Ivy Tech Community College EDUC 121 EDUC 101 AND 250 Early Field Experience Timesheet, Contact

Information, and Schedule

What is the contact information of the School where you have chosen to do your 10 hours of field experience? (Name of school, principal, teacher, address, email, phone number

SCHOOL: Hoover Elementary PRINCIPAL: Kim Nixon TEACHER: Spring Perry ADDRESS: 1301 S. Elm St. Crawfordsville, IN 47933 EMAIL: sperry@cville.k12.in.us PHONE NUMBER: 765-362-2691 (ext: 109)

Why did you choose this school? I chose this school to do my observations in because I thought it

was more diverse than some of the rural schools that are closer to me in my area. As I was trying to find a location to do my observations I asked the principal of the school about ethnic diversity in her school. She told me that there were several students in her school that were English language learners and that because of that they had to make special arrangements in order to accommodate them. Because of this reason I thought that Hoover Elementary would be a great school to spend some time observing in.

Please list your anticipated early field experience schedule below. February 11th (2hr), February 20th (2hr), February 21st (2hr), February 26th (4hr)

Please record the dates and times of your Early Field Experience on this page. Your Name Robin Sweat Robin Sweat Robin Sweat Robin Sweat Your signature Date 2/11/13 2/20/13 2/21/13 2/26/13 Number of hours volunteered 2 hours 2 hours 2 hours 4 hours Supervisor Signature

Ivy Tech Community College EDUC 121 Notes on Service Learning Use this template to record what you did during your service learning and turn in with your time log during Week 16.

Name: Robin Sweat Date: 2/11/13

Name of Agency: Hoover Elm. School Number of Hours: 2

Topic: Math (Fractions) -Mrs. Perry speaks very clear and is very precise with her directions -Shows no special attention between students and is sure to incorporate students who may be unsure of the topic. (Used candy bar as an example of fractions) -work several problems together, asked to work one on own and then checked it, finished page in class while she walked around and answered questions that students found while working on the problems. *students are concerned with equal treatment (I.e. the candy bar, or her attention) _went over home work in conclusion of math lesson

Ivy Tech Community College EDUC 121

Name: Robin Sweat Date: 2/20/13

Name of Agency: Hoover Elm. School Number of Hours: 2

Developmental flow Lesson begins with introduction that grabs the students interest. How does Mrs. Perry open the lesson to motivate the students? Continues math lesson from the morning. Starts with having 5 children work problems on the board and then they went over them together. Having students work the problems as a class as they went along. Makes sure class agrees with all answers before moving onto the next problem (thumbs up or down) How does she provide a sense of direction (focus for what will follow)? Lets the students know that the material being covered in class today will be what their homework is about.

What summaries did Mrs. Perry use throughout the lesson medial summaries? Make sure to go back and check your math so you dont miss as many on test. Make sure you write all your work out so that you get full credit for the math assignment

Does she give an overall summary at the end of the lesson? Mrs. Perry did usually summarize her lessons. She let her students know why they needed to know the information that she taught them for the day. (i.e.; test, homework, quiz, or because the next lesson would feed off of this one).

Did Mrs. Perry do anything after the lesson to find out how well the students learned the lesson? (lesson appraisal) She is constantly giving little mini quizzes to students here and there while they are working on the problems and she asks if anybody is lost after every math step she shows.

Assignments and/or enrichments? Assigned homework for the students to do based off of what they worked on in class. Explained home work as it appeared in the books and explained what the book was asking them to do. Made sure students did not have any questions about homework.

Ivy Tech Community College EDUC 121

1. What is the flow of conversation in the classroom? Mrs. Perry does most of the instruction but I would say that the students are actively participating in the conversations that she brings up. Most hands go up in the class room when she asks any questions. Students have input on the conversation most of the time. 2. What type of interaction is the teacher providing? (i.e.; lecture, lab, workshop, supervised study) Mostly lecture some group work. Supervised study. Class seems to have different educational approaches to how things are explained and with the fractions that are being taught there is also more than one way of arriving at the same answer; this is demonstrated as well. 3. Is there any use of learning aids? Dry erase board. She has a couple of other people who are also able to walk around the room and see who may need help or who is lost by looking at students papers. They were also helping to answer questions. 4. Does the teacher use the chalk board? It the material legible, visible and does it make sense? How can it be improved upon? The material on the dry erase board is legible and makes great sense. She could have steps to working the division problems written in separate colors so that they can be identified and followed easier. 5. Did Mrs. Perry use Handouts, test, or etc.? How were they helpful? There was a handout from the morning class. I think the handout was very effective to get the students thinking about the lesson. 6. Was the text book used during the lesson and did it dominate? How was it used? For what purpose? How helpful is it? Do the students like it? The book was used during the lesson but it was not used excessively just enough for guidance through the material and so the students could follow along. I think the book here during this math lesson was helpful so that the students could see the problems in front of them and work them along with their teacher. Most students seemed ho hum about having their math book out. They were far more enthusiastic about the candy bar that was used last week to help understand the fractions.

