Initial Level
The Developmental Teaching Portfolio
Paige Whaley
Elementary Education
East Tennessee State University
Spring, 2014
Table of Contents
SECTION ONE: BACKGROUND INFORMATION Introduction Working Resume Statement of Philosophy Program of Study Unofficial Transcript ACT or Praxis I Scores
SECTION TWO: SELECTED ENTRIES Planning and Teaching Strategies: Bloom’s Taxonomy Assignment Lesson Plans
Assessment and Evaluation: Performance-Based Grading Rubric
Learning Environment: Guided Observation #1- Contextual Factors Guided Observation #2 – Physical Arrangements Guided Observation #3
Professional Growth: STEA Membership Praxis 1 Workshop
Communication: Letter to Parents PBL Presentation
SECTION THREE: PROFESSIONAL EVALUATION Field Placement Journals Field Placement Evaluations TimeSheets Concluding Reflection
Introduction
My name is Paige Whaley. I am currently working to obtain an Elementary Education
Degree in Teaching, concentrating on grades K- 6 at Walters State then transferring to East
Tennessee State University. I have been attending Walters State since 2010. I am about to
graduate with my AST in the Spring of 2014. I will then be in the 2+2 program with ETSU. I
really want to teach first grade but of course I will be happy anywhere. I have always loved
children and I have also loved helping people. I have a very warm heart and love to make
everyone feel like they are included. This is my teaching portfolio and I hope to look back on
this when I become a teacher. My portfolio has everything that I have learned and all the
activities that I have done. I will use it as one of many resources as I begin my career in teaching.
I look forward to teaching and making kids happy.
Context Statement Type of Artifact: Resume Date: Spring 2014 Courses: EDUC 2300 Introduction to Education Description: This is a copy of my resume.
Paige Rachelle Whaley
1659 Snapp Rd.
Sevierville, TN 37862
(865) 363-9150 / [email protected]
Professional Objective: To teach and guide children in our elementary schools.
Education:
2014-2016 Elementary Education East Tennessee State University
2010-2014 Associate of Science in Elementary EducationWalters State Community College
2006-2010 High School Diploma, Sevier County High School
Related Educational Experience/Professional Experience:
Spring 2013 Service Learning, Sevierville Primary School
Fall 2012 Service Learning, Hilltop Development Center
Spring 2010 Service Learning, Catlettsburg Elementary School
College Related Professional/Academic/Service Activities:
Spring 2013 STEA Member
Additional Work Related Experience:
Spring 2012 Helped at the Sevier County Angel Food Ministries.
Fall 2011 Helped Kids at My Moms’ Work. Sevierville Housing Authority. Income Housing Children that needed tutoring on homework. Also played games.
Placement File:
Please contact the ETSU Career and Internship Services Office.
Website: http://www.etsu.edu/careers , BucLink
TEL: 423-439-4450
FAX: 423-439-6176
Context StatementType of Artifact Philosophy of EducationDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Philosophy of Education paper that I did in EDUC 2300 Introduction to
Education Class.
My Philosophy of Education
Teachers and students are what make the life of learning worthy and special. They both
have many obstacles to overcome, and they also need each other to get through those obstacles
by being motivated. They also get through these obstacles by having positive attitudes and
determination. Teachers and students each have their own role in life. Their role in life was
assigned when he or she was born. The three attributes of an effective teacher are:
organization, motivation, and enthusiasm.
Organization is a huge attribute to being and becoming an effective teacher because
everything will be explained clearly and understood better. An effective teacher that is
organized is always well prepared, which is very important as well. An organized, effective
teacher makes difficult topics easy to understand by organizing different activities into ways
that visual learners can do hands on things. Another reason why being an I want to be an
organized effective teacher is because I can use examples, details, analogies, metaphors, and
variety in modes of explanation to make material not only understandable but memorable as
well.
Motivation is another attribute to becoming an effective teacher because motivators
encourage students to achieve their goals. Some students are not confident in doing things that
they have no clue about. Being confident is a huge thing in learning. By motivating them to do it
helps. By providing constructive and positive feedback, I feel that my students will succeed.
