Lesson 2 Reflection

Content:

1.What are you most proud of in your Lesson 2 Presentation and why?

- I was most proud of was being bale to make time because the first time I wasn't able to.

2. a.     What assessment would you give yourself on your Lesson 2 Presentation (self-assessment)?

          P       

     b.     Explain why you deserve that grade using evidence from the Lesson 2 component contract.

- I believe I deserve a P because I did everything required to be eligible for a P.

3. What worked for you in your Lesson 2?

- What really worked for me is adding stories from my experience not just saying my information without relating it to others. What also worked was having others help me keep track of how much time I still needed while presenting.

4. What didn't work? If you had a time machine, what would you have done differently to improve your Lesson 2?

- What didn't work for me is me talking fast I need to learn to slow down when presenting.

5. What do you think your answer #2 is going to be?

- My second answer is expectations because it is a possible answer too my essential question. By having expectations as my second answer I am able to expand on how having expectations does indeed help a teacher teach rather than discipline. 

Blog 12: Mentorship 10 hours check

1.   Where are you doing your mentorship?
I am doing my mentorship at San Jose School in Pomona.
 2.   Who is your contact?
My contact is Lourdes Garay my mentor.
 3.   How many total hours have you done (total hours should be reflected in your mentorship log located on the right hand side of your blog like your WB)?
I have done 40 hours and 30 minutes for my mentorship and 18 hours for my Independent Component so far.
 4.   Summarize the 10 hours of service you did.
For my 10 hours I mainly worked with the students on whatever activity or assignment they were doing at that time by answering questions or showing them how to do a problem. I also help my mentor grade tests and she helped show me how to grade DWA's; I would grade them and than she would check if she would grade them the same way which for the most we did.

Blog 11: Holiday Project Update

1.  It is important to consistently work on your senior project, whether it is break or we are in school.  What did you do over the break with your senior project?

- Over this break I have been working on my Independent Component for example, I have been working on creating a syllabus and finalizing my set of rules.

2.  What was the most important thing you learned from what you did, and why?  What was the source of what you learned?

The most important thing that I have learned is that for what I am doing for my Independent Component is what a teacher needs to do to prepare before a new school year which I have found very time consuming. The source where I got this from is from all of my research I have been doing for this project particularly Setting Limits in the Classroom by Robert J. Mackenzie and Lisa Stanzione has been a really important source besides my mentor.

3.  If you were going to do a 10 question interview on questions related to answers for your EQ, who would you talk to and why?

-I would interview Mrs. Anderson because she has taught different grade levels from third grade to seventh grade which makes her a perfect person to ask these questions to because she has the experience of experiencing first hand of what my essential question is asking.

How does a teacher set a learning environment where the majority time is spent on teaching and learning rather than disciplining?

• How would you answer "How does a teacher set a learning environment where the majority time is spent on teaching and learning rather than disciplining?"
• How do you think having a structure that is easy to understand crucial to answer my essential question?
• How do you think expectations play a factor in answering my essential question?
• What kind of expectations do you think are important to have?
• How do you  tell the difference between rules and expectations so that the students don't combined the both and make seem like a long list of rules?
• How do you think parent communications plays a part in my essential question?
• How do you think a teacher can stay well communicated with the students parents?
• Since my essential question is worded the way it is do you think that structure, expectations and parent communication are good answers to answer my essential question? If not what answer or answers would you change?
• Do you have any books or resources you would recommend to me to help me with my essential question?
• Do you have any ideals of what else I could do such as activity to get a better understanding of answering my essential question?

Candy Christmas Tree

At my mentorship the students were to create a recipe of how to make a frosted ice-cream cone tree. When they finally got all of the steps right they were able to come to me in groups and I would help give them the supplies they needed and assist them with any questions they had.

This is what they kind of looked liked when they were done.

"Grunt Work"

 

I thought I would share with you what my mentor calls "Grunt Work". It is the organization in a classroom that a teacher must do to keep the classroom on task. Which include from weekly assessments for each student to organizing the classroom closets which I have done both. The week before thanksgiving my mentor mentioned that she has been wanting to put all of her classroom textbooks in one closet so I decided to just do that the picture below shows how it looked after I finish.

 

EQ

Content
1.   Review this.  Confirm by stating "I reviewed the rule of three for writing an EQ."

I reviewed the rule of three for writing an EQ.

2.  Review the following EQs and

        -Tell us if each meets the rule of three.                     

        -Tell why they do or don't.

 a.  What is the most important factor in healthy weight loss?

• No, it does not meet the rule of three because it could be more specific, for example, gender, age and other factors that could be included.                                                   

 b.  What is most important to securing a conviction in a criminal investigation?

• No, it does not meet the rule of three because it is a vague question, for example, they could expand on time period or even starting a different way because the way they start by saying "most important" makes it only open for one possible answer.

 c.  What is most important in creating a hairstyle that best satisfies a customer?

• Yes, it does meet the rule of three criteria because it is specific by saying "that best satisfies a customer" it allows them to have multiple answers.

 d.  How can an anesthesiologist best treat chronic pain?

• Yes, it does indeed meet the rule of three criteria because starts with "How can a …" rather than "What is the…" this wording allows the person to have an endless amount of possible answers.

3. Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project.  The senior team will be meeting with students shortly for EQ revision and approval; you are expected to bring your research notebook to that meeting with your EQ draft written inside in pencil.

•  My working Essential Question is How does a teacher set a learning environment where the majority time is spent on teaching and learning rather than disciplining?

 

Lesson 1 Reflection

1. Positive Statement

What are you most proud of in your Lesson 1 Presentation and why?

After completing my Lesson 1 Presentation the thing I am most proud of is that after practicing multiple times I didn't seem to not "jumbo" over my words if that makes any sense. 

2. Questions to Consider

       a.     What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?
        
              P

       b.     Explain why you deserve that grade using evidence from the Lesson 1 component contract.

I strongly believe that I should get a P because of what the contract requires me to do I followed it; I said my examples, referenced my mentorship and other points I had to make, but I didn't go above and beyond.

3. What worked for you in your Lesson 1?
What worked for me is that I practiced before I had to present, but it wasn't because I didn't know what to say but because I had so many things I wanted to say that if I didn't practice my Lesson 1 presentation would have been a disaster.

4.  (What didn't work) If you had a time machine, what would you have done differently to improve your Lesson 1?
If I was able to fix something it would be not to second guess myself because I had a paper as a reference on what I have to say, but I knew what I had to say but as a nervous habit I kept looking at the paper when I knew I didn't need to.