9/29 Friday First Day in the School: Meeting with teacher during their planning period

12:00 pm - 1:30 pm
Experience (What?) Reflection (So What?)

My teacher and I set up a meeting time during their I was very impressed by the classroom. It seemed as though
planning period on Friday 9/29. I got to their classroom, and meaningful learning was enforced by the students work on
they were not there yet, so I looked around. The classroom the board.
was neat, and bright. The school's expectations were on the
wall and there were highlighted objectives of the day on the I was certainly shocked when my teacher called her children
whiteboard for that days lessons. Students work was on ratchet and ghetto. In fact, after she said this to me, I
one side of the classroom hung on the wall. My teacher lost some respect for her (I am not trying to sound rude, I
walked in and introduced themselves. We sat down and am just being honest).
discussed my assignment and worked out hours to come in.
I asked a few questions about the students and they said that I was confused about the situation with the ISS officer and
the first block period 1/2 is better than block period 3/4 . In the students. It seemed to me that negative reinforcement
fact they called their second block mean kids. They then was at play. The ISS officer took away the opportunity for
asked me if I was ready to Work with the ghetto kids? I the students to sit with their friends at lunch, and forced
politely asked Excuse me? What do you mean? and they them to sit in ISS.
replied You know they are ratchet, right? I was shocked
that they were using these terms to describe the students.
We then went on a tour of the school, and I liked the layout.
The cafeteria and music room were on one end, and the 7th
grade math classrooms were right next to each other. I saw
an ISS officer with a few students and my teacher stopped
the students in the hall and asked, What did you guys do
wrong? Without asking the student to describe what
happened the teacher already put blame on the student. The
teacher then started talking to the officer about the students
as if the students were not their. After this, we finished the
tour, and I signed out of the office.

Summary Statement (Now What?)

I am excited to meet the students in block periods 1/2 , however the teacher made it seem as though her 3/4 class was mean
and challenging, and so I am nervous about this. I am also interested to see if my teacher treats the two blocks differently
because of the way she talked about them.

The teachers who I met were very cheerful and encouraged me to stop by anytime for help, or to talk about the school.
10/6 Friday: Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?)
Arrived at 730 and the teacher and I went over the
lesson plan for the day. We were going to be
doing a project involving integers and
temperatures around the world with both blocks.
First class arrived and I introduced myself. They
asked some questions about CCSU and I was
happy to answer.
My teacher then split the class in groups, and each
student was assigned a task in the group
The students were supposed to be using laptops,
but they failed to work, so the teacher asked me to
take groups of 2 or 3 to the main desktop to
research temperatures in the world, while they
walked around to the groups.
They loved being able to research and I was there
to keep them on task and help them choose
countries that would have negative temperatures
(very cold) and high temperatures (very hot) and
in between.
Period 3/4 was split halfway through by lunch
We walked in a straight quiet line to lunch and the
students entered the area to get food and then
proceeded to sit at 3 tables assigned to our class.
Some students were in lunch detention for
something they did earlier in the week, and the
others were not able to stand up at lunch unless
allowed to or throwing away food or washing
table.
My teacher briefly asked how the day went, and I
then left and will return next week Thursday 10/12
Summary Statement (Now What?)
I learned that sometimes lesson plans are completely thrown off by many factors. In my two classes, we had technology
issues with the laptops. This caused students to grow bored because only one group could use the desktop at a time. It
was difficult helping the students search the web (and monitoring that they were on task) while trying to encourage the
other groups to keep working.
Reflection (So What?)
The project was fun and engaging. We used New Britain
as an anchor temperature (meaningful learning) which the
students compared other world temperatures to. With the
laptop glitches, the students were not able to all work
together. They grew bored and restless waiting for their
turn to use the desktop with me.
The students were more excited to ask me about my
classes and life at CCSU. I had to find the balance of
answering their question while staying on task.
Period 3/4 was split by lunch. I found it very unsettling
that students walked silently and in straight lines to the
lunchroom. I also noticed students were restless, and this
may because they had no opportunity for recess. I feel as
though Piagets theory of play is not supported in the
school.
The lunchroom was loud and noisy, and students were not
allowed to stand. If they did stand up from their assigned
tables, they would be moved to a separate table for lunch
detention. Students had to stack their trays for recycling,
clean their table and then line up to walk back to class.
It took a few minutes for the students to wind down for
lunch and get back on task, but again it was difficult
because the laptops were not cooperating.
It was nice of my teacher to check in with me and talk to
me about the students. Reflection is a big part of learning,
as we learned in class from our mini lessons. They pointed
out a student that has difficulty focusing and considered
me being her mentor. They said in the following weeks we
will assess the mentoring process further.
10/12 Thursday: Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?)
Arrived at 730 and went over lesson plans for
period 1/2 . The class was working PEMDAS, and I
was asked to help students who needed it and check
answers on their worksheets. I wrote the objectives
of the day on the board and a warm up
Students arrived, and all greeted me, and they all sat
down in rows to complete their worksheet.
I then walked around, and sat with a group of 4 girls
who said We dont get this Miss. I went over
what each letter in PEMDAS meant, and I asked my
teacher if I could use a small whiteboard and
marker. I then wrote a problem on the board and we
all worked through it. I then asked for them to work
together on the first problem, and alone on the
second. I had two who understood teach the others
while I continued walking around.
By the end of class some students were completely
finished with the packet, while others were only on
the first page. The difference in comprehension
levels was evident
Period 3/4 walked in after lining up outside the
classroom, and the mood of my teacher changed.
They were silent, passed out packets and returned to
their seat. The students were on lockdown they
explained. They could not talk, go to the bathroom
or raise hands. They refused to help. Apparently
they were disrespectful the day before.
I took a group of good students to the cafeteria,
while the teacher stayed behind with the ones who
misbehaved. They came 5 minutes later to lunch.
During lunch, I met other teachers who explained
the whole point was to contain students in the
cafeteria.
After lunch, I worked with the new student on note
taking skills
I followed my teacher upstairs during class
transition, and a student was roaming the halls. The
student said he was talking to his homeroom
teacher, but the teacher did not listen and escorted
him to music, and told the music teacher to give
him detention. After this, I left for the day.
Reflection (So What?)
During period 1/2 I really felt I connected with many if not
most of the students. I made it a goal to help each student
with at least one question. I used positive reinforcement to
encourage them. By introducing the use of a whiteboard to
solve the problems, this allowed students another
opportunity to solve the problems with a different schema.
By using a different method to see problems, the students
cognitive development further developed.
During period 3/4 I felt useless and I felt that by not helping
students, I was neglecting them. However, I did not want to
step on my teachers toes and complied to her lockdown
procedures. I was angry that she allowed students to suffer
in silence. I want to understand what the students did to
deserve this treatment.
Summary Statement (Now What?)
I did not agree with my teachers strategy of lockdown.
Five of the students did not have pencils, and my teacher
refused to give them one, therefore, the students instead put
their heads or their desks or created distractions for others. I
also walked around the room to look at their worksheets and
many answers were wrong, but my teacher did not want me
aiding the students. I felt obligated to help, but I did not
want to disregard the teacher and overstep my position, and
so I complied.
I am concerned about my teacher's period 3/4 class. I want
them to succeed, and not be held back by punishment.
I question if the teachers at Pulaski prepare for the worst. It
seems as though they want to prevent bad behavior by
almost punishing or creating examples of students before a
problem arises, and I wonder if this is the best method,
10/19 Thursday: Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?) Reflection (So What?)