Enthusiasm is also another really important attribute to becoming an effective teacher
because enthusiasm is great because I can mold a student that is not confident or positive into a
student who is an energetic and dynamic person. Being energetic pumps them up and makes
them want to learn for the most part. An effective teacher that is enthusiastic seems to enjoy
teaching conveys a love of the field of teaching. Some of the teachers I have seen need
enthusiasm. This is why I want to make a difference in being an effective teacher who is
enthusiastic.
In conclusion, my three attributes of an effective teacher are: organization, motivation,
and enthusiasm. I chose organization because it is a huge attribute to being and becoming and
effective teacher because everything will be able to be explained clearly and understood better.
I also chose motivation because it is another attribute to becoming an effective teacher because
motivators encourage students to achieve their goals. I also chose enthusiasm because it is also
another really important attribute to becoming and effective teacher because enthusiasm is great
because I can mold a student that is not confident or positive into a student who is an energetic
and dynamic person.
Context StatementType of Artifact Program of StudyDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Program of Study from WSCC showing classes I have taken.
Context StatementType of Artifact TranscriptDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Academic Transcript will all of my grades from WSCC.
Transcript Data
STUDENT INFORMATION
Birth Date: Apr 10, 1992
Student Type:
Continuing
Curriculum Information
Current Program
A. S. Teaching
Program: AST Teaching
College: Behavioral Social Science
Major and Department:
Teaching, Education
***This is NOT an Official Transcript***
INSTITUTION CREDIT -Top-
Term: Fall Term 2010
College: Behavioral Social Science
Major: Elementary Education Option
Student Type: New First Time Freshman
Academic Standing: Good Standing
Subject
Course
Campus
Level
Title Grade
Credit Hour
Quality Point
Start and
R
s s End Dates
DSPM 0850*
WSCC Sevier Co Campus
DS Intermediate Algebra
F 3.000 0.000 E
DSPR 0800*
WSCC Sevier Co Campus
DS Developmental Reading
B 3.000 9.000
DSPS 0800*
WSCC Sevier Co Campus
DS Learning Strategies A 3.000 12.000
DSPW 0800*
WSCC Sevier Co Campus
DS Developmental Writing
A 3.000 12.000
Term Totals (DSP Only)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 12.000
9.000 9.000 9.000 33.000
3.666
Cumulative: 12.000
9.000 9.000 9.000 33.000
3.666
Term: Spring Term 2011College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: New First Time FreshmanAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End Dates
R
BIOL 1030 WSCC Sevier Co Campus
UG Concepts of Biology
F 4.000 0.000 E
BIOL 1031 WSCC UG Concepts of F 0.000 0.000 E
Sevier Co Campus
Biology Lab
DSPM 0850*
WSCC Sevier Co Campus
DS Intermediate Algebra
C 3.000 6.000 I
EDUC 2010 WSCC Sevier Co Campus
UG Psy of Hum Dev for Tchrs
A 3.000 12.000
ENGL 1010 WSCC Sevier Co Campus
UG Composition I B 3.000 9.000
Term Totals (DSP Only)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 3.000 3.000 3.000 3.000 6.000 2.000Cumulative: 15.00
012.00
012.00
012.00
039.00
03.250
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 10.000
6.000 6.000 6.000 21.000
3.500
Cumulative: 10.000
6.000 6.000 6.000 21.000
3.500
Term: Fall Term 2011College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: New First Time FreshmanAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End Dates
R
GEOG 2010 WSCC UG World Regional B 3.000 9.000
Sevier Co Campus
Geography
HIST 2010 WSCC Sevier Co Campus
UG American History I C 3.000 6.000
MATH 1410 WSCC Sevier Co Campus
UG Number Cncpts and Algeb Struct
D 3.000 0.000 E
SPCH 1010 WSCC Sevier Co Campus
UG Fund of Speech Communication
B 3.000 9.000
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 12.000
9.000 9.000 9.000 24.000
2.666
Cumulative: 22.000
15.000
15.000
15.000
45.000
3.000
