Felicia Louvet Childers

"Optimism is the faith that leads to achievement, nothing can be done

without hope and confidence." -- Helen Keller

childers70757@students.reinhardt.eduhttp://studentweb2.reinhardt.edu/psoe/

childers70757

Early ChildhoodEducation Major

Candidate Teaching Placement

• Little River Elementary School• Mrs. Brooke Meadows• 1st Grade classroom• Taught all subjects

Little River Elementary School

3170 Trickum RoadWoodstock, GA 30188• Old school opened in 1977 &

new school opened in 2008.• K—5th • 1,000+ students

– ½ Girls & ½ Boys– Approx. 20% receive free/reduced

lunch

• Community: Upper middle classwith lower class sections:a few mobile home communities,access to several large food chains, and access to grocery stores.

• Principal: Mr. Christian KirbyAssistant Principals: Abbey Philpot

Loraine Ward

Little River Elementary School Website

Mrs. Meadows’ Marine Life

• 27 students• Diversity:

– 13 boys– 14 girls18 Caucasian4 African Amer.1 Asian4 Hispanic 1 qualified Gifted

and 5 to be tested 5 RtI Students

Mrs. Meadows' Marine Life-Class Website

Our Class Schedule7:30 AM—7:55 AM Morning Work

8:00 AM—8:50 AM Math Compacting—Advanced Group

9:00 AM—9:30 AM Saxon Phonics

9:30 AM—9:45 AM Snack/Restroom/Story Time

9:50 AM—10:50 AM Reading & Reading Centers

10:50 AM—11:25 AM Grammar/Writing

11:30 AM—12:05 PM Lunch

12:10 PM—12:25 PM Recess

12:30 PM—1:20 PM Specials: PE, Art, Music, Guidance, & Library

1:25 PM—1:35 PM Pack-up/Restroom

1:35 PM—2:10 PM Social Studies/Science/Health

Thoughts & feelings during the first week:

•“I don’t really understand how this entire Candidate Teaching experience is supposed to work. How is it going to go smoothly by having a collaborating teacher who has never had a candidate teacher before?”

•“Open house is next week. What if I meet the parents and they get upset because they won’t accept me? What if they don’t want a candidate teacher teaching their children?”

•“My collaborating teacher doesn’t really say a whole lot to me. I wonder if she even likes me at all. Oh what a long 3-4 months this will be…”

Domain I: Planning for

Differentiated Instruction and Assessment

Planning for Differentiated Instruction and Assessment

Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.

Reflective Analysis:  How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

•Artifacts: Compare and Contrast-Reading Lesson Asking Sentences-Grammar Lesson Measurement: Weight-Math Lesson Pre-Assessment Activities

Compare and Contrast LessonPre-Assessment:

Asking Sentences LessonPre-Assessment:

Measurement: Weight LessonPre-Assessment:

Domain II: Providing Differentiated

Instruction and Assessment

Providing Differentiated Instruction and

AssessmentProficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.Reflective Analysis:  How did you utilize a variety of strategies to differentiate instruction and assessment?

•Evidence of Artifacts:– Activities that integrate technology– Photographs– Rubric– Classroom Management System

Compare and Contrast LessonStrategies used to differentiate instruction and

assessment:

Asking Sentences LessonStrategies used to differentiate instruction and

assessment:

Measurement: Weight LessonStrategies used to differentiate

instruction and assessment:

Evidence of integrating technology:

-4 desktop computers -Promethean Board

-8 laptop computers -Activote class set

Integrating Technology“Compare and Contrast

Lesson”Lesson Technology / Websites Used

“Compare and

Contrast”

•Promethean Board for brainstorming activity (Activate Student Prior

Knowledge)

•“Compare and Contrast” PowerPoint (Provide for New Knowledge)

Integrating Technology“Asking Sentences Lesson”

Lesson Technology / Websites Used

“Asking Sentences”

●Promethean Board used for giving Pre-Assessment PowerPoint Questions

(Pre-Assessment)

•BrainPop Jr.: “Types of Sentences” (Activation of Student Prior

Knowledge)

•“Asking Sentences” PowerPoint (Providing for New Knowledge)

•Promethean Board used for giving Post-Assessment PowerPoint Questions (Post-Assessment)

Integrating Technology“Measurement: Weight

Lesson”Lesson Technology / Websites Used

“Measurement: Weight”

•BrainPop Jr.: “Ounces, Pounds, and Tons” (Activation of Student Prior

Knowledge)

•Choice Board Activity #4: BrainPop Jr.: “Ounces, Pounds, and Tons” game &

PBS Kids: Poodle Weigh In game

Evidence of photographs: students using homemade manipulatives to participate in

alphabetical order lesson:

Evidence of using a rubric for a writing assignment:

Continued…evidence of using a rubric for a writing

assignment:

Continued…evidence of using a rubric for a writing

assignment:

Continued…evidence of using a rubric for a writing

assignment:

Evidence of using my own classroom management

system:

10 Tickets = 1 Prize

For example: Payton has 36 tickets for Treasure Box Friday. She has a complete total of 30

tickets so she will get to choose 3 prizes from the treasure box and will get to keep 6 tickets to help

start her out on the next 2 week’s earnings.

Domain III: Impacting Students

Learning

• Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.

• Reflective Analysis:  How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

• Artifacts:− “Compare and Contrast” Lesson Analysis of

Impact on Student Learning − Completed Checklist/Observation Report

Impacting Student Learning

Reflection Leading to Adjustments

“Compare and Contrast” LessonAfter meeting with supervisor and writing reflection, weaknesses identified

Weaknesses:•Needed to give more examples of how to compare and contrast things.

−“Ashley and Mason have on the same color of shirt. I am comparing the colors of their shirts.”−“Jace and Sofia both have hair but they have different hair styles. Jace’s hair is curly and Sofia’s hair is straight.

•Needed to get students’ attention to help begin the lesson more effectively and to help with being on time as well as helping with confusion.

−“Touch your nose, your head, your shoulders, your hips, and put a finger on those lips.”

•Needed to work on wrapping up the lesson/restating the lesson. Left students hanging or feeling confused…

Adjustments for “Compare and Contrast” Lesson

Reteaching:•Gave a more downsized version of the “Provide for New Knowledge” PowerPoint.

•Demonstrated and gave more examples of how to compare and contrast items and students in the classroom.

•Together as a class we read a passage on the Promethean Board about insects mainly focusing on two different insects: spiders and bees. Then together as a class we compared and contrasted on the Promethean Board using a Venn Diagram of how spiders were different than bees, how bees were different than spiders, and how bees and spiders were somehow alike.

•Then took time to work on the bee puppets that were started during the formal observation lesson the day before.

Completed Assessment Tools“Asking Sentences” Lesson

FORMAL OBSERVATION ONGOING ASSESSMENT

Name Well Not Well

William   √

Ashley √  

Sebastian √  

Olivia √  

Kaden √  

Jordan √

Mason   √

Tools:•Observational Checklist•Popsicle sticks•Monitored specific information while teaching

•All ongoing assessment information helped to me to write a reflection over this lesson.

•Altogether helped me pick out my strengths and weaknesses.

Completed Assessment Tools“Measurement: Weight”

LessonFORMAL OBSERVATION ONGOING

ASSESSMENT

Name Well Not Well

Sophia √ 

Jeremiah √ 

Emily S. √  

Alyssa √  

Emily J. √  

Kayla √  

Kaden √

Tools:•Observational Checklist•Popsicle sticks•Monitored specific information while teaching

•All ongoing assessment information helped to me to write a reflection over this lesson.

•Altogether helped me pick out my strengths and weaknesses.

Domain IV: Professional Responsibilities in Support of Differentiated Instruction and Assessment

Professional Responsibilities• Proficiency 4.0: The teacher candidate displays a professional

commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning.

• Reflective Analysis:  How did you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching? • Artifacts– Professional Development Activities– Professional Organization Membership– Teaching Philosophy: Then and Now– Evaluation of Last Formal Observation

Professional Development Activities • 27 Parent/Teacher Conferences

• 14 Grade Level Meetings

• 2 RtI Meetings

• 1 IEP Meeting

• 5 Faculty Meetings

• chaperoned on Field Trip

• 27 Parent/Teacher Conferences

• 14 Grade Level Meetings

• 2 RtI Meetings

• 1 IEP Meeting

• 5 Faculty Meetings

• chaperoned on Field Trip

Professional Organization Membership

Teaching Philosophy

Then

•Importance of having

Kindergarten

•Attendance in school

•Race or ethnicity should not be

an issue

•Education should improve in a

student as well as a teacher

•I am an eclectic teacher with an

all around personality

•Some differentiation , not too

much

•Responding to student needs

Now•Some major points of old philosophy

still stand for me; I learned more as I

went on through the PSOE program•DATA (Differentiated Approaches to

Teaching and Assessment)•Differentiation is a MUST unlike the

way I had thought before•Nurturing personality for a safe and

caring learning environment•Hold high expectations for all students and treat them with respect

and dignity

•Use of standards, ongoing assessment, and learner differences

to help reach all students•Importance of reflecting on learner

progress and reteaching •It is my duty as a teacher to mold

and shape minds and to be a role model

Evaluation of Last Formal Observation

Evaluation of Last Formal Observation continued…

Evaluation of Last Formal Observation continued…

In Conclusion…

Continued Development•Substitute teaching (starting in January)•Keeping up with current events

•Reading articles and journals

•Attending conferences about how to be a better teacher.

•Continuing my education with Special Education certification, Masters in Early Childhood Education,

and continuing endorsements

•Substitute teaching (starting in January)•Keeping up with current events

•Reading articles and journals

•Attending conferences about how to be a better teacher.

•Continuing my education with Special Education certification, Masters in Early Childhood Education,

and continuing endorsements

My Advice to Student Teachers and Future Educators

•ALWAYS plan ahead•Prepare for anything AND everything•Be prompt, reflection of being

a fine educator•If you’re having a bad day, PUT ON YOUR GAME FACE •Learn to be patient•Learn to be flexible•Can never ask too many

questions because you’re still

a “student” and not yet a teacher•Keep your mouth shut and

your ears open•Be respectful, kind, and courteous to EVERYONE•And… remember that everything happens for a reason

•ALWAYS plan ahead•Prepare for anything AND everything•Be prompt, reflection of being

a fine educator•If you’re having a bad day, PUT ON YOUR GAME FACE •Learn to be patient•Learn to be flexible•Can never ask too many

questions because you’re still

a “student” and not yet a teacher•Keep your mouth shut and

your ears open•Be respectful, kind, and courteous to EVERYONE•And… remember that everything happens for a reason