In todays class, my teacher and I set up a card
game that was focused around order of
operations
The students were put into pairs, and each group
got one card to begin
They had one minute to write down their answer,
and when the timer beeped, they were to find a
group and switch cards.
There were 18 cards all together
I was in charge of making sure everyone saw all
18 cards by the time the game was over.
Lunch duty
Continued the game
At the end, I reviewed the answers with the
students by using the Smart Board and student
interaction
Teaching New Behaviours: This activity uses shaping to
teach order of operations. The desired behaviour
reinforced each time works towards the target behaviour.
Instructional Objectives: Teacher made clear goals and
instructional objectives that were expected from the
students to achieve.
Rehearsal and Recall: 18 similar problems in a row to
maintain information in working memory to be stored in
long term memory
Solving Problems: Schema based processing occurs as
students solve problems. Students build mental models to
guide their efforts.
Self Regulation: Students had to depend on their peers in
order to finish all 18 cards within in the class period. Each
time, everyone needed to switch cards

Summary Statement (Now What?)

I really enjoyed this activity, and I would definitely modify it so my certain subject will be incorporated. I would also
tweak it so that the pairs of students switch every time as well. This will incorporate more group work and
communication and participation.

I enjoyed using the Smartboard as a tool for student interaction and teaching. I am grateful that I was able to use the
technology in my own high school, and I hope I will have something similar in my future classroom.

I do not necessarily agree on timing the students, but I understand for this activity it was needed.
10/20 Friday: Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?) Reflection (So What?)