Term: Spring Term 2012College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End Dates
R
BIOL 1030 WSCC Sevier Co Campus
UG Concepts of Biology
B 4.000 12.000
I
BIOL 1031 WSCC Sevier Co Campus
UG Concepts of Biology Lab
P 0.000 0.000 I
INFS 1010 WSCC Sevier Co Campus
UG Computer Applications
B 3.000 9.000
MATH 1420 WSCC Sevier Co Campus
UG Prob Slvng Geom and Statistics
C 3.000 6.000
MUS 1030 WSCC Sevier Co Campus
UG Music Appreciation B 3.000 9.000
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 13.000
13.000
13.000
13.000
36.000
2.769
Cumulative: 35.000
28.000
28.000
28.000
81.000
2.892
Term: Summer Term 2012College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End Dates
R
HIST 2020 WSCC Sevier Co Campus
UG American History II B 3.000 9.000
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 3.000 3.000 3.000 3.000 9.000 3.000Cumulative: 38.00
031.00
031.00
031.00
090.00
02.903
Term: Fall Term 2012College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End Dates
R
CHEM 1030 WSCC Sevier Co Campus
UG Concepts of Chemistry
A 4.000 16.000
CHEM 1031 WSCC Sevier Co Campus
UG Concepts of Chemistry Lab
P 0.000 0.000
ENGL 1020 WSCC Sevier Co Campus
UG Composition II F 3.000 0.000 E
PSCI 1030 WSCC Sevier Co Campus
UG Concepts Earth and Space Sci
A 4.000 16.000
PSCI 1031 WSCC Sevier Co Campus
UG Cncpts Earth Sp Sci Lab
P 0.000 0.000
SPED 2010 WSCC Sevier Co Campus
UG Introduction to Special Educat
A 3.000 12.000
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 14.000
11.000
11.000
11.000
44.000
4.000
Cumulative: 52.000
42.000
42.000
42.000
134.000
3.190
Term: Spring Term 2013College: Behavioral Social ScienceMajor: Elementary Education OptionStudent Type: ContinuingAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End Dates
R
ENGL 1020 WSCC Sevier Co Campus
UG Composition II B 3.000 9.000 I
MATH 1530 WSCC Sevier Co Campus
UG Probability and Statistics
B 3.000 9.000
PHIL 1030 WSCC Sevier Co Campus
UG Human Nature and Life
B 3.000 9.000
SOCI 1010 WSCC Sevier Co Campus
UG Intro to Sociology C 3.000 6.000
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 12.000
12.000
12.000
12.000
33.000
2.750
Cumulative: 64.000
54.000
54.000
54.000
167.000
3.092
Term: Fall Term 2013College: Behavioral Social ScienceMajor: TeachingStudent Type: ContinuingAcademic Standing: Good StandingSubject
Course
Campus
Level
Title Grade
Credit Hours
Quality Points
Start and End
R
Dates
ENGL 2410 WSCC Sevier Co Campus
UG Western World Literature I
D 3.000 3.000
MATH 1410 WSCC Sevier Co Campus
UG Number Cncpts and Algeb Struct
B 3.000 9.000 I
Term Totals (Undergraduate)
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Current Term: 6.000 6.000 6.000 6.000 12.000
2.000
Cumulative: 70.000
60.000
60.000
60.000
179.000
2.983
Unofficial TranscriptTRANSCRIPT TOTALS (DSP ONLY) -Top-
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Total Institution: 15.000
12.000
12.000
12.000
39.000
3.250
Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000Overall: 15.00
012.00
012.00
012.00
039.00
03.250
Unofficial TranscriptTRANSCRIPT TOTALS (UNDERGRADUATE) -Top-
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Total Institution: 70.000
60.000
60.000
60.000
179.000
2.983
Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000Overall: 70.00
060.00
060.00
060.00
0179.0
002.983
Attempt Hours
Passed Hours
Earned Hours
GPA Hours
Quality Points
GPA
Institution Combined:
85.000
72.000
72.000
72.000
218.000
3.027
Transfer Combined: 0.000 0.000 0.000 0.000 0.000 0.000Overall Combined: 85.00
072.00
072.00
072.00
0218.0
003.027
Unofficial TranscriptCOURSES IN PROGRESS -Top-
Term: Spring Term 2014College: Behavioral Social ScienceMajor: TeachingStudent Type: ContinuingSubject
Course
Campus
Level
Title Credit Hours
Start and End Dates
ECON 2010 WSCC Sevier Co Campus
UG Macroeconomics 3.000
EDUC 2300 WSCC Sevier Co Campus
UG Foundations of Education
3.000
Unofficial Transcript
Context StatementType of Artifact Praxis ScoresDate Spring, 2014Courses: EDUC 2300 Introduction to EducationDescription: This is my Praxis Scores.
