Overall, I think my lesson presentation went well. I believe I could’ve been more confident and could have increased group involvement more. I think I was strong with keeping students engaged and getting students involved in the lesson. In the future, I hope to be able to keep students engaged like I did in this lesson. Also, I feel like I could increase the theme use in my lesson. I believe that increasing the theme use in my lesson could help increase the attention gained from the students. Overall, there are many things I think I can work on, but I think that for my first time presenting a lesson, that it went better than I anticipated. I really enjoyed the lesson topic that I chose and look forward to teaching it to actual ag students in April.

The Tennessee Educator Acceleration Model (TEAM) is a rubric that was mandated to score teachers on how effectively they teach. There are multiple rubrics (ones for administrators, councilors, and teachers) that different positions are assessed. Teachers are assessed on three main topics, the planning of the lesson, the instruction of the lesson, and the classroom environment. To a person looking at the rubrics for the first time, it can be overwhelming. When two of the assistant principals came to talk to us about the rubric, it helped me better understand it. They both agreed that the environment section is the easiest to score, however the questioning section on the instruction rubric is often the hardest for teachers to do well on. Looking over the rubrics, I agree that the questioning seems very difficult, along with academic feedback, and critical thinking. I believe this evaluation tool, if used correctly could be beneficial to teachers. Teachers will only become better using this tool, if they are open to the comments and scores that will help them improve their teaching.

This week at practicum, I took attendance by walking around and looking at students’ names that are labelled on their desk, because I still don’t know all of them. In the fourth grade class, the one I took role in, I am only in there for around 20 minutes per day (2 days/ week) and kids are always coming and going in that particular class, so it has been difficult to learn names. In that class, I also got to observe students working out two step multiplication using the common core method (UGH), which is way more work than multiplication should be. I just let them pick a problem from a sheet with multiple problems, and then made sure they completed all the steps and worked the problem out correctly. In the SPED class that I go to on Mondays after the fourth grade class, I observed them practicing their sounds and adding a new sound to their list of sounds in their “sound pack”. They are SO good at doing their sounds. In the third grade class that I go to on Wednesdays after the fourth grade class, I helped a student finish her extra practice packet from an online source that they use. She really did not want to do her packet, which made it challenging, but I kept trying to accommodate to her attitude and behavior to help her correct and learn how to fix the work that she was struggling with.

I got the opportunity to do field experience at Monterey High School on December 11th and 12th. The teacher I observed and assisted was Mr. Vester. The classes that I got to be a part of were Ag Engineering, Ag Mechanics, Small Animal Science, and Agriscience. Although, we got out early on the 11th for snow and were two hours delayed on the 12th for snow, it was a very informative and helpful. For the first time ever, I can honestly say high school ag is where I am meant to be. I felt so comfortable and at peace while I was there. I got to help Mr. Vester create several formative assessments on the website Plickers for his Agriscience class to review for their midterm this week. He also used online curriculum on iCEV. One of the biggest challenges he said that he faced daily was keeping students engaged, which I had not really thought much about that. This is a new challenge that I am going to research, so when I get into my own classroom, then I will be prepared and be able to maximize students’ engagement. Overall, this experience was amazing!! I am so grateful and appreciative to everyone who made this happen. I finally feel at peace with my decision on what grade and subject area I want to teach. I am finally confident in my decision and plan on maximizing every opportunity that comes available to participate in field experience. This is truly an experience I will never forget.

In honor of Thanksgiving, here are some things I am thankful for in my life and in education:

I am thankful for lesson plans, to be able to create your own way to teach the standards that are required

I am thankful for future teacher friends, who continue to inspire me and motivate me.

I am thankful for school supplies, things so small, that make me so excited and happy.

I am finally, thankful for great teachers who have inspired me to continue in this profession and who have helped me be the person I am today and have loved me.

The first article, states that when parents are involved, students’ have a greater chance of success. It also says, that communication between parents and teachers has to be a two way street to succeed. The second article also states that communication between teachers and parents has to be a two way exchange to be successful and to benefit the students. The second article also shares that principals are a key element to encourage and help establish these two way exchanges.

My thoughts are teacher-parent communication, are that even though the students are older, parents are still responsible and beneficial for helping their child succeed. There is no age limit on success. Especially in higher grades, I feel like teachers don’t communicate with parents as much as they need to, or in some cases they don’t communicate at all. In my opinion, I feel like if teachers and parents continued to communicate, especially in higher grades, students will be present in class more often and want to succeed more.

Some of my ideas to keep parents communicating with me, as a teacher are: creating a Remind account with parents, sending emails to parents every 9 weeks (or more often if needed/desired), and texting feedback to parents twice a quarter to update them on their child’s grades and behavior.

https://www.tandfonline.com/doi/abs/10.1080/00094056.1991.10521602?journalCode=uced20

http://www.edpsycinteractive.org/files/parinvol.html

I only got one day of practicum this week due to being sick. When I returned on Wednesday, three kids from my fourth grade class transferred schools. It is very difficult for me to process how quick the turnaround is for students, especially at Jere Whitson. On Wednesday, I got to continue working with a student from my third grade class with the topics she struggles with Lexia. She is doing a great job, which leads me to believe that she didn’t do her best on Lexia, or she just needs a different approach or accommodation to help her persevere. I do not believe I am doing as much as I should be, so I am going to be getting in touch with my teachers. Overall, this week at Jere Whitson was great, and I look forward to next week!