IPPE Reflection

After spending the day observing a fourth grade inclusive class and attending a fourth grade PLC meeting focused on testing, I began my community service at the after school program. I was quite curious to see what the after school program is like as I work as a supervisor at an after school program in Sussex County. At dismissal, all the students came to the cafeteria and began their homework. They were very talkative and sitting in close proximity as there were only a few tables left down for the students. Once everyone had arrived, the teachers called out that all students were to quietly work on homework.

If any class I’m taking requires a speech that must be presented in front of others, I immediately dread the due date for that assignment. While the student, whose turn is before mine, is reciting his or her speech, I cannot help but feel my heart race and the palms of my hands begin to sweat. No matter how many times I take a deep breath and tell myself to relax, I still feel anxious. My anxiety towards public speaking has been happening to me since as long as I can remember. I was eager to take the PRPSA questionnaire to determine where on the scale my level of anxiety towards public speaking falls. To my expectations, my results for the questionnaire, a 98, was right where I figured it would be. I found my score to be accurate because yes,

My second artifact is a PowerPoint presentation that I did for the paraprofessionals in our building. Last year at the beginning of the school year a lot of behavior issues were coming up at recess. Our principal and I tried to address those as they came up but the number of kids getting sent to the office from playground kept going up. In a discussion with our principal I suggested that it would be better if supervision paraprofessional had the ability to address some of these issues right there and then. So we decided to provide some behavior management training to paraprofessionals. Our principal agreed to pay them for attending the training and I put together this presentation. I stayed in regular touch with paraprofessionals after the training and checked in with them on regular basis. I continued to help with problem solving around student behavior. I

I excited that teaching in the DPP is about to become reality. Daniel and I have enjoyed meeting everyone over the past 3 months. I know Ms. Yates preferred Monday or Tuesday evening. I am going to contact Morgan Kirkland today about April’s Class zero or setting up another meeting time. I will send any updates I get from Ms. Kirkland.

Week two of field observation at Crestone Charter School. My Second week of field observations was really fun and interactive. I had the opportunity to work with several students from the k-1 class with special needs. We traveled to several reading stations and did a read along with the fourth and fifth-grade students. At arrival, I met with the main Para, Ammie Morphet and was informed that Lexi whom is one of the charter schools highest priority/needs students was the student I would be working with. Lexi usually has a personal in class Para that works with her throughout the day, but she was out sick. Since I know Lexi and have personal experience working with her we came to the conclusion that it would be best if I assisted with Lexis daily routine and any other classroom needs. This allowed Mrs. Morphet to attend to the other students she had previously scheduled for us to meet with.

I still have resources to read. I was only able to read a chapter or two for the books that I used in my ILP’s but they both were intriguing so I want to read more of those books because I think they would be a great resource. I want I want to read more into how global warming has effected places other than the arctic. I want to ask people about what they know about climate change to get a proper basis for how much I need to explain each thing in my paper. I plan on talking to professionals who first hand know how serious this is. I need to consider how I need to set my paper up so that it makes logical sense and isn’t confusing. Now that I am an environmental major I believe it would be beneficial not only for my paper but also for my academic

Discussed data keeping and communication with paras and parents. I subbed for a para who was out sick. I did not have any lesson or behavior plans to work with. I requested to see lesson plans and she did not have anything prepared for the day.

My agency volunteer work takes place at Busch Middle School of Character, it is through Urban Future which offers after school tutoring, mentoring, transportation, and many other opportunities for the student’s education to be enriched. Busch Middle School typically enrolls around 300-400 6th, 7th, and 8th graders each year. Urban future relays mainly on volunteers to assist with the after school services they provide as well as project mangers that are in charge of running the programs at Busch Middle School. My volunteer work included tutoring 6th, 7th, and 8th graders in the resource lab, during this time the students worked on their reading skills in a program called Achieve3000. Achieve3000 is a program that steadily increases students’ ability to read, comprehend, apply, and communicate information derived from complex text. My role in the resource lab was to make sure every student was understanding the material, and if not, to sit down one on one with a student to help them with their current Achieve3000 lesson. In the resource lab, each student did their very best to engage themselves in the program and expand their level of knowledge.

