FEAPS 2d. Respects students’ cultural linguistic and family background 2e. Models clear, acceptable oral and written communication skills 2g. Integrates current information and communication technologies This is an email that I drafted to send to parents right before report cards came out. The email was short and concise, getting directly to the point. My collaborating teacher said that from her experience, shorter emails are better that way words do not get misconstrued through text. The email started with a positive note about the class and then went into informing parents about report cards, and then finally explaining what is expected of students. According to our text, building proactive family relationships leads to students achieving higher grades, better attendance, and an overall positive attitude about school (Levin & Nolan, 2014). Keeping parents informed about report cards not only holds students accountable, but keeps parents and teachers on the same team, which is ultimately to make sure that students are successful. Having parents continued support in the classroom is important for student success.
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc.
0 Comments
The learning environment in my field placement is very engaging and focused on the student. The teacher's role is to give students the tools they need to be successful. The student's role is to use these tools to be the best learners that they can be. Students have access to a variety of materials (technology, manipulatives, diagrams, supplies, etc) to help facilitate their learning and to help them have a better undertsanding of topics that they are learning about. During whole group lessons, students are encouraged to talk to their shoulder partners and collaborate on assignments.
In my field placement, there is a very diverse group of learners. There are students that require Tier I and Tier II intervention in reading and math. There are also students who have Autism Spectrum Disorder. One of the students was nonverbal when they first started elementary school and now she is in a mainstream classroom. Other students have different educational plans mapped out for them based on learning disabilities or behavioral problems, such as ADHD. With this, there are a lot of students who require one-on-one or small group attention on a daily or multiple time a week basis to help ensure that they are being successful in the classroom. In my field placement classroom, I am already working with my field placement teacher to help the students who have extra needs. Once a week I have a small group with Tier II intervention students to help them with reading skills. During whole group lessons, I have four students sit at my table in a small group to make sure that they are following along and undertsanding the lesson. I also work one-on-one with three different students who are sturggling in the classroom but do not have formal educational plans yet. The goal is that the data I collect from working with them, will help get a formal plan in place for them so that they can continue to be successful in middle school and not fall through the cracks. |
AuthorDanyelle Estill Archives
December 2016
Categories
All
|