Initial LevelThe Developmental Teaching Portfolio

Morgan Brewer

Initial LevelThe Developmental Teaching Portfolio

Morgan BrewerElementary Education

Bachelor of Arts in Interdisciplinary StudiesTusculum

Spring 2014

Table of Contents

SECTION ONE: BACKGROUND INFORMATIONIntroductionWorking ResumeStatement of PhilosophyProgram of StudyUnofficial TranscriptACT 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 #6- Time for Learning

Professional Growth: STEA Membership STEA Fall 2013 Conference

Communication: Letter to Parents PBL Project

SECTION THREE: PROFESSIONAL EVALUATIONField Placement JournalsField Placement EvaluationsTimesheets

Concluding Reflection

Section One:

Background Information

INTRODUCTION

My name is Morgan Brewer. Currently, I am working to receive an Associates of Science in

Teaching degree from Walters State Community College. I will be graduating in May 2014.

After I graduate, I plan to attend Tusculum College and work to obtain a Bachelors of Arts in

Interdisciplinary Studies Degree and graduate in May 2016. I am extremely excited to become a

teacher. This is my Developmental Teaching Portfolio with artifacts that I have been composing

as I pursue my Bachelors degree. In my portfolio, there are many experiences and concepts that I

have learned that have helped mold my views about teaching, learning, and the education

system. As I continue my education, my portfolio will continue to grow, as will I. As a teacher, I

know different situations will arise, and I plan to refer back to my portfolio as often as possible

for help and guidance. As technology grows, I will use many technological resources and other

resources as much as possible. I look forward to continuing my career and growing as an

educator.

Context StatementType of Artifact: ResumeDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is a copy of my resume.

Morgan Maechelle Brewer314 Ely Road

Bulls Gap, TN 37711(423) 754-0153 / morgan.brewer12@gmail.com

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

Education: 2014-2016 Bachelor of Arts in Interdisciplinary Studies Degree

Tusculum College

2012-2014 Associate of Science in TeachingWalters State Community College

2008-2012 High School Diploma, Cherokee High School

Honors and Awards: Fall 2012 Walters State President’s List

Spring 2013 Walters State President’s List

Spring 2013 Walters State Phi Theta Kappa

Fall 2013 Walters State Dean’s List

Fall 2013 Walters State Senators Page Vice President of Leadership

Related Educational Experience/Professional Experience:Spring 2013 Service Learning, St. Clair Elementary School

Special Education

Fall 2013 Service Learning, St. Clair Elementary SchoolKindergarten

Spring 2014 Service Learning, Hillcrest Elementary SchoolFifth grade

College Related Professional/Academic/Service Activities:2013-2014 STEA Member

2012-2014 Senators Page

2013-2014 Senators Page Vice President of Leadership

2013-2014 Phi Theta Kappa Member

Additional Work Related Experience:

June 2012-Present TJ MAXX, Morristown, TNSales Associate

August 2013- Present Extended School Program (ESP), Morristown, TNSite Director

Placement File:Please contact the Tusculum Career Services Office.

Website: http://web.tusculum.edu/career/TEL: (423) 444-5105 or (423) 636-7447

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

My Philosophy of Education

Teachers have always been held to a higher standard than most people. In today’s society,

they are still held to a higher standard, and they are expected to have multiple qualities to make

an effective teacher. Three out of the many attributes that make an effective teacher are:

organization, technologically proficient, and being a motivator for children.

The first attribute that makes an effective teacher is organization. Organization in the

classroom is a must. Children need to know where everything they will ever need is located. The

teacher must know where everything is also because during a lesson, the teacher does not have

time to dig around and search for something for ten minutes. This also allows the teacher to not

lose the students’ work, grade it, and give it back in a timely manner. Organization helps ease

the way the teacher manages his or her classroom and allows him or her to maintain great

classroom management.

The second attribute that makes an effective teacher is being technologically proficient.

In most classrooms all across America, there is either a Smartboard or Promethium Board. Most

schools have Ipads and at least one computer in each classroom. Teachers need to be very

familiar with technology because our country is getting smarter, and we are creating more and

more technology. Technology helps make learning fun for the students and also for the teacher.

It allows them to have multiple ways to teach a lesson. Students’ attention spans are becoming

much shorter, and teachers have to compete with phones, Ipads, videogames, etc. Teachers can

help by introducing technology into the classroom to keep the students’ attention.

The third attribute that makes an effective teacher is being a motivator for students.

Students need motivation to do their work and make good grades. Some kids do not receive that

at home, and teachers need to be there for them. Students need the motivation and support so

they feel important. They need to believe that they can do anything, and once they do that, they

can be unstoppable. Motivation is very important and can help a child change from being a

mediocre student, to a wonderful student.

Being a teacher requires many talents and skills. A teacher may supply the only hug a

child gets, the only smile he or she receives, and the only attention he or she may receive.

Among the many attributes, skills, and talents, there are three main attributes that are more

prominent to me, and those are; being a motivator, being technologically proficient, and being

organized.

Context StatementType of Artifact: Programs of StudyDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my Programs of Study from Tusculum showing the classes I have had.

Context StatementType of Artifact: TranscriptDate: Fall 2010- Spring 2014Courses: All Courses Description: This is an unofficial copy of my current transcript.

Context StatementType of Artifact: ACTDate: December 2010Courses: All Courses

Description: This is a copy of my ACT score.