In the classroom the children are putting their final touches to the building project. Every child had a specific job for the project. It was in between being a plumber, electrician, painter, and carpenter. I was instructed to create a file that had a child picture and dialogue.The following day we were brought into the William Paterson campus.The environment and the professors were very welcoming. We first went into a meeting that involved teacher discussions.The question was “What Schools should focus on.” A lot of teachers had great topics to discuss such as “How could we find money for schools?” I took the advantage to ask a question as well “How could we involve technology in classrooms for the new generation.” This was a topic that I truly was interested in since we talked about it a lot in

For the past nine years I have been involved in a program called Jamestown Community Center, an after school enrichment program serving kindergarten through eighth grade students. I started out as a student in the program and became a teacher assistant as a highschool student. What got me into becoming a teacher assistant was seeing other high school teacher assistants be able to be strict with us, but at the same time be our friends. I admired their maturity at such a young age, and noticed how Jamestown was very supportive with each of the teacher assistants. Last year, I was assigned to be the teacher assistant to a first grade class who had just gotten a new teacher. I advised her to give the kids tasks in order to get the students to get

For my cooperative practice in AHS 393, I interned at Indiana State University’s Student Health Promotion (SHP). SHP operates under Student Affairs as a part of the Student Counseling Center to create and promote a healthy college community. They focus on encouraging students to identify the benefits of, need for, healthy lifestyle choices through the promotion of comprehensive mind/body wellness, timely marketing, ongoing direct interactions and by supporting a community that enables these choices. My supervisor was Janet Weatherly, the associate director of SHP. My main duty and favorite part of my co-op was running their Motivational Monday programs. Each Monday we tabled in HMSU to talk to the student walking by about a different health topics and resources. Overall, I really enjoyed my co-op. I loved interacting and making a difference right here in my local community. No two days were ever the same! My only wish was if we could have stayed and done more programs.

In the eighth grade I was diagnosed with a learning disability and was given a IEP. Even with the IEP I still struggled to maintain a passing grade through eighth grade and the first semester of ninth grade. During the ninth grade I was put into an academic support class and for the first half of the year I didn’t take advantage of it. I guess, at the time, I didn’t realize the importance of living up to my academic potential and always thought I was stupid and there was nothing I could do to change that. At the beginning of the second semester of my freshman year, my academic support teacher and I had a serious conversation about my future. I told her my plan to go to a four-year university and she didn’t take me seriously. She told me I was

Looking back at project 3, I felt very happy with the essay I produced. I am not one to enjoy writing since I usually do not feel very confident in my writing. I felt the work I produced through project 3 was one of my best. I put a lot of effort into this essay and it showed in my final draft. With this being said, after comparing my essay to the rubric I gave myself a 3.64 overall on this project for many reasons. This essay in no means was perfect, but I learned from my strengths and weaknesses.

During my time at Shenandoah Elementary School I observed Mrs. Fiol’s 2nd grade class. Her class is an inclusive class. I noticed that some students that seem to be advance still have behavior problem, which made teaching difficult. I learned a lot during my time in her class. I learned that you must flexible because the class must go on, and just because part of you lesson does not happen the way you expected it to go does not mean that you should give up. I learned that while it is trying to create an inquire lesson it is not impossible. With the correct resources and modification any student can perform an inquire lesson. I learned that an inquire lesson is better than the traditional way of the teacher just talking at the students. I also

PDP, Personal development planning. One of the first year core modules at Cardiff Metropolitan University, according to the module handbook for the PDP (2016) ‘’develop an understanding of employability, and the personal, academic, reflective and professional skills required. Additionally, it will provide an accurate evidence base for student evolving employability attributes and competencies’’. This report will show how the students developed themselves during the academic year.