Lesson Plan #1 Blog

Abby and I did our lesson plan number one with two students, the lesson was on story mapping.

The lesson went well. We were able to get all that we had planned done. We introduced ourselves to the students and played an ice breaker with them so that we had a chance to get to know them alittle better. Abby and I also did a reading interest survey with the students so that we could get a sense of how much they like to read, and to understand their reading habits better. We came up with an expectation chart with the students and had everyone sign it in order to agree on group rules. For the lesson, we read the book “Soap Soap Soap” by Elizabeth O. Dulemba. While reading the story to them we would ask reading comprehension using the CROWD strategy. The students were able to answer all the questions correctly. After reading the story we moved onto the story map. We had a large version of the map on an anchor chart. We did it together with them, asking questions like “Who were the characters in the story, what was the problem in the story, and what was the theme”, etc. Once we finished the story map together we gave them an individual assessment. The assessment was story map questions but in numbers form, not story map form. The students were to complete the questions based on our anchor chart story map. The only area of weakness I would say we had was time. At the end we did not have much time for the students to complete the assessment, so it seemed like they had to rush a little bit but they ended up finishing them anyways. 

      

This was our treatment agreement
that we came up with together at
the beginnig to agree on
rules and agreements.  

All objectives were met, we have this evidence from their independent assessments, which they both did well on and did all correct, and by them answering our questions during the story and story map. 

From this experience I learned that while yes it is good to take time on each part of the lesson, adn to make sure the students are understanding what they are doing, it is also important that you make sure as the teacher you are not taking to much time on a certain part of the lesson, because you can quickly fall behind.  

This is the book we read 
together and a page from 
the story. 

    

This is the assessment we gave to the students to 
complete individually after completing the story
map with the togehter. 

This is the story map we did together with the 

students after reading the story.

This experience influences my professional identity because it helps me to become more professional as a teacher by being in the classroom and teaching actual students.  

This ecperienmce will help me plan, teach and assess in the future by being more mindful of time, I want to make sure that in teh future the students are not rushed while doing their assessment. 

Blog #10

For my final blog post, I have decided to do three quotes from the article "The Future of Healing". 

The first quote I chose from the article was "Rather than using discipline, a school that uses a trauma informed approach might offer therapy, or counseling to support the restoration of that students well-being. The assumption is that the disruptive behavior is the symptom of a deeper harm, rather Han willful defiance, or disrespect." I chose this quote because it just proves that sometimes the bad behavior students show in the classrooms could have a deeper problem. As a teacher, most of the time, you're not 100% sure what goes on at home, there might be at home issues we don't know about, that makes the child act that way. Therapy could help with these issues in school. 

For my second quote I chose "If trauma is collectively experienced, this means that we also have to consider the environmental context that caused the harm in the first place. By only treating the individual we only address the part of the equation leaving the toxic systems, policies, and practices neatly intact." I chose this quote because it further proves the point that the behavior of a child can come from the "life" at home. Just because you are discipling the child in school does not mean the actions at home are stopping. 

The last quote I chose was "A healing-centered approach views trauma not simply as an individual isolated experience, but rather highlights the ways in which trauma and healing are experienced collectively. The term healing-centered engagement expands how we think about responses to trauma and offers more holistic approach to fostering well-being." Everyone hears and grows in not only different ways but at different paces too. Taking the trauma and changing it into a healing process could be helpful for the kids not only and school but also at home. 

Types of Trauma & How to Heal – Cleveland Clinichttps://health.clevelandclinic.org › how-to-heal-from-tr... 

This is a hyper link of the types of trauma and how to heal it.

Blog #9

 In todays Blog, I will be talking about three things Ive learned this semester that I feel will stick with me! 

One of the fist things that I definitely found meaningful was the first day of service learning. Of Course I was nervous the first day but seeing now the relationship that I grew with the children is something that I am really proud of. I am sad to be leaving them in a few shorts week but I know they will do great next year! I am so glad I got to connect with these children on a personal level! 

The next thing that had a big learning impact on me was the do's and don's of a classroom. I actually really enjoyed that lesson and found it very interesting. I liked taking notes and watching the video in class, and now know what to lean towards when setting up my classroom. 

The last thing I feel will stick with me was the card game. The game five tricks was a fun way to problem solve without talking. That was one of my favorite things we've done in class, and I think I may even want to carry it on a possibly play it with the students when I become a teacher. 

Blog #8

 For this blog post I have decide to do quotes, I feel this will better help the reader understand the Gender/Transgender Rules for the education system. 

The first quote I chose was "Foster an educational environment that is safe and free from discrimination for all students, regardless of sex, sexual orientation, gender identity, or gender expression". I feel like this was a good quote to choose because you want the children in your environment to feel like it is a safe space to express how and who they feel they are. I also feel that when students feel more comfortable in a classroom, they are able to learn better. 

The second quote I chose was "In order to further a safe and supportive school environment for all students, schools should incorporate education and training about transgender and gender non-conforming students into their anti-bullying curriculum, health education curriculum, student leadership trainings, and staff professional development." We want our students to not only be heard, but to at the same time understand fully what they are being heard about. I think programs like this would be great for the students who want to learn more about genders. As well as it being talked about (but not in a forceful way) at the same time as bullying being talked about. 

The last quote I chose was "Superintendents and principals should review existing policies, handbooks, and other written materials to ensure that they reflect the inclusion of gender identity/expression in the anti- discrimination policy statements as appropriate. Schools should inform all members of the school community, including school personnel, students, and families, about federal and state law concerning transgender and gender non-conforming youth along with implications for school policy and practice." All employees in the school should be fully informed of all important details of gender identity in an educational environment. As a school environment, you want to make sure every student feels involved. 

