Personal Narrative: My Experience At Monroe Elementary School

Ms. Felkins started out with their read aloud, The Odyssey. The students were focused, but occasionally would get carried away with unrelated questions. After read aloud, the students moved on to their word study lesson. Each student had words to cut out and sort. After they cut their words they had a worksheet and made sentences that incorporated their words. As the students were working, Ms. Felkins was walking around the classroom assisting the students if needed. While the other students were working, I individually worked with a student who recently started third grade. First, the student read a short story book to me, and I assisted her with any words or sounds she was struggling with. She practiced her numbers by matching one through

“Fight, fight, fight,” was the chant that so often filled the halls of West Monroe High School. The teachers heard it every time but always hid in the teacher's lounge for fear of being attacked. This was the legacy of WMH, fights, student riots, and terrified teachers.

As I started running out the car I noticed I had forgotten my posters I had for my classroom. It was so much going on in my life, that I didn’t believe I could make it this far. "Mrs. Stacy, do you need help carrying your stuff to your classroom?" Said Mr. Jacob who had settled his classroom right across from mine. "Oh your help would be soo useful at this moment Mr. Jacob!" As I gave him the two big boxes of books that were filled with rain and mud from the thundery rain I ran back to my car to get my posters. Mrs. Stacy was just starting her career at Tennessee in Hicks Elementary School. An art teacher who had just graduated and moved away from the big city lights and into an old small town. She was just getting used to Mercy Town, a few miles away from an old cemetery.

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

A. The concepts, themes, ideas, and details are addressed in questions and tasks derived from the text.

Beginning my elementary school career, I attended Indianapolis Public Schools. When I entered school, Kindergarten was only half days, and we were working on materials such as, learning our alphabet and counting to 100. The workload was a far cry from the addition, subtraction, early reading skills, and science that my daughter is learning in kindergarten this year. Following the first grade I left the Indianapolis Public School System and entered into a new school system. Embarking on second grade we started working on the skills that would help us read proficiently. I was absolutely struggling, but I was also so distrustful that I didn’t dare to say anything to my teacher. Thankfully, even without me saying anything to her, my teacher noticed

I had been locked in a dark closet with no windows, and the only light I saw had appeared through the crack beneath the door. Everyone had watched me drown but could not do anything about it. At fifteen years old, I naively believed a strange equation not taught in any math class. However, this was not my own equation. One’s self-worth could exponentially increase as one’s physical occupancy decreased.

I wait in the lobby of Edinboro Elementary for my younger brother, surrounded by vibrant colors, and drawings of what the children who attend there want to be when they grow up, coupled with adorably misspelled descriptions underneath. I walk over to glance at one, depicted is a squiggly-drawn superhero and underneath it reads“Wen i grow up i want to be A superhero.” It reminds me of how innocent and simple life is when you are young. Before I managed to read another poster I notice my brother running down the hall in his blue, Pokémon shirt, with a smile that spans from ear to ear, which could only mean that it is Friday. When we entered my car I ask him the usual, “How was your day? Did you have fun at school today? Did you learn anything

One day I woke up and saw trees all around me. I see that my feet were in my house and my body was on my neighbors cars. When I saw that I was a giant I thought it was a dream. I pinched myself and I realized it wasn’t a dream. Some how my clothes grew to fit my body. I stood up and started walking down the street.

Before i came to Middletown High I went to a small catholic school called Holy Cross. I Started there in the 5th grade and graduated with my class in 8th. I had the best of times at that school. The students and faculty welcomed me to the school and in their community with open arms just as the people at Middletown High. I have so many fond memories from my time at Holy Cross but one will stay in my memory forever.

My experience at Blackwell Elementary School has been absolutely outstanding! I owe so much of my wonderful experience to my collaborating teacher, Mrs. O’Dell. From the beginning of the year, my CT has made me feel so apart of the classroom and the entire school. My CT has always made it a point to introduce me to everyone within the school building. This allowed for me to create great relationships with my colleagues. Throughout the semester I had to teach lessons for my supervisor and classes. My CT was always so flexible and willing to work around my schedule to allow for me to meet my course requirements. Not only has my collaborating teacher been beyond supportive with making her schedule work around mine, but also she has taught me so

My last year at Dixon Elementary. I felt excited for promotion to the next grade of education: new classes, new teachers, and most of all, new school. But in my last year there I faced some unique obstacles. Over the course of year, our teacher had become bitter with our class. Really, it had to do with discipline. One group talks out of turn, is too loud, or too rowdy on the playground, and the entire class of 25 takes a form of elementary punishment. Stay inside for five minutes after class. Or, stand at the wall, in the cold, unforgiving shadow of the brick structure. Don’t talk. Don’t have fun. Look to the sunlit playground and long for its warmth. Just wait―and reflect.

On Monday, August 17th, 2015 I started my first day of school at Foley Elementary. It was my first day of student student teaching with Mrs. Worch and her second grade class. My day started early as I gathered my belongings and prepared for my first day. Once I arrived in the classroom, immediately there was work to be done. I assisted Mrs. Worch in setting up a breakfast treat for each student. The cafeteria was not going to be serving breakfast on the first day so Mrs. Worch and I decided that it would be a great opportunity to provide the class with a special breakfast. Each student received a juice, Pop Tart, and Nutri-Grain bar for their breakfast. As soon as Mrs. Worch and I placed the last Pop Tart down for the student’s breakfast, students

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is