Period 1/2 the students were working on
worksheets about Order of Operations in more
depth
Worked with various groups of students as to why
Multiplication/Division and Addition/Subtraction
are inverses of each other.
Period 3/4 a new student arrived to class, J. She
was from Washington, D.C.
My teacher asked me to informally assess Js
integer understanding during a lesson.
J and I used integer tiles to add and subtract at a
table in the back.
She was quiet but we bonded quite well
When it was lunch, J was nervous and asked for
me to wait in line and sit at lunch with her
I sat with her for 15 or so minutes
J was talking to other girls and laughing and so I
politely stepped out so she had time to adjust to
the new environment
Returned to the classroom and continued using
integer tiles with J
Fading: As J and I continued through problems, she no
longer relied on the algebra tiles. Each new example, she
relied on it less and by the end of the worksheet she no
longer needed them.
Pattern Recognition and Perception: Each example was
similar that J worked on. Adding integers can be perceived
as a pattern, and when using algebra tiles there are patterns
that J recognized and used when seeking solutions.
Learning by Discovery: J never used algebra tiles before,
so she was learning with new material and learning new
concepts by discovery the relationship between negative
and positive integers.
Anchored Instruction: Addition and subtraction of integers
is essential in most, if not all, math classes. So it was
imperative that J receive this anchored instruction so that
she may advance in the future in her learning process.

Summary Statement (Now What?)

It was amazing working with J, and it was exciting to see her improve in only the hour and a half I spent with her. She
is a very sweet girl and I think she will grow accustomed to the school and the classroom well.

I was not too familiar working with algebra integer tiles, and I was nervous, but to me it was easy to figure them out
after one or two problems. It was not that easy for J and so being patient, we worked on many problems until she
understood, and no longer needed them.

I want to be able to work one-on-one with my future students, but in a classroom, I do not know how well this can be
accomplished. So I was thinking maybe a homework club or after school program would benefit my students in the
future.
10/26 Thursday: Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?) Reflection (So What?)

This day, the students were taking a quarterly
assessment that is required to track their progress.
My teacher asked if I could grade all of their
classes pre 7th grade assessments.
They explained that the tests were over 70
questions and that the students were asked to
answer them all as best as they could.
They told me to grade harshly because the lower
the scores the better improvement the students
could show over time.
For the whole time, and during lunch I graded
over 40 assessments
Recall/Recognition: Students needed to recognize what
types of problems they were solving on the assessment,
and recall stored information from previous lessons and
activities to answer questions.
Prior Knowledge: On the assessment I was grading, the
information the students knew from 6th grade, was for the
most part, answered correctly. But the information that
was new was more difficult for the students to connect
their previous knowledge to.
Goals and Goals Orientation: The idea of the 7th grade
pre-assessment is to test the knowledge of the students
before lessons begin and test them when the school year is
over to examine growth and improvement. It is a goal of
not only the students, but of the teachers to improve
greatly. Teachers must relay information to the students in
a beneficial way so they may learn the most material and
understand all topics. It is a goal of the students to pass the
class. By improving throughout the year.

Motivational Design: By examining the pre-assessments

my teacher can design lessons to improve the topics the
students were struggling with.

Summary Statement (Now What?)

My teacher told me to grade the assessments rather harsh. At first I did not agree with this, but she explained that by the
end of the year it was better to show more improvement than just a small amount. I complied and graded rather harshly
giving no partial credit, but when I become a teacher and am pressured by administration to show improvement I may
end up doing the same. It is hard to understand certain policies unless they affect you, and in this instance I think with
more experience I will grasp it easier.
11/3 Friday: Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?) Reflection (So What?)

Shared a few math jokes and puns with the first
class while my teacher was making copies. Lots of
laughing, but I felt I had control of the classroom
The students were given a worksheet about ratios
Again, I encouraged the students to form small
groups and help each other. My teacher was
working with one student to help the student catch
up from a missed class.
The worksheet was very mundane and too easy for
everyone. They grew bored because there were 20
of the same problems on each page.
I noticed students were taking turns and sharing
answers and so to deal with this issue of just
copying/cheating I asked each student to teach the
group a certain problem until the page was done.
Both periods completed the same worksheets.
At lunch duty a few teachers were absent and it
was a bit hectic. Students were asking me to leave
and go to the bathroom and I did not know how to
answer because I was unsure if there was a policy
or if they were not allowed. I felt like I needed
guidance but I could not find a teacher who was
free.
After lunch, I sought what the policy was from my
teacher and they explained in depth
Selective Attention: Because the worksheet was too easy
for the students, and was repetitive in nature, the students
were not attentive to the assignment. Some were restless,
while other were weary.
Schema - Understanding Events and Guiding Actions:
Because the students were uninterested I asked them to
solve the worksheet by teaching each other, a schema I
find very helpful. Each student guided the others and was
more beneficial for the class period.
Learning as Participation in Communities of Practice: The
students are usually instructed to work quietly in groups,
but today it was better for more action and
communication. More students participated in group
activities and each student seemed as if they were a
member of the community.

Summary Statement (Now What?)

I love the strategy of students teaching their peers. I know more about my students when I hear how they explain certain
concepts to others. I am always there to correct bad habits or mistakes, and I am able to understand the processes in
each childs thinking. This strategy also promotes communication and social skills.

