This week I taught 3 lessons and enjoyed it! The school day goes by so much faster when you are teaching rather than observing and helping. Teaching is always a great learning experience as well. I can sit and observe teachers all day, but it is always a different field when you are doing it yourself.

A highlight from this past week I would have to say is teaching 5^th period! When I first came to Shaw last quarter, my coordinating teacher was embarrassed to have me sit through his 5^th period class. He would say that they were by far the worst behaving students out of all his other classes. (which proved to be true.) He would not let me teach 5^th period my first quarter there because he was afraid of the effect it would have on my passion for teaching. In one of my meetings with my coordinating teacher I agreed to teach 2^nd, 3^rd and the dreadful 5^th period. My coordinating teacher was shocked that I had volunteered to do such a thing, but he gave me permission to do it. I was not sure if I was nervous to teach this class because my coordinating teacher had talked it up so much or I just had a lack of confidence. Well, whatever the problem was, 5^th period ended up being the best class of the day! It could all be due to the fact that it was my third time teaching the same lesson, or I got a few pointers from my teacher who taught the period before me. After teaching 5^th period, I got a boost of confidence. This is proof to me, that I can overcome tough obstacles in teaching. This was one of the first.

After teaching my lessons, I thought differently about my coordinating teacher in the fact that it is hard to punish students! When I sit back and observe the class, students who are talking are immediately punished for it. After seeing this done many times, when it came time for me to teach, I found myself giving students a billion warnings. I called out names of students, but feared to do it a second time because I did not want them to get a lunch detention. I moved a student from his group and feared that I would be hated for it. I learned that being a teacher can be rough in this respect and I need to not worry about how the students will think of me. In the end, I will be respected for it.

A practice I will adopt in my future teaching is to display class responses to assignments on the overhead/doc cam. I found that when I give the class a set of questions and we answer them verbally, students will still be confused or have less of an incentive to write responses. When we work as a class and I record the responses of students on the worksheet, every student is involved and has a better understanding of the concepts.

An ongoing problem I face is a lack of respect. It is hard for me to respond to students who talk to me at a lower level. I was trying to help a student the other day and she happened to see my badge with a picture of me that is far out of date. She was distracted by it, so I hid it from her view. The student started to demand that I show her the picture and that she would not do her work until I did. This lack of respect is common in most students and can be draining and hard to address.

It is crazy how tired I get after spending a full day observing middle schoolers. But I have also heard that if you completed the day and you are exhausted then you are doing your job right! So let us hope I am on the right track!

It is hard to pick out highlights from this past week, not that my experience was terrible, but I felt that everything went smoothly. Last Thursday I got to help my 8^th grade students with their persuasive papers. They were to write an introductory paragraph with a thesis and address the 6 questions, who, what, when, where, why and how in their body paragraphs. I always enjoy students raising their hands or calling “Ms. Leavitt, can you help me?” I always admire those who admit they are having trouble and are eager to understand. I know when I was in school; I was one of those students who never asked for help, even when I needed it and would freeze when a teacher would walk by and view my work.

In my morning meeting with my coordinating teacher, we were discussing the overall behavior of 5^th period. It is the hard class of the day, the class that seems to have all the trouble makers. We came to the realization that this class excels in some activities where most of the other periods do not. 5^th period loves competitions and activities that involve getting up and doing something, whereas most other classes are content with seat work. This is just another reminder that not all students are the same. Every student prefers a different learning style.

This week I don’t have a practice I want to adopt, but one I want to make sure not to adopt. It is always the same students who get into trouble for talking, or banging on the desk or just being disruptive in general. Often times when this happens, the student will be sent to the office. I overheard one student say that he was not able to get any work done in the class because he had been sent to the office three days in a row! This can be a problem, unless the student is sent to the office with his/her work, they are not learning a thing. I think what I will do if a student is misbehaving is talk with them in the hallway or put them on some kind of step program. I hate to see a child kicked out of an environment that can be the most beneficial to them.