Context StatementType of Artifact: Bloom’s Taxonomy ActivityDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is the Bloom’s Taxonomy Activity we did in EDUC 2300 Introduction to Education.
Name: Paige Whaley Date: Spring, 2014 Class: EDUC 2300 Introduction to Education Semester: Spring, 2014
Bloom’s Taxonomy Activity
1. Targeted grade level: Fourth grade
2. Subject area: Math: Adding Fractions
3. Specific content to be taught: Understand Addition and Subtraction of Fractions as joining and separating parts referring to the same whole.
4. Questions:
a. Remembering1. Can you list three things about adding parts of something together?2. How would you show how to demonstrate adding those parts together?3. Can you recall how to work a problem where you had to add parts
together? b. Understanding
1. State how you would describe adding fractions to demonstrate understanding.
2. What is the idea of fractions?3. How would you summarize what adding fractions looks like?
c. Applying 1. How would you use adding fractions outside of school?
2. How would you show your understanding of adding fractions?3. How would you draw a picture to show adding fractions?
d. Analyzing 1. How do we use fractions?
2. What pictures can you draw of pies or pizzas to show adding fractions?3. Why do you think we need to know how to add fractions?
e. Evaluating 1. What do you think about adding fractions?
2. Based on what you know, how would you explain to the class how to add fractions?
3. How do you feel about this way of learning addition of fractions?f. Creating
1. Think of a way to teach addition of fractions?2. Show an example with objects?3. Show another way to teach how to add fractions?
Context StatementType of Artifact: Lesson Plan AssignmentDate: Spring, 2014Courses: EDUC 2300 Introduction to Education Description: This is the lesson I made for the activity on how to ADD Fractions in EDUC 2300 Introduction to Education.
Name: Paige Whaley Title of Lesson: Apple FractionsGrade: FourthDate: Spring, 2014
Standard: CCSS.MATH.CONTENT.4.NF.B.3.AUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Materials Needed: 3 or 4 different types of Apples. We will need different shades of green and different shades of red. If possible, get them from an orchard.Use bags or boxes to hold the apples.
Goals: The student will sort the apples according to color. The students will also add the total number of apples they pick versus the number of apples left.
For Example: They would write down 5/10 Gala Apples or 5 out of 10 Gala Apples plus 4/10 Granny Smith Apples or 4 out of 10 Granny Smith Apples.
5/10 + 4/10=9/10 Apples Total.
Objectives:
The students will discover the basic concept of fractions. Students can sort the apples according to size, specific shapes, etc. They can also add how many apples they pull out of each bag which creates an addition
problem with fractions. Students can separate in each distinguishable group. Students can even cut into equal sections to show fractions. Continue to review fractions. Basic addition and subtraction of fractions can be learned from
this activity.Instructional Procedures:
The teacher will give all the students a bag and we would all go outside and sort our apples.
I would read them the Apple Fraction book and ask them questions. I would ask them what kind of apples that they like? Ask them if they have ever cut an apple? Then, at the end I would go around the room asking what they learned.