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: Morgan Brewer Date: Spring, 2014 Class: EDUC 2300 Introduction to EducationSemester: Spring, 2014

Bloom’s Taxonomy Activity

1. Targeted grade level: Third Grade

2. Subject area: Math

3. Specific content to be taught: Telling Time

4. Questions: Bats Around The Clock

a. Remembering1. Can you tell time on an analogue clock? 2. Can you show a time when it is given?3. How do you know what time it is?

b. Understanding 1. What is the main objective of telling time?

2. Why is telling time it important? 3. When will you use telling time in your life?

c. Applying 1. How would you use telling time outside of the classroom?

2. How would you show that you know what time it is? Analogue? Digital?3. How would telling time help you in the future?

d. Analyzing 1. How is telling time related to everyday life?

2. Why do you think we need to learn telling time?3. Is telling time important to you? Why or why not?

e. Evaluating 1. What is your opinion of telling time?

2. Based on what you know, how would you explain telling time?3. Would it be better if telling time was taught with a different approach? Why or why not?

f. Creating 1. Can you predict the outcome if no one knew how to tell time?

2. Can you construct a model that would change how others could learn about telling time?

3. Describe an original way to teach telling time.

Context StatementType of Artifact: Lesson Plan AssignmentDate: Spring, 2014Courses: EDUC 2300 Introduction to Education Description: This is my lesson plan that I completed in EDUC 2300 Introduction to Education class.

Name: Morgan BrewerTitle of Lesson: Telling Time is Fun Grade: Third GradeDate: Spring 2014

Materials Needed: One copy of Bats Around the Clock An analogue clock for each student made of paper that has been laminated with moveable

hands to show the minute and long hands A sheet of paper for each student

State/System Standard(s): CCSS.Math.Content.3.MD.A.1 Tell and write time to the nearest minute and measure

time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line

Goals: The student will learn how to write and tell time to the nearest minute. The student will use an analogue clock to demonstrate telling time. The student will make his or her own story involving adding and subtracting time

intervals

Objectives: The student will understand that the bats performed a different dance at different time

intervals The student will understand the that the long hand is the minute hand and the short hand

is the hour hand The student will understand the importance of distinguishing between the two clock

hands. The student will receive an analogue clock and be asked to model a time given to him or

her. The student will write his or her own short story that requires him or her to include

adding and subtracting time intervals.

Instructional Procedures:1. Talk about telling time and why it is important in our life.2. Read aloud Bats Around the Clock. 3. Discuss what dance the bats performed at each time interval.4. Hand each child an analogue clock with a time already on the clock and have each child

tell me what time is on its clock. 5. Have the class model several different times by moving the minute and hour hand on

their clocks and showing me when they are finished.

6. Give each child a piece of paper and have them write a 2 paragraph short story that includes adding and subtracting time intervals.

7. Ask comprehensive questions.8. Grade the stories based on the rubric.

Questions: (See Bloom’s Taxonomy assignment)

Closure: Ask each student to write on an exit ticket something he or she learned from the lesson

today.

Adaptations to meet Individual Needs: The resource student will be paired with an advanced level student. The advanced level student can help move the minute and hour hands to the place the

Resource students tells him where they go.

Evaluation Assessment: See attached rubric

Actual Teaching:

Assessment and Evaluation:

Context StatementType of Artifact: RubricDate: Spring, 2014Courses: EDUC 2300 Introduction to Education Description: This is my rubric that I developed to go along with my Bloom’s Taxonomy Assignment.

0 1 2 ScoreSupport Most points

supported by general statements

Some points supported by specific details

Most major points supported with specific detail

____ / 2

Language Uses basic vocabulary with little awareness of the audience or the purpose.

Uses vocabulary that is appropriate with some awareness of the audience and the purpose.

Uses vocabulary that is precise with an awareness of the audience and the purpose.

____ / 2

Organization Reader must infer structure and some major points are paragraphed.

Piece has structure and most major points are paragraphed.

Piece has structure and major points are paragraphed.

____ / 2

Development

Lacks more than one: well defined introduction, body, and conclusion

Lacks one: well defined introduction, body, and conclusion

Has a well defined introduction, body, and conclusion.

____ / 2

Spelling There are numerous spelling errors

Most words are spelled correctly

All words are spelled correctly

____ / 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 #1 that I completed while doing service learning with Mrs. Connelly at Hillcrest.

Guided Observation #1 – Contextual Factors

Name: Morgan BrewerDate: Spring 2014Course: EDUC 2300 Introduction to EducationSchool: Hillcrest 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. When I was in Mrs. Connelly’s classroom completing my service learning, her classes switched teachers every hour and a half. Each class had a different ratio of males to females and ethnicity. The classes are divided into A, B, C, and D groups with A being the advanced group of students and the D being the lowest group of students. In group A, there were more girls to boys, and there were more whites than Hispanics and African Americans. In group B, there were more girls than boys, and there were more whites than Hispanics and African Americans. In group C, the class was pretty even in boys and girls and, there were more whites in this class, but there were more Hispanics and African Americans in this group than in the last two groups. In group D, however, there were more boys than girls and more Hispanics and African Americans than whites.

2. What are the development levels of the students within the classroom youare observing? The fifth grade classes switch classes for each subject. They are divided up into different developmental levels. They are divided into groups A, B, C, and D. A is the highest, and D is the lowest achieving group. If the students show much improvement, they can be moved up groups, but if they show digression, they can be moved down groups. The B and C groups are proficient, while A is advanced, and D is below average.

