fillers portfolio
DESCRIPTION
ÂTRANSCRIPT
Initial Level
The Developmental Teaching Portfolio
Chelsea Fillers
Initial Level
The Developmental Teaching Portfolio
Chelsea Fillers
Elementary Education
Department of Curriculum and Instruction
Clemmer College of Education
East Tennessee State University
Spring, 2014
Table of Contents
SECTION ONE: BACKGROUND INFORMATION
Introduction
Working Resume
Statement of Philosophy
Program of Study
Unofficial Transcript
ACT or Praxis I Scores
SECTION TWO: SELECTED ENTRIES
Planning and Teaching Strategies:
Bloom’s Taxonomy Assignment
Lesson Plans
Actual Teaching:
Assessment and Evaluation:
Performance-Based Grading Rubric
Learning Environment:
Guided Observation #1- Contextual Factors
Guided Observation #2 – Physical Arrangements
Guided Observation #4- General Procedures
Professional Growth:
STEA Membership
Praxis 1 Workshop
Communication:
Letter to Parents
PBL Project
SECTION THREE: PROFESSIONAL EVALUATION
Field Placement Journals
Field Placement Evaluations
Timesheets
Concluding Reflection
Section One:
Background Information
Introduction
My name is Chelsea Fillers. I am currently working to get my Associates of Science degree in
teaching. My focus is Elementary Education K-6 at Walters State Community College. I will
continue my education at East Tennessee State University for two years. I plan to graduate from
Walters State Community College in May 2014. I am eager to start my teaching career and help
students explore their passion for learning. This is my Developmental Teaching Portfolio that
shows artifacts from my educational journey to gain my Associates of Science degree. The
information in this portfolio will show my learned experiences, hands on experiences, and
methods about teaching that I have learned throughout my schooling. This portfolio is just the
beginning of my teaching path. I look forward to adding to this portfolio and to the material I
have already obtained during my time at Walters State Community College. This portfolio will
be a helpful reference for ideas and advice I received during my education that I can apply daily
during my teaching career. Teachers are surrounded with many resources to use for material and
advice. This portfolio will be another one to add to my list of resources. I have high hopes for my
future in teaching and very eager to grow and learn as a professional.
Context Statement
Type of Artifact: Resume
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is a copy of my resume.
Chelsea Dawn Fillers
1210 Horse Creek Park Road
Chuckey, TN 37641
(423)426-4359 / [email protected]
Professional Objective: To teach and guide children in our elementary schools.
Education:
2014-2016 Bachelor of Science in Elementary Education
East Tennessee State University
2009-2014 Associate of Science in Elementary Education
Walters State Community College
2005-2009 High School Diploma, Chuckey-Doak High School
Related Educational Experience/Professional Experience:
Spring 2014 Service Learning, Hal Henard Elementary School
First grade
Spring 2014 Service Learning, Hal Henard Elementary School
CDC Kindergarten- Fifth grade
Spring 2013 Service Learning, Hal Henard Elementary School
First grade
College Related Professional/ Academic/ Service Activities:
2013-2014 STEA Member
Additional Work Related Experience:
Jan. 2012-14 Greeneville City Schools, Greeneville, TN
Extended School Program Site Director
Nov. 2012-13 Children’s Center, Greeneville, TN
Substitute Teacher
Nov. 2012-13 Children’s Center, Greeneville, TN
Volunteer
June 2010-11 Signature Healthcare, Greeneville, TN
Rehab Tech
Placement File:
Please contact the ETSU Career and Internship Services Office.
Website: http://www.etsu.edu/careers, BucLink
TEL: 423-439-4450
FAX: 423-439-6176
Context Statement
Type of Artifact: Philosophy of Education
Date: Spring, 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my Philosophy of Education paper that I wrote in EDUC 2300
Introduction to Education class.
My Philosophy of Education
There cannot be effective teachers without student learning. Teachers and students are a
partnership neither; one can succeed without the other. Negative attitudes in the classroom
can drain the creativity from students. Effective teachers are supposed to be the provider of
positive attitudes and upbeat energy in the classroom. Teachers should strive to raise the bar
for their students. To get the best efforts out of students, you have to raise that bar and
demand higher expectations. The most effective teachers are the ones who are continuously
learning. There are new ideas and techniques being revealed every day. Teachers are shaping
the mind of the future. To be an effective teacher they must be positive, have high
expectations, and be a lifelong learner.
Positivity in the classroom can go a long way. Every teacher will have a student that
comes to class with a negative attitude, and it is up to the teacher to counteract it with
positivity. Teachers can make a difference in the world and students’ lives with their
positivity. Positivity is inspiring, encouraging, and breeds creativity. Keep the students
engaged with a positive attitude. Teaching is most effective when students are motivated to
learn and achieve the highest achievements possible in the classroom. Some students come
from a household full of negativity, so the small amount of positivity they retrieve could
come from you. Just imagine the roads you could pave for students with optimism in your
classroom. When a teacher shows students positivity, it also allows the students to feel
comfortable with the teacher. Positivity helps an effective teacher become the teacher
students know they can turn to for assistance. Students expect to see their teachers in the best
upbeat mood every day. Effective teachers do not let their students know anything is wrong
or going on with them. When I was in elementary school, I never saw my teachers upset;
they always showed up in the classroom with the best positive attitude for the students.
Teachers are there for the students; not to broadcast their lives. Effective teachers put on their
positivity mask as soon as they walk through their classroom door.
Effective teachers set the bar high for students. Effective teachers realize that the
expectations they set for their students will affect their achievements greatly. Students will
give teachers as much as the teacher asks for, and they usually will not give more than what
is asked of them. An effective teacher knows to set those expectations high because he or she
knows the students can reach those expectations. Teachers should have confidence in their
students and their abilities. Most students have this urge to please adults; therefore they will
want to please their teacher and will attempt to do what it takes for that. If you want to be an
effective teacher, set those expectations high and show your students they can achieve
anything they put their mind to. It should not matter if a student makes a hundred on a test
numerous times or a fifty, he or she should be given positive reinforcement. By setting
positive expectations for students will help them have proper motivation that they may not
receive at home. As a teacher, you may be the only one that is pushing your students and
encouraging them to excel.
Effective teachers are active learners. Although teachers are teaching their students; they
are also learning new techniques and ideas daily. An effective teacher is always looking for
new references to learn from. Teachers have to learn new material just like students. The
learning process never ends. An effective teacher is learning new ways to present material to
students that will best fit their learning styles. The effective teacher is the one searching for
new ways of teaching and new technology to use in the classroom to help better the students’
education and learning abilities. Effective teachers love to learn just as much as they love to
teach. If teachers continue to improve their knowledge, then they will be better prepared to
teach students.
Teaching in itself can be a challenging job but doing what it takes to be an effective
teacher makes the job that much harder. Success in the classroom does not just happen; it
takes a special dedicated person to make progress. Effective teachers will know how to help
their students succeed and the attributes listed in this paper is a well way to get that success.
Teachers need positive attitudes in their classroom to help the students be enthusiastic about
learning. Students often set high expectations for their teachers, and in return, teachers should
set high expectations for the students. Effective teachers need to push their students to the
limit and help them portray their best efforts. There are all kinds of new information being
introduced to the world every day, and effective teachers are the teachers that are learning
this new information. Learning never stops. To become an effective teacher one needs to
think like an effective teacher.
Context Statement
Type of Artifact: Program of Study
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my program of study from ETSU showing the classes I have had.
Context Statement
Type of Artifact: Transcript
Date: Fall 2009- Spring 2014
Courses: All Courses
Description: This is an unofficial copy of my current transcript.
Context Statement
Type of Artifact: Praxis I
Date: November 2013-December 2013
Courses: All Courses
Description: This is a copy of my Praxis I.
Section Two:
Selected Entries
Planning and Teaching Strategies:
Context Statement
Type of Artifact: Bloom’s Taxonomy Activity
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300
Introduction to Education.
Name: Chelsea Fillers
Date: March, 2014
Class: EDUC 2300 Introduction to Education
Semester: Spring, 2014
Bloom’s Taxonomy Activity
1. Targeted grade level: Second Grade
2. Subject Area: Math
3. Specific content to be taught: Addition of two digit numbers.
4. Questions:
a. Remembering
1. What is addition with two digit numbers?
2. How would you show an addition problem with two digit numbers?
3. Can you recall how to do an addition problem with two digit numbers?
b. Understanding
1. Will you tell in your own words how you found the total for an addition
problem with two digit numbers?
2. What is the idea of addition with two digit numbers?
3. What can you tell me about addition with two digit numbers that shows
what you know?
c. Applying
1. How would you use addition with two digit numbers outside the
classroom?
2. How could you show you understand addition with two digit numbers?
3. How could you create a graph to show addition with two digit numbers?
d. Analyzing
1. How could addition with two digit numbers be related to daily tasks?
2. What conclusions can you create about addition with two digit numbers?
3. Why do you think addition with two digit numbers is important to learn?
e. Evaluating
1. What thoughts do you have about addition with two digit numbers?
2. Based on what you have learned, what can you tell about addition with
two digit numbers?
3. What tools can you use to solve an addition problem with two digit
numbers?
f. Creating
1. Design a way to teach an addition problem with two digit numbers?
2. Design a creative way to teach addition with two digit numbers?
3. Design a model that will show an addition problem with two digit
numbers?
Context Statement
Type of Artifact: Lesson Plan Assignment
Date: Spring, 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my Lesson Plan Assignment we did in EDUC 2300 Introduction to
Education.
Name: Chelsea Fillers
Title of Lesson: Miss Fillers’s Grocery Store
Grade: Second Grade
Date: March 2014
Materials Needed:
Plastic bags
Paper money
Grocery items
Shopping list with two columns
Goals:
The students will learn how to add and subtract money.
The students will learn how to add two digit numbers with regrouping.
Objectives:
Students will be able to add two digit numbers with regrouping.
Students will work with a partner to practice adding with two digit numbers.
Instructional Procedures:
I will ask the students if they would like to go grocery shopping at Miss Fillers’s
Grocery.
I will tell the students there are a number of items throughout the classroom with price
tags on them.
I will pair them with a partner and together they will have $50 in paper money to spend
on groceries.
Each team will be given a shopping list with two columns.
In one column they will record the item they buy, and in the second column they will
write the price of the item.
They may get as many items as they like, adding the prices as they go.
They may not spend over $50.
At the end of their grocery shopping, they will add up their price and get the total they
spent.
Questions:
(See Bloom’s Taxonomy assignment)
Closure:
Towards the end of the class, I will ask the students to return to their desks with their
shopping list.
I will ask the students for their totals and see which team was the closest to spending all
of their money.
I will ask the class to explain to me what we did today and what important addition rules
they learned/reinforced through their grocery shopping.
Adaptations to meet Individual Needs:
The Resource students will be paired with an advanced level student.
Evaluation Assessment:
See attached rubric
Actual Teaching:
Assessment and Evaluation:
Context Statement
Type of Artifact: Rubric
Date: Spring, 2014
Courses: EDUC 2300 Introduction to Education
Description: This is the Rubric that goes along with the Bloom’s Taxonomy Activity we
did in EDUC 2300 Introduction to Education.
0 1 2 Score
Participation Did not give ideas for the
Venn Diagram
Gave one or two ideas for
Venn Diagram
Gave at least three
ideas for Venn
Diagram
____ / 2
Attitude/
Cooperation
Bad
attitude/ did not want to
cooperate with partner.
Decent
attitude/ had to be
reminded of how to work
with partner.
Great
attitude/ worked well
with partner.
____ / 2
Listening Skills
Did not listen to
directions.
Listened, but was
disruptive.
Listened with no
disruptions.
____ / 2
Addition of Prices
No prices added up
correctly.
1-2 prices added up
correctly.
All prices added up
correctly.
____ / 2
Shopping list
information
No items put
on the
correct side.
1-3 items
put on the
correct side.
All items are
in correct
place
____ / 2
Questions
(3)
None
correct.
1-2 correct. All correct
____ / 2
Total Score ____ / 12
10-12 = Excellent
7-9 = Good
5-6 = Satisfactory 3-4 = Needs Improvement
0-2 = Unsatisfactory
Learning Environment:
Context Statement
Type of Artifact: Guided Observation #1
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is Guided Observation 1 of this class that I did my service learning for
EDUC 2300 Introduction to Education.
Guided Observation #1 – Contextual Factors
Name: Chelsea Fillers
Date: Spring 2014
Course: EDUC 2300 Introduction to Education
School: Hal Henard Elementary School
Interview your mentoring teacher to obtain the demographics about the school. Write
a response for each question in a paragraph format.
1. Record the number of males, females, and ratio of ethnicity within the
classroom. The classroom I was assigned to during service learning was not a very big class.
There were fifteen students in the classroom. All together, there were six girls and nine
boys. Mrs. Jones had three African American students in her class. The rest of the
students were Caucasian.
2. What are the development levels of the students within the classroom you
are observing? I did not notice any students that had problems with any of the material Mrs.