Questions: (See Bloom’s Taxonomy assignment)
Closure: We would the lesson with questions and comments about the apple book and then we would eat the Apple Pie.
Adaptations to meet Individual Needs: Pair one of the higher level students with a lower level student.
Context StatementType of Artifact: RubricDate: Spring, 2014Courses: EDUC 2300 Introduction to Education Description: This is the Rubric I made for this Activity on How to ADD Fractions in Education 2300 Introduction to Education.
0 1 2 ScoreParticipation Did not
participate in activity.
Gave one or two ideas for activity.
Gave at least three ideas for activity.
____ / 2
Attitude/Cooperation
Bad attitude/ did not want to cooperate with others
Fair attitude/ had to be reminded of how to work with others
Great attitude/ worked well with others and gave good answers.
____ / 2
Listening Skills
Did not listen to “Apple Fractions”
Listened to “Apple Fractions” but was talking
Listened to “Apple Fractions” with no disruptions
____ / 2
Questions (3)
None correct 1-2 correct All correct ____ / 2
Sorted Apples correctly and answered all questions
Had no interest in activity.
Did activity but missed a lot of points
Followed all directions and completed activity.
____ / 2
Total Score____ / 10
9-10 = Excellent7-8 = Good5-6 = Satisfactory3-4 = Needs Improvement0-2 = Unsatisfactory
Context StatementType of Artifact: Guided Observation #1Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my guided observation about contextual factors that I did in EDUC 2300. Introduction to Education.
Guided Observation #1 – Contextual Factors
Name: Paige WhaleyDate: Spring, 2014Course: EDUC 2300 Introduction to EducationSchool: Sevierville Primary
1. The number of males and females are 50/50. There are eight Hispanics in the classroom; the rest are Americans.
2. The developmental levels are on all three levels. There are lower level kids, medium level kids, and higher level kids. For example; when they get into their math groups, they are paired together with whatever level they are on. Some are more advanced than others.
3. The whole class does a few easy problems and then the whole class does some medium level problems, and then they all do one advanced problem, this is so they can experience all levels of thinking.
4. Primary School has 729 students from kindergarten to second grade. The annual
Report Card is a comprehensive showcase of state, district and school-level data for each school year. The Sevierville Primary School has good standing as far as grades. The Report Card includes demographics, achievement results, accountability progress, value-added data, attendance figures, graduation rate and more.
5. Comprehensive Developmental Class (CDC) and Extended Resource Program are
provided for students who need intense small group academic assistance and/or require much assistance to maintain success in a general education classroom.
Context StatementType of Artifact: Guided Observation #2Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my guided observation #2 about physical arrangement that I did in EDUC 2300 Introduction to Education class.
Guided Observation #2 – Physical Arrangement
Name: Paige WhaleyDate: Spring, 2014Course: EDUC 2300 Introduction to EducationSchool: Sevierville Primary
a) Technology:The teacher has a smart board that she uses to project stuff and show videos. That is the only form of technology that particular classroom had. The used it to watch movies and do math problems.
b) Traffic Patterns:The desks were in pods. 3 desks were put in a circle form kind of. She would move them around every month so the students would be with someone different every time. The teacher’s desk was kind of in the back of the room and she also had a table at the front of the room that she sat at as well. There is a dry erase board in the front of the room that has all of their weekly vocabulary words and all of their spelling words. Most of the students have their backs to the door and
Boards
deskdesk
Teachers
Desk
door
the door is shut most of the time. I didn’t notice anyone getting distracted by the door. So this arrangement seems to work very well.
c) Instructional Displays:The bulletin board was really crowded to me. She had so mush left on there that she had no room to write anything else during class. Bulletin boards are all on the left side of the room with calendars and other useful tools for everyday classwork.
d) Classroom Management:At the start of the class the students seems to be a little rowdy and then the quiet down usually after the lesson is started and if they don’t then the teacher pauses the lesson and makes someone give her a penny. They do get rowdy during interruptions. Like if the phone rings she will send a student to answer it and then all of the others will start talking. The consequences for unacceptable behavior are giving the teacher a penny. The earn pennies randomly for being good and being quiet in the hallway or wherever they may be. So when they do something unacceptable, they have to give back a penny.
