Reflection Paper

Throughout the course of this semester, I have continuously grown as a writer. Prior to taking this course, I had little experience or knowledge when it came to writing. I used to struggle with forming my thoughts into writing, let alone a paper. I was never confident with what I wrote. My writing had no greater purpose other than the assignment. My writing process included: writing my paper, proofreading it, and turning it in. Once the paper left my hands, it also left my mind. Throughout this course we worked with others, visited the writing lab, wrote critiques, and we were able to revise our papers. I believe that all of this is has caused me to grow greatly as a writer.

Second-grade students will need to be able to solve problems that involve the addition and subtraction operations. Just about each of the major clusters in the Focus Document works with addition and subtraction. This informs me that when teaching, I will need to provide the students with a wide variety of math that will help students become successful in the addition and subtraction operations so students will be successful when they reach third-grade. The Focus Document also informs me that I will need to spend some time teaching students about working with time and money. I will also need to be able to help students represent and interpret the data. The Focus Document is a great tool that helps me understand what the students should be learning in the math class. This document also informs me on the information that students need to know before reaching the next grade level. If I am observing students in second grade that have meet the require fluencies for second grade, then I know that these students will more than likely be successful by the time third grade arrives.

On September 6, 2017, I were documented for an incident that involved a University Housing policy violation. I was charged with violating the University Housing Alcohol 1.2 policy. With my violation, came consequences. I met with The Residence Conduct Coordinator to discuss my actions and came to the conclusion that I would have to schedule a meeting with The Campus Alcohol and Drug Education Center (CADEC) and with that, a reflection paper.

By analyzing the pre-assessment data, Focus Student 1 has mastered the majority of the objectives that will be covered throughout this unit. Based on Focus Student 1 score, I can tell that he will have no trouble determining whether the New Deal was an effective response to the Great Depression, and determining if FDR’s New Deal undermined the constitutional principles of separation of powers and checks and balances. In terms of other learning goals, I would like Focus Student 1 to fully participate in all learning activities. He as the tendency to lose focus and checks out.

expectations of the next lesson? How have you made use of student assessment from previous lessons to

expectations of the next lesson? How have you made use of student assessment from previous lessons to

Focus Student 2’s strengths are that they learn new material and processes it quickly. The challenge in this scenario is the student wants to work quickly to complete the work, however, they leave out several details. The student shares the details with the teacher, however, forgets to transfer them to the paper. Modification that will need to be made for this student is the ability to verbalize and check what they are working on. I will be applying this to the lesson through think-pair-share. The student will need to think of the problem, pair up with a partner and compare ideas, then share work to check for missing details. This student was selected to show contrast with the other focus student. While focus student 2 works at a faster

For Focus Student 2, I will provide an enrichment activity because she has mastered the learning goal. By observing her work in the math workbook and participation during class discussion, I know that she has been mastering solving fraction problems. Once she has done the check marked questions 3 and 4, she will move on to the enrichment activity that give her larger fractions and a short answer question to stretch her thinking. This activity will give her a challenge and provide her with high expectations through meeting the learning

How did you assess your learning objectives for the lesson? Please site examples of evidence of learning.

Prior to the start of my video segment, my students had just come back from P.E class. Most of them were tired and sweaty and were having a hard time focusing. I allowed students to get drinks of water quickly before the bell rang and then started the period by correcting homework from the previous night. During the correcting process, students were expected to provide me with their answers and also a rationale as to why they solved that problem the way they did. Once all questions had been answered and students felt comfortable moving on, they were asked to take out their “focus sheets” to begin working on their warm-ups. Said focus sheets require students to write down a “focus” question about the unit and to record relevant vocabulary definitions from the section. On this particular day, there were no new vocabulary words. Typically, students are expected to write down the textbook definition of any vocabulary words, restate said definition in their own words and draw a representation of such. Immediately after my video segment ended, the students were given their homework for the day. They then had about thirty seconds to collect

The facilitator also shared some study habits and tips that the group may want to utilize as they go forward. The facilitator informed the group that we will discuss during the final meeting if the study tips helped them during the 1st quarter. The facilitator informed them that every student will find and create their own study plan. The facilitator stated that there would be an evaluation to determine if the information shared among the group was very helpful, somewhat helpful or not helpful at all. The facilitator informed the group that their 1st progress report and report card will let them know if the study habits and tips shared among the group was successful.

Growing up in a Christian home, I was surrounded by people telling me about Jesus and what he for me by dying on the cross and saving me from my sins. Not putting together that it isn’t just about the knowledge of God, but fully believing what His word says. However, in eighth grade I started to see faith differently. That winter, four years ago, the church planned on going to Hume Lake as they do every year. I had gone to this camp multiple times, considered myself saved as a result of knowing bible stories. On one eye-opening night, a speaker explained the difference between knowing the real Jesus with all your heart and not just your head. I felt a tugging in my heart that night and decided to give my life to Christ.

Beginning in September 1981, I was cheese-bused (school-bused) from Steele School to Mayfair Elementary in Northeast Philadelphia beginning in second grade. Amazingly, we were accepted in the desegregation program, which allowed minorities to start seeking education outside their own neighborhoods. I thought that the desegregation process began in the 60s, but I guess these Northeast Philadelphia neighborhoods remained defiant on keeping us out. I remember the green application form and clearly written on top of it “Desegregation”. Not knowing what it meant back then, I was clearly blind to the fact that racism still existed and unfortunately still does. Northeast Philadelphia was the place where the Irish lived. Rowhomes lined the streets and were always kept clean on the outside. There was always tension about going to the Northeast for anyone who wasn’t white. Initially, we weren't welcomed from the neighborhood, but the school had no choice, but to let us in.

How do you feel the students responded to your activity(ies)? Tell me about some of their responses.

Everyone has at least one point in their educational life that has shaped them into the student or person they are today. For me, coming together after being separated as the “Germantown” and “Farmersville” kids for the first six years of school changed the way I built myself as a student. Becoming friends with new people, having new teachers for every subject, changing up the routine, and actually having to switch classes has taught me a lot of different things.