3. How is the instruction modified to meet the diverse needs of the students? The teacher is very hands on and uses the whole brain teaching method. She uses songs to help her students remember parts in the lesson. She has them model their problems on a dry erase board at their desk. There is a little boy in one of her classes that spoke no English. Mrs. Connelly had another student sit with him and help him while she taught the class.

4. Research the school and the Tennessee State Government web site toobtain information about the school community, school report card, and school population. From the Tennessee State Government website, I gathered information about the school. The school has a population of 530 with grades served being Kindergarten through fifth grade. About 50% of the school is white, about 40% is Hispanic, and about 6% is African

American. There are more males than females in the school. About 90% of the school is economically disadvantaged. This means many of the students are on free and reduced lunch. The attendance rate is 95.9%. The school received a B in Math, Social Studies, and Science, and received a C in Reading/Language Arts on the State Report Card. The school is a Title I school.

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 are intervention groups for special needs children and those needing remediation. There is also an afterschool program called Douglas Cherokee that assists children if they need help in reading, math, social studies, etc. There are also many Hispanics that receive special help through this program.

Context StatementType of Artifact: Guided Observation #2Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my Guided Observation #2 that I completed while doing service learning with Mrs. Connelly at Hillcrest.

Guided Observation #2 – Physical Arrangement

Name: Morgan BrewerDate: Spring 2014Course: EDUC 2300 Introduction to EducationSchool: Hillcrest 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 is a SmartBoard for Mrs. Connelly to use. There

are four computers in the room; three are for students and one is for Mrs. Connelly. The three computers for the students are in the corner for AR testing. When the students test on their Thinklink, Mrs. Connelly brings in a cart with Macbook Airs for the students to use. The students have access to Neos. Neos are small devices that they can receive extra help in a certain area when they have finished their Daily Spiral.

b) Traffic Patterns: The teacher’s desk is in the front, left hand side of the room. The students’ desks are arranged into groups of four. She does this because Common Core wants everything in groups of four. The whiteboard is behind the teacher’s desk. There are no windows in the classroom. The arrangement positively affects the children because there is a smooth flow around the room, and they can ask a peer for help if needed without disrupting the class. The arrangement negatively affects the children because they are so close to their classmates that they can cheat off their paper instead of learning and retaining the material. Mrs. Connelly walks around the room and monitors the students when they are taking a test.

c) Instructional Displays: There are posters on every wall with helpful hints for the students to refer back on. There is not much space left on the wall because there are so many posters. The utilization does support instruction, routines, and information because there is a poster for routines in the classroom, information about the school, and then several posters on the lessons she has taught that includes her helpful hints for the students.

d) Classroom Management: The students are pretty wound up when they first come into the classroom, but quickly calm down and do their work. There were several interruptions doing the time that I was there completing my service learning hours. The students were very well behaved during the interruptions except three or four children. The consequences for unacceptable behavior are a “Pick Slips”. The teacher fills them out and describes the behavior the child exhibited and is stapled into the planner for the parent to sign along with the child. If a student gets four in a six-week period, he or she does not get to attend the end of the six weeks reward party. The teacher is very authoritative, and the children have respect for her. I did not see any variables as a means of preventive discipline, but I could tell in the students that they respected her.

e) Motivational Elements: The reward system in the classroom is little sheets of paper that Mrs. Connelly calls “Chance Cards”. If a student answers a difficult question correctly, she gives them a chance card. If they had something signed in their planner or something she gave them, they get three bonus points and a chance card. The cards are placed in a bowl, and after the jar is full, she draws ten cards out, and the students called can get something out of the prize box. I didn’t see the teacher privately reward a student when I was there. I saw negative reinforcement from the students. The students give the troublemaker in the classroom attention, and that child feeds from it. The behavior then gets worse.

3. Draw your perfect classroom:

Context StatementType of Artifact: Guided Observation #6Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my Guided Observation #6 that I completed while doing service learning with Mrs. Connelly at Hillcrest.

Guided Observation #6- Time for Learning

Name: Morgan Brewer Date: Spring 2014Course: EDUC 2300 Introduction to EducationSchool: Hillcrest

1. What is the daily schedule?When the students come into the classroom, they get their paper from the previous day and add the new problems to the day’s Daily Spiral. The Daily Spiral is made up of questions that the class has been reviewing the last few weeks. The numbers change in the questions, but the sentences are the same. Then the class sings their multiplication tables when transitioning from the Daily Spiral to the Timed Test. The Timed Test is a 3-minute test, and the students have to reduce fractions. They check their answers, and then the teacher has the students do “Brain Gym” Mrs. Connelly plays a song or opens a website, and the students do exercises before they start their lesson.

2. How does the teacher indicate start and stop times for activities to the students?Mrs. Connelly has a schedule on the board for the students to follow. She tells the students they have ten minutes to do their Daily Spiral, and then they sing their songs when transitioning to the Timed Test. They know when they start singing their multiplication tables that they are about to do their Timed Test. Then they do Brain Gym, and it lasts through a full song or two activities from the website.

3. Do students work on other materials, subjects, etc. in class? Does the teacher encourage or discourage this behavior?The students do not work on other materials or subjects in class. Mrs. Connelly only teaches math. She works the students from the time they get in the room till the time they leave and go to another class. I would not say she discourages this behavior. She teaches her subject and does not want the students to be distracted and not listen to her while she is teaching.

4. Do you observe a list of rules or guidelines posted anywhere in the classroom that address use of class time? I do not see a list of rules or guidelines posted anywhere that addresses the use of class time. There are rules and guidelines for behavior, but none for use of class time.