e) Motivational Elements:The reward for academic or good behavior will be receiving a penny or getting to get a breeze freeze that they can drink in class. When one of the students help the other then they get rewarded and they usually get to become the leader or get something out of a prize bucket. This little girl named Gracie got pulled to the side with the teacher and the teacher explained to her how important she was to the classroom and she helped out tremendously. I witnessed her being a little mommy and little teacher. I did see instances of negative reinforcement from the teacher. She was drinking a diet coke in front of the students and told them to put theirs away. One student called her out and said “it is not fair that you get to drink that in front of us when we are thirsty.” Which that is called modeling and that is not being a very good model.
Context StatementType of Artifact: Guided Observation #3Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my Guided Observation #3 about General Procedures I did in EDUC 2300 Introduction to Education
Name: Paige WhaleyDate: Spring, 2014Course: EDUC 2300 Introduction to EducationSchool: Sevierville Primary
Guided Observation # 3- General Procedures
1. What routines have been established to take attendance, deal withpreviously absent students, and handle tardy students? All of the students take their chairs down when their name is called, and the chairs that are still up are the students who are either tardy or absent. There are two students that have multiple tardies, and in fact those students have gone over the limit of how many tardies that they are allowed to have and truancy is starting to step in. This is not the students fault but it is the parents fault.
2. What observations can you make about transition times, i.e. changing from one activity to another? The students are really great about doing this. When it is time for gym, computer, or library, they all get in a single file line and do duck tails and bubbles. They walk quietly to their activity. They seem to know not to act up in the hallway or they will get a penny taken from them. They always have a leader and the leader takes count before they go back to the classroom. When the activity is over they repeat those steps all the way back. I did not see in behavior issues in that area.
Context StatementType of Artifact: STEADate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is my STEA insurance I got for service learning in EDUC 2300.
Context StatementType of Artifact: Praxis WorkshopDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is from when I attended the Praxis Workshop in EDUC 2300.
Context StatementType of Artifact: Letter to ParentsDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is the letter I wrote to the parents when I did my Service Learning at Sevierville Primary School in EDUC 2300.
March 26, 2014
Dear Parents,I am Paige Whaley from Walters State Community
College. This semester, I have been participating in a service learning project for my education class. I have been doing my service learning at Sevierville Primary in Mrs. Carver’s class observing and working with your child and Mrs. Carver. I have had a great time so far with this experience, and each and every one of them has touched my heart already. I am building a foundation that will assist me in being a more effective teacher when I have my own classroom in the future. If you have any questions or concerns, please contact Mrs. Carver at 865 453-2824. Thank you for your time.
Thank you, Paige R. Whaley
Paige R. Whaley
Context StatementType of Artifact: PBL Presentation Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: This is the PBL Activity and Presentation that we did in EDUC 2300.
Context StatementType of Artifact: Journal Date: Spring 2014Courses: SPED 2010 Description: I did 18 hrs service learning for SPED teacher kept paper work.
Context StatementType of Artifact: Journal for EDUC 2010Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description I did 18 hrs service learning at Hilltop Development center but teacher kept paperwork.
Context StatementType of Artifact: Journal for EDUC 2300Date: Spring 2014Courses: EDUC 2300 Introduction to Education Description: These are the journal entries that I did for EDUC 2300 while doing service learning at Sevierville Primary School.
Walters State Community College
Service Learning
WSCCFebruary 5, 2014
VISION FOR MY FUTURE
Here is what I want to accomplish this year:
Education: I want to accomplish my AST degree in teaching. I hope to be graduated after this semester and move on to the second part of the 2+2 program with ETSU. I want to higher my GPA a little more as well.
Career: In the next year I want to be able to know a lot more about students learning and I will be able to see that more by doing my Service Learning. I won’t be in my career until 2 years from now. So in the next year I want to learn a whole lot more about how to work in the classroom and new techniques of teaching.
