Several aspects of this unit have been field tested on a current class of cadet teachers. Samples of student work and classroom teacher evaluation of the work follow.

 

 

 Mini-Lesson #1 Weekly Reflections with Self-scoring Rubric Field Test

 

STUDENT WORK

by Carina  - Sunday, November 16, 2008, 10:46 PM

I have seen many tear filled eyes this week. By teaching in an elementary school, I probably should have been expecting to see a few teary eyed students. However, I did not expect to encounter a distressed student, a student who came to me before anyone else.   One day in the gym, my supervising teacher put me in charge of all the girls for our first activity. She instructed me to have them all stand in a circle while holding hands. As we all held hands in the circle, our task consisted of moving a hula hoop around our circle without breaking the circle. The ultimate goal of this task was to race the boys’ group to complete the circle first. The purpose of this game was to teach the students how to work as a team to complete certain tasks.   As we began this fairly easy task, one can only imagine how thunderous the kids became- even young children contain a competitive edge. The hula hoop slowly made its way around our circle of arms and it got to a pretty little girl named Gabriela. Because the other kids screamed at each other to move the hula hoop faster, this shy little girl felt that her classmates were yelling at her. She could not take this pressure and she began to cry. Being that my supervising teacher did not see this, I felt obligated to comfort her.   I walked over to her saying, “Its ok Gabriela, it’s just a game. They weren’t yelling at you I promise.” I also gave her a hug and stayed with her until she stopped crying.   This is only one example of a tear filled eye I’ve seen this week. Before I never thought I would have to deal with distressed children but I believe I handled it very well. I did not enjoy seeing the tears I saw this week but all children cry and as a teacher, I believe it is part of our job to keep our students happy. I believe this because happiness creates happy environments in which all people, whatever the age, would like to spend their time.   Self-assessment rubric:   Unacceptable  Possible Points per row: 0-16 Acceptable   Possible Points per row: 20-24  Target Possible Points per row: 25        Details Lacks description Adequate description  Vivid description  Focus No significant episode or clear focus Focus is on a significant event  Focus is on what learned from event  Depth Limited or no analysis or reflection; largely a listing of facts  Some thoughtful analysis and reflection. Analysis and reflection point to connections beyond classroom       Professionalism Three or more structural or mechanical errors  Fewer than three distracting structural or mechanical errors No distracting structural or mechanical errors  TOTAL POINTS:__95___

 

 

STUDENT WORK Sample Topic #2: Bullying by Ty - Wednesday, November 26, 2008, 10:00 AM

1) Describe a bully. Real or imagined. When I think of a bully I think of someone who is tall, strong, and mean. 2) At what ages do you think bullying peaks? I would say that bullying peaks in the latter part of middle school. 3) How do schools typically deal with bullies? I would say that schools usually deal with bullies either by suspending them from school of or by having a meeting with their parents. 4) The doctor is "dumbfounded" are you? Why or why not? I’m not really dumbfounded because as a student I have seen a fair share of bullying and the joy that it brings the one doing the bullying. 5) How might our methods of dealing with bullies shift, based on this new-found information? It might shift in the ways that the bullies are being disciplined. For example instead of ISS they might have to go to a special meeting just for bullying. Student Self-assessed Total Score : 90 Pounds Assessed Total Score: 75   Unacceptable Acceptable Target Details Lacks description 10 Adequate description 20 Vivid description Focus No clear focus. Questions not always answered. Focus is on answering the questions. 20 Focus is on what learned from the article. 25 Depth Limited or no analysis or reflection; largely a listing of facts or basic responses to the questions. Some thoughtful analysis and reflection 20 20 Analysis and reflection point to connections beyond classroom Structure Three or more structural or mechanical errors Fewer than three distracting structural or mechanical errors No distracting structural or mechanical errors 25 25

 POUNDS RESPONSE

Your answers show that you read and understand the article, but they lack in detail. Perhaps this type of reflection will not work, due to prior conditioning. My expectations are for you to use the information in the article as a springboard to your own thinking about bullies and how teachers work with them. Your entry shows no application of the knowledge you gained from the article. If your revise, give more thoughtful and thorough answers to the questions. The last question opens the door to personal application. Do you see bullies in Ms. Brady's room? If you get a chance, ask her if she does and what does she find as an effective way to work with them.

 

 

  

 Mini-Lesson #3 Belief Statements

 

Symbols and Belief Statements:

I believe that teaching shouldn’t just be about teaching students. I think that you should be able to connect with students on a certain level, while having a relationship with them.

 I believe that a teacher should give you something to take home and think about besides homework.

 I believe that the roots of education are bitter, but the fruit at the end is sweet.

 I believe that the classroom should be welcoming and inviting, giving the students a special place to express themselves.

 I believe that your whole heart has to be included in teaching, not just the money you make or the summers you get off.

 I believe that a poor doctor hurts 1 person at a time, a teacher hurts a whole classroom.

              This picture to me represents teaching perfectly. I think that no matter what child it is, they should always have an equal chance at education. Teachers should disregard whether the child is bright, dull, or a different color. Teaching should be about accepting each student without discrimination of any kind.    

POUNDS RESPONSE

Completion Checklist:

 14  A minimum of seven belief statements have been written (14 points possible).

  7   All of the belief statements are unique (7 points possible).

  5  A symbol/picture has been provided (5 points possible). 

  0  All belief statements have a clear connection to the symbol or picture (14 points possible).

  5   Elaborating details are provided about the picture (5 points possible).

_0_Source have been provided for each belief statement (7 points possible).

Yes   The final product has a professional appearance (potential loss of 10 points).

TOTAL: 31/52

Kelsey, Your belief statements and picture independently meet the requirements of this assignment. You have made good choices and have clearly communicated your beliefs. There are two problems to address when you revise this entry: 1) you have failed to connect your belief statements with the picture and 2) you have failed to cite your sources. You may revise this assignment.  My suggestion is that you revisit the example, study your picture, then rewrite belief statements that the picture illustrates. If you need help with this process, please stop by my office.  Mr. LBS