So I have a new job - and it is a pretty busy job. I am a Technology Integration Specialist for a local Elementary school. I am basically an "IT" person. I never thought I would have a job like this. I have experienced many opportunities to supervise classrooms for teachers in all grade levels. I have narrowed down my desired grade level from any elementary grade, to 1st - 4th.
When it comes to integrating technology into the student's education, well that's the easiest part of my job. I just have to make sure all of the technological equipment stays up and running and fill whatever needs may arise. I've created numerous power-point presentations, movies, document templates, and printable materials for teachers and administrators.
I'v also amassed a large quantity of teacher created materials and printable documents.
My favorite part about my job is the ability to teach in a classroom for a brief period of time. I've been provided with an opportunity to fine-tune my teaching ability, but really flex my teaching "muscles" as well.
Over the past few months I've spent time getting to know my teachers, administration, and students. Overall, it's a great job that will hopefully help propel me into a classroom position.
Tuesday, December 13, 2011
Thursday, August 18, 2011
Reflections on my first week working at a school...
Though I am not a teacher, I love working at my school and with the staff and students. It is a fast=paced environment and I am never bored. The amount of activity makes the day go by quickly. The teachers, students, and staff make it all worthwhile.
I am looking forward to learning more and more about teaching methods, classroom dynamics, and different grade level attributes.
I am looking forward to learning more and more about teaching methods, classroom dynamics, and different grade level attributes.
Thursday, August 11, 2011
Native Americans in the Western Hemisphere
Subject: Social Studies
Activity Length: 30 minutes, over 3-5 days
Materials Needed: Library Books, Scott Foresman Social Studies pages 108-113, Bookmarks for Research.
Objectives: Students will be able to identify and compare Native American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived.
Focus Activity: Students brainstorm for a few minutes on how their lives are different than a Native American’s life.
Instruction / Guided Practice: Teacher will model an example of the double bubble map comparing their live to that of a Native American’s. (Compare food, government, house, location, occupation)
Sample Questions, students will help decide what questions to ask...
• Where did the civilization exist?
• What year did the civilization “begin”? “End”?
• Why did the civilization end?
• What were the religious customs?
• What types of buildings did they have?
• How did the people eat? Did they farm? Hunt? Fish? Use a combination?
• What clothing and adornments did they wear?
• What did they do for fun?
• What jobs did the people have?
• What was the family unit like?
Check for Mastery / Understanding: Students will contribute to the class double bubble.
Independent Activity: Students will split into 4 groups where they will research 1 tribe either from the US, or the Incas, Mayas, or Aztecs. They will then compare it to another one of these tribes. Info that should be researched: where they lived, form of government, the types of homes they lived in, how they lived, how their lived changed. They will create a double bubble map where they write information on the bubbles, and draw a picture on the outside of the bubbles.
Evaluation / Assessment: Check to see that the information and pictures accurately portray the lifestyle of the tribe that was researched. The group gets a grade.
Enrichment: Students who finish early may utilize BrainPOP or the District's Bookmarks for Research for further learning.
Inferencing with The Wall
Lesson Title: Inferencing
Materials Needed:
-a copy of The Wall, written by Eve Bunting and illustrated by Ronald Himler
-paper for 3-2-1 activity (can be in journal)
-Internet access (optional)
Content Objectives: Students will learn about the Vietnam War by responding to the words, illustrations, and symbolism in Eve Bunting's The Wall. Make inferences based on the book's illustrations.
Language Objectives: Identify and discuss how the book illustrates themes. 3-2-1 Activity.
SIOP Component: KWL Chart
Focus Activity: Ask the students if they have ever been to Washington DC
Instruction: Questioning with "Infer with text clues" pgs. 24-25 from the toolkit
Guided Practice/Check for Mastery: Start with the KWL chart, make the chart together. (Modeling) Teacher puts 1 item in each row. Students discuss as small groups, adding 1 more item to each row, students share.
Check for Understanding: Call on 5 students/groups to add to the chart
Independent Activity:
Closure: Teacher will re-display the pictures and have the students write in their journals.
3-2-1 Activity. Students will write 3 things they learned, 2 things they found interesting, and 1 thing they still have a question about.
Evaluation/Assessment: The 3-2-1 activity in their journals.
Enrichment: students may visit websites about the memorial.
Resources: http://www.educationworld.com/a_lesson/03/lp313-03.shtml
3-2-1 Activity for Inferencing
1. Write 3 things you learned about the Vietnam War Memorial.
2. Write about 2 things you found interesting about the Vietnam War Memorial.
3. Write 1 thing you have a question about the Vietnam War Memorial.
Friday, July 15, 2011
Science Lesson Plan - Water Cohesion
Lesson Title: Drops on a Penny
Lesson Length: 3 days, 45 minutes each
Materials Needed: Pennies, water dropper, liquid soap, cups, plates, tweezers, water, small counting cubes
Objectives: Students will be able to understand the science process by observing and recording data from their investigation.
Vocabulary: Water cohesion, surface tension
Focus: Class discussion: Teacher has a clear cup with water, filled to the top of the cup. Teacher has about 50 small counting cubes. “How many cubes do you think I can put in this cup before it overflows?” Class offers answers, discusses, teacher places cubes into the cup one at a time as the students observe.
Instruction: Teacher reads the worksheet labeled Drops on a Penny Lab. "Will someone in the class tell me how many drops of water you think will fit on this penny?"
Guided Practice: Teacher explains the lab set-up and procedures to the students. Instructions are on each table. Students make their predictions.
Check for Mastery: Teacher asks the students to verbalize what they saw during the experiment.
Independent Practice: Students explain in their science journals what they observed during the lab and draw a picture labeling the appropriate parts.
Closure: Class comes back together and discusses what each group observed. Follow with higher-level questioning.
Enrichment: Water cohesion video
Evaluation / Assessment: Teacher will engage in discussion with the students and evaluate their journal entries.
Schedule of Lesson: Day 1: Open the lesson with the students observing the first experiment. Class will complete and discuss water cohesion and surface tension worksheet.
Day 2: Teacher will review with students the experiment from Monday, review vocabulary. Begin the Drops on a Penny lab.
Day 3: Teacher will lead a discussion with students about what they observed during the lab. Students will write in their science journals what they observed during the lab, and draw a picture, and label the picture appropriately.
Teaching Philosophy
I believe that as teachers, we have the pleasure of helping pave they way for student success. Working alongside parents, administrators, and community we help show our children a pathway lined with compelling challenges, dependable resources, and innovative solutions.
I believe that I will make an extraordinary addition to the any educational team. I have always been an positive team player who loves to provide encouragement and enjoys working with others. As educators we never stop loving to learn and should always focus on growth in our own right. Our first priority should be growing life long relationships with our children, as their education and emotional needs are our responsibility. I believe that once these relationships have been built, educators can ensure that the students are receiving the education they truly deserve.
I am a very organized, energetic, and have friendly personality. Therefore, I feel that a well structured classroom along with engaging and student focused teaching methods would best serve all students. With preparation and resourcefulness this can be achieved. I feel a successful classroom would integrate thematic lessons, differentiated learning, cooperative group activities, modeling, scaffolding, and clear expectations and objectives.
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