Jones was teaching. All of the students stayed in Mrs. Jones class all day with her for
their education. When I asked Mrs. Jones how well her students performed academically,
she stated how all of her students were on track. Only a few of them may need a small
amount of help getting some of their assignments done.
3. How is the instruction modified to meet the diverse needs of the students? Mrs. Jones does well with breaking down her lessons step by step for all the
students in the classroom. She takes her lessons slowly so that each of the students can
focus and understand the material. Mrs. Jones has daily stations for different subjects.
The reading center is where she spends most of her time so she can assist the students
with words and make sure they stay on track. When Mrs. Jones was teaching the class,
she would do a worksheet with the students on the smart board for mathematics, and then
the students would do their own worksheet afterwards during the mathematics center.
4. Research the school and the Tennessee State Government web site to
obtain information about the school community, school report card, and
school population. Hal Henard Elementary School serves students in Greeneville, Tennessee. They
currently have three hundred and fifty students enrolled. It is the largest of the four
elementary schools in Greeneville. This school serves grade Pre-kindergarten through
fifth grade. Hal Henard Elementary School is a Title 1 school. There are one hundred and
seventy five female students and one hundred and ninety five male students. Hal Henard
Elementary School’s TCAP test scores for the year of 2012 was fifty-eight in
reading/language and social studies, fifty-seven in science, and fifty-six in math.
5. What are the specialized programs/activities found within the school that
would assist special needs children, those who need enrichment activities,
or remediation? List the specific programs that are available. Hal Henard Elementary School provides occupational, speech, and physical
therapy for children with special needs. They also have RTI interventionists for the
students. There is a CDC class and a resource teacher that goes into the classroom to help
students in certain subjects. There are also before and after school programs for students
who need some extra help in certain areas. The before and after school program is
ACCESS which the teachers are in charge of.
Context Statement
Type of Artifact: Guided Observation #2
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my Guided Observation number two that I completed while doing
my service learning with Mrs. Jones at Hal Henard Elementary School.
Guided Observation #2 – Physical Arrangement
Name: Chelsea Fillers
Date: Spring 2014
Course: EDUC 2300 Introduction to Education
School: Hal Henard Elementary School
Instructions for the Observer: First, draw a map of the classroom you are observing, including
seating arrangements, placement of furniture, computers, telephone, and other equipment. Give
a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional
displays, management, and motivational elements. Then design your own perfect classroom.
1. Draw classroom map:
2. Effectiveness of:
a) Technology:
Mrs. Jones has two types of technology equipment set up in her classroom. She has
computers in the corner of the room for students to use. The students use the
computers to take AR test to gain points for reading books, and then they use them
for online assignments. At the front of the classroom, Mrs. Jones has a smartboard.
She uses this board in her daily lessons. The students are also allowed to write on it so
they can also be involved in the lessons.
b) Traffic Patterns:
The students’ tables are set up pretty well throughout the classroom. They are spread
out well enough that the students can get through the class with no problem. Mrs.
Jones’s desk is set to the side of the classroom where she can see every table well.
Her desk is also not in the way of the students. She has it set far enough back,
because she does not really use it; she moves around through the class. I believe her
classroom arrangement is set up positively for the students, because it gives them
plenty of space and allows them to move through the class easily. Each of the
students can see the board well, and the teacher can see each of the students. She also
has a discipline chart up that the students can see at any time to help motivate them to
do well in class with their behavior.
c) Instructional Displays:
On one of the walls in Mrs. Jones’s classroom, she has a word wall. The word wall
has the students’ sight words on it for the students to see every day. The students use
these words in their daily work each week. At the front of the classroom, she has a
schedule hanging up. This helps the students know where they are suppose to go
throughout the day and what they will be doing. Mrs. Jones does not have a bulletin
board in her classroom. She has a few charts on the wall that describes how to say
certain types of words and the meaning of the words. For the most part, the
classroom is not very decorative on the walls.
d) Classroom Management:
Mrs. Jones manages her class very well. The students respect her and listen very
well to what she asks them to do. The students know what she expects from them. I
never saw her have to ask the students more than once to do something. She would
reward them at the end of the day with longer play time as long as their work was
finished. Any time a visitor would come into the classroom, the students would sit
quietly and work on their assignment. Mrs. Jones could go to the door and talk to the
visitor and know that her class would not get out of control. I believe her trust in
them made the students behave even better. The students respect her for trusting
them to do what they were supposed to. If the students have unacceptable behavior,
they have to pull a person, which represents themselves and makes them miss out on
play time or other rewards she may give them. I think a huge bearing of control in
Mrs. Jones’s classroom is the respect. She respects the students, and they respect her
in return. Also the tone of her voice, I noticed she never raised her voice to the
students. I think this helped, because some students will just refuse to do anything if
they are yelled at.
e) Motivational Elements:
There is a reward system set up for the whole school. Students have a SOAR chart,
and if they get their name on the SOAR chart three times in a week, they do not get
to participate in the SOAR party on Wednesday. On Wednesday, the students can
choose a class to go to at the end of the day all throughout the school, and each class
has some kind of activity set up for the students. I noticed Mrs. Jones would brag on
her students to the other first grade teachers and have the other first grade teachers
come into the class to tell her students how great they were for doing an assignment
well. This made the students so proud of themselves and wanting to work that much
harder to do well.
3. Draw your perfect classroom:
Context Statement
Type of Artifact: Guided Observation Four – General Procedures
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my Guided Observation three that I completed while doing my
service learning with Mrs. Jones at Hal Henard Elementary School.
Guided Observation Four – General Procedures
Name: Chelsea Fillers
Date: Spring 2014
Course: EDUC 2300 Introduction to Education
School: Hal Henard Elementary School
1. What routines have been established to take attendance, deal with
previously absent students, and handle tardy students?
Mrs. Jones reports her attendance each morning to the front desk. She calls the secretary
and informs her of which students are not present. The secretary then will call the students’
parents to find out why they are absent. Once the secretary finds out, she will report back to
Mrs. Jones. Mrs. Jones gets the students’ work ready for the parents to pick if the student is
going to be absent more than one day. If the student is only absent one day, then he or she
will make the work up with a teacher’s assistant when returned to school. When a student is
absent, he or she will just join where the class is in their lesson and catch up later on in
the day with the teacher’s assistant. This usually happens during play time at the end of the
day.
2. What observations can you make about transition times, i.e. changing
from one activity to another?
Mrs. Jones does very well with keeping the students on track when transitioning from one
lesson to the next. She gives them a certain amount of time to put their things away from the
previous lesson and get their things out for the next lesson. The students know if they do not
listen then they will get their name wrote on the SOAR chart. While the students wait for
special class teachers to come get them, Mrs. Jones will play some type of quiet game with
them. The students’ schedule is spaced out enough that they have plenty of time to transition
from one activity to the next without getting out of control.
Professional Growth:
Context Statement
Type of Artifact: STEA Membership
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my welcome letter after joining.
Communication:
Context Statement
Type of Artifact: Letter to Parents
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my letter I wrote to the parents where I did my service learning to
inform them of why I was there.
March 11, 2014
Dear Parents, I am Chelsea Fillers from Walters State
Community College. This semester, I am participating in a service learning project for my education class. I will be in the classroom for
eighteen hours to observe and work with the students and Mrs. Jones. I look forward to this experience with your children and Mrs. Jones. I
am excited to gain knowledge from this experience that I can take into my own classroom in the future. If you have any questions or concerns, please contact Mrs.
Jones at 423- 636-8511.
Thank you, Chelsea Fillers Chelsea Fillers
Context Statement
Type of Artifact: PBL Presentation
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is a copy of our presentation we gave explaining our PBL in EDUC
2300 Introduction to Education.
http://prezi.com/c7eizul-st7g/pbl-presentation/?utm_campaign=share&utm_medium=copy
Context Statement Type of Artifact: PBL Presentation
Date: Spring 2014
Courses: SPED 2010 Introduction to Special Education
Description: This is a copy of our presentation we gave explaining our PBL in SPED
2010 Introduction to Special Education.
DI Lesson Plan
Subject / Name of Assignment or idea: Reading & Vocabulary/ Sighty Sentences
(Grade level/s): 1st grade
Rational (Include Benchmarks/ standards, if applicable): CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.3.c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
DI Strategy: Tiered Lesson
Differentiate What? How to read and write sentences using sight words, some students have
trouble creating and reading sentences with sight words. Differentiating the content and
difficulty of the assignment, will allow the students to create and read a sentence correctly.
Differentiate How? The assignment is differentiated by readiness, allowing the students to work
at their own pace to create and read a sentence with sight words.
Materials Needed:
Magnet letters
Play dough
Cookie trays
Board game retrieved from TeacherspayTeachers
Magnets
Sight word fish
Fish bowl
Homemade fishing pole
Teacher Preparation: The teacher will prepare each tiered level station for the students. The
stations will be set up with color coded cookie trays that has the material and instructions needed
for the activity.
Explanation: The students will work at their own pace to complete the hands on activity, and
then complete their written assignment portion. Some of the students may need assistance
reading the sight words at the beginning of the school year. Once the year progresses the students
should be able to read these sight words and create sentences on their own. Before the students
write their sentences using sight words, they have to do the hands on activities to know which
sight words to use. I would give the students the option to do the hands on activities again
without having to write the sentences at the end, if they choose so. This assignment should be
weekly. The teacher needs to switch up the sight words for the students on a weekly basis. If the
students need extra time with some words, they should have the option to keep those words an
extra week. Each level will have a color coded cookie tray that will have the activities on it. This
is so the students do not get confused on which activity they are suppose to work on. Each of
these activities should not take any longer than fifteen to thirty minutes to do. Some of the
activities may take less time than that.
Differentiation Strategy: Tiered Activity
Sighty Sentences
Beginner Intermediate Advanced
Objective Students will spell out
five sight words. Then
they will take one of
the sight words and
create a sentence with
it. The students will
gain knowledge on
how to use sight
words they are
learning in a sentence.
Students will play a
game involving their
sight words. Then use
play dough to create
some of the words
from the game. At the
end the students will
choose three sight
words from the game
and write a sentence
for each and draw a
picture to illustrate the
sentence. This level
will enhance their
sentence structure and
creativity with sight
words. This activity
will give them more
hands on practice for
their words.
Students will play
game to retrieve their
sight words to create a
story with them. They
will create a story
with ten sight words
and illustrations for
the story. This will
help the students
improve on writing
more than one
sentences and putting
them together.
Activity The students will pick
five popsicle sticks
out of a cup that have
sight words wrote on
them. They will then
spell each of the sight
words out with
magnet letters. After
spelling the five sight
words, they will
choose their favorite
word and create a
sentence with it.
The students will play
a board game called
Sight Word
Adventure. There will
be nine board games.
The words get harder
on each board game
as the students
progress. The students
will roll a dice to play
the game, and every
word they land on
during the game they
will spell out with
play dough. After the
game the students
pick three sight words
to create a sentence
for each and
illustration with.
The students will play
a game called Fishing
for Sight Words. The
purpose of this game
is for the students to
practice their sight
words more and
create a story with
them. The students
will fish for ten sight
words and use those
words to create a story
with illustrations.
Assessment The students will be
able to spell their
sight words and create
a sentence with one of
them.
The students will be
able to spell their
sight words then
create sentences with
them. The sentences
will be creative
sentences with
illustration.
The students will be
able to create a story
using their sight
words and add
illustration to the
story. Students will
have to think more in
depth about the
meaning of each sight
word to create their
story.
DI Lesson Plan
Subject / Name of Assignment or idea:
(Grade level/s):
1st Grade Mathematics
Lesson Plan
Focus: 2 and 3 digit numbers
Rationale (Include Benchmarks/standards, if applicable):
Standard
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to
solve word problems involving situations of
adding to, taking from, putting together,
taking apart, and comparing, with
unknowns in all positions, e.g., by using
objects, drawings, and equations with a
symbol for the unknown number to
represent the problem.
DI Strategy: (i.e., Choice board, menu, tiered lesson)
Think-Tac-Toe Board Game: Student Choice
Differentiate What?
How to add, write numbers in word form, and make 2 and 3 digit numbers by using a think-tac-
toe sheet.
Differentiate How?
Some students have difficulty with math, so this gives them different options to build their skills
by letting them pick different ways they can go. They can pick the difficulty based on their math
level.
Learning Profiles: We have implemented activities and strategies that can be done by each of
our students. One of the students has Williams syndrome and has a hard time with numbers. This
will help her, because she will have number cards and will be actually able to see the numbers.
Some of the ways you can go on the tic-tac-toe board are easier than others so this will help her
also. One student has to be encouraged to talk and be around others so this activity will help him
with socializing with his peers. This activity is also good for the learner who has a hearing
impairment, because all this is on number cards, so he can see and read the cards instead of
trying to listen to the teacher tell him instructions on an assignment. The think-tac-toe board has
all the explanation this student would need to do this activity. The student who has cerebral palsy
is learning how to write and use a pencil. The problems that you have to write the number will
give her good practice. The students who are more advanced have more difficult problems on
this board for them so they can also practice their math skills.