Today, when a student got sent to the office for talking, he stood up, yelled some foul language, and on the way out the door, knocked some books over purposefully. The sad thing was the teacher did not even bat an eye. It was almost like the action was normal. When I become a teacher, what can I do to prohibit this behavior? How will I deal with it? This is just a wakeup call to me that I will need some kind of plan for this behavior.

Article: Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement.

This article explores quizzes and how they help students to retain knowledge for summative or end of the year exams. Basic research has proven that students who have been quizzed on material sometime prior to exams, do better on exams than those who have not been quizzed. Quizzes help students to recall information and retain information for later use.

In the article, the quizzes that were administered were low or no stake testing, meaning that it was not worth a big part of the final grade. This allows students to quiz in a comfortable environment without the worry of destroying their overall grade in the classroom. The low stake quizzes would ease the nerves of students and build up their confidence for the future test.

Students who took quizzes with short answer questions were more likely to retain knowledge for the test than those who did not do the quiz or who reviewed the material before the test. Students who have been quizzed had mastered the skill of retaining and retrieving, giving them an advantage for the test. This goes to prove that having quizzes before a test is more beneficial than a test review. Test reviews are a different format than test and quizzes. Although test reviews are beneficial, you are not forced to answer questions or have that clear understanding of what you do and do not know. Quizzes, on the other hand, promote learning because they require a retrieval of knowledge, provide feedback, and it can also improve a students metacognition by helping them determine what they do and do not know, which increases study effectiveness.

Pre-lecture, post lecture and review quizzes increase test performance. A study was done with 139 students that showed those who were being quizzed received an average of 92% and those who had not been quizzed previously received an average test score of 79%. It was also shown that those who took quizzes retained the knowledge for about 9 months after the assessment which is substantially longer than test knowledge retention.

This information is beneficial for those going into the teaching field. Quizzing is a assessment strategy that I will use. It is important for students to be quizzed on materials rather than just review and take the test. I like that the quizzes don’t have to be worth a large chunk of the overall grade to be beneficial. Quizzes promote learning in more ways than one. Not only does it improve test scores but also keeps the knowledge fresh in the mind. I will apply this to my future classroom.

Work Cited:
Henry L. Roediger III, et al. "Test-Enhanced Learning In A Middle School Science Classroom: The Effects Of Quiz Frequency And Placement." Journal Of Educational Psychology 103.2 (2011): 399-414. Academic Search Complete. Web. 19 Apr. 2013

16, April 2013
Weekly Field Experience
Highlights:
What I love most about observing is the relationships I form with the kids. This quarter I observe at Shaw Middle school for 2 full school days so I really get to know every child that goes to 8^th grade English. Last quarter I only sat in on the last two classes of the day. Being there for the full day has allowed me feel more comfortable with the students and the routines of the classroom. Today my coordinating teacher had to be at a meeting all day and there was a substitute teacher. It was a confidence booster to have the students raise their hands and ask for me (Ms. Leavitt!) I also enjoy the students coming into class and sharing with me their day or something funny that happened to them. I really feel I belong in the classroom. I can’t wait to continue building relationships with my students.
Different Views:
Last week, I walked into my coordinating teachers room during prep period, expecting to have a nice chat about school and future lessons I will be teaching. Instead, I walked into a classroom with a upset student confiding in my coordinating teacher. Due to conflicts at home, this student had to be at court by ten o’clock and she could not get in contact with her mother. The students mom also happened to be the reason for the court hearing. I was taken back by all the drama this student had been through and the worries she was dealing with outside of school. That same day, another student told me about a problem her mother was dealing with. It shocked me that the student told me about the problem as if it were common. Since then, I have tried to be more understanding of students. I have more of an idea why homework does not get done, or students struggle. I can’t imagine how rough some of my student’s home lives are.
One practice I will adopt:
I have noticed that when my coordinating teacher or I handout an in-class assignment, most students will not get much accomplished unless you say, “your ticket out the door is to have…… done on this assignment.” By giving the students a goal to shoot for, I have found that they will work on their assignment until they have reached the quota. I learned this the hard way!
Conflicting situations:
A reoccurring problem I have found in some students are their lack of confidence. Today I was helping a student with an in-class research assignment. The whole time, the student kept saying that she would not be able to finish the assignment, or did not know enough about computers or have the right questions to ask, when really she was perfectly knowledgeable in all areas. I have noticed this lack of confidence in many other students. I do the best I can to help them and always offer words of encouragement and compliments when earned.