Personal Growth:

Context StatementType of Artifact: STEA MembershipDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my STEA membership welcome letter.

Context StatementType of Artifact: STEA Conference Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my certificate that I received after going to the STEA Fall 2013 Conference.

Communication:

Context StatementType of Artifact: Letter to Parents Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is a letter that I wrote to the parents where I did my service learning at thanking them for letting me come into their child’s classroom.

April 15, 2014

Dear Parents,I am Morgan Brewer from Walters State

Community College. I am completing hours for a service learning project for one of my education classes this semester. I will be spending eighteen or more hours observing, interacting, and working with your child and Mrs. Connelly. I am very excited to be in your child’s classroom and the experiences this project has to offer. I look forward to building a foundation that will help prepare and assist me in becoming a more effective and successful teacher when I have my own classroom. If you have any questions or concerns, please contact Mrs. Connelly at 423-586-7472.

Thank you, Morgan Brewer

Morgan Brewer

Context StatementType of Artifact: PBL PresentationDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is a copy of our presentation we gave explaining our PBL in EDUC 2010 Psychology of Human Development for Teachers.

Section Three:Professional Evaluation

Context StatementType of Artifact: Field Placement Journals Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: These are my journals I wrote while serving my Service Learning hours at Hillcrest Elementary.

Walters State Community College

angela darlene smith

VISION FOR MY FUTUREHere is what I want to accomplish this year:

Education: This year, I would like to accomplish many things in my educational career. I would like to decide where I want to go to school after Walters State. I will be continuing my education at Tusculum College and I am so excited. I really want to learn how to not procrastinate in my classes. That would save me very much heartache and stress. Career: I am a Site Director for the Extended School Program at Hillcrest Elementary here in Hamblen County. I like this responsibility and will be used to it by the time I graduate with my teaching degree.Family and Friends: I want to make things right with my Grandfather. Our relationship has been strained for many years and I don’t want to continue with this grudge anymore. I want to put more time into my family. I want to try and see them more instead of a few times a year. For my friends, I want to keep the friends I know will always be there for me and weed out the bad ones. I want to surround myself with Godly friends.Involvement and Service to My Community: I want to give back to my community. I want to donate to an organization in my community called Shepherd’s Center. Around the holiday’s, I want my Sunday school class to adopt a child and get the child items they may need.Personal Growth: This one will be a little more difficult. I want to be a stronger person physically, mentally, and emotionally. I want to become a better friend and better daughter.

Service Learning Project

Name: Morgan BrewerCourse Title: Intro to Education 2300Date: March 30, 2014Agency Name: Hillcrest Elementary School

Agency’s Mission Statement/ Grades Served/ Community Needs: The Mission of Hillcrest Elementary School is to provide a safe, caring environment where students can receive a comprehensive education by providing for their differenced, both cultural and academic, while working in partnership with home and the community so that the students may reach their fullest potential of learning. The grades served at Hillcrest are Kindergarten through Fifth grade. The community has a high population in the area and interpreters would be nice to have. The social class in the school that is in the majority is the working class. The community needs an area for the kids to go to till the parents get off. ESP and Douglas Cherokee are offered, but it would be nice to have something that wasn’t as expensive so more people have the opportunity to take advantage of this service.

Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning?

I am very excited to start my service learning at Hillcrest Elementary School. I have always done my service learning at St. Clair and I am excited and nervous to step outside of my comfort zone. I work for Hamblen County’s Extended School Program at Hillcrest and I am very excited to complete my service learning here. I will be in a Fifth Grade Math class and I am pretty nervous about being in that grade and subject. I can do math but I don’t know how well I can teach it, so hopefully Mrs. Connelly can help give me ideas. I hope the teachers and students perceive me as a professional and accept me being in the classroom with them. I am afraid that the teachers may not like me being in there and they may try to discourage me from entering the educational career. One of my goals is to take away as many teaching tools as I can. I want to help the teacher as much as I can and make a good impression to the principals while I am there.

Journal Entry 1

First Agency Visit: (Overview of Events)I met with the Vice-Principal Mrs. Angela Bain for my first visit. We sat at a table in her

office and talked about what I would be doing and if I had a grade preference. I went through my calendar and told her the days I could come. The principal, Mrs. Martha Kelley, was in a meeting and Mrs. Bain said she would discuss my placement with her and they would let me know on my first day which class I would be completing my hours. I left very excited and can’t wait to start completing my hours.

ABCs of ReflectionsAffect: I was nervous about meeting with Mrs. Bain. I know her through ESP and I didn’t

know how she would feel about me being there to complete my service learning hours. When I went into her office, I was quickly reassured that she was excited that I want to complete my service learning at Hillcrest. She talked with me about what I was doing at Walters State and she wants to come to the Apple presentation when we present. I am so excited to have to opportunity to volunteer my service at their school.

Behavior: My actions were very professional. After meeting with Mrs. Bain, I am excited to meet my mentor teacher. I stuttered once or twice and tripped over a few of my words, but I felt like I made a good professional impression.

Cognition/Content: In my Introduction to Education 2300 class, we were learning more and more about being professional and how to act in the work place. We are also learning how we act to Principals can affect us when they consider hiring us. I feel like with my short visit with Mrs. Bain, I acted very professional and hopefully I left a lasting impression that will help me get hired in the future.