Family and Friends: In the next year I would like to better my relationship with my boyfriend and work towards both of us getting a degree before we start working on getting married and having a family.
Involvement and Service to My Community: I would like to be able to help the needy and the students who do not have a good home life. I have done service for this community in the past and I love it dearly. I worked at the food ministries at one point and it just warmed my heart with all the precious people that I came in contact with.
Personal Growth: I would like to be better at a lot of things but no one is perfect so all I can do is try harder to be what I want to be.
Service Learning Project
Name: Paige WhaleyCourse Title: Education 2300Date: February 5, 2014Agency Name: Sevierville Primary School
Agency’s Mission Statement/ Grades Served/ Community Needs: Sevierville Primary will provide a nurturing and inclusive environment which promotes academic excellence and will guide all students in their acquisition of knowledge and overall development as they become well-rounded students excited about learning.The serve grades K-2. It is a Title 1 school.
Prologue: I expect to be able to know more about students. I also expect to be able to see what kind of different techniques are being used. I expect to see how the room is set up so I can get an idea on how I can eventually set up my classroom. I really think that this experience will help me develop tremendously! I hope I learn about how different materials link to different things. I would like to see what kinds of materials the students use. I think that students and staff will perceive me as a nice and kind girl who is trying to learn what the teacher does.
Journal Entry #1
First Agency Visit: (Overview of Events)
I met with the principal of Sevierville Primary, Harriet Berrier and discussed my service learning. We talked about how I had done Service Learning there last year as well. She introduced me to a teacher by the name of Ms. Carver. I talked to her a little bit and told her I was very excited about doing Service Learning in her 2nd Grade classroom. We settled on days and times that I would be able to come. We also talked about things that kids were doing and their schedule every day.
ABCs of Reflections
Affect: I felt at ease about talking to the principal because I have known her for many years and she is a wonderful lady. She let me know how happy she was that I was here for the second time to do service learning again. I became confident that everyone would make me feel at home. All the staff at Sevierville Primary are very nice and made me feel welcome. They all have something nice to say. I will make the best out of my 18 hours and am very anxious to start.
Behavior: My actions this week were very effective! Getting to know the teacher I am going to be working with was good. I have warmed up to her. I am not shy by no means, that is probably why. At times I was at loss for words because I was trying to figure everything out. But other than that I feel really good about this. I felt like I made a really good first impression.
Cognition/Content: I have already learned many theories and ideas in my education class, but I am now anxious to see them happening in this 2nd grade classroom. Just from my short visit with Ms. Carver, I can tell that she is going to be very awesome to work with. She told me all about what they do and how different students learn in different ways. I am looking forward to seeing all of the different ways they learn.
Journal Entry #2
Affect – I was very pleased with what I did and saw today in Service Learning. These students are very precious. Some of them just put a smile on face and made me happy. They had a huge affect on me and showed me respect. Some of them tend to do very well and others are having a hard time. Those are the things that I had a big focus on today. I watched each and every one of them do the activities.
Behavior – I was kind of nervous at first. After that I warmed up and walked around the class and observed what the teacher was doing. I felt a little different about how she went about things. Everyone has a different way of doing things. I would have stopped and helped the students who needed help instead of just ignoring and going on with the lesson. That is what I would have done differently.
Cognition or Content – Today they were writing sentences. They have to write 10 sentences out of their vocabulary words. The sentences in the story that they are making have to have one of the following words: car, dark, arm, star, park, yard, party, and hard. If they need a new dictionary word they just ask the teacher and she writes it down for them. Some of the objects in the classroom could very helpful to students if they would use them. The ones I saw were linking cubes and I asked the teacher if they used them and she said they did at the beginning of the year and some of them still need to be using them. The linking cubes help with math and some of the students are having a hard time with math.
Journal Entry # 3
Affect: Today was a little bit different than any other day I have been in the classroom. All the kids were tired because this is the first time they have had a full week of school this month due to all the snow days. They are on their 4th day straight. They were not really concentrating as well as they usually do but they did ok.