Blog #7

 In this blog I will be doing quotes, I feel it will better help anyone reading this understand it more. In the reading "Eliminating Ableism in Education" by Thomas Hehir it talks about the issue of Ableism ad why/how it needs to get out of the education systems. 

This first quote I choose was "disability only becomes a tragedy for me when society fails to protect the things we need to lead our lives - job opportunities or barrier free buildings" (Sharpiro, 1994, p. 20). I find this quote to be important because this is one of the biggest, main reasons why Ableism is happening. There wasn't equal opportunities for the disabled children, which is not fair. There were no job opportunties given to them or equal opportunities in schools. 

The next quote I have chosen was "Ive faced unintentional discrimination, and it's just as damaging then racism... its called Ableism, the devolution and disregard of people with disability" (Smith, 2001, p.162). Although some people may not realize this, Ableism is just as important as race or sex, etc. (racism or sexism). Just as a transgender person is human, and a black person is human, people with special needs are humans and its not fair that they don't get treated as such. 

The last quote I choose was "As is the case with racism and sexism, progress toward equity is dependent first and foremost on the acknowledgment that ableism exists in schools." We must realize that this is a real issue in schools, and is not just something that should be forgotten about. We must educate the students in our education system and show everyone that this is not okay. 

Video Analysis: Butler and other disabled people use the term "walk" when expressing to someone that they are going out for a walk. Butter also says that places with accessible entry for her, and in places that have more accessible spots leads to a social acceptability. She says there are many disabled people out in the world, so many have learned how to "interact" with them better. We should be normalizing using our bodies in different way. 

https://www.accessliving.org/newsroom/blog/ableism-101/ 

This is a link to all facts about ableism. 

Blog # 6

This blog is broken up into two different sections: the videos and the article. 

The videos: The first video (episode 1) explain how years ago students were not allowed to speak any other language but for English in the class, and how sometimes students would Aldo often get punished of they speaking their own language. In the second video (episode 2), one of the teachers say that sometimes it can be intimating if they are not bilingual. The teacher also mentions that having different languages is only going to help the students and to let them go further. We should continue to encourage it. The two teachers say that teachers should learn to become co-learners along side their students. And in the last video (episode 5), In the bilingual classroom, they alternate days, one day they learn in English and the next day they learn in Spanish. The children incorporate English and Spanish into their poems. The teacher also adds that it could be a good idea to talk to parents and students about language goals. 

Now, for the article I have chosen to reflected it on my own personal life, specifically my own personal experience at the providence elementary school that I am student teacher at. 

In the reading "Tongue Tied" written by Richard Rodriguez the importance of a bilingual education is discussed. One of the first things that is being said is that if kids were taught Spanish at a young age, and we're taught in a bilingual classroom, it could more beneficial not only for the kids learning Spanish, but also for the kids who already know Spanish. Sometimes, it can be scary for Spanish speaking students to enter a classroom that is only English speaking. Some of Richards teachers showed up to his house on day and asked his parents to to start speaking English in the house and give up the Spanish language. In an intent, Richards family agreed, they wanted the best for their child and thought this was what they had to do. Every night the family would gather after dinner to work on their English words, Richard would also see a daily tutor to help with his English. One afternoon, Richard walked into the kitchen and heard his family speaking Spanish, he quickly become distraught when he realized he couldn't understand anything his parents were saying, he didn't feel like himself anymore. Richard felt like he lost his identity. 

Connecting this to the elementary school I am currently student teaching at, there are a few children who primarily speak Spanish. Although it can sometimes be difficult to fully understand what they are saying, I can somewhat makeup what they are trying to say. Spanish is apart of these children identity's and should certainly never be taken away from them. I think it would be so unacceptable to go directly to the parents and ask them to stop speaking Spanish, I feel like that is taking they're whole identity background. 

https://online.tamiu.edu/articles/education/why-bilingual-education-is-important.aspx 

This is a link of why bilingual education is important. 

Blog #5

For this Blog I am doing reflection, I will be connecting some of my personal experiences to this article. 

    This article explains different social classes and what they look like, and how they act. Growing up, I was more in the middle/upper class. Though I did go to a public school, it was more of a middle class public school. The article explains how in the middle class schools breadwinners were a mixture of highly skilled blue and white collard workers, and that traditional middle class occupations were teachers, social workers, accountants, and middle managers, where were different all things (people) that you would see in my schools at home. The article also said that the incomes in middle class schools were better than average but below the top ten percent. I would defiantly say that this is pretty accurate in regards to the high school that I went to. The school would have money to do fun assembly things, proms, field trips and more. But, at the same time my school was always fundraising for things to make more money. There was also a time I specifically remember freshman year of high school, some of the teachers jobs were threaten due to lack of money. But, nothing was put into effect and the teachers got to keep their jobs with a raise in the towns tax. 

The article also mentions about how the way the teacher teach in certain social classes. The article goes on to say how teachers of middle class schools believe their job was to teach knowledge taught from in textbooks and in which dictated by curriculums experts. This included reading text, listening to the teacher, answering questions, and then doing a report. They looked at it as more of a matter of giving and understanding information from socially approved sources. I think I could agree and disagree with this in regards to my high school. There were some teachers that would have us read from the textbook, listen to them talk, answer question and then do a report. But, there were also teachers who would make class more exciting and interactive and not just about what's in the textbook. 

This is a link that talks about the five sisal classes: 

https://news.gallup.com/opinion/polling-matters/204497/determines-americans-perceive-social-class.aspx

Video Analysis: 

https://docs.google.com/document/d/1UmiwDpAOK9Marzr4EwQmy7mawYWrgXEHy9iyK8tif8I/edit