Article Response to:
“Out of the Mouths of Babes: What Do Secondary Students Believe About Outstanding Teachers?”

       This article begs the question, “What it is that makes a teacher effective?” Does an effective teacher follow the federal and state guidelines or should it be based upon what the students think. In this article, the answer lies with the students. When a teacher is effective in the classroom, classroom management issues are resolved.
       Secondary students responded to the question, with three answers. These answers were, caring attitude, knowledge of the subject and how to teach it, and classroom management skills. The responses came from 223 students from diverse settings; suburban, rural, low socioeconomic communities, middle class, ect.
       The first answer, caring attitude, is further defined by Haskivitz as having humor, flexibility and high expectations. He also goes on to say, “they must be “unsatisfied” and desire to be lifetime learners, be “unaccepting” of pat answers and challenge students and be “uncomforting” to keep students off balance.” This quote may seem to contradict the characteristics of having a caring attitude, but it does not. If a teacher really cares about a students education, they will challenge the student to reach higher levels of thinking. I know from my high school experience, teachers who expected higher levels of thinking in their classroom always had order. Students who know that teachers have high expectations for them, in return respect the teacher. Having a caring attitude in the classroom minimizes issues dealing with classroom management.
       Having a caring attitude goes much further than just challenging students, it also involves connecting with students. To listen to what a student has to say and to teach “for the mere satisfaction of making a difference in at least one students life.” Treating students like adults is huge. Students who know they are valued by the teacher have a sense of responsibility and will show that in the classroom. This too leads to effective classroom management.
       The second answer, knowledge of the subject and how to teach it, is also vital for an effective classroom. Teachers who “strive to make lessons applicable to our lives” and keep their “passion in subject expressive to others” keep students engaged. Students who enter a classroom knowing that they will learn through fun experiences and apply the knowledge they gained to their daily lives will be less likely to be off task because they will be to busy engaging in the lesson.
       The last answer, classroom management skills, goes hand in hand with the other two responses given. If a teacher has a caring attitude and treats students as valued members of society and teachers who are knowledgeable and know how to engage students in lessons are practicing effective classroom management skills. Sometimes issues in the classroom happen because teachers are too busy trying to be strict with lesson plans and staying up to speed with the curriculum. What teachers need to realize is that the students opinion and voice are what matter. When a students feels that a teacher cares about their education by spending extra time on a lesson or having an interactive conversation with the class, the classroom will be a positive environment for learning. Listening to what the students have to say, relating concepts to everyday life, and having respect for all, teachers will avoid classroom management issues.

WILLIAMS, P., SULLIVAN, S., & KOHN, L. (2012). OUT OF THE MOUTHS OF BABES: WHAT DO SECONDARY STUDENTS BELIEVE ABOUT OUTSTANDING TEACHERS>

Context for Learning

I am currently places at Shaw Middle School. Some special features that Shaw has are CAMP, which stands for Capable And Making Progress. The new program will provide additional academic instruction to struggling students, as well as a safe place for students to go after school.Gear up is another special feature. Gear up is a discretionary federal program that provides six and seven-year grants to education/community partnerships and states to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. There is also a program for parents of students called, SPRINT. The seventh and eighth grade students attend classes at Shaw Middle School. The program is based on the assumption that parents have the right to be involved in their children’s education, but also the responsibility to provide input for decision making in the program. Teachers, students, and parents work together as a team to help each student achieve his or her potential. Next year AVID will be added to the list.