The worksheet they were filling out today was very mundane and had many of the same types of questions. In the future
I want to use other resources - like hands on activities, self discovery projects, etc - as well as worksheets to promote
different modes of learning.
11/8 Wednesday Weekly School Wide Meeting
3:00 - 4:00
Experience (What?) Reflection (So What?)

Each Wednesday all the teachers gather in the Motivation/Goal Orientation: The goal behind free
library for a brief meeting, Makayla and I breakfast is not only for the well being on the students, but
attended. many believe it will motivate them to learn and participate
A representative from the State came to talk about in school if they have breakfast. I believe that Pulaski will
the new free breakfast policy see some improvement in the school community from this
The policy was strict, but the representative said beneficial program.
(off the record) there were ways around
inconvenient rules. Meaningful Connection: The principal wants teachers to
The policy allowed students to choose to receive a be meaningful at parent teacher conferences to reassure
free breakfast each morning parents that their child is safe and in the well being of the
Many teachers talked over the speaker and seemed school.
to be annoyed of the new policy rather than
appreciate the benefits of it.
My teacher was not paying attention and on her
phone
After the representative left, the principal spoke
about parent teacher conferences that were next
week.
He encouraged the teachers to talk about the
students and the students personalities, as well as
their progress in school

Summary Statement (Now What?)

This meeting was interesting and eye opening. I experienced first hand the behind the scenes of the school. I think in
a school system, a teacher's job description lacks the inside secrets and day to day happenings of the particular school.
There are many traditions that new teachers need to figure out, and these types of meetings weekly are beneficial.
11/17 Friday Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?) Reflection (So What?)

The free breakfast program was not yet in effect
My teacher and I planned a project for the day
about ratios
The teacher reviewed for a few minutes the
concept of ratios
After, I distributed newspaper advertisements and
store advertisements
I pointed a few examples of ratios in a
supermarket advertisement and how it relates to
class. 3 apples/ $1
The teacher then explained that everyone was to
cut out an advertisement that included a ratio and
draw it on a separate sheet of paper using markers,
crayons, and colored pencils.
It was a very laid back class and everyone was
happy working on their projects.
I walked around and helped the students from both
classes with their grammar for the project, as well
as math.
Lunch duty.
Piagets Theory of Play: The students do not have time for
much play - they have no recess or break time. Todays
class was the closest so far to play, and it was beneficial to
the students. Crafting and project making was informal,
but at the same time the concept of ratios was being
reinforced through the advertisements.
Meaningful Learning: Students were able to discover on
their own how store advertisements used ratios to sell
items. The students chose their own product to focus their
project around.
Organizers: The students created their own project as a
way to organize the information they learned in the recent
classes about ratios.
Culture and Cognitive Growth: Some of the
advertisements were from local stores, and this reinforced
using culture to promote positive learning growth.

Summary Statement (Now What?)

I really liked this activity and will adopt it into my future classroom.

My teacher explained not many of the students have construction paper, glue, crayons, or scissors at home, and so when
they get to work on a project at school it is special to them. I think project based learning is beneficial in this way.

Students were able to talk and walk around to share ideas and play. I do not think there is any time in the school day
for the children to just be children and this class period offered them an hour and a half off from what seems like a
full time job.
11/30 Friday Block Period 1/2 , block period 3/4 , lunch duty
7:30 am - 12:00 pm
Experience (What?) Reflection (So What?)

Free breakfast program started this week Negative Reinforcement: The teacher took away the
Earlier in the week, my teacher and I were childrens right to learn because they treated the substitute
planning on a lesson I could teach about ratios and with no respect. This was a form of punishment.
percents.
She emailed me 11/29 saying that they were
absent that day and heard their students were
inappropriate and disrespectful to the substitute
They cancelled my lesson, and put the students on
lockdown again
They withheld the free breakfast from the students
for 15-20 minutes as punishment and then
distributed the meals after
I could not talk to the students again, and so I
made Anchor Charts for the classroom - posters
about major math concepts to hang on the walls.
I walked down the hall to another math teacher to
get some suggestions on design and information
I made 3 anchor posters and laminated them
Ratios
PEMDAS
Cross Multiplication
Percents

Summary Statement (Now What?)

Again, I do not agree with the procedure of lockdown. It makes me furious and uncomfortable to be in the classroom
knowing that learning time is being wasted. I think the teacher could have gone over expectations with the class again
of how to act and be respectful when a guest is in the classroom.

It is interesting that I am not disrespected in the classroom, but in fact looked as a role model. I believe the students
respect me because I show them the same respect. Each day I am encouraging and friendly. I try to talk and visit each
student when I am the classroom, and the kids notice this. I appropriately have fun and joke with them, while
encouraging learning and growth.

I wish more teachers or substitutes would recognize that with learning comes fun. Fun is not always allowed in the
classroom and this is not beneficial to the students or the teacher.