Resources Needed:
1. Number Cards
2. Think-Tac-Toe Sheet
3. Paper
4. Pencil
Teacher Preparation:
Have all number cards and think-tac-toe sheets ready to go before you start the activity.
Make sure there are enough number cards for each student or group.
Check each student’s IEP and make the appropriate modifications, and accommodations
needed to meet the needs of each student with a disability.
Explain what the students are supposed to do if they don’t already know how.
Explanation:
The students are supposed to pick any 3 math problems that are in a line they want to do. They
do the 3 math problems as they say. Students can work alone or in groups. During the school
year as students get better with their numbers you may want to make new number cards, and
change the think-tac-toe board to make it more challenging. Students should take around 30
minutes or less to do this activity.
Section Three:
Professional Evaluation
Context Statement
Type of Artifact: Field Placement Journals
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: These are my journals I wrote while serving my service learning hours at
Hal Henard Elementary School for EDUC 2300 Introduction to Education.
VISION FOR MY FUTURE
Here is what I want to accomplish this year:
Education: My goals for my education within this year are to mainly graduate. I will graduate
from Walters State Community College in May of 2014 with my AST degree. I intend to transfer
to East Tennessee State University for their education program. I am looking forward to closing
one chapter with an accomplishment and starting a new chapter to gain a new accomplishment. I
will start at ETSU in fall of 2014 with two years left until I receive my bachelors’ degree in
elementary education.
Career: My career in this year is not going to change until possibly fall semester of 2014 at
ETSU. I currently work for the Extended School Program for Greeneville City Schools. I have
been working for them over two years and would love to stay with them as long as I am able
while in college. I enjoy working for the school system because it helps me get my face known
in the system. I also enjoy working with my students and watching each of them learn and grow
every day. Once I go to ETSU, my school schedule may not allow me to work for the Extended
School Program anymore, but my goal is to stay if possible. As far as my accomplishment in my
career, it would be a great accomplishment for me to keep gaining as much knowledge about
teaching as possible. Many of the teachers inform me of how the school system works and give
me tips for when I start my teaching career. I have also been keeping an eye open for schools that
I may be interested in when I receive my degree or school systems I may be interested in. I am
trying to get an idea of areas or systems that I would like.
Family and Friends: As far as my family and friends are concerned, this year I only expect to
grow closer with them. My best friend is getting married this year, and I have the honor of being
her maid of honor. I am also spending as much time with my family as I can, because recently, I
have learned that many of my family members are sickly. So far this year, I have gained many
new friends. I thank school for that. I am learning to go outside my comfort zone more, and by
doing so, I have gained many new friends. I take each day as a new opportunity to meet new
people and form a positive relationship with them.
Involvement and Service to My Community: One of my goals for this year is to help out at a
school during my free time. Just simply going and reading a book to the students is such an
enlightening experience and also helps teachers and principals see who I am. I would also like to
help teachers out in the classroom and know I am helping make a difference in somebody’s life
either a teacher or student. I could also help out at the church I attend. There are always
community service opportunities at my church that I could be more involved in. I want to be
more involved in my community and see the needs of the community on a closer level. My main
goal I would like to accomplish in my community is to be more involved and help people that are
in dire need of the help.
Personal Growth: During this year, I want to grow more as a person and a professional. I also
want to grow more dependent upon myself and less upon others. This service learning project is
a chance for me to grow professionally. I can come from this assignment with more knowledge
about the teaching profession. The more I learn and experience the better prepared I am for my
future career. While I am in college, I want to be an active student around my college and more
involved especially in STEA. I want to be able to show that my accomplishments were earned
through hard work and perseverance. Everybody can improve themselves with some hard work
and dedication to their goals.
Service Learning Project
Name: Chelsea Fillers
Course Title: EDUC 2300 Introduction to Education
Date: 03-11-14
Agency Name: Hal Henard Elementary School
Agency’s Mission Statement/ Grades Served/ Community Needs: The Greeneville City
School’s mission statement is to provide a world-class education for all students. Greeneville
City Schools want each student to have an equal opportunity and the best education they can
possibly receive. Hal Henard Elementary School serves pre-k through 5th
grade. Currently, the
school has about 400 students enrolled. Hal Henard offers two types of after school services for
students which are: the Access Program and the Extended School Program.
Prologue: What do you expect to get from your service learning experience (i.e., how will this
experience help YOU develop)? How will it impact your learning and link to class materials?
How do you think the students and staff will perceive you? What goals do you have for the
semester’s Service Learning experience? What fears do you have (if any) about service learning?
I believe this experience will help me develop more professionally and grow more
knowledgeable about teaching. This will be a wonderful opportunity for me to receive some
hands on experience in the classroom. By being in the classroom, I will be able to see real
situations that teachers face on a daily basis and how to handle those situations. I will also get to
see what is expected of a teacher and how much preparation is put into each day. This experience
will help me prepare myself for the expenses involved in teaching as well. I feel like the
activities and resources I have learned in my education class will help me with great ideas for the
classroom, that I may even be able to share with the teacher I am assigned. I think the students
will be open and excited to have somebody new in their classroom to help and talk to. I also
think the staff will see that I am anxious to start and to help as much as possible. I want them to
see that I am there to be of assistance to them as well as gain knowledge from them. My goal for
this service learning experience is to be attentive and open to all knowledge given to me. I want
to be able to take some techniques and ideas from this experience that I will be able to apply in
my classroom some day. I want to see every part of teaching, even the bad, during this
experience so I am well aware of all the possibilities that I may encounter in my future career. I
am not very fearful of anything in this assignment. The only thing I can think of is not getting as
much time as I would like, so that I get as much knowledge from the experience that I can.
First Agency Visit: 2-25-14 8:45a.m. - 12:00p.m.
Today, I met with the principal of Hal Henard Elementary School. She took me to meet
the teacher I would be placed with. The teacher I was assigned to was Mrs. Jones. Mrs. Jones
teaches first grade. She was so nice and open to me when she met me. She did inform me that I
am the first college student she has ever had in her classroom, so I explained to her what my
service learning project was about and some examples of duties I could do while there.
Mrs. Jones showed me around and introduced me to her students plus the other first grade
teachers. The students were all so sweet and excited to have a new person in the room. I was
only there about ten minutes when I had a student come tell me I was so fun and cool. Just those
small words meant so much to me and put me at ease. During Mrs. Jones planning period, she
asked me to organize her bookshelf, and I was more than happy to help her. After I worked on
the bookshelf, I was able to start working with students. I was beyond eager to start working with
the students and helping them. I love watching their minds work and material start clicking for
them. I believe my first day went very well. I look forward to going back.
ABCs of Reflection
Affect: My first day of service learning I was nervous to get placed with a teacher I did
not know, but after meeting her, I was at ease. I was not sure what to expect from the teacher I
was assigned, but I quickly realized she was extremely nice. When I met with Mrs. Ricker, she
seemed very welcoming and open to having me there to help out in a classroom. Mrs. Jones was
the teacher I was assigned to. She helped me feel very welcomed and at ease. Her students even
seemed very happy to have me there. I feel like I was a big help to Mrs. Jones especially since
she made sure to tell me thank you for everything and continue to tell me how much of a help I
was to her. I am pleased that I was able to help her and made me excited to go back again.
Behavior: I believe my actions on my first day were affective. When I met Mrs. Ricker,
she helped me prepare for the class I was going to be in and prepare for the teacher I would be
placed with. I do believe that I could have been a little clearer about my schedule to Mrs. Jones,
and the purpose of me being there. She seemed to catch on to everything I told her though. She
quickly found me things to do, and I was more than happy to help her out.
Cognition/Content: I am ready to see the things I have learned in my education class
happen in a real classroom. I am eager to experience all this personally. I believe this experience
will better prepare me for my future career. Mrs. Jones exhibited some key factors to a successful
teacher. She was very organized, had classroom management, and also very kind with her
students. I never heard her raise her voice to her students. The students responded very well to
her. I look forward to this service learning project and gaining experience and knowledge from
it.
Second Agency Visit: 2-27-14 9:00a.m. – 2:00p.m.
I was very eager to start my second day of service learning in Mrs. Jones’s classroom.
When I got there, she seemed very happy to see me. That reassured me that I really helped and
made a difference during my first day. She told me that she had many things planned for me, and
I was ready to start.
During my second visit I helped the first grade teachers prepare for Read Across America
week. They had me taking some of the students’ assignments about Dr.Suess and hanging them
up on the wall in their hall. Once I was done with that, I got to work on a giant banner they were
making for their Dr.Seuss wall. This banner took up all my time for that day. Each of the first
grade teachers were so excited that I was helping them and to see the finished product. I was able
to see how much preparation and extra time it would take for a teacher to do an activity like this
with their students. I think this helped me see how much extra time it takes outside of school to
do extra activities. Teachers’ job is not done when they leave a school. It just goes home with
them and continues there.
ABCs of Reflections
Affect: I was eager to get started in the classroom. I really enjoy going to Mrs. Jones
classroom. I was ready to see what my second visit would teach me. Every day I am there is a
new day to learn from real life experiences. I went in with an open mind and ready to help. I feel
like my actions were very helpful and productive.
Behavior: My behavior during service learning today made me think I was a huge help
to Mrs. Jones. I saved her some time on her day that she would have had to stay after school for.
I was more than happy to help her, and I felt like my attitude showed how open I was to helping
her. I could have probably thrown in some ideas as well to help make their Dr.Seuss display
more eye catching, but I just did what Mrs. Jones wanted me to do. Mrs. Jones is the type of
teacher, I have noticed, that is open to suggestions and help. That is the kind of behavior I want
to have when I start my teaching career.
Cognition/Content: I have learned many new ideas and techniques in my education class
that I have been able to apply in Mrs. Jones class. Even with this simple assignment that she had
me do, I was able to organize my material and time, which is what a teacher has to do with all of
their material for classes. Without organization and time management I would not be able to
make a successful teacher. I also saw the thinking outside the box part of teaching as well.
Teachers have to be able to think outside the box and come up with creative ideas to keep the
students interested in the material. Just by making a simple and colorful banner, Mrs. Jones got
her students attention about what they were discussing for the week.
Third Agency Visit: 3-6-14 9:00a.m. – 12:00p.m.
I was more than excited to get back to my service learning project on the third day. Mrs.
Jones is such a welcoming teacher and that helps me look forward to going back every time.
When I first got there, she explained to me what they were doing and where I could help out. I
had no problem jumping right in and assisting the students. I really enjoy watching the students
work on their assignments and see how they learn. By walking around, I was able to see how
each of them thought about problems, which helps me when I work with them one on one.
After I walked around the room and watched the students and helped them if they needed
it, Mrs. Jones asked me to help them on a test. I had to take a group of students out into the
hallway so they could take a test. I was there to help them read a word if they needed me to or
guide them along the right direction to the answer. I noticed that if some students were not
focused enough they would not do too well on certain assignment. Many of the students I had to
slow down and have them really think about the question, because they were paying attention to
the others and trying to make a race out of it, especially the boys. By seeing this, it could help me
in the future to think of ideas for my own students to get them to focus more and really pay
attention to the material given to them.
ABCs of Reflections
Affect: My efforts during service learning were affective with the students. I was able to
help students on a test and explain the material to them clearly. I felt really well about my work I
had done for the students and Mrs. Jones. I was able to have the students to really think about
their work and what they were doing, which seemed to really help many of them. I was pleased
with the work I accomplished during my third visit with Mrs. Jones and her class.
Behavior: I learned how some of the students learn, and how they work on their
assignments. I quickly figured out that I have to be patient with certain students, because some
work at a slower pace than others, which is fine. My patience can be an example to the students
when it comes to their work. I can show the students that if they take their time and be patient
that the work can be done correctly. I was glad to help the students slow down and really use
their minds.
Cognition/Content: During my time in college, I have learned that we need to let the
students tell us what they know and how they are doing. For me to help the students slow down
during their test, I had them tell me what the questions said and what they really thought the
answer was and why. I think this was very helpful to some of the students, because once they
slowed down; they were able to tell me the correct answer even though they had wrote the wrong
one to begin with. When I have my own class in the future, I will be able to apply this with my
students to help them really think about what they are doing.
Fourth Agency Visit: 3-10-14 9:00a.m. – 12:00p.m.
When I first got to Mrs. Jones classroom I sat and observed her teach the students about
writing sentences. The students had just read a story that they were going to be writing about.
The story was telling the students about different kinds of animals. All of the students seemed
excited to pick their animal for this assignment. The first step for their writing assignment, that I
later had to help them with, was to pick their favorite animal from the book and tell some facts
about it on a bubble map. I helped Mrs. Jones walk around her classroom and assist any of the
students that needed it. Most of the students were able to do on their own, but I was also able to
help some of the students come up with some facts for their animal.
