lesson can be viewed below, as well as pictures of students engaged in the activities.
    {compare and contrast seasons.pdf}
    (view changes)
    10:49 am
  4. page home edited ... {wmes demographics.pdf} {DSC02297.JPG} ​Turkey hats that my class made before Thanksgivin…
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    {wmes demographics.pdf}
    {DSC02297.JPG}
    ​Turkey hats that my class made before Thanksgiving!
    (view changes)
    10:41 am

Monday, December 7

  1. page Planning for Teaching edited ... {compare and contrast seasons.pdf} {DSC02303.JPG} {DSC02304.JPG} {DSC02309.JPG} ... …
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    {compare and contrast seasons.pdf}
    {DSC02303.JPG} {DSC02304.JPG} {DSC02309.JPG}
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    Elementary School. The feedback provided by both of these documents exhibits my ability to plan and teach prepared lessons in a classroom.
    {obs and evals.pdf}
    (view changes)
    7:33 pm
  2. page Planning for Teaching edited ... {compare and contrast seasons.pdf} {DSC02303.JPG} {DSC02304.JPG} {DSC02309.JPG} Pleas…
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    {compare and contrast seasons.pdf}
    {DSC02303.JPG} {DSC02304.JPG} {DSC02309.JPG}
    Please view the following link for an observation completed by my university supervisor at the College of William and Mary. She observed science centers during which the students learned about plans in various ways: using technology, with an authentic plant, using sequence cards, and matching cards on the parts of a plant. Also, you can view the mid-term evaluation form filled out by my cooperating teacher from Waller Mill Elementary School.
    {obs and evals.pdf}

    (view changes)
    7:32 pm
  3. 7:32 pm

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