2a.
Organizes, allocates, and manages the resources of time, space, and attention
I have progressed in this FEAP by planning lessons and sticking to a time limit for each
lesson. I know the students’ schedule and make sure when teaching, to stick to that schedule. I
plan the opening, development, and closing with enough time to complete the lesson, enough
time for students to complete their activity, and with enough time for students to transition to
their next task. I also have gotten better at using non-verbal cues, verbal interventions, and
attention-getting strategies. My CT’s attention getting strategy is “Class class!” and the students
say, “Yes yes!” I have performed this strategy with students and have gotten better at using it.
Below I have posted a picture of my CT’s signature showing I have completed this attention
strategy. I also posted a picture of a lesson plan I created using the gradual release process. This
process helps time each section of the lesson.
2b. Manages individual and class behaviors through a well-planned management system;
I have displayed management strategies when helping students transition into different
tasks and when transitioning to take students to different places. I have walked my students to
lunch and to specials. I sang students the line-up song and went over the expectations for
walking in line. I reminded students that their voices are off in the hallway and they have their
dolphin arms out. I have also picked up my students from PE and recess and have walked them
in line back to the classroom. To gain students’ attention, I used “Class class!” or said, “I am
waiting for a kindergarten line so we can go inside the building”. I have also use management
strategies while students are sitting on the carpet. Before I started a read-aloud, I said to students
“Show me how we sit like a kindergartener.” This is something my CT did, and it really helped
get students ready to learn and prepared their bodies and their minds. Below I have posted a link
to a blog. I wrote about a read-aloud I did and how I helped a student who was having a hard
day. It took her longer to sit on the carpet correctly, but I waited for her to be ready before
starting the lesson and used the non-verbal cue of eye-contact to get her to follow directions. I
also called on her to answer questions throughout the read-aloud especially when I was not sure
if she was on task.
https://jessicaharristeach.weebly.com/blog/reflective-inquiry-blog-2-classroom-learning-
environment-routine-read-aloud
2c. Conveys high expectations to all students;
I have conveyed high expectations to students throughout the day. While walking in line
and lining up, I always reminded my students of the hallway expectations. When performing a
read-aloud, I reminded students of the carpet expectations and went over the LEQ with students
so they knew what was expected of them. I also modeled to students what their setting should
look like. During a math lesson, I modeled what students should do when they go back to their
desks. I think modeling and giving them a good example of what their work should look like,
conveyed high expectations to them. I also conveyed high expectations to students during the
time they used technology. When students were getting their computers, I made sure to tell them
to carry their computer carefully, walk quietly back to their seats, and to be patient when waiting
their turn to get their computer.
2d. Respect’s students cultural, linguistic, and family background
Over the course of my internship, I have gotten to know each of my students individually
and have learned a lot about their families. I always try and ask each student how they are feeling
and am always ready to talk any student about anything going on home. Many of my students
also speak Spanish, and I have learned many non-verbal and visual cues my CT uses and have
also made sure to make each lesson as visual as possible. This includes doing things like a
picture walk. This really helped ELL students with the read-aloud lesson and showed them that
they can learn so much just by looking at the picture. Below I have posted a picture of me
performing a picture walk and asking students about the characters and setting.
2e. Models clear, acceptable oral and written communication skills;
I have modeled clear and acceptable oral skills by performing read-alouds with students
and by having conversations with students. During the read-alouds, I model how to ask questions
and how to answer questions in complete sentences. I have also modeled clear and acceptable
oral skills while helping students’ transition. I have also taught small groups with students
showing them how to write letters, sight words, and sentences. In math, I have modeled written
communication skills by showing students how to write a math equation and how to write
numbers correctly.
2f. Maintains a climate of openness, inquiry, fairness and support
I always started each day greeting every student at the door and saying, “Good morning”
and their name. I think this helped them feel safe and supported in the classroom. I also always
held the same expectations for all students. During lessons, I tried to help every single student
and checked on each student during the activities. I also always tried to call on each student to
answer questions. Below I have posted a picture of me walking around the room to help each
student while also passing out papers during their math activity after the lesson.
5a. Designs purposeful professional goals to strengthen the effectiveness of lessons based on
student needs.
The main professional goal I have wanted to strength this semester is classroom
management. I need to get better at using attention-strategies and getting every students’
attention before beginning a lesson. In topic 3, I discuss how I have gotten better at classroom
and behavior management.
https://jessicaharristeach.weebly.com/blog/reflective-inquiry-blog-2-classroom-learning-
environment-routine-read-aloud
5e. Engages in targeted professional growth opportunities and reflective practices
I discussed with Dr. Marasco, my supervisor, about my professional growth to get better
with classroom management. In a journal entry, I have reflected upon the fact that I need to get
better at management strategies.