After I helped Mrs. Jones do this, she asked me if I would take a few of the students out
in the hall and work with them on this writing assignment. I gladly agreed to work with the
students. I had one student at a time so I could help that student focus better on the assignment.
As I was helping the students on their writing I was also helping them on their reading without
them being aware of what I was doing. I had the students read their animal to me and then
reword the sentences in the book to make it their own. The students really liked being able to
make their own sentences and using their own ideas. I was pleased to see these students really
think outside the box to come up with facts about their animal. The students used the book as
clues and then wrote their own type of sentences. This extra time with a teacher helped some of
the students think more than they more normally do in a regular classroom setting. I learned from
my fourth visit, that sometimes if you pull students to the side or out of the classroom to work
with them, they may actually put more effort into their work.
ABCs of Reflections
Affect: I was very enthusiastic about being back at Hal Henard for my fourth visit of
service learning. It was a great feeling to watch the students use their minds and think outside the
box on an assignment. I really felt like my work made a difference in the students today. I helped
them dig down deep and show their potential they have. Some of the creative facts the students
were listing was amazing. They knew so much about their animals just by using context clues
from the story. It was wonderful to see the students show what they can do.
Behavior: I was very productive today with my actions. I helped the students see their
full potential and they showed me why I want to be a teacher. They showed me that it is about
educating the mind, and showing them they can do whatever they put their mind to. I was a little
nervous to work with the students on this assignment because I was not sure how I was going to
get them to think about the story, but they quickly showed me they could do it on their own with
more time. I was glad I could help them really think outside the box.
Cognition/Content: Mrs. Jones gave me a few tips on how to get the students to think
outside the box and come up with their own sentences. These tips she gave me I can take into my
own class in the future. In my education class we have also given some techniques to get
students to think outside the box. I have also learned about new methods to help students use
their own ideas. Technology is a big way to help the students think creatively. In Mrs. Jones
class, she has a smart board that allows the students to write on and draw pictures as well to help
them think creatively. These tips, methods, and technology will be a huge resource for me in the
future.
Fifth Agency Visit: 3-11-14 9:00a.m. – 1:00p.m.
Going into my last day of service learning I was not ready for it to be over. Mrs. Jones
was a wonderful teacher to be placed with, and I learned so much from her. I learned how to get
the students to think creatively, be organized, and patience. I was thankful to Mrs. Jones for
allowing me into her classroom to learn from her.
As soon as I got there for my last day I jumped right in helping Mrs. Jones. All I did my
last day was working with students on their nine week math test. The test was twenty questions,
so having an extra adult in the room was a huge help. I helped walk around the classroom to
make sure the students were on track and answer any questions they may have. Math is one of
my stronger subjects so I was comfortable helping the students on this test. Some of the students
ran out of time to finish working on this test so I was able to work one on one with some of
them. I feel like my effort was very helpful to the students. Some of them did better with the test
when they were worked with one on one. I was also able to help them see what they were doing
wrong and how to correct it. While I helped Mrs. Jones monitor this test, I was able to watch her
and see how she guided the students along the right direction if they had any problems. This
helped me realize what I could say to my future students to help keep them on the right track
during a test. This service learning project was a wonderful learning experience for me. I really
felt like I was a help to this class, and I had accomplished many things.
ABCs of Reflections
Affect: I was very eager to get to Hal Henard for my last day of service learning. I think
my last day was probably one of my most affective days. Mrs. Jones kept telling me how much
of a help I was, because of the big test they were taking. I am glad my efforts were noticed but I
am happier that they were helpful to Mrs. Jones and the students. I was pleased at the end of the
day with all the work I had put into this service learning assignment. I felt like I had really
accomplished a lot, and learned some helpful information for the future.
Behavior: I went into my last day with enthusiasm and excitement. I wanted the students
and Mrs. Jones to realize how much I have enjoyed being in the classroom with them. By going
into the classroom with a positive I am setting an example for the students. I wanted the students
to see they need to keep a positive attitude about anything.
Cognition/Content: I went into my last day asking myself what I can learn from the
students. The students taught me never to give up on a goal. As I watched the students work hard
on their math test and get frustrated, I noticed many of them never gave up. This helped me
realize to never give up on my goals even the simplest ones I can accomplish them on my own or
with assistance. In my education class we have discussed how we can push the students and
encourage them and today I saw some of that. Mrs. Jones and I were able to encourage the
students during their test to keep going and to rethink on some of the problems until they come
up with the correct answer. Children are a blessing to everybody in many ways especially ways
many people do not think about. I was able to grow professionally from this experience in such a
short time.
Epilogue:
Reflect on your semester’s service learning experience. This service learning experience was a great learning and growing experience. I really feel like I
grew professionally from this experience. I was able to learn many techniques I can use in the
classroom. I was able to gain that one on one experience with the students. The teacher I was
placed with showed me ways to help guide students that are having a difficult time on
assignments. She showed me how she prepares her material daily and how she stays organized so
she can stay on track and keep the students on track. I have learned in my education class that
without organization teachers will not be effective, and I was able to see that in a real life
classroom. I am very thankful for the time I had in a real classroom. I came out of this
experience with knowledge that I can take into my own classroom in the future and apply.
Revisit the prologue. Have your expectations been met? My expectations were met throughout this experience. I was able to see what it is like in a
classroom daily and all the time that is put into lessons. I saw what it was like to have students in
the classroom that may need extra time or extra attention on some assignments. I was also able to
learn how to guide students along the right path without giving them the answer to a problem. I
was very pleased with this experience and the knowledge I gained from it. The teacher I was
assigned to was very nice and informative. I saw how much extra time is involved in lesson
planning and how organization is a key factor in teaching. My expectations were met fully.
How have you been surprised, delighted, or dismayed by the experience? Give
specific examples. This experience was a blessing to me for my future career. I have no negative comments about
this experience, because I gained so much knowledge from it. I was able to gain hands on
experience in a classroom and get an idea of what my day would be like in the future. I found
myself saddened that it was over so quickly. I wanted to stay in Mrs. Jones class and continue to
help the students. I was able to work with some students that needed extra help with assignments,
which helped me realize how easily students can get behind and frustrated with themselves. This
experience made me feel like I was going into the right career path when I was helping the
students on a writing assignment, and I saw them get so excited that they had come up with their
own sentences. It is an amazing feeling to see the students get so excited over the knowledge
they are able to show people. It was delightful to see the students show what they have learned
and how they come up with the answers.
How could this experience be improved? One of the main improvements that I thought about the whole time I was doing service learning
was the time allowed for it. I believe it would be very beneficial for the college student to be
required more time in a classroom. Once I started working on my service learning, I realized it
was not that much time in a classroom. The more time allowed is that much more time those
students can gain knowledge about a real classroom and see different situations that can happen.
More time can only be beneficial and help students for their future in teaching.
VISION FOR MY FUTURE
Here is what I want to accomplish in the next five years:
Education: Within the next five years, I plan to be graduated from college with my bachelor’s
degree in Elementary Education. I have thought about going back to get my masters, but I am not
sure if that is a definite happening. I would also like to go get some more certifications to add
onto what I will have when I graduate. I have been thinking about pre-k, but I am still thinking
about that one. Five years is a huge opportunity for many things in my education.
Career: I plan on having a steady job in a school within the next five years. I want to teach
kindergarten or first grade, but I will not be picky. I really like the school I did my service
learning in, but I think I would like to branch outside the county I live. I want to have as many
certifications as possible to help promote myself for future jobs. I am looking forward to the next
five years and growing as a professional.
Family and Friends: During these next five years, I look forward to watching my friends grow
into careers that they will love. I also look forward to watching them grow into an adult and
standing by them along the journey. As for my family, I plan to help my parents out financially
once I have a steady income. My parents have done so much for me and paid for everything for
school. I want to show them how I appreciate it. I also want to spend as much time as I can with
my family within the next five years because lately many of my family members are becoming
sick, and I do not want to miss out on any minute I can with them. I hope to gain new friendships
in the workplace wherever that may be in the future once I graduate college.
Involvement and Service to My Community: My plan for community service is to help out at
the school I work. I want to be involved in after school programs and tutoring for students.
Students should be able to receive extra help outside of regular school hours if they need it. I feel
like it will be my duty to help make sure every student has a fair and equal chance to succeed in
the future.
Personal Growth: As a person, I want to grow professionally in my career and personally in
my daily life. I am excited to see what the next five years has in store for me. I am ready to better
myself in every aspect. I can always improve myself even if the improvement is small. I want to
learn and grow from every experience I face in the next five years.
REFLECTIONS
Here are the Knowledge and Skills that I have acquired as a direct result of taking
part in this Service Learning project: One of the major skills I learned about and gained knowledge about during this experience is
organization. Teachers have to be extremely organized to keep their class flowing smoothly and
not hectic. I was able to see personally how well an organized classroom went each day. I also
saw that to work with children it takes strong patience. Every day there is going to be a hurdle to
get around, but with patience, a good teacher can overcome that hurdle. Anything can happen
with children so teachers have to be prepared and patient during anything. These were the two
major skills I learned from the teacher I was placed with and saw in her daily.
Here is how this Service Learning project ties in with my
EDUC 2300 Introduction to Education class: While I was doing my service learning I noticed different things my teacher in my education
class had discussed. One of the things was organization. My teacher has explained many times
that without organization, there cannot be a successful classroom. I was able to see that
organizational skill first hand during my service learning. We have also discussed in my
education class about how we have to teach to students needs and that we need to be prepared to
have a plan for the students that may fall behind. During service learning, I was able to work
with students that could not keep up with some assignments. I was able to give them that extra
help and guidance they needed. We have also discussed how technology is a priority now in the
school systems, and I was able to see that first hand. Students were on iPads for lessons and
using a smart board during group lessons.
My Contribution to the Community
I have devoted 18.25 hours to my Service Learning project. Here are four lasting
experiences that are an outcome of my Service Learning project: 1. For me, the first lasting experience was working with the students on their writing and
watching them come up with their own sentences. It really showed me how students need to
have that chance to show what they know and can do so they can be proud of their
accomplishments.
2. Another experience I will take into my classroom in the future is the center setup. The
teacher I was placed with had educational centers set up for the students every day so they
could get their work done. 3. Organization is a big experience I learned from Mrs. Jones during service learning. I will
definitely take that into my classroom, because without it, my students will not focus on their
school work or have consistency in their schedule. Organization keeps the classroom running
smoothly every day and also gives the students an idea of what to expect from the teacher
and what the teacher expects from them. Organized teachers will teach their students to also
be organized with their stuff.
4. Patience is another experience I had in service learning. I was able to experience firsthand
how much patience a teacher must have to be successful in the classroom. Sometimes
situations can push their patience, but teachers that can hold it together will see the most
progress from their students. Patience is a great example to set for the students. When
students see their teacher being patient, then it helps them be patient as well and not get
frustrated as easily.
Context Statement
Type of Artifact: Field Placement Journals
Date: Spring 2014
Courses: EDUC 2010 Psychology of Human Development for Teachers
Description: These are my journals I wrote while serving my service learning hours at
Hal Henard Elementary School for EDUC 2010 Psychology of Human Development for
Teachers.
VISION FOR MY FUTURE
Here is what I want to accomplish this year:
Education: During this year, I am pushing closer to graduating from WSCC with my Associates
Degree in Education. I only have a few classes left to take before I will be done and able to
graduate. By the time this year is over, I am looking forward to only having one or two semesters
left. This has been a long process but well worth every minute of it. I am thrilled to know I will
be a few steps closer to my degree from college.
Career: For this year, I am looking around at different schools where I think I would enjoy
starting my career. I now work at a school in the extended school program, and I would be more
than happy to stay there once I am able to graduate from college. During this year, I am trying to
get my foot in the door there. I am trying to show the principal and other teachers that I am very
interested in staying and working with them and the students. I love the job I have now, but it is
not my career. I am ecstatic to get one step closer to the career I want the rest of my life,
teaching.
Family and Friends: I have always been extremely close to my family and friends. During this
year I only expect to grow closer to them. We will be taking our annual beach trip with my
family this summer which is a time for us to be together as a family and enjoy each others’
company. By the time this year is over, I expect to also have some new friends in my life as I
grow and branch out into the world as an individual. Every day is a new day and a new
opportunity to meet new people and form a new friendship.
Involvement and Service to My Community: One goal I have set for this year is to volunteer
at a school during the day when I am able. I would like to have more of an in classroom
experience. I want to know I am helping make a teacher’s day slightly easier by having an extra
set of hands in the room. The church I attend does many different types of community service
projects that I help in as much as possible. We have this project collecting cardboard for our
preacher’s son to help pay for his tuition at a Christian school. During this year, the goal is to
raise enough money off of the cardboard collected to pay all his tuition. It is a fabulous blessing
to help others and the community around you.