Journal Entry 2

Second Day OverviewWhen I began my service learning in Mrs. Connelly’s room, I was overwhelmed in the

beginning. She had posters everywhere. They were posters that she had made herself to help her class learn several concepts for that year. Some of these included: when making mixed numbers- Make a C, multiply then add; Division Man; Bottom Bigger Better go Borrow; and then KFC- Keep it, Change it, Flip it. These are just a few of the posters she had posted. On the board, she had a schedule for the day: Daily Agenda, Timed Test, Brain Gym, and then the lesson. During the Daily Agenda, she allowed them to use their notes on previous problems to make sure they were doing the problems right. She kept the same problems every day; she changed the numbers each day. When the class was transitioning from the agenda to the timed test, they sung their multiplication tables. She has a song for everything and this helps them remember the concept and lesson better. Each number had its own tune for the multiplications. The timed test was 4 minutes and was used for the students to review reducing fractions. Brain gym allows the students to stretch and get the wiggles out of their system and the refocus on their lesson. She played Christian music while the class exercised. She uses the Whole Brain Teaching technique when she teaches. She has them spit out answers and does the call and response. The seating chart is made up in groups of four.

Affect: I was completely blown away when I was in Mrs. Connelly’s class. She is a fantastic teacher. She left me speechless. I was nervous going into her classroom because I had never met her, and was worried she wouldn’t like me being in her classroom. I loved seeing the kids taking part and wanting to get the answers right and tell her what the answers were. The kids were active and I loved seeing this take place. The students would turn around and look at me when they got something right and would smile and this warmed my heart.

Behavior: I was very proud of the behavior that I exhibited during my visit. I was very quiet and respectful while she was teaching. When some of the students had questions for me, I tried to answer them the best way I knew how and I feel like I was very polite. The children were extremely well behaved. None of the children were disrespectful to her. I was shocked whenever she asked the students who wanted to say the blessing for that day. I think my mouth dropped a little bit. I was so happy to see that a teacher will still stand up for what she believes.

Content: When I asked the teacher why she had her seating chart the way she did, she said that Common Core likes everything done in groups of four. I thought this was key information to tell me since Common Core is going to be staying around for a while. Since we also do projects that align with Common Core, I thought this would help me to remember groups of four are favored by Common Core.

Journal Entry 3Third Day Overview: My next visit, it was picture day. They had been standing in line

for about 25 minutes and Mrs. Connelly was not happy. She was very upset with the class time she was losing because of picture day. While she was standing in line, she designated 3 “teachers” out of the class and gave them three sets of notecards. I asked her what she was doing and she said that she always has notecards for them so that there is no downtime. They continue to review even though they are not in the classroom. After lunch, the next class came in and began their day as always: quiz on the smart board, sung their multiplications and done their timed test, and then brain gym. Brain gym allows the students to move around and receive a small amount of exercise. I went to run an errand for Mrs. Connelly and when I walked in she told me to listen to what this student just told her. They were getting rewarded for improving on their Thinklink and this little girl hadn’t improved. The little girl said “Just rub it in my face why don’t ya. My daddy said it was the teacher’s fault that she hadn’t shown growth on her Thinklink.” Mrs. Connelly could not believe it. She told me later that the little girl is in the front of the classroom because she never pays attention and hardly comes to school. When there was about 5 min. left, she began to give clothes away to the students that were in her car from her sons and her neighbors. She said she does this for the students whose parents can’t afford clothes.

Affect: I had a great time again when I went to Mrs. Connelly’s class today. It was a pretty hectic day and it allowed me to realize that some things come up and will have to improvise when necessary. I absolutely loved the fact she carried notecards around and allowed the students to review when they were not in the classroom. She told me that notecards will become my best friend and I will carry them everywhere. I already use notecards when I study, so it made me feel like I was on the right track. I was taken by surprise when the student said her father says it’s the teacher’s fault when a student doesn’t show progress. I knew people feel that way, I just had no idea I would hear that in my service learning class. This allowed me to realize that some of my future students parents may feel this way about me, I need to not take it to heart. I will work my hardest and show them I am capable of educating their children and helping them advance in life. I was blown away when she started giving away clothes to the children. I almost started crying. I thought that was the sweetest thing a teacher could do for her students. I hope I can do something like that for my students whenever I become a teacher and have my own classroom.

Behavior: I feel like I was very professional today. When the student said what she did about her father and Mrs. Connelly asked for my opinion in front of the class, I feel like I handled myself very well. When I saw how the students reacted to the clothes, all I could do was smile and choke back tears. The children were so happy and I let Mrs. Connelly know what an impact that made in my life.

Content: In class, we go over students whose parents can’t afford clothing, school supplies, lunches, etc. When Mrs. Connelly handed out the clothes to her classes, she helped make a difference in her students’ lives and tried to help the students whose families may need the extra help.

Epilogue:

Reflect on your semester’s service learning experience. I have had one of the best service learning experiences this semester. The teacher I was with was absolutely wonderful. She taught in a very unique way and I hope to be a teacher as good as Mrs. Connelly. She teaches with songs and allows no down time. I have learned many teaching techniques and I cannot wait to use them in my own classroom.

Revisit the prologue. Have your expectations been met? My expectations have been exceeded. The fifth grade teachers welcomed me with open arms and encouraged me in my educational career. They seemed like the staff enjoyed me being there and made me feel welcomed. I am extremely grateful that I had the privilege to work with such an amazing teacher. How have you been surprised, delighted, or dismayed by the experience? Give specific examples.I have been very delighted with the experience. I enjoyed seeing how a teacher can use flash cards during down time and singing songs to teach her students math concepts.

