Answer 2

1. My essential question is "How can a teacher best set a learning environment where the majority time is spent on teaching and learning rather than discipline?"
2. My first answer is a teacher who takes their time in planning an effective structure spends less time disciplining their classroom and more time teaching.
3.  My second answer is a teacher who sets their expectations clear and precise to understand spends less time disciplining their classroom and more time teaching.
4.  My three reasons why this answer is true is: By setting expectations in the classroom the students know what you expect from them for example, raising their hand before speaking. Also having expectations creates its own structure allowing the day to flow smoothly which saves time instead of spending 5 minutes on a disruptive student. Also expectations are important to keep the classroom on task.   
5. The printed source that best supports my answer is Setting Limits in the Classroom by Robert J. Mackenzie and Lisa Stanzonie because if talks about "real" situations and solutions.
6. Another source that supports my answer is my mentor, Mrs. Garay because I see how she sets her classroom expectations and how she enforces them which she gives out incentives which work in her benefit.
7. That’s why for my essential question’s second answer I would like to answer it with expectations because without expectations the students don’t know what you want from them for example, learn instead of talking or study instead of playing around.

Blog 15: Independent Component 2 Approval

Content:
1.  Describe in detail what you plan to do for your 30 hours.

• What I plan to do for my Independent  Component 2 is do an extra 30 hours of mentoring at my mentorship which is at San Jose School.  What I will be doing there is answering students questions and concerns, make sure students are staying on task, help put up students classwork up on the classroom walls, help my mentor grade and input grades.

 2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.

• I will be taking pictures of what I do, filling out my Independent Component 2 Hours Log and writing a brief description of what I did that day.

3.  Explain how this component will help you explore your topic in more depth.

• By doing more hours at my mentorship I will get more experience overall in my topic which is teaching 3rd grade and be able to use my experience to answer my essential quesstion.

4.  Post a log in your Senior Project Hours link and label it "Independent Component 2" log.

• Independent Component 2 Hours

Independent Component 1

   

Content:  

LITERAL (a)  “I, Stephanie Marin, affirm that I completed my independent component which represents 31 hours and 30 minutes of work.”

(b)  I did my hours at my mentorship which is at San Jose School with Lourdes Garay. I also used a website called Conerstone to help me with my Independent Component.

Watson, Angela. The Cornerstone RSS. Thecornerstoneforteachers, n.d. Web.  Jan. 2015.

Other helpful resources I read:

1) Mackenzie, Robert, Stanzione, Lisa. "Creating Structure That Works." Setting Limits in the Classroom. By Robert J. Mackenzie. Rocklin, CA: Prima Pub., 2003. N. 1-27. Print.

2) Escobar, Lindia, Kate Ortolano, Roslyn Duffy, and Deborah Owen-Sohocki. "Encouragement & Mistaken Goals." Positive Discipline A Teacher's A-Z Guide. By Jane Nelsen. 2nd ed. New York: Three Rivers, 2001. 1-14. Print.

3) Mackenzie, Robert, Stanzione, Lisa. "How Students Learn your Rules." Setting Limits in the Classroom. . Rocklin, CA: Prima Pub., 2003. N. 84-103. Print.

4)Escobar, Lindia, Kate Ortolano, Roslyn Duffy, and Deborah Owen-Sohocki. ""Good" Students." Postive Discipline A Teacher's A-Z Guide. By Jane Nelsen. 2nd ed. New York: Three Rivers, 2001. 156-158. Print.

5) Mackenzie, Robert, Stanzione, Lisa. ʺHow Teachers Teach Their Rules.ʺ Setting Limits in the Classroom. . Rocklin, CA: Prima Pub., 2003. N. 104-134. Print.

6) Foley, Dave. "6 Classroom Management Tips Every Teacher Can Use .ʺ  National Education Association. .  2010. Web.

7) Bart, Mary. "Dealing with Difficult Students and Other Classroom Disruptions." Faculty Focus Dealing with Difficult Students and Other Classroom Disruptions Comments. Magna Publications, 4 June 2014. Web. 12 Nov. 2014.

8) Watson, Angela. "How to Create Class Rules." Thecornerstoneforteachers. N.p., 10 Oct. 2011. Web. 3 Dec. 2014.

9) Watson, Angela. "Ideas for Classroom Seating Arrangements." The Cornerstone RSS. N.p., 18 Oct. 2011. Web. 03 Dec. 2014.