Personal Growth: During this year, I want to grow as an individual and independent person. I
want to be able to depend more upon myself and do things on my own. This year is a time that I
can also grow professionally for my future career and learn in more detail about the teaching
profession. I want to set an example for the people around me that hard work and perseverance
pays off. While in school, I want to grow as a student so I am better prepared for the future.
There is always room for growth and improvement in anybody’s life.
Service Learning Project
Name: Chelsea Fillers
Course Title: EDUC 2010
Date: 2-15-13
Agency Name: Hal Henard Elementary School
Agency’s Mission Statement/ Grades Served/ Community Needs: The Greeneville City
School’s mission statement is to provide a world-class education for all students. Greeneville
City Schools want each student to have an equal opportunity and the best education than can
possibly receive. Hal Henard Elementary School serves pre-k through 5th
grade. There are
currently three hundred and eighty one students enrolled in the school. They have many before
school and after school programs to benefit their students even more in their education.
Prologue: What do you expect to get from your service learning experience (i.e., how will this
experience help YOU develop)? How will it impact your learning and link to class materials? How
do you think the students and staff will perceive you? What goals do you have for the semester’s
Service Learning experience? What fears do you have (if any) about service learning?
This service learning experience will help me grow professionally for my future career. This will
be great hands on experience to see real life situations in the classroom and how things are done
on a daily basis. By being in a classroom, this gives me an opportunity to see what is expected
from me in my future career and all the supplies I will need for a classroom. I believe at first the
students and staff will be able to tell I am nervous but also eager to get in there to help and learn.
I want to show the staff that I am there to help them and learn from them. I am excited for the
chance to be in a classroom and get the real life experience. My goal for this semester’s Service
Learning experience is to learn everything I can from the teacher I am placed with and put it into
action in the future when I have my own classroom. I expect to see the good, bad, and ugly about
teaching from this experience and learn from every bit of it as much as possible. I also want to
get the feedback from the teacher I am placed with so I can grow from it. The only fears I have
about this project are not having enough time to learn everything I want from the experience.
First Agency Visit:
I met with the principal of Hal Henard Elementary School, Janet Ricker, to discuss my
service learning project for my education class at Walters State Community College. She was
very enthusiastic about my decision to complete my 18 hours of service learning at Hal Henard.
Mrs. Ricker introduced me to, Mrs. Ward, the teacher I would be with for my 18 hours of service
learning. Mrs. Ward seemed very thankful to have an extra person in the classroom to assist her
in their daily activities and lessons.
I started that day in Mrs. Ward’s classroom. My responsibilities for the day were to help
the students at different stations set up in the classroom. The first center I was placed in the
students was reading a book aloud to each other, and I was to help them with words if they did
not know them. After the centers were over, Mrs. Ward had some papers for me to organize and
grade for her. I felt excited and pleased about the first meeting of my service learning project.
ABCs of Reflections
Affect: The first day of my service learning project I felt very nervous. I did not know
what to expect from the principal or the teacher I would be placed with. When I discussed my
project with Mrs. Ricker, the principal, she seemed very excited to have me there for my hours. I
started feeling better once I talked with her and became excited to meet the teacher I would be
placed with. Mrs. Ward seemed very enthusiastic to have somebody in her class to help her with
the students. I felt at ease and comforted by Mrs. Ward’s reaction to having me in her classroom.
Behavior: My actions today were very helpful I believe. I listened to Mrs. Ward and how
she did things in her classroom. I was also able to help her with some things like grading papers
and working with students in their centers for the morning.
Cognition/Content: Just from the very little time I was there, I could tell real quickly
that Mrs. Ward has her class very organized and controlled. I have learned from my education
class that having a classroom organized and together is a gigantic part of having a successful
classroom. I am looking forward to learning from these hands on experience.
Second Agency Visit:
I started my second day of service learning off by going outside with the class for thirty
minutes and enjoying the beautiful day. Mrs. Ward informed me that any time the students are
able to get outdoors; they go, especially in the colder months. I observed how Mrs. Ward brought
her class back in and was shocked about it, because when she lined them up, all she did was
raised her hand and started walking to the front door. She did not call for them or say anything; if
they were not paying attention, then the students would get left behind. That was the first time I
had seen a teacher leave without making sure she had all her students.
Once we were back inside, Mrs. Ward set up the daily five, which was the name of the
centers. Each day, the students have a certain time set aside for the daily five. The daily five is
meant for them to work on reading, writing, math, and testing. On my second visit, I worked
with the students in the writing center. My job was to help them come up with sentences to write
using their words of the week. The rest of my visit I spent helping students work on their math
worksheets. I went around making sure they understood the problems and were getting them
correct. At the end of this day, I felt accomplished. I had helped the students understand their
assignments a little better.
ABCs of Reflection
Affect: I started my service learning day off by being very excited to be there and to help
out with the students. I was eager to get started and learn from the experiences I would have in
the classroom today. We started off by going outside, and when it was time to come back in, I
was a little surprised. Mrs. Ward surprised me by how she gathered her students up to go inside.
I had never seen that before, but then I realized that this was a well organized way of getting the
class back together without causing chaos.
Behavior: My behavior today made me feel like I had a positive affect on the students
today. While helping the students work on their sentences, I realized that I also needed to work
on my vocabulary and improve on explaining the meaning of words to the students. I felt
outstanding when I helped one of the students with her math homework and the way I was
teaching her finally clicked for her.
Cognition/Content: I learned a new technique today while at Hal Henard for my service
learning hours. By watching Mrs. Ward, I learned another technique of how to keep control and
respect in the classroom. I have learned in my education class so far that without respect from the
students the class will not function successfully. I look forward to taking what I have learned
from this day and use it in the future in my own classroom.
Third Agency Visit:
I was more than excited to start my service learning hours on the third day. When I first
got there, Mrs. Ward had me grading papers for her and organizing papers while she talked to the
students about their daily five assignments. Within the first three days, I have learned many
different techniques that help keep the classroom organized and calm by watching how Mrs.
Ward teaches her class. The students in Mrs. Ward’s class are very respectful and organized.
After grading papers and getting everything organized the way Mrs. Ward wanted, she
had me go around during the daily five and have the students say their words of the week to me.
It was such a blessing hearing the students tell what they had learned during the week. I got to
help the students with their math assignments again once I was done listening to them say their
words. This time, during math, Mrs. Ward let me work with four students that have a harder time
with math than the rest of the class. It was a joy to help them understand and comprehend the
worksheet better. I believe it was very beneficial to them to have somebody there that could help
them more one on one. At the end of this day, I told Mrs. Ward I would be back next week and
she sounded so excited. Her reaction made me feel like I really had helped her and made a
difference with the students.
ABCs of Reflection
Affect: After this day, I left feeling great and accomplished. It was such a wonderful
relief when Mrs. Ward reacted the way she did about me returning the next week. She reassured
me that what I was doing was correct and helpful. It is a joy to know that my actions have been a
big help to this class.
Behavior: I learned how to work with certain students today and how to be patient with
each and every single student. My patience with the students reflected onto the students I worked
with and showed them to be patient when it came to their school work by taking it at their own
pace. I was pleased that I could have an impact on some of the students in a positive way.
Cognition/Content: During my education classes, I have learned to let the students talk
to us and report back what they have learned. I was able to do this today during my service
learning hours. I also learned how to teach the students to turn their homework into smaller parts
to make it easier on them; this is something I can apply when I am in my own classroom
teaching. Learning new techniques by being in a real classroom setting makes me look forward
to my future in a classroom.
Fourth Agency Visit:
I started my fourth visit off by working with the students during their daily five centers.
The first center I was assigned to was the reading center. The students were to read a book aloud
to each other, and I was there to listen and help with words they did not know. I moved from that
center to another where the students were to write sentences using their words to know. It was
such a joy to listen to the students come up with sentences and sees how their minds work. The
class I am in for my service learning project is a great group of intelligent students.
The second part of my time, during my fourth visit I was to help certain students write a
story about the moon. The whole class watched a video clip about the moon, and their
assignment was to write their own story about the moon. The students I worked with were the
inclusion students. I was so pleased to get a chance to work with them and listen to their stories.
They are truly a blessing to work with and a challenge for me to figure out how to get their
minds’ thinking. I left this day feeling like I had really made a difference when I saw the
excitement on a student’s face for his hard work on his assignment.
ABCs of Reflections
Affect: I was very excited to be at Hal Henard today for my service learning project. It
was such a joy to see the students’ light bulb click on. I felt accomplished and like I had made a
difference today. When I saw a student get so excited over the work he had done it reminded me
why I chose to go into teaching. There is no greater feeling than when a student realizes what he
or she has accomplished goals and feels so proud about it.
Behavior: My actions today were very productive. I helped students feel so much better
about their work but they also helped me feel better about my career choice. It was difficult for
me at first, because I did not know how to approach the task, but I quickly learned how to help
the students in this area.
Cognition/Content: I have learned many new techniques from Mrs. Ward, the teacher I
was placed with. She showed me how to work with the inclusion students and what I could do to
help them more effectively. I learned how to break things down into simpler parts for the
students. In my education class, we have discussed how to help inclusion students learn better,
and breaking material down into simpler parts was one of the ways we discussed. Learning about
inclusion students in my education class and then working with them in a classroom will help me
prepare myself for my future in teaching.
Fifth Agency Visit:
After my fourth visit to Hal Henard I was very eager to get back and work with the
students. Every day I have to leave, I am ready to turn around and go right back. Seeing the light
bulbs click on in the students’ heads is such an inspiration. When I arrived to the class I was
assigned, Mrs. Ward asked me to help a few more of the students correct their writing
assignment they had started on earlier. I was very excited to sit down with a few of them and
help them come up with better sentences for their story and also improve on their handwriting.
After the students finished their final draft, I got to compare the rough draft and final draft; there
was such a gigantic improvement in the final draft. The students created wonderful stories and
the hand writing was amazing. Having the actual proof in front of me to see and witness the
students’ great work was a spectacular feeling. I was so proud of them.
At the end of the day, I was to help the inclusion students on their math worksheets. This
is probably one of my favorite times of the day. I love seeing the light click in students’ heads,
but it is such a joy when you know it is students that have a harder time with certain subject
areas. Each of the students seemed excited to come to me and have me help them on the math
worksheets. The students were even able to help each other and show off the knowledge they had
acquired from our little group sessions together. They all were excited to show Mrs. Ward what
they had learned from working with me and the other students in the group. This day was
absolutely delightful, and I had a sense of accomplishment when I left.
ABCs of Reflections
Affect: I was looking forward to coming to Hal Henard today to work with the students. I
was not expecting to feel all the excitement and joy from seeing the work of the students. I was
so proud of the students for the hard work they put into their assignments, and also see how
much they cared about what they were doing. When I left for the day, I felt as if I had helped
each of the students I talked with gain a little bit of self-esteem in their work.
Behavior: My actions for today were very effective. I came into this day with excitement
and brought it into the teaching I was doing with the students. My positive behavior affected the
students and also helped push them to succeed in their work. If there was one thing I definitely
learned from this day is to let the students teach and help each other more, because it shows them
teamwork and builds up the confidence in what they are doing.
Cognition/Content: One thing I have learned in my education class is to let the students
be the teacher not just the teacher teaching. I put the flipped classroom into play today during
math time with the students. I let them help each other and teach each other how to get the
answer they did. Mrs. Ward seemed very pleased with the way I taught the students today during
this time.
Sixth Agency Visit:
I was not ready for this day because I did not want this service learning project to be
over. I went into the classroom first thing telling Mrs. Ward I did not want to stop coming; she
informed me that she would love to keep me if she could. I was so ready to work with the
students and embrace every moment with them. My last assignment with the students was to help
all them get their final drafts finished up. I was giddy that I was able to be there to read all the
final drafts from the students.
After helping the students with their final drafts, Mrs. Ward let me grade some papers for
her while she filled out my service learning assessment. I was more than happy to help her by
grading the papers, especially after all the knowledge she had given me when it came to teaching
and the techniques she had shown more. When it was time for me to leave, Mrs. Ward asked me
how long I had been in school, and when I told her, she seemed very shocked and said she felt
like I should be student teaching by now. I was so proud when Mrs. Ward gave me such high
compliments. I left this last day with a great sense of pride, accomplishment, and a new
knowledge on teaching.
ABCs of Reflections
Affect: I was excited about the work I had done today at Hal Henard in my service
learning class. Mrs. Ward made me feel like the work I had done was a huge help with the
students and gave me great compliments. I am fortunate to have been placed with a wonderful
mentor teacher. Each day I left during my service leaning time, I felt as if I had really made a
difference with the students.
Behavior: My actions today showed the teacher and students my enthusiasm to be there
and to help out. During my service learning time, I feel like I was a huge help and effective in the
classroom. I learned many new techniques to use when I start my career in the classroom. I
believe my positive attitude had an impression on the students and helped them stay positive
about their homework. I feel like I really succeeded in this service learning project.