How could this experience be improved?I really do not think this experience can be improved. I had the best time completely my service learning.

VISION FOR MY FUTUREHere is what I want to accomplish in the next five years:

Education: I want to have my teaching license within the next 5 years and possibly going back to get my Masters. I hope to pass the second Praxis.Career: In the next five years, I want to be teaching in a classroom somewhere. Preferably somewhere local, such as, Hamblen, Hawkins, or Grainger. I love this area and want to stay here. If I have a difficult time finding a teaching job, I would still like to be in the school system in case a job becomes availableFamily and Friends: I hope that in the next five years, I have found the friends I am going to have for the rest of my life. I would like to be married or engaged in five years. I want to make my family proud of me. Involvement and Service to My Community: In five years, I would like to coach a rec league softball team. I have played a majority of my life, and I would like to coach young girls the fundamentals and help them grow as players.

Personal Growth: In five years, I would like to stop caring what other people think of me. I would like to be able to stand up to parents in a very professional way and not let what they tell me hurt my feelings.

REFLECTIONSHere are the Knowledge and Skills that I have acquired as a direct result of taking part in this

Service Learning project:I have acquired lots of knowledge and skills from taking part in this Service Learning project. I have learned several ways to handle behavior. I have seen how “Whole Brain Teaching” is used in the classroom and I am very excited to use this style of teaching in my classroom. I now know how a teacher can accommodate for a student who cannot speak any English. I have seen positive reinforcement used in the classroom that worked for older students.

Here is how this Service Learning project ties in with my EDUC 2300 Introduction to Education class:

I have seen technology used in the classroom for several reasons that tied in with EDUC 2300. I saw how lesson plans are written and taught for each day. Since we write up lesson plans in our class, it was nice to see how lesson plans are taught.

My Contribution to the CommunityI have devoted 18.5 hours to my Service Learning project. Here are four lasting experiences that

are an outcome of my Service Learning project:1. When the student said that her dad told her it was the teacher’s fault if the student did not

improve, or if the student digressed. This experience showed me that there are parents that feel this way, but I will need to ignore them and teach to the best of my abilities.

2. When I began completing my service learning hours in Mrs. Connelly’s room, I was able to receive first hand experience on how students learn a concept better when it has been associated with a song. I will try my best to incorporate songs and music into my classroom as much as possible.

3. I have been worried about how I can transition from one subject to another, without losing downtime from teaching. Mrs. Connelly uses flashcards, songs, and quick games to do with the children, so there is no downtime from teaching. I hope to have notecards in my room for me to ask the students when there is downtime.

4. Children do not to get have recess everyday now; it is once or twice a week. Mrs. Connelly sets aside five minutes to have her students do Brain Gym. This allows her students to receive small amounts of exercise that otherwise, they may not receive. I plan to incorporate Brain Gym into my day, each day, so that students can receive exercise. Small amounts is better than nothing.

Context StatementType of Artifact: Field Placement Journals Date: Spring 2014Courses: EDUC 2010 Psychology for Human Development for Teachers Description: These are my journals I wrote while serving my Service Learning hours at St. Clair Elementary.

NAME- Morgan BrewerDate- November 27, 2013

EDUC 2010 Psychology of Human Development for Teachers

Service LearningJournal Entries

VISION FOR MY FUTUREHere is what I want to accomplish this year:

Education: This year, I would like to accomplish many things in my educational career. I would like to decide where I want to go to school after Walters State. I have it narrowed down to two schools and I would like to finalize where I am going. I really want to learn how to not procrastinate in my classes. That would save me very much heartache and stress. Career: I hope to be a Site Director at ESP this year. I am an assistant now at Manley Primary and I would like to move up to Site Director somewhere. I want to have that responsibility and be used to it by the time I graduate with my teaching degree.Family and Friends: I want to make things right with my Grandfather. Our relationship has been strained for many years and I don’t want to continue with this grudge anymore. I want to put more time into my family. I want to try and see them more instead of a few times a year. For my friends, I want to keep the friends I know will always be there for me and weed out the bad ones. I want to surround myself with Godly friends.Involvement and Service to My Community: I want to give back to my community. I want to donate to an organization in my community called Shepherd’s Center. Around the holiday’s, I want my Sunday school class to adopt a child and get the child items they may need. Personal Growth: This one will be a little more difficult. I want to be a stronger person physically, mentally, and emotionally. I want to become a better friend and better daughter.

Service Learning Project

Name: Morgan BrewerCourse Title: Education 2010Date: November 27, 2013Agency Name: St. Clair Elementary SchoolAgency’s Mission Statement/ Grades Served/ Community Needs: The Agency’s Mission Statement is: The mission of St. Clair Elementary School is to instill in each student the academic and citizenship qualities which generate student, family, and community pride and assist students in reaching their greatest potential as happy, responsible, productive adults. Grades served at St. Clair Elementary School are Kindergarten through fifth grade. The community needs more projects that interact with the children. It also needs more drive for education. The school is a Title 1 school too.

Prologue: What do you expect to get from your service learning experience (i.e., how will this experience help YOU develop)? How will it impact your learning and link to class materials? How do you think the students and staff will perceive you? What goals do you have for the semester’s Service Learning experience? What fears do you have (if any) about service learning?