10) Watson, Angela. "10 Ways to Calm a Class after Lunch or Recess." The Cornerstone RSS. N.p., 2 Dec. 2014. Web. 04 Dec. 2014.

(c)  You can find my updated Independent Component One Hours here or on the side of my blog under links called "Senior Project Hours".

(d) I have done 30 hours and 30 minutes of  doing more research, mentorship experience, seeing other teachers teach and creating my own syllabus and I will explain more below in the "Interpretive" section.

INTERPRETIVE 

For my Independent Component One I volunteered at my mentorship with my mentor, Lourdes Gary. I helped answer questions students had and assisted them on their classwork. I also gave them tickets for good behavior which could later be used for a prize. I also sat in with other teachers to see how they taught and disciplined in their classroom for example, I went to a fourth and fifth combo classroom and to be honest it was difficult to watch the teacher put on a brave face when trying to get both grade levels to listen and learn. I saw how she would quiet one side of the room and while that was happening the other side would start talking and disrupting the class. The way I saw she had an advantage was a promise of a pizza party for good behavior this helped me see how she disciplined her classroom differently from the other teachers I have seen. I also did a lot of research using Cornerstone to create my syllabus. Creating my syllabus was difficult because I had to make it clear and precise to for both parent and student to understand. Another factor that I needed to decide was what rules would I have from all the research I have done it would be best if I only choose five rules, which was not an easy thing to narrow down.

Classroom Rules

1. Raise your hand to speak
2. Do not speak when someone else is speaking
3. Treat all students and adults with respect
4. Follow rules and directions the first time
5. Always try your best!

I have to say I know see syllabus's different than before, I know see all the handwork a teacher puts into making one.

APPLIED

This component helped me understand my senior project more because I have a better understanding of how to answer my essential question since my second answer is expectation in which I was able to create my own syllabus. By creating my own slabs I was able to do extensive research on what actually works in a classroom and what doesn't which as I said before made it hard to create my rules and also my four expectations.

Classroom Expectations

Be Respectful:

• Be Kind                             

• Keep hands/feet to yourself

• Be Responsible:

• Be on time  

• Follow classroom rules              

Be Prepared:  

• Bring materials/supplies daily        

Be a Learner:

• Pay Attention

• Think

• Ask questions

Also by going into other classrooms it gave me another perspective on how to explain my second answer for example, my mentor offers incentives for her third grade class and it actually works, but by going to higher grade levels I saw that it didn't have the same effect, some students wanted the incentive, but the majority of students could care less. Also my continuing to do hours at my mentorship I am growing to what I call as being "mean" which is really not being mean it's just part of what a teacher is suppose to do for example, when the students are talking or off task I am becoming more confident in quickly redirecting them to be back on task. Overall my Independent Component has help me grow into a stronger future teacher, have more knowledge on what works and what doesn't when it comes to having rules and expectations and hopefully when I become a teacher I won't have to teach a combo class (fingers crossed).

 

P.S. Sorry that my syllabus is a bit plain I couldn't add all of my other "fun" stuff on a google docs since I didn't know how to add a Word document on here.

 

 

 

 

 

What do teachers make?

Since I have started volunteering with my mentor many teachers or others say " Oh, you want to be a teacher" like its a bad thing, but every time I go and volunteer at my mentorship I  experience the opposite of that. When I read this I was astonished because what Barbra says its like taking the words from me that I could never but together when others tell me " Oh, you want to be a teacher".

 

"The dinner guests were sitting around the table discussing life. One man, a CFO, decided to explain the problem with education. He argued, “What’s a kid going to learn from someone who decided his best option in life was to become a teacher?” To stress his point he said to another guest, “You’re a teacher Barbra. Be honest. What do you make?” (She paused for a second, and then began…) “Well, I , make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor winner. I make kids sit through 40 minutes of class time when their parents can’t make them sit for 5 without an I Pod, Game Cube or movie rental. You want to know what I make. (She paused again and looked at each and every person at the table) I make kids wonder. I make them question. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. Keyboarding isn’t everything. I make them read, read, read. I make them show all their work in math. They use their God given brain, not the man-made calculator. I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. I make my students stand, placing their hand over their heart to say the Pledge of Allegiance to the Flag, One Nation Under God, because we live in the United States of America. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (Barbara paused one last time and then continued.) Then, when people try to judge me by what I make, with me knowing money isn’t everything, I can hold my head up high and pay no attention because they are ignorant. You want to know what I make. I MAKE A DIFFERENCE. What do you make Mr. CEO?’ His jaw dropped and he went silent."

by unknown

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?