Cognition/Content: The work I did during today’s service learning time I feel was a
huge help to Mrs. Ward. I helped her get papers graded that she was behind on. I was also able to
put into effect some of the ideas and concepts I have learned in my education class while
working with the students today on their writing assignment. I showed the students how to break
sentences down and keep things organized while they are writing to make it easier on them. I am
very proud of all the hard work and effort I put into this service learning project.
Epilogue:
Reflect on your semester’s service learning experience. This service learning experience was a great learning experience for me. There were many new
techniques I learned from the teacher I was with. I not only learned from the teacher but from the
students as well. I was able to work with inclusion students and have that experience when I had
not before this service learning project. The teacher I worked with also showed me different
ways to help students learn the material in different ways. She showed me how to prepare the
material for the students in a way they would each learn it. The time I had in the classroom was
truly a blessing and an experience that I will use for my future career.
Revisit the prologue. Have your expectations been met? Some of my expectations were met through this service learning experience. I had a chance to
see real situations in a classroom. I was able to see all different types of students and how they
learned. I was able to learn how to prepare the teaching material for inclusion students which
was a huge learning experience for me. This service learning project was a wonderful way for
me to get my hands in there and learn from a real classroom. I believe there are many more
things I could have learned if I would have had more time in the classroom with the teacher I
worked with. I was able to see some of the difficulties of having inclusion students in the
classroom. I would have liked to been able to see other obstacles that teachers are faced with
daily so I would also be prepared, or at least have experienced it, before I go into my own class
in the future. For the small amount of time I was allowed with this project, I believe my
expectations were met as efficiently as possible.
How have you been surprised, delighted, or dismayed by the experience? Give
specific examples. This whole experience was such a blessing and surprise at the same time. I never realized how
much I wanted to be a teacher until I was able to work in a classroom and get a feel of the real
thing. It was extremely hard for me at the end of this experience because I did not want to stop
going to the classroom and working. Every day I was in the classroom, I was able to work with
the inclusion students, and just seeing their faces when something clicked for them reminded me
of the reason I chose this career. I was able to take some of the information I have learned in my
education class and also put it into action in the real classroom. One day, I was in the classroom
helping the students with their math homework, and instead of me teaching all the information to
them, I had them help each other and teach each other how to get the answers. The students were
so excited; they were able to not only learn the material, but also they were the ones teaching it
to somebody else. I believe by doing this, it showed the students responsibility and gave them a
sense of pride in their own work. It was delightful helping the students feel great about
themselves and their work.
How could this experience be improved? This service learning experience was a wonderful learning experience but, it could improve by
giving the service learning student more time in the classroom. I believe it would be very
beneficial to the student if he or she were able to have more time in the classroom. By having
more time, the students could have more experience with different situations that might take
place throughout the school year. The more in classroom experience the students have the better
off they are in the future when they have their own classroom. More time can only help students
be better prepared for their future career.
VISION FOR MY FUTURE
Here is what I want to accomplish in the next five years:
Education: Within the next five years I plan to be graduated from college with my degree in
Elementary Education. I may also be thinking about going back to school to get my masters
degree in an area but not for sure what area yet. I would also like to get my certification in
special education within the next five years. I enjoy working with the “special” students, so
within the next five years, I would like to be able to gain some experience in that area.
Career: During these next five years, I pray to have a job teaching. I prefer to stay in the lower
grades like kindergarten through second grade. My dream job would be at Hal Henard because I
already work in the extended school program there and know many of the teachers and students.
I plan on having as many extra certifications as possible to help me get a job teaching. Within
these next five years, I want to be settled in a school with my own classroom. I am very excited
for these next five years to see how I grow professionally.
Family and Friends: I want to see my friends grow in their career within these next five years
as well as myself. I want to be able to share the joy of having a career we love. As for my family,
I want to be able to help my parents as much as possible once I have a good foundation for
myself. I plan on helping them out and repaying them as much as possible in any way for
everything they have done for me throughout my life. I want to have new friendships formed
where I work. By forming new friendships with my coworkers, we will be able to work as a team
together in the school.
Involvement and Service to My Community: I plan on putting my community services into
my job. I want to work in an after school program that teachers run or a before school program.
My goal, as a teacher, is to make sure the students have an opportunity to get as much help as
they need with their school work. If the school I work at does not have extra programs for
students, I hope I can help make that happen. Students that get the extra help will be more likely
to understand the material given to them then succeed.
Personal Growth: As a person, I want to grow in my career, family, and friends. I am eager to
see where my life takes me within the next five years and what experiences I face that will only
make me grow and learn. There is always room for growth and change in a person’s life. I do not
have a specific area that I want to grow in the next five years. I just want to take in the
experiences I have with my family, friends, and career and grow from every one of them. These
next five years will be an adventure in every aspect of my life and a learning experience for me
so I can grow.
REFLECTIONS
Here are the Knowledge and Skills that I have acquired as a direct result of taking part in this
Service Learning project:
One main skill that I acquired from this Service Learning project is organization. I saw how a
very organized classroom worked and how well each day went because of it. Another skill I
gained from this experience is patience. I learned very quickly that if a teacher does not have
patience with each student, then he or she will have a very hectic day. It takes a lot of patience to
work with some students and to plan the lesson of that day on their level. I think these are the
two main skills I could have learned from this Service Learning project in the amount of time I
was allowed with this school.
Here is how this Service Learning project ties in with my EDUC 2010 Psychology of Human
Development for Teachers class:
While working in the classroom, I was noticing many things that my teacher had talked about in
my education class. In my education class, we discussed inclusion students, different ways of
learning, and organization in the classroom. I was able to have a real life experience with all of
these. The classroom where I was placed was run in a very organized manner. My teacher had
told us in our college class to have a successful classroom you need organization. My EDUC
2010 Psychology of Human Development for Teachers class discussed all of these situations,
and everything I saw in a real life classroom was introduced to me through this class.
My Contribution to the Community
I have devoted 18 hours to my Service Learning project. Here are four lasting experiences that
are an outcome of my Service Learning project:
1. The most important experience for me through this Service Learning project was getting to
work with the inclusion students. I had this one boy I worked with that had a lot of trouble
because he had suffered a stroke at a younger age, and it was such a blessing working with
him.
2. The second experience that I know I will take into my own classroom in the future is the
daily five. The teacher I was placed with had learning centers set up for the students for part
of the morning to help them work on specific subject areas. This was a new technique that I
had not be around before but loved as soon as I saw how it worked.
3. Organization is another lasting experience I learned from the Service Learning project. Mrs.
Ward’s classroom was run very smoothly, and she was very organized. Without organization
in the classroom, things can get hectic very fast. For my future career, I will definitely keep
my classroom in an organized manner as much as possible.
4. Communication is the fourth lasting experience for me. I am typically a shy person, but this
whole experience helped me push out of my comfort zone. I branched out and was able to
communicate with the teacher and students I worked with fairly well. Communication is a
key factor in the teaching career.
Context Statement
Type of Artifact: Field Placement Journals
Date: Spring 2014
Courses: SPED 2010 Introduction to Special Education
Description: These are my journals I wrote while serving my service learning hours at
Hal Henard Elementary School for SPED 2010 Introduction to Special Education.
Prologue
Chelsea Fillers
Course: SPED 2010 Introduction to Special Education
Hal Henard Elementary School
Agency’s Mission Statement/ Agency Description
The Greeneville City School System has a vision "to provide a world-class education for all
students." Hal Henard Elementary School serves children in grades pre-kindergarten through
fifth. Currently the school has about 400 students enrolled. The students that attend Hal Henard
Elementary School mainly come from middle class families. Hal Henard offers two types of after
school services for students which are: the Access Program and the Extended School Program.
They also have a clothing closet that provides students whom may need it with brand new
clothes.
Prologue Narrative:
During this service learning experience I expect to gain more knowledge in the special education
field. I do not have any experience in special education, and I am eager to see how a special
education classroom is run. I want to see what happens on a daily basis for students with special
needs. I take this service learning experience very seriously, because I could come out of this
wanting to work in special education. I believe every teacher should have time in a special
education classroom. Teachers need to know how their students are learning and growing in their
special education classes so they can also apply what they are learning in a general education
class. By having hands on experience in a special education class, I will be able to understand the
content more in SPED 2010 and apply it in my learning process. My aspirations for this service
learning experience are to gain as much knowledge and hands on learning in a special education
class as I am able. I believe this experience will be very beneficial for my career in the future.
This experience will be new for me since I have not worked around children with special needs
and might show me a new direction for my career. I do not really have any fears or concerns
about this service learning experience. I am very eager to jump right in and learn and help as
much as I possibly can in the amount of time I am allowed.
Chelsea Fillers
03-12-14
8:45a.m. - 2:30p.m.
CDC class (Kindergarten – Fifth grade)
Overview:
On my first day of service learning I met with the principal, Janet Ricker, so she could
tell me who would be the teacher I would be placed with. She gave me the option to work with
the teacher that is constantly in the CDC classroom, or another teacher that goes into the general
education classrooms and works with students. I chose to be with the teacher in the CDC
classroom. I made this decision, because I thought I would be able to learn more about special
education if I was with the teacher that deals with just students with special needs. Mrs. CH is
the teacher I was placed with. She was so nice to me and open to accepting me in her classroom.
There are two other people in the classroom with her that assist her. One of the ladies teaches
some of the students and Mrs.CH teaches the other half. The man that is in the classroom just
helps them wherever they need him to help. They also have a speech therapist, physical therapist,
and an occupational therapist that come in on different days to work with the students. The
occupational therapist was there today while I was but I did not really see what she did because I
stayed with the other students. For most of the day I just watched what was done so I could get a
feel for their daily routine.
I was beyond nervous to start this service learning because I have never really been
around children with special needs. Once I got in the classroom and watched a little I got a little
more comfortable. Mrs.CH made a very impactful statement to me towards the end of the day
that really made me think, she told me “special education is all about showing them they have
choices and pushing them to be as independent as possible.” Throughout the day she would
mention how dependent her students are because their parents do literally everything for them
and that does not help them in the long run. That was one of the concerns I had going into this
service learning, I was not sure how much to do for the students and what they were expected to
do on their own. As I watched the teachers in the class, they expected the students to do
everything on their own as much as possible with a little guidance if needed. Once I realized how
the class was run I was starting to feel at ease about being there. My first day was definitely an
eye opening experience just seeing how well the students did and how smart they are. Although
some of the students had problems with talking they were still able to communicate what they
meant and wanted. It was truly a blessing to see how they catch on to material so quickly and I
quickly grew to adore them in a short time. One little boy would look at me every time he got
something correct and give me two thumbs up to show that he knew he was right. It would tickle
him when I would, in return, give him two thumbs up to show approval, and I was proud of him.
After the nerves went away I was in my element and loved being there to help work with the
students on their assignments.
Reflection:
Affect- My nerves were all over the place today at the beginning, but as the day went on I
started to become more relaxed and in my element. As I watched the students do their
daily routine I was enlightened by what all they were able to do on their own. The feeling
was overwhelming to see how smart they were and I was so proud of them even though I
just met them today. So many people have an image in their head of people with a
disability and today I watched students prove the negative mindset people completely
wrong and it was so astounding. I helped students work on their daily work where they
write their basic information then I helped them work on computers. They were able to
use technology just fine and perform on a level that someone would expect students their
age to perform.
Behavior- During my first day of service learning I tried to be as helpful as I could. Any
time the teacher asked me to assist a student or run an errand for her in the school I was
more than willing to do so. I am there to learn as much as I can from them. I quickly
learned a method about special education in my first day; special education is showing
the students they have choices. As I watched today, I noticed that the male assistant felt
like he needed to help the students do things instead of letting them do it on their own
when they could. If I could do something differently from him it would be to let the
students do things on their own more often. Many times he was quick to jump in and do
something for them without letting them try it on their own. I think they need to have a
chance to do everything on their own and then if I see they need assistance then I will
help.
Content- In this CDC class I realized that they do co-teaching with their students. The
two teachers are teaching the same material, but they each have a group they worked
with. This type of co-teaching is known as parallel teaching, which I learned about in my
special education class. Both of the teachers teach the same material and in the same way,
they just split the classroom up so that they can focus better on each of the students. I
enjoyed getting to see co-teaching hands on and especially in a special education
classroom.
Chelsea Fillers
03-18-14
8:45a.m. – 11:45a.m.
CDC class (Kindergarten – Fifth grade)
Overview:
I was more comfortable going into my second visit in Mrs. CH’s classroom. When I got
there the other teacher told me that Mrs.CH was not there so I was able to really help more. Miss
R was the teacher I worked with, she is the second teacher in the room that works with the other
group of students. The first half of my visit I observed the students do their circle time with Miss
R. During their circle time the school resource officer came in to listen to the students tell what
their phone number and address was. The students were so excited to show somebody in the
school what they had learned. Although I had not been there to help the students learn this
material, I felt a sense of pride in what they were able to tell him. I was so proud of them for
showing their knowledge and what they could do.