I hope to receive many things from service learning. I hope this experience helps me develop and mature as a person and as an educator. When I go into the classroom, I hope I can see good classroom management skills taking place, so that I may use them in my classroom one day. I hope I can see things taking place in the classroom that we are going over in class so I can have a deeper understanding and actually see it in person. I think the students and staff will perceive me as being very professional. I am going to be on time and dress very professional. I hope the students will see me as a person there to help them and not someone there to sit, observe, and not participate. I want them to feel free to ask me questions also if they have any. My goals this semester in service learning are to interact with the students more and gather helpful hints and tools for my future classroom. My fears in service learning are the kids not wanting me in their classroom and the teachers not taking me seriously.

Journal Entry #1

(Overview of Events)I met with the principal of St. Clair, Mr. Thomas Floyd and asked him if he would let me

do my service learning there with a teacher. He expressed how he really wanted me to be there and to feel welcome anytime to come by. He did not assign me a teacher that day. He wanted me to come and see the teacher teach the new reading series called Journeys to her class. He really wanted me to see that being taught because it is so much harder this year.

Mr. Floyd e-mailed me later that day and told me I was going to be in both Kindergarten classes so I could see the different teaching techniques by both teachers. I knew both of the teachers already and was very excited. At the end of the e-mail, he seemed enthusiastic that I was coming to their school to do my service learning. I am so excited to start!

ABCs of ReflectionsAffect: I have previously been here to do service learning for Special Education, so I

knew the principal pretty well already. He was very happy that I wanted to do my service learning there again. When he told me he was not sure which class I would be with, that made me nervous, but I knew it would all work itself out. The staff in the office seemed happy that I was coming back to the school. After he e-mailed and told me which rooms I was going to be in, I felt more at ease. I am excited to start volunteering in the kindergarten classrooms.

Behavior: I am very pleased with my actions when I went to meet Mr. Floyd. I was very punctual and dressed professionally. I stumbled over my words a few times talking to him because I was talking so fast with excitement. Next time I will be calmer with him when I talk to him. Overall, I think I handled things very well today and cannot wait till I get to start.

Cognition/Content: In class, we have just learned the different theories and I hope to be able to see in real life how they are happening. The principal seems very professional and fair towards people. I know this is very important in the school setting and I am excited to begin my service learning.

Journal Entry #2Overview of Events

I arrived at the school and went to Ms. Nalley’s room. The students were in the gym waiting to come to class. When she brought them into the classroom, the students grabbed their name and put it on the bus and that’s how she took roll. It was quick and easy. I loved it! She asked the class to get in a circle and they played a game called “Sparkle”. This game required the students attention. They went around the circle saying a letter and which letter came after. They also did this game to review their numbers. She had them do it three times per subject. While the teacher was testing their reading, I walked around and helped the other students with worksheets. Once they finished, she had them do constructive puzzles, games, and read books. At lunch, the kindergarten and first grade teachers eat in Mrs. Bates’ room, the other kindergarten teacher. They talked about testing and the 100 word word-ring the kindergarteners had to know by the end of the year. The first grade teachers asked the kindergarten teachers how to discipline two children, and the teachers tried to help them. I thought this was an awesome example of co-teaching. As the day ended, they watched a Leap Frog movie that teaches letters and their sounds. The children sung along and made the sounds for each letter.

ABCs of ReflectionsAffect: I had no idea there was such an easy way to take roll, and I love it. I was really

nervous when she asked me to assist the students on their worksheets, but once I started doing it, I became more comfortable and I enjoyed it. Watching the students do the game was interesting. They helped each other out if they could not remember what came next, paid attention or became lost, and then they remembered what came next and was ready for their turn. I was skeptical about eating with the teachers, but once I did, I saw that it was not that bad. They talked about ways to improve their classroom disciplinary actions, how to help their students learn words, and creative songs for letters.

Behavior: My behavior today was very timid-like. I was scared to jump right in to help at the beginning, but once I got started, I was perfectly fine. There were times in the beginning when I did not know how to answer a child in a tone of voice that they were used to. I quickly discovered this voice and was fine afterwards. Once I had walked around the kids a few times helping them, I became very comfortable and could not wait for a child to have help so I could help them.

Cognition/Content: In the classroom today, the children were allowed to move around and still take part in the learning process. They were consonantly doing constructive work even when the teacher was testing. I was able to see the different learning styles being taught as well.

Journal Entry #3

Overview of EventsToday when I arrived, I was in Mrs. Bates room and she asked me to fix math baskets for

the kids that were filled with tangrams. The students were finishing up an activity and when they finished, the teacher asked them to sit on the rug and she read them a story. They will be completing a research project on what they want to be when they grow up and that is what the book was about. She finished the book early and had the students do a stretching activity to stretch them out. When they said each letter, they reached upward, they put their hands on their hips when they said the sound, and they touched their toes when they said a word with that sound. After this, they went to their reading intervention groups. The teacher had me sit in the floor and do a matching game, rhyming game, and beginning consonant game while she sat up the activity on the promethium board. She had them come to the board and she would give them sounds and they would drag the lady bug with that letter to a space. She was having them put sounds together to make words. Instead of raising their hands, they would show lightbulbs on the top of their head. Every time they got a word right, the teacher would positively reinforce them by telling them to kiss their brain.

ABCs of Reflection Affect: I was shocked when she told me they were doing a research project in

Kindergarten. I could not believe five year olds were doing this kind of work. The teacher told me that she was shocked too when they told her. I loved when she had them stretch and review their letters. Instead of letting them play games and waste time, she had them review in a unique way. When she had them use lightbulbs instead of raising their hands, I was shocked. I had never seen that before and I thought it was such a great idea. She was very consistent with the positive reinforcement she was doing for the kids. Every time they did something right she was saying “Kiss your brain”. The kids loved it and I will definitely be using this in my classroom.