Ivy Tech Community College EDUC 121

Name: Robin Sweat Date: 2/21/13

Name of Agency: Hoover Elm. School Number of Hours: 2

Today in class the students who made the class a multicultural classroom were gone from the room for some testing. My observations for this day included how the teacher handled the class differently than how she did when all her students were in the room. She was able to go through her lessons faster and without as many interruptions from students, inclusion teachers, or aids coming in and out of the room. On this day the students were able to get their math work done in the class. Because a portion of her class was gone she did not cover any new material for math today and the rest of the class time was spent as a study or reading time. Mrs. Perry was also able to go around the room during this time and help some of the students in her class who were having trouble with any other lessons.

Ivy Tech Community College EDUC 121

Name: Robin Sweat Date: 2/26/13

Name of Agency: Hoover Elm. School Number of Hours: 4

Map of the classroom

Front of Classroom
Dry-Erase Board

Team 1

Team 2

Team 3

Group Study Teachers Desk Table

Team 4

Ivy Tech Community College EDUC 121

How is the classroom conductive to learning? The classroom is set up so that there are learning stations on the outer perimeters of the classroom. Everyone in the class sets in groups at their tables. I think the classroom is set up so that everyone can work as a team and there is support there from peers if they become slightly confused or there could be group work. The groups allow for diversity in the lesson among the class which is interesting because that may be doing the same type of lesson but not the exact same lesson. What kind of learning environment is the room? The learning environment of the class is peaceful and group oriented with a clear directional path for the lessons being taught. It also looks like it could be a fun learning environment, with all the bright colors and recognition of students who have accomplished great things. What does what I see in the room tell me about what usually happens here? Based on what I see in the classroom you can tell that a lot of reading takes place here. I can also tell that there are expectations of learning to respect others in a learning environment. I can also tell that this can be a fun place to be while acquiring knowledge.

Gender Issues in the Classroom

Are all students treated equally? It seems to me that there is equality in the classroom. I have noticed that all tables are divided into equal parts, half boys and the other half girls. Mrs. Perry also seems to call on a variety of students during a lesson. Not just all boys or all girls. The teacher has a jar of sticks on her desk with students names on them for occasions when she may need only one or possibly two students to do something and she does not want to pick a student unfairly so she will draw names out of the jar. This assures the students that there is not any bias choices made by their teacher and allows all students an equal opportunity of being chosen. Are there patterns to how the teacher interacts with the students? So far I have not noticed any patterns. Everyone in the room is treated with respect and equally. Is sexist or racist language an issue? What effect might that have on students in the class? This kind of language is not an issue in Spring Perrys classroom. However, if it were the effects would be detrimental to the whole classroom environment. If this kind of language was used by the students teacher then all trust fall away, some students may be offended or have their feeling hurt, there will be no respect for each other and the whole concept of a peaceful learning environment is changed.

Ivy Tech Community College EDUC 121

External Factors
How many interruptions during the class period? For what? By whom? 1-phone call-Morning 2-phone call-afternoon, student needed in office How much instruction time becomes non-instructional time? Instruction time even with interruptions seems to go pretty smoothly. Most of Mrs. Perrys interruptions to her class lesson plans have to do with students being taken from the room for other scheduled lessons. Because at times almost half of her class gone from the room she has to make provisions to her lessons to allow for that.

How does the teacher deal with these unasked for interruptions? Mrs. Perry deals with her interruptions to her day such as a student issue or a call from the office quickly and without much notice. She deals with what task needs to be taken care of and quickly gets back to what she was doing. She deals with them almost seamlessly. Her class never loses pace or interest in what she was doing while her attention was away for a moment.

Discipline
What things does the teacher say or do to establish the tone of the classroom? I have heard her remind the class that she is the teacher and that the whole class was going to do what she wants them to do. She creates consequences for the students actions. For example she told them during one math lesson that if they did not reduce their fractions or change them from improper to proper fractions that she was going to count off a half point on their test, quiz, and homework for each problem. She also has a desk that sits up next to her desk for students who are having a hard time getting along with the team or the rest of the class. If a student cannot work with the people at the table he/she is assigned to then they will sit a period of time at this desk away from the rest of the class. What factors contribute to making the classroom an effective learning environment? Mrs. Spring Perry has the respect of her students and therefore I believe that is the main reason her classroom is such an effective learning environment. She has also been able to get the student to respect others in their class and not interrupt or work against anyone in the room. Her classroom really does work a lot like a team, if someone was gone then another student at their table can help get them caught back up with the class.

Ivy Tech Community College EDUC 121

If an event occurs how did it develop? What did the student do? What did the teacher do? Not do? On the occasion that a student or students needed to be reprimanded Mrs. Perry was always considerate of the students feelings and asked them into the hall to talk with them. She never yelled out in class at the students or reprimanded them in front of everyone. Whatever was discussed was kept between the parties involved in the issue.