Requirements that Shaw has are standardized testing. All students take the Washington State Assessment (MSP) each spring. Students for each grade level also take an assessment called MAP that is taken three times a school year to measure progress in reading and math. Eighth graders also take an assessment called Ready step, which is aligned with common core standards and is similar to an eighth grade SAT. Springboard is also a scripted curriculum that is followed. Lessons from the Springboard book do not have to be taught exactly as they are presented, but reading materials and curriculum is based off of Springboard. The district requires all language arts teachers to be complete with the Embedded Assessments within a particular time period and to send copies to the Administration Building of level 4, 3, 2 and 1 examples.

I am placed in an 8^th grade English classroom. In fact, it is the only class my coordinating teacher teaches. He has eighth grade English students for 5 periods each day. The instructional program we use is Springboard. There are not set texts. My classroom is equipped with a doc cam, computer, white board, and projector, all are frequently used. Each class is 55 minutes long and 50 minutes on Fridays. The grouping of students in classes has been done in many ways. At the beginning of the year, the seating charts are random. After understanding the students’ strengths, weaknesses and learning styles, the teacher will intentionally place them where there are many levels seated in each group. Groups will also be divided if students distract each other from the learning process. Grouping students in this way provides help to those who are struggling and leadership development for those who are able to help out struggling students. Together they form a team.

In my 6^th period class all students are eighth grade. There are a total of 18 students, 6 boys and 12 girls. 7 out of the 18 students know English as their second language. All students are able to complete their work, with the occasional help of a teacher’s aide or teacher. I am not sure of the percentage of students in the classroom eligible for free lunch, but the school as a whole is 85%.

edTPA Response

At the beginning of the edTPA layout, there is a short introduction that says where the framework came from and some basic instructions on how to read the TPA layout. I found this beneficial because it helped me to understand possible reasons why Eastern adopted this TPA layout. The instructions also helped to clarify what is expected when we write our own TPAs.

Under the first section, context for learning, the questions really help direct our focus on who we are teaching and not what we are teaching. Some questions really get me thinking. One that may often be overlooked is, “what are the represented socio-economic, cultural and ethnic backgrounds of the students and how might these influence planning, teaching and assessment?” This is a powerful question that can seriously affect the way we teach a specific lesson. I like that the questions really got me to focus on the students and the impact they have on preparing a lesson.

A part of the TPA layout that I always dread is the EALRs and GLEs. To be honest, I plan out my lesson, and then look for the standards that it covers. I believe that if we as future teachers are taking the time to plan out a lesson in detail, we do not need to consult with Washington standards because the odds are that we have hit many of them. It is just a waste of time to copy and paste the GLEs and EALRS on a TPA.

When I work on something, I often have a goal in mind. The same goes for the TPA. A section is allotted to established goals. I believe this is important because when we plan out lessons we should have something we are reaching for. To come up with goals helps to focus our lesson.

A section I always stumble on is academic language. I know it is important to list vocabulary words that the students will be learning, but I don’t quite understand what instructional language is. If it is supposed to mean, discussing, sharing ideas, asking questions and summarizing, I believe this is something that just comes naturally when we are teaching and interacting with the class, it does not need to be in a TPA.

Formative and summative assessments are two things that I put a lot of thought into when I plan out lessons. I believe this is a valuable part of a TPA and the questions are very clear in directing us in the way of student understanding. It is vital to have a formative or summative assessment that measures concepts accurately.

The TPA, as a whole, may be a pain to do, but it really does help. It focuses on many important aspects such as student voice, differentiated instruction, and lesson rational, all things that are key components to having a good lesson.

The TPA is a plan that we create before we teach the lesson. It prepares us in many different ways. I believe it would be beneficial if it had a section that was to be filled out after teaching the lesson. This way we could look back on it and be able to see that the lesson was a success or failure. Feedback is always good!