Behavior: I was very confident going into the classroom today. I jumped right in without having to be told what to do. I helped with their activity and took part in the stretching without asking. I am very confident and can not wait to go back. I am doing so much better talking to the kids. Today, however, I had a lice scare and I almost freaked out. The teacher did not tell me there was a little girl who had lice and she had me sit in the floor next to her and review sounds and letters. That really scared me. I handled the situation really well and I am very proud of myself.

Cognition/Content: In class, we have discussed different types of reinforcements. I was afraid I would see the type of reinforcement like: great, good job, awesome; but I actually saw a very unique one that I love. Every time a student answered something right, she told them to kiss their brain. She was very consistent with this and had them do it every single time.

Epilogue:

Reflect on your semester’s service learning experience. During my service learning this semester, I learned quite a bit. I really enjoyed going into the classroom and being with the students. I enjoyed getting to know the students and the teachers better than I already did. I enjoyed having the privileged to help the students out if they had questions and helping the teacher whenever they asked me to do something for them. I really liked feeling like I was helping someone.

Revisit the prologue. Have your expectations been met? My expectations for service learning has been met and exceeded how I thought it was going to be like. I expected the teachers to be apprehensive when I started, however, they welcomed me with open arms, as did the students. When I watched one of the teachers discipline her class, I liked the way she did it and I hope to use that in my classroom one day.

How have you been surprised, delighted, or dismayed by the experience? Give specific examples.I have been surprised and delighted by my service learning experience. I was very surprised when I ate with the teachers and they were talking about ways to improve their instruction and behavior. I was very delighted seeing the children kiss their brain. They would become so happy and thrilled that Mrs. Nalley told them to kiss their brain in front of the whole class. This delighted me seeing their excitement in the learning process.

How could this experience be improved?In my person opinion, I do not think this experience could be improved. I enjoyed the entire experience the way that it is.

VISION FOR MY FUTUREHere is what I want to accomplish in the next five years:

Education: I want to have my teaching license within the next 5 years and possibly going back to get my Masters. I hope to pass the second Praxis. Career: In the next five years, I want to be teaching in a classroom somewhere. Preferably somewhere local, such as, Hamblen, Hawkins, or Grainger. I love this area and want to stay here. If I have a difficult time finding a teaching job, I would still like to be in the school system in case a job becomes available.Family and Friends: I hope that in the next five years, I have found the friends I am going to have for the rest of my life. I would like to be married or engaged in five years. I want to make my family proud of me. Involvement and Service to My Community: In five years, I would like to coach a rec league softball team. I have played a majority of my life, and I would like to coach young girls the fundamentals and help them grow as players. Personal Growth: In five years, I would like to stop caring what other people think of me. I would like to be able to stand up to parents in a very professional way and not let what they tell me hurt my feelings.

REFLECTIONSHere are the Knowledge and Skills that I have acquired as a direct result of

taking part in this Service Learning project:I am more aware of how teachers lesson plans take place in the classroom. I also saw ideas on how to keep the children busy during a transition period. I know how to talk to a child more now than I did before taking part in service learning.

Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human Development for Teachers class:

I was able to see positive and negative reinforcement take place in a class. I also saw how different learning styles were met in the classroom in the lessons the teachers taught.

My Contribution to the CommunityI have devoted 18 hours to my Service Learning project. Here are four lasting experiences that

are an outcome of my Service Learning project:1. If I do learning games in the floor, I am making everyone stay a foot back from me so that I

do not have another lice scare like I did this year. 2. One of the little boys in the room I was in needed help on a worksheet. Once I helped him, he

said, “Miss Morgan, you are very nice. Thank you for helping me with my page.” This touched my heart knowing I helped someone with their work.

3. I am definitely going to tell my students in the classroom to kiss their brain if they get an answer right. I loved that type of positive reinforcement.

4. After seeing Ms. Nalley take roll the way she does, I will definitely be using that type of classroom management in my classroom. It was quick, easy, and the kids love it too.

Context StatementType of Artifact: Field Placement JournalsDate: Spring 2014Courses: SPED 2010 Introduction to Special Education Description: I can no longer provide Service Learning Journals for SPED 2010.

Context StatementType of Artifact: Field EvaluationsDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: These are my Field Evaluations forms from when I did Service Learning with Mrs. Connelly at Hillcrest Elementary.

Context StatementType of Artifact: Field EvaluationsDate: Spring 2014Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are my Field Evaluations from when I did service learning with Ms. Nalley and Mrs. Bates at St. Clair Elementary.

Context StatementType of Artifact: Field EvaluationDate: Spring 2014Courses: SPED 2010 Introduction to Special Education Description: These are my Field Evaluations from when I did service learning with Mrs. Lynch at St. Clair Elementary.

Context StatementType of Artifact: Time SheetsDate: Spring 2014Courses: SPED 2300 Introduction to Education Description: These are my Timesheets from when I did service learning with Mrs. Connelly at Hillcrest Elementary.

Context Statement

Type of Artifact: Time SheetsDate: Spring 2014Courses: EDUC 2010 Psychology of Human Development for Teachers Description: These are my Timesheets from when I did service learning with Ms. Nalley and Mrs. Bates at St. Clair Elementary.

Context StatementType of Artifact: Time SheetsDate: Spring 2014Courses: SPED 2010 Introduction to Special Educaiton Description: These are my Timesheets from when I did service learning with Ms. Lynch at St. Clair Elementary.