February 06-10, 2017

Weekly Rating: 4! 

• Observe: This past week is kind of a blur, to be honest. I have been in full swing, it seems. I am feeling almost fully acclimated to FES and am much more comfortable with the procedures. I hate to say the same thing every week, but it is true. A memorable moment for me was during Car Duty this week. Multiple students hopped right out of the car and said "Good Morning Mr. Beasley!" If that doesn't get your day started on the right foot, I'm not sure what will. 
• Reflect: I am learning to be more observant from the very second that I pick students up from their classroom. It is also very important to have open communication with their teacher as to feel the flow of how all the students' days are going and who is having some difficulties in whatever capacity. This will help with discipline. We have already directed 5th grade teachers to line the students up boy-girl order. This has had a good affect on their behaviors! I have also moved a few people in line before we entered the classroom (I need to do this more often), because I "want them to make the best decisions in my class." I tell them each time I move someone that I am trying to help them out as best as possible. I have also started to get more strict (on myself) about down time with students: i.e. when we pass out text books, when I am waiting for projector to come on, while I am passing out recorders. I am trying my best to keep them engaged and ask them musical questions. 

• Focus: My biggest concern is that I am not assessing my students individually and using the data to influence how we move forward. I'm not exactly sure why this is happening. I honestly think that once I am totally dictating my own lesson plans and curriculum, I'll be more ready to assess in an appropriate manner. I have realized that most of my CE's lessons are directed strictly towards the standards. We hit the standard and keep moving. I am trying my best to review and keep knowledge that we learned last week fresh and still tangible for these kids. It's important because they only see me once a week. If I don't spend time to review what we talked about last week, it will be gone. 

• Be productive: I could spend more time edTPA-ing. I have finally decided exactly which class I will be doing it with-and know 80% of my LPs and procedures. I now need to reserve iPods, write out commentaries, and speak with EC again about these new set of kids. I feel bad that I have yet to move forward with edTPA... I just had such a hard time getting my students figured out and then getting Video Release forms back in. Also, I remember that the class that I have chosen was a great group a couple of weeks ago. This week, however, they were a bit wild. I may have to really give them some groundwork about how the edTPA unit is going to go and what I expect from them. 

• Have courage: Warning: honesty coming out. I am still a little apprehensive with my 4th and 5th graders. It's odd because I always imagined (and desired for myself) teaching middle school. I think I still want to, it's just in a weird situation now with K-3 added in the bunch. However, I have made a few great relationships with 4/5th graders. There are a couple that stick out in my memory-we have had intelligent, pleasant conversations. I am also pleased with what is happening in class-they are reacting well to my teaching and we are progressing at a pretty solid pace.
  Biggest apprehension: we are having one EC student who is having a lot of issues. He is "pulled out" during core class times and included in "specials." He has been acting out during the other specials times. I have had no issues from his thus far. We talk in the hallways and I say "hello" to him when I see him. However, when I heard that he was screaming and being defiant to other specials teachers, I felt fear in my heart. I do not want him to be upset at me or get aggravated in my class. I'm not exactly sure how I would handle it. When I saw him in the hallway Friday, I made sure to listen to his story that he had to tell me, and told him to have a good day. I think I am selfishly doing it for my own benefit. I don't know if that makes me a bad person or not. I am trying to make him know I am on his side and a friend, hoping to minimize any chance of an outburst. I don't feel too bad about it, because I did talk to him and listen to him when he had things to tell me before I heard he was having issues.. But the motive behind me being extra kind to him is worrisome to me. But I also try to do that will all of my students-I figure maybe all teachers do that with their students. We want them to know we are on their side so that they will do the best of their abilities in our classes.

• Begin anew: I had a LOT of props and supplies that I have had to make this weekend. We are hopefully starting our Ukes this week, and I have made some "keys" that we can slide between the frets and the strings to help them see how to play a "C." I am thinking of a few easy songs that I will offer up to my 4/5 grade classes as a goal for us to strive for. I have also made clothespin rhythms to use during a review activity for my lower grades. They will create their own rhythm by clipping the clothespins to a heart. We will then perform them, play musical hearts, arrive at a new rhythm, sit down, and perform someone else's as well. It should be fun! 
• Data analysis: Mrs. F and I have been trying to sit down and map out the rest of my time with FES. We are trying to fit in my edTPA lessons as well as her ASW lessons. It's interesting to have to sit down and think-"how long should I spend on this topic," and "in which order would the students best understand this/how would this flow best?" 
• Advice: Rest. Take care of yourself when you are ST. My stomach issues have been rough. I have been so tired this past week because I have stayed up later than normal because I have been anxious and irritated with my stomach. However, I have since gotten medicine and am feeling much better. 

NCTCS: 

Standard 1: Teachers demonstrate leadership

1e. Teachers demonstrate high ethical standards.

While learning about my students and their learning needs, I have learned about the ways in which we should and should not communicate about our students. I already had a good idea about appropriate ways of referring and not referring about our students. 

Standard 2: Teachers establish a respectful environment for a diverse population of

students

2c. Teachers treat students as individuals.

I am really starting to get to know some of my students. I am getting more comfortable carrying on conversations with them walking down the hallways and such (even though I probably should not).

Standard 3: Teachers know the content they teach

3d. Teachers make instruction relevant to students.

This week I have been searching for easy-to-play songs that are new-ish. I will play samples of these songs for the classes to vote on, and we may not all be playing the same song! I'm excited for them to chose their own song and take ownership over their learning.
Standard 4: Teachers facilitate learning for their students

4g. Teachers communicate effectively.

I am beginning to realize just how much my words matter. On Thursday Perry was our substitute because Mrs. F was out sick. He gave me a pointer to be more concise when I say things. I have a tendency to say whatever comes to mind, and he suggested that I try to correct that. I think examples of things I say are: "let me see.." or "Alright I'm going to get the CD ready..." I think, somewhat, he has a point. However, I think the way I speak and conduct myself can be part of who I am as a teacher. I'm not a perfect, uber professional. However, I do see his point and will try to keep it in mind as I continue on in my ST experience.

Standard 5: Teachers reflect on their practice

5a. Teachers analyze student learning.

I am trying to do better about this point. I have intentionally been glancing over the entire class to see if they are tapping or listening for everyone to be on the same page on recorders, etc.

• Management Question of the week: 
• Portfolio: EE7: Website, Technological Evidences, Professional Development Plan and Resume. I started looking at the SIP and trying to figure out how to incorporate implementing those goals into my lessons and demeanor throughout the school day. I began keeping my journal of all of the NCTCS and will soon have lesson plans and snippets of artifacts to include in them. +I am getting my edTPA lesson plans in order. 
• Support: I mostly need feedback on my edTPA ideas.