Behavior: My behavior was mostly concentrating on each student and how they were acting. Some of them were very good and spoke up when asked to. Others were just blurting out. That is another thing I noticed. I took them to gym and boy was that fun. The funny thing about that was that the teacher said they listened to me better today than they did her. I was alone with them and that is something new for all of them so they seemed to respect me.
Content: They were playing a game called “Sparkle”. Sparkle is where they spell all of their spelling words. They all stand up around the room and each say one letter, when the word is completely spelled out the last person says sparkle then the student beside them sits down. The last one standing is the winner. They also read stories to each other and asked each other questions afterwards. I thought that was very helpful.
Epilogue:
Reflect on your semester’s service learning experience. My Service Learning experience was awesome and I loved it. It opened my eyes a whole lot to what actually goes on in the classroom.The teacher told me that I was a tremendous help to her because she has not had a helper because not a lot of people do service learning in second grade. I was the second person to ever do it in her classroom. She said that it was very convenient and that the students absolutely loved me. I had a lot of fun and I wish it was not over.
Revisit the prologue. Have your expectations been met? Yes, I expected to be able to know more about students. I was able to know a lot more about the students. I loved them to death, each and every one of them was different of course, but they each had their own specialties. I also expected to be able to see what kind of different techniques are being used. I was able to see all of these techniques that were being used. I really thought that this experience would help me develop tremendously! It did.
VISION FOR MY FUTURE
Here is what I want to accomplish in the next five years:
Education: I hope to be in my own classroom and have my bachelor’s degree and possibly be obtaining my master’s degree.
Career: I hope to be teaching, like I said before. I hope to be in my third year of teaching.
Family and Friends: My vision on my family is that I will be married because I just got engaged and I will be getting married in one year and I hope to have children and be one big happy family. That is what I strongly believe that will happen.
Involvement and Service to My Community: I plan to serve my community in any way possible. I will help out with really anything outside of school for volunteer work to help people in need.
Personal Growth: I want to be out of school and in my own classroom and married to my wonderful fiancé. I hope to have a little happy family and me being a first grade teacher.
REFLECTIONS My Service Learning experience was awesome and I loved it. It opened my eyes a whole lot
to what actually goes on in the classroom. The teacher told me that I was a tremendous help to her because she has not had a helper because not a lot of people do service learning in second grade. I was the second person to ever do it in her classroom. She said that it was very convenient and that the students absolutely loved me. I had a lot of fun and I wish it was not over.
EDUC 2300 Introduction to Education class:We have pretty much talked about everything that happened in the classroom that I was doing Service Learning in and I definitely saw the ups and downs. I also saw the do’s and the don’t. I noticed things that the teacher did and said that we had talked about in EDUC class and I saw some things that I did not particularly like. No modeling at all. But on the happy side, I learned what to do and what not to do or say.
Context StatementType of Artifact: EvaluationsDate: Spring 2014Courses: SPED 2010 Description: Teacher kept all of the paperwork for the evaluations.
Context StatementType of Artifact: EvaluationsDate: Spring 2014Courses: EDUC 2010 Description: Teacher kept all of the paperwork for the evaluations.
Context StatementType of Artifact: EvaluationsDate: Spring 2014Courses: EDUC 2300 Description: Here are the evaluations that I receive from the teacher that I did in my Service Learning in EDUC 2300.
Context Statement
Type of Artifact: TimesheetsDate: Spring 2014Courses: EDUC 2010 Description: Teacher kept the paperwork for the timesheets that I had in EDUC 2010.
Context StatementType of Artifact: TimesheetsDate: Spring 2014Courses: SPED 2010 Description: Teacher kept the paperwork for the timesheets that I had in SPED 2010
Context StatementType of Artifact: TimesheetsDate: Spring 2014Courses: EDUC 2300 Introduction to Education Description: These are the timesheets I filled out in Service Learning that I did Sevierville Primary School in EDUC 2300.