The second half of my second visit, I was able to work with three of the students one on
one with their assignments since Mrs.CH was not there. While Miss R worked with her students
I had Mrs. CH’s students on the other side of the room. They have a daily routine that they all
know very well. They were able to show me what they needed to be doing and what order they
needed to do it. I helped a little girl practice writing her name by placing my hand on hers as she
wrote her name. She is a very smart little girl and could write her name on her own, but Mrs.CH
told me previously that if you hold her hand and keep her on track that she does so much better.
By placing my hand on hers I gave her a security blanket and reassured her that she could do
this. It is amazing to see all the abilities each of the students have. I was also able to help
motivate this one little boy to write his full name by rewarding him with a smiley face each time
he did it correctly or giving him thumbs up. He knew that if he got it correct he would get the
thumbs up and he also knew when he messed up because he would look at me and put his
thumbs down. It was a joy to see him thinking hard to do his work correctly and also see where
he made a mistake. The third student I worked with had a little stubborn streak in him and had a
hard time getting his work done like the others. Eventually he started his work and got it done
quickly. Once he started he knew exactly what he was doing it was just getting him to start and
do it, but the smiley faces helped motivate him to do so. The teachers reward the students for
many things in this class, and I believe that is a good thing, because it brings out the correct
behavior in them and pushes them to complete their assignments. By the end of my time in my
second visit the students were going to lunch so I was not able to see them eat lunch again. When
this one little boy decided to be stubborn with me about doing his work it made me realize how
much patience a special education teacher has to have. Many of these students want to do things
their way and in their time, and it takes a special teacher to be able to handle them when they
buckle like this student did. The main lesson I learned from my second visit was the patience it
takes to be a special education teacher. Anything can happen in the special education classroom
with the students and the teacher has to be able to handle it without getting all flustered. I learned
that if the students see you be impatient then that will make the situation harder on everybody
involved.
Reflection:
Affect- I felt like I really helped out during my second visit of service learning. With
Mrs.CH being absent for the day the other teacher really needed some extra help. I was
more than pleased to assist the other students. I felt like my second visit was a big insight
for me, so I could see what it was like to have a group of students on my own. I was able
use my skills and help out where needed. My efforts seemed very affective for the
students, the other teacher, and I. It was a joy to watch the students work on their
assignments mainly on their own with little guidance from me. Most of the time when the
students’ teachers are out for the day it is difficult to get them to do their work, but these
students worked very well on their assignments and showed me what they knew.
Behavior- My behavior during my second visit was very open to help any where I was
needed. Miss R seemed to really glad to have the extra help in the classroom. She was
very helpful to me as well on explaining what I needed to do and how to push the
students. I really enjoyed Miss R’s guidance during my second visit at Hal Henard. As I
watched Miss R during the day I noticed how well she worked with the students and how
she knew just what to do to get them to stay on track with their assignments. By watching
her it helped me know how to handle the three students I worked with during my second
visit. When the one student started being stubborn about his assignment I think I could
have thought of some ways to help motivate him instead of just letting him take longer to
finish his assignment. Mrs.CH has made comments to me that she does not let the
students finish assignments half way that she expects them to finish fully and they are to
do it in a certain amount of time to stay on their schedule. Next time I think I will try my
best to think of creative ways to help the students stay focused on their assignments, so
they get finished when they are suppose to.
Content- We have discussed motivational methods to help the students focus during
school on their assignments. I can take these methods and tips and apply them next time
with the students in Mrs. CH’s classroom so that I am helping the students to my full
ability. We have also discussed in my special education class about rewarding the
students for doing a good job as a motivational method and I saw this in my service
learning during my second visit. The students are rewarded with a smiley face or sticker
whenever they finish an assignment correctly and if they do not they are asked to think
about it again. I really liked that I got to view this in person, and see how Miss R talked
to the students about really thinking about the questions and not just rushing through the
assignment. The reward system set up in this classroom is a great way to motivate the
students to push for their best. I was able to incorporate it myself while I was working
with Mrs. CH’s students. The students knew when they got something correct they would
be rewarded and I was able to use this to motivate them to really think about what they
were working on.
Chelsea Fillers
3-20-14
9:00 a.m. – 2:00 p.m.
CDC class (Kindergarten – Fifth grade)
Overview:
I went into my third visit eager to learn and help in the classroom. When I arrived the
students were finishing up breakfast and reading books until circle time. The students always
have circle time for an hour with Miss R to begin their day. During circle time the students have
to tell what the day, month, and days of the week are. They are also responsible for reciting their
name, phone number, and address to Miss R. I learned a new activity for the students to do or
any student that is. During circle time, at the very end, the students do brain gym. These are like
little exercises to give them a break from their work and relax their minds. I had never heard of
these until Mrs.CH explained them to me and I thought these were really neat. I was also able to
work on the students’ daily schedules while they were in circle time. Each student has a schedule
where he or she takes pictures that represent activities they do during the day, and they are
responsible for putting the pictures in order. I prepared the pictures on one side of the schedule
for the students and all they were to do was put them in order on the other side of the schedule.
The schedules help the students know where they go and what they will be doing throughout the
day.
After circle time the students split up into their groups for their morning assignments.
This was when I was able to work one on one with some of them. Miss R pulled out one of her
boys for me to work with on his reading assignment. I took him to part of the room to work with
him without any distractions. Miss R informed me which words he was having difficulty with
and that was the words we worked on. It was great to see him read his story and know what the
words were without me having to help him. I was glad to assist him with the words that he
stumbled on the first time he read the story. Part of his problem was going through the book too
quickly and not paying attention to what the words really were and just guessing at them so he
could finish. Part of the one on one interaction helped this student to slow down and really read
the book without just guessing at what the words were. If I would just ask him what sound each
of the letters in the word made he was able to read the word to me. I was so glad that I could help
him and get him to finally read the book on his own without my assistance. We read the book
together about five times and by the end of those times he was able to get all the words on his
own. I also noticed during his reading that he was memorizing the book because he would start
telling me what the next page would say before he even turned the page. I informed Miss R of
this, and she was not aware he was doing that. This helped her realize that she needed to do
something different with him for the words he was having difficulty with. After I worked with
this student on his reading I sat with him while he worked on his typing assignment. Each of the
students are suppose to read their story then go type the vocabulary words three times each and
type a sentence using those words. I was able to work with this student on the words he was
having a difficult time, because instead of just typing the words like he normally would do I
would have him read to me every time what he was typing. This little boy is such a smarty young
boy and could do anything he wanted with a little bit of extra attention and if he was slowed
down. It was really great to see how quick he caught on and learned the words he was having
difficulty to begin with. After I worked with this student it was time for the students to go to
lunch. Each of the students goes to lunch at different times. The students are supposed to go to
lunch around 11:30, but if one of them is still working on an assignment they stay in the class
with one of the teachers until they are done. I stayed in the class and worked with some of the
students that needed to finish up on their assignments while the others went on to lunch. Once
these students finished up their assignments I took them to lunch and sat with them. Some of the
students needed help feeding themselves. There is one student that doesn’t eat anything but baby
food or soft food like pudding. Miss R has to feed him every day then on some days there is a
therapist that comes in just for lunch to feed him then she leaves. Mrs.CH never goes to lunch
with the students unless one of the other teachers is out for the day. I am happy I was able to sit
through a lunch with the students and see what help is needed. For the most part the students are
able to eat on their own and eat pretty much anything they want expect for the one little boy.
During lunch the students have to be kept focused or they will not eat as much like they should.
After lunch we took the students back to the room for them to read books or play games on the
computers. The time after lunch is just some time for the students to relax and take a break. They
are still doing educational games on the computer but in a fun way that catches their attention
better than their normal assignments. After about 45 minutes to an hour of this we took the
students outside at the end of the day. I was able to go outside with the students and help watch
them. The students got out there and played like any other child would do. Miss R told me that
some of the students have a harder time going to play than some children. She said it is a comfort
thing with them they do not like to venture outside their comfort level so some of them just stay
in one spot on the playground which I was able to see in person. Many of the students stayed
close to the teachers instead of going to play. My third visit was such a learning experience for
me and I really enjoyed helping out while I was there.
Reflection:
Affect- I feel like my third service learning visit was my most affective so far. I was
really able to help the teachers and the students. This visit also helped me see how the
lunch period works with the students in the cafeteria. I had never really thought about the
students having trouble eating until I went with them and saw what went on. It was
interesting to see how the students behaved and ate during lunch. Before lunch my
actions were very affective in the classroom. I was able to work with the students and
help motivate them to finish their assignments. Mrs.CH always reassured me that what I
was doing was a great help and very affective with the students. I was able to see how
some of the students can have trouble staying motivated with their assignment or even
getting started on it. I got to work with a student that had problems staying focused and
getting started. This helped me learn what actions I could take to help a student focus on
their assignment. From my experience with this student I learned that a positive
motivational method is rewarding the student with a sticker, smiley face, or etc. I was
thrilled once I was able to get the student to start his work and help him get it finished.
Behavior- During my third visit, I noticed how the teachers would get a little frustrated
with the students who were not staying focused on their assignments. One of the teachers
would just walk away from the students and leave them sitting there. I did not think this
method was neither affective nor helpful to the students. By walking away from the
students the teacher is not motivating them to stay focused. When I was having issues
with this one student to get him to work on his assignments I did not walk away and leave
him sitting there. I felt like I needed to help push him and show him he could get the
assignment done no matter how long it took. Mrs.CH was very pleased with me for
staying with him and motivating him to finish up his work. Many of the times the
students think if they just be stubborn and not do the work they will get by with it and not
have to do it. If the teacher will stick by and motivate them the students will achieve so
much more.
Content- We have discussed how some students have a hard time staying motivated
especially depending on their diagnosis. I noticed during my service learning that this
was definitely the case. The little boy I was working with that had a hard time focusing
and staying on track was diagnosed with Down syndrome. It was difficult for this young
boy to pay attention to me while I was trying to help him with his writing assignment. He
would just start looking around or saying random words. This diagnosis also affects his
communication which makes it difficult for him in the classroom because he cannot
communicate what he wants or knows with actual words he just makes sounds that sound
somewhat like the words he is trying to say. The teachers have to listen very closely to
him when helping him because of his lack of language development. This can also make
it frustrating for the teachers and the student when working on assignments. This is where
good motivational skills come into play with this student. By reminding him that he gets
rewarded when he finishes his assignment will help him to stay focused and motivated.
By motivating him this helps him to become academically successful in his classes.
While I helped this student I kept thinking about the characteristics that influence
learning that was discussed in my class. I also thought about the tips that had been
discussed in my class that will help me when I work with students like this boy. I can
take what I learned during my third visit and apply it in the future in my career.
Chelsea Fillers
4-1-14
9:00 a.m. – 12:00 p.m.
CDC class (Kindergarten- Fifth grade)
Overview:
When I got to Hal Henard for my fourth service learning visit the students were finishing
up breakfast and reading books. After about ten minutes of being there the students went to circle
time. Usually during circle time I sit next to the students and watch them during circle time but
this time Mrs.CH had me help her somewhere else. She asked me to help her sort out her books
for this month. Each month she has weekly topics for her books. This month is the Special
Olympics so one of the weekly topics was going to be exercise so I had to find books that were
about exercise or had some form of exercise in them. The next few weeks were focused around
spring and Easter so I helped look for those books. This took me the whole circle time, because
Mrs.CH had so many books. She told me that you can never have too many books as a teacher
and to start getting books for my class as soon as possible. I have noticed that classrooms I have
been in have had many books but that is good because it encourages the students to read more
which builds their vocabulary. Most of the time Mrs.CH has the students read books during their
down time. So Mrs.CH wants the students to be reading books that are centered around the
weekly topic on the calendar.
After I worked on the books I was able to work with the students one on one like I
normally do. Mrs.CH pulled one of the students out for me to work on his reading with him. He
just started a new book and needed some extra help on the words in the book. He did fairly well
the first time we read the book together. We continued to read the story together five times.
Mrs.CH informed me that she will say the word then have him say it while they read the book.
She also will say the letters in each word and have him repeat what she says then put the letters
together and say the word and have him repeat that as well. I tried this method with him while I
worked with him on my own and it seemed to help him understand the words better. When I
broke the words down for him it helped him read the word correctly and not get it confused. By
the end of the five times he only needed my help slightly with a few words. After I worked with
this little boy I was asked to go help the students on their typing homework. Some of the students
have a hard time staying on track while they are at the computer because they will start looking
around the room or playing with other students. Once I got all the students done with their typing
homework it was the end of my service learning time for the day.
Reflection:
Affect- I felt like I was very useful today for the teachers and students. I was able to
assist a student with his reading that may have not got the extra help if another adult
would not have been there. This student seemed like he was excited to work with me on
his reading. While I have watched the teachers in this class interact with the students, I
have noticed how sometimes the students will whisper and not talk with their normal
voice while working with the teachers. Mrs.CH told me to make sure that the student I
was working with read to me with a loud clear voice like she knows he can do. While I
was working with him, he started to whisper in the middle of the book and I told him we
would not read a book like this. He was very responsive to me and showed me he could
read with his big voice instead of whisper. I was very pleased that he listened to me like
he would the other teachers. While I work with the students sometimes I have been afraid
the students would not listen to me like they do the other teachers but this student showed
me the same treatment he does the other teachers. When Mrs.CH walked by and saw how
well I handled the student she seemed very happy with my efforts with him. Her simple
facial reaction reassured me that I was doing the correct thing with this student.
Behavior- My behavior during my fourth service learning visit made me feel like I really
helped a student and applied what I had learned by watching the other teachers. Mrs.CH
kept thanking me for all the help I was doing in her classroom with the students and
around the room. A task that she said would take her days I helped out with and just took
about an hour to do. Mrs.CH had me help the students that needed extra assists on certain
things and I really liked getting to do that. I felt like I was really making a difference for
those students in their education by giving them the extra attention they needed. By doing
this it made me realize that I need to think of creative ways to get the students more
interested in their assignments instead of the same routine over and over. I know by
keeping these students on a routine it really helps them, but I think adding some fun
activities in their routine would make learning more interesting to them and get their
attention better. While I was reading the story with the student I could have made a game
with the words in the story so it would help him learn the words other than just having
him read it over and over. Some students will remember more material if the material is
made into an active format.
Content- While I was doing my service learning the INTASC standard number two come
to my mind. Each of the students are different and learn differently so what works for one
may not work for the other. So while I was working with this student on his reading
although he was use to just reading the book over and over maybe a new concept would
have helped and challenged him more. While I was reading with him I noticed that he
knew the words, but would wait on me to tell him and then just repeat what I said. So
while this method may work with some of the other students I felt like for this particular
student something else could have been done for him to really learn these words instead
of me reading them and him repeating me. This could also apply to the standards under
instructional practice section. Many times teachers have to adjust their lesson plans to fit
the students’ needs. I agree with the concept of having the student read the story a few
times but just having him repeat what I said I believe wasn’t to affective for him. To push
him more we could have added more to the reading assignment than just reading over and
over. My fourth visit was a very enlightening day for me and helped me realize when I
have my own class I need to make sure I think of creative ways to help the students and
make learning fun for them.
Chelsea Fillers
4-3-14
9:00 a.m. – 12:00 p.m.
CDC class (Kindergarten– Fifth grade)
Overview:
I was eager to start my fifth and final day of service learning. I have had such a delightful
time being in the CDC classroom and working with the staff and students. When I arrived
Mrs.CH told me I was going to get to work with her group. I was the one that got to sit with them
and help them work on their lessons by myself while Mrs.CH worked on Special Olympics stuff.
For the first hour of my visit I sat and observed the students do circle time. I always liked
watching circle time because the students all get so into it and really enjoy the active learning
style. I noticed before circle time began though the students were just sitting there waiting on the
teacher to join them. Miss R was talking with another teacher in the room, which I did not agree
with, because what they were talking about had nothing to do with the students, it was a personal
matter. It did not seem like the right time or place, because she left the students just sitting there
for about ten minutes. Once circle time was over the students split up into their groups for their
daily morning routine.
Mrs.CH let me work with her students on their assignments while she worked on another
task. Each of the students is to first start out with magnets to spell their name with. Each time
one of them got their names correct they are rewarded with stickers or a smiley face. After the
students spelled their names they were each suppose to write their names with a pencil. Each one
of the students had a different level of writing to do. One student was just to write her name with
big print and another student was to write his name with smaller print. I tried to apply a new way
of getting the students more excited about their writing and achievements. I tried this with one of
the students that was having a hard time focusing and getting his work done. Instead of me
drawing a smiley face or putting a sticker on his page for him, I told him he could draw the
smiley face or place the sticker himself on the paper. He was so excited about getting to draw his
own smiley face. I never realized how something this small could really motivate the students to
finish their work and try hard to do it correctly. This also gave him a choice of what kind of
smiley face he wanted to draw or what kind of sticker he wanted instead of me making that
decision for him. The students did wonderful on their writing assignment for that day. They were
excited to show me their work and how well they did it. After they finished up on their writing
assignments the students moved on to their typing assignments. Once the students moved on to
typing another teacher helped them and kept them on track. I would help some of them every
once in awhile. One of the students was having trouble focusing on her typing so I sat down with
her and held the cards with her words on them. She did better on her typing once she had an
adult sitting with her guiding her to help her stay focused. Many of the students were getting
ready for lunch and Miss R asked me to stay behind with this little girl to help her finish up on
her typing. Once everybody left, I was able to give her guidance with her typing and she flew
through it. She knew exactly where the letters were and what the words were that she was
spelling. After she finished up I took her to lunch with everybody else. By the time I did all this
it was time for me to leave so I did not get to sit with the students during lunch. I had a
wonderful time being in this classroom and learned so much that I was not aware of beforehand.
I left this service learning with a sense of pride, accomplishment, and a new knowledge on
teaching that I can apply in the future.
Reflection:
Affect- The students had such an effect on me throughout this whole experience not just
during my last visit. During my final visit I was able to work on my own and see how I
could manage the students. I feel like I did an effective job in the classroom. I feel like
when I let the student draw his own smiley face and put his own sticker on his paper that
encouraged him to do his work and pushed him to do it correctly. My actions helped him
feel good about his work which made me overjoyed. He did his work on his own and was
able to reward himself, which helped him be proud about his work. When Miss R asked
me to stay behind and work with a student on her typing it made me feel like the staff
there really had confidence in my ability and the help I could provide to the students.
Behavior- My actions showed the teachers and students my enthusiasm to be in the
classroom and help out where needed. During my time there I feel like I really helped out
and my actions were effective. One thing I learned that I will apply in my classroom in
the future is to keep my personal life at home. When I saw these two teachers talking
about their personal life and leaving the students waiting I did not think that was
professional. There is a time and place for everything and that was neither the time nor
the place. When teachers are at school the main focus should be the students not their
personal life. I also believe my positive attitude really helped the students in the
classroom especially with their homework. I tried to be encouraging to them and motivate
them to do their very best in everything they worked on. I always praised them for their
good work. I wanted to leave a lasting impression on them, a positive impression.
Mrs.CH told me she hated to see the good help go so quickly and they hoped I would
come back sometime and see them. Just within a short time, I feel like I really helped and
made a good impression on students and staff.
Content- During my college class we have talked about the characteristics that affect
learning. I was able to see examples of this hand on with some of the students. One
student I worked with had a really hard time paying attention to her assignments like she
was suppose to. We have discussed how attention is one of the characteristics that affect a
students learning ability. This student was not able to stay on track, because she could not
pay attention to her work and it would through her off. I noticed that she was not the only
student that had trouble paying attention during class. While I was helping Mrs.CH group
I had to keep telling them to focus and point them in the right direction on their
homework. We have also talked about how motivation affects students’ learning and I
was able to see that as well. I used stickers and smiley faces to motivate the students to
finish their homework and work hard to finish it correctly. I believe attention and
motivation are very much connected in a students learning. If you motivate the students
to do the very best they will pay attention in class. If a teacher uses fun motivational
techniques students will be more interested in their assignments and learning. I have
learned many techniques from this service learning experience that I will be able to apply
in my own classroom in the future.
Epilogue
My expectations throughout this service learning were definitely met. I gained so much
knowledge from being in a special education classroom, which I would not have gained
otherwise. I went into this experience wanting to learn as much as I could from the staff and
students. Mrs.CH and the other staff were so open to me and willing to show me many different
things about special education and the students. When I first started my service learning, Mrs.CH
told me that special education is all about making sure the students know they have choices.
Every day I was in the classroom I saw how Mrs.CH reassured the students they were the ones to
make their own choices, not others doing it for them. Another thing I learned was how a special
education classroom was set up. There are pictures everywhere telling the students what things
are or how to do something. One technique I saw that Mrs.CH used to help keep the students on
track was daily schedules made with pictures. Every day the students were responsible for taking
the pictures and putting them in order to show what they would do throughout the day. I was able
to see ways to help motivate students during their daily assignments. By watching Mrs.CH and
Miss R I was able to see how teachers have to adjust their lesson plan to fit each of the students’
needs, so they give every one of them an equal chance to succeed. I would say one of the main
things I learned from this experience would be how to motivate the students. Motivation plays a
huge role on a students’ education, and teachers play a huge role in that motivation.
This experience showed me that it takes a very patient person to teach special education. These
students are so special and need extra attention throughout the day. Special education teachers
have to be very patient with the students because some of them may take more time with certain
material than other students. The classroom I was in had three teachers and eight students and
still yet some of the students in the class did not always get the attention and extra help they
might need. I noticed towards the end of my service learning experience that the speech therapist
was responsible for coming to get the students for their therapy and she was not coming like she
was suppose to be. The teachers would not take the students if the speech therapist did not show
up they just let the students miss that day. I believe the teachers should have taken the students to
the speech therapist office and not let her neglect her duties. It is not fair to the students for them
not to get the services they are supposed to receive. I think it should be the teachers’
responsibility just as much as the therapists to make sure the students are getting the services
they are suppose to. In the future, I could contribute by also making sure the students that are in
my general education classroom and CDC classrooms are getting to the appropriate special
service classes they are suppose to. By making a daily alarm or note to call the special education
teacher at a certain time for the student, reassures that the student is getting more help and
attention not just from the special education teacher. I also believe by doing this it helps the
general education teacher and the special education teacher work together more. This also
engages the general education teacher into the student’s life more, and helps them know what is
going on with that student besides just the time the student spends in the general education class.
Some of the skills I gained from this experience were motivational, creativity, and patience.
Motivation is a key aspect to getting the students to succeed. If you motivate them with creative
ways it pushes the students to want to succeed more with their best ability. Sometimes the
students will not get that motivation at home so they need the extra motivation while in school.
To motivate students a teacher must use creativity in their classroom. Fun and interesting
activities will keep the students more involved and interested in the material being taught.
Routine is a great thing for the students in a special education class, but that does not mean
creativity cannot be thrown into their daily lessons. One of the other things I learned during this
experience was patience. It takes a special person with great patience to help overcome the
obstacles faced daily in a CDC classroom. Teachers are there to help the students be patient with
their assignments, and reassure them that it is ok if it takes them a little longer than others.
Teachers need to be patient and show the students that it takes patience to succeed and not get
frustrated or discouraged. I am so thankful for the opportunity I had in the CDC classroom and
all the knowledge I gained from the staff and students.
I have completed 18.75 hours of Service Learning. Here are four lasting experiences that are an
outcome of my Service Learning project:
1. The first lasting experience I gained from this is how to help motivate the students.
2. My next experience was seeing the excitement on a student’s face when he would get
something correct. That makes this experience wonderful to see the students grow
mentally.
3. I realized how much patience a teacher needs to have when working with the students.
4. Mrs.CH said, “special education is all about making sure the students know they have
choices”, I will never forget this because it applies to all students.
Context Statement
Type of Artifact: Field Evaluations
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: This is my field evaluation from when I did service learning with Mrs.
Jones at Hal Henard Elementary School for EDUC 2300 Introduction to Education.
Context Statement
Type of Artifact: Field Evaluations
Date: Spring 2014
Courses: EDUC 2010 Psychology of Human Development for Teachers
Description: This is my field evaluation from when I did service learning with Mrs.
Ward at Hal Henard Elementary School for EDUC 2010 Psychology of Human
Development for Teachers.
Context Statement
Type of Artifact: Field Evaluations
Date: Spring 2014
Courses: SPED 2010 Introduction to Special Education
Description: This is my field evaluation from when I did service learning with Mrs. Hall
at Hal Henard Elementary School for SPED 2010 Introduction to Special Education.
Context Statement Type of Artifact: Timesheets
Date: Spring 2014
Courses: EDUC 2300 Introduction to Education
Description: These are the timesheets for when I did eighteen hours of service learning
with Mrs. Jones at Hal Henard Elementary School for EDUC 2300 Introduction to
Education.
Context Statement
Type of Artifact: Timesheets
Date: Spring 2014
Courses: EDUC 2010 Psychology of Human Development for Teachers
Description: These are the timesheets for when I did eighteen hours of service learning
with Mrs. Ward at Hal Henard Elementary School for EDUC 2010 Psychology of Human
Development for Teachers.
Context Statement
Type of Artifact: Timesheets
Date: Spring 2014
Courses: SPED 2010 Introduction to Special Education
Description: These are the timesheets for when I did eighteen hours of service learning
with Mrs. Hall at Hal Henard Elementary School for SPED 2010 Introduction to Special
Education.
Concluding Reflection I appreciate you taking time out of your day to go over my portfolio. I hope this shows
you the knowledge and skills I have gained during the first two years along my road to becoming
a future teacher. I am eager to start my final journey to becoming a professional educator. My
goal is to be an effective teacher and mentor to my future students. I look forward to sharing my
knowledge with my future students during the educational journey. I hope to be a